How did society change during the Early Modern Period? [#1] An introduction to crime and punishment in the Early Modern Period, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the Middle Ages, this lesson aims to introduce students to the Early Modern Period. Specifically, it equips students with a contextual understanding of the period, before they examine the changes and continuities in crime and punishment in more depth. In this lesson, students will explore the way in which society changed, with a focus on religious and political turmoil, and the changes in economy. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was the Bloody Code introduced? [#8] An exploration into to the Bloody Code, introduced during the Early Modern period, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will investigate features of the Bloody Code, introduced during the Early Modern period. Students will understand how an increasing number of crimes became punishable by death, and analyse the reasons or factors that influenced the introduction of the Bloody Code (i.e., preservation of power, media sensationalism etc.). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

End of the Bloody Code - Industrial Age [#12] An investigation into why the Bloody Code was abolished during the c.1800s, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on from a previous study about the Bloody Code (see Early Modern period lessons), students will explore reasons why the Bloody Code was abolished during the c.1800s. This will focus specifically on changing attitudes towards the purpose of punishment and ineffective public executions. This lesson also gives students the opportunity to build source analysis skills. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the treatment of young offenders change in the 20th C.? [#6] An exploration into the evolving methods of treatment for young offenders c.1900, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore the way in which punishments and prison systems have evolved for young people since c.1900, with an eye on Borstals, Approved Schools, Attendance Centres, and Youth Detention Centres. Students will also encounter BBC footage of Young Offender’s Institutions whilst considering the extent of change. The lessons students to trace the evolving nature of punishments for young offenders, and analyse the reasons why changes have taken place during the course of the century. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Expansion of Slavery - The Triangular Trade [#1] Lesson #1 of 4 lessons towards the enquiry: “Why did the trade in enslaved people expand during the 17th Century?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson exploring the mechanics of the slave trade; specifically the Triangular trade. Students will understand how the trade in enslaved people became a lucrative opportunity for merchants and plantation owners. They will also begin to explore other contextual reasons for the increasing demand for slave labour. Note: This mini-scheme of lessons should be used as a precusor to an enquiry about the experiences of enslaved Africans in Britain and the Americas. In line with recent guidance, it is vital that historically marginalised voices reemerge within the school curriculum. This mini-scheme helps build a contextual understanding of the slave trade, and why it was so popular. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance. Video Clip – Link to TedEd clip about the Transatlantic Slave Trade (Anthony Hazard).

Life in Industrial London - The Role of Children [#4] Lesson #4 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson examining the role of children in Industrial London, with a particular focus on factory labour. Students will explore a range of contemporary sources to understand of factory life; specifically how children were treated, their hours and wages, and the dangerous nature of the work. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., gallery walk; think-pair-share; stretch-and-challenge activities).

Life in Industrial London - Health & Sanitation [#2] Lesson #2 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson exploring the living standards in London, with a particular focus on health and sanitation. Students will analyse a range of contemporary visual and written sources, evaluating whether London could be seen as a “wilderness of foulness” (Angus Reach, 1849). Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Experiences of Slavery - How did the enslaved succeed in resisting their treatment? [#3] Lesson #3 of 4 lessons towards the enquiry: “What was the experience of enslaved people?” [Concept: Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Though the lesson refers to runaways and rebellions, this has a particular focus on passive forms of resistance in Slave Societies. The students will explore how enslaved people maintained their identity through their so-called “slave culture”; across food, music, dress, religious practices (Obeah) and housing. Students will also have built an understanding of active vs. passive resistance. Note: In line with recent guidance, these lessons ensure that students frequently encounter historically marginalised voices. Sources have been chosen carefully in order to give students the fullest understanding, though may include sensitive language / imagery. Pre-checking slides is strongly advised in order to prepare for this. Suitability: Designed for Key Stage 3 (Years 7 – 9), but highly suitable for KS4 Approximate Delivery Time: 50 – 60 Minutes What will you get? • PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. • Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. • Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). • Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance.

Expansion of Slavery - How was it was justified? [#2] Lesson #2 of 4 lessons towards the enquiry: “Why did the trade in enslaved people expand during the 17th Century?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson exploring how slavery was justified during the Early Modern Period. Students will look at contemporary religious and academic justifications; specifically extracts from the Bible, and the writings of Josiah Nott and David Hume. This enables students to understand why there was little opposition to the practice. Note: This mini-scheme of lessons should be used as a precusor to an enquiry about the experiences of enslaved Africans in Britain and the Americas. In line with recent guidance, it is vital that historically marginalised voices reemerge within the school curriculum. This mini-scheme helps build a contextual understanding of the slave trade, and why it was so popular. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance. Video Clip – Link to TedEd clip about Mansa Musa and the Mali Empire (Jessica Smith).

The Treaty of Versailles [#1] Lesson #1 of 6 lessons towards the enquiry: “Why was the world unable to keep peace after 1918?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: This lesson introduces students to the peace talks at Versailles in the wake of WWI. Students will be familiarised with the “Big Three”; their diverse attitudes towards Germany and how their demands were satisfied. Students use this as a basis for discussions around the potential consequences of the overly harsh treaty terms. Suitability: Designed for Key Stage 3 (Years 8 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Alternative Starter Activity - Source Analysis for HPA class groups.

Life in Industrial London - Crime [#3] Lesson #3 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my TES shop for other lesson and bundle offers! Overview: This lesson prompts students to examine the reasons for, and the problems with, crime in Industrial London. Engaging students with contemporary resources from the National Archives, they will also explore methods of punishment. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

How did the Normans adapt law enforcement? [#5] An exploration into Norman methods of law enforcement, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from a study of crimes and methods of punishment in Norman England, students will familiarise themselves with the way in which law enforcement was adapted under the Normans (i.e., new trial by combat, Church courts etc). Students will also evaluate change and continuity as a whole, thinking critically about why the Normans kept certain Saxon systems, and replaced others. This can be used as a precursor to an exam-style change & continuity exercise (see Lesson #6). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Justice in the Late Middle Ages [#8] An exploration of new methods of law enforcement during the Late Middle Ages, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore new methods of policing and meting out justice during the Late Middle Ages, with a specific focus on the Assizes of Clarendon, Parish Constables, Coroners, Justices in Eyre, Justices of the Peace and Hanging, Drawing and Quartering. The handout enables students to access a broad array of content in a succinct way, allowing them to think about the reasons why these new methods were introduced. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Did the Church help or hinder justice in the Middle Ages? [#9] An enquiry-based lesson about whether the medieval Church helped or hindered justice, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will become familiar with the power and influence of the Church on society. They will also explore some of the Church-led judicial practices and changes during the Late Middle Ages. The stuidents are also prompted to analyse how much these practices helped or hindered justice (i.e., offering sanctuary enabled criminals to escape arrest). The enquiry has been adapted from the Hodder Education textbook. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Crime in the Late Middle Ages [#7] An exploration of new crimes and punishments during the Late Middle Ages, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore the new laws introduced in the aftermath of the Black Death; a period of destruction and uncertainty. Specifically, students will look at the Statute of Labourers and Heresy Laws, with a focus on the crimes created by these laws, and the punishments. This lesson precedes a lesson on the evolving justice system in Medieval England. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Justice in Norman England - Exam Practice [#6] A lesson prompting students to respond to a 16 mark exam-style question: “‘The Normans made significant changes to Anglo-Saxon justice.’” How far do you agree with this statement?” Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with law and justice in Anglo-Saxon and Norman England, the students are prompted to respond to a 16 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.