How did poverty exacerbate crime in Whitechapel? [#2] An introduction to the links between poverty and crime in 19th C. Whitechapel, 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 living conditions in Whitechapel during the late-1800s (see previous lesson on TES), students will now begin to analyse how Whitechapel became a breeding ground for criminal activity. Specifically, students will examine a variety of reasons for this surge, with an eye on lodging houses, pubs, sweatshops, workhouses, and prostitution. The lesson culminates in an exam-style source analysis question. 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 did immigration cause tension in Whitechapel? [#4] An introduction to tensions caused by Irish and Jewish migrants living in 19th C. Whitechapel, 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 develop knowledge about the Irish and Jewish communities that migrated to Whitechapel during the late-1800s. Specifically, students will look at the reasons these ethnic groups migrated to Whitechapel, in order to understand some of the discrimination directed towards them. Similarly, students will examine the way in which these ethnic groups lived in London, in order to further understand why there were tensions between different ethnic groups. The lesson culminates in an exam-style question. 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 it difficult for police to catch the Ripper? [#10] An investigation of the challenges faced by police in apprehending Jack the Ripper in c.1888, 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 an investigation into the methods used to catch Jack the Ripper, this lesson enables students to examine the reasons why the police investigation failed. Specifically, students will explore how the media, Whitechapel Vigilance Committee, poor leadership and police rivalry hindered the investigation after the murders in c.1888. The lesson culminates in an exam-style question. 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.

Sources Practice – The link between Crime and Poverty? [#3] An introduction to questions about source utility on 19th C. Whitechapel, 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 links between crime and poverty in areas of Whitehcap, students are introduced to source utility questions, in line with Edexcel assessments. Specifically, students are prompted to assess the utility of two sources using the COP (Content, Own knowledge, Provenance) method. There is ample scaffolding and modelling so that students can make good progress. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) 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.

How did the police try to catch Jack the Ripper? [#9] An introduction to the police investigation into Jack the Ripper in c.1888, 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 are given an overview of the crimes and victims of “Jack the Ripper” in c.1888, as well as the media sensationalism that followed. Students then analyse the effectivity of methods used by the police to investigate the murders (i.e., following up on leads, journalism, inquiring in hospitals etc.). The lesson culminates in an exam-style question. 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.

How effective was the Metropolitan Police Force, c.1870 – c.1900? [#7] An introduction to the work of the Metropolitan Police Force in 19th C. Whitechapel, 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: This lesson familiarises students with the work of the Metropolitan Police Force in Division H (Whitechapel). Students will analyse the strengths and weaknesses of Division H, with a particular eye on the “beat”, the scandals of Bloody Sunday and the leadership of Sir Charles Warren. The lesson culminates in a source analysis (exam question practice). 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.

Sources Practice – The Ripper Investigation, c.1870 - c.1900? [#11] A study of questions about source utility on 19th C. Whitechapel, 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 police investigation into Jack the Ripper in c.1888, this lesson aims to build students confidence with source utility and “follow up…” questions, in line with Edexcel assessments. In the first part of the lesson, there is ample scaffolding to support students in tackling the questions independently. The second part of the lesson takes on the format of a feedback lesson (with modelled examples / answers) so that students can peer review / self-check their own progress. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) 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 did the Mughal Empire decline? [#2] Lesson #2 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [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: In this lesson, students will explore the gradual decline of the Mughal Empire during and after the reign of Emperor Aurangzeb (c.1658 - c.1707). Specifically, students will investigate how his religious intolerance and oppressive policies led to division and conflict across the Mughal Empire. Students will continue to broaden their conceptual skills, by organising and debating causes throughout the lesson. 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).

What was pre-British India like? [#1] Lesson #1 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [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 India before the arrival of the British. Specifically, students look at the quality of life enjoyed by Indian society under the Mughal Emperor Shah Jahan. This serves as a starting point ahead of examining the Mughal Empire’s decline and British colonisation (see subsequent lessons in my TES shop). 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).