Why was Whitechapel difficult for H Division to police? [#8] An introduction to the problems faced by 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: Building on their knowledge of the London Metropolitan Police in Whitechapel, students will explore the problems faced by H Division in Whitechapel, spanning across the dangers and challenges they faced in investigating or prevent crimes. The lesson culminates in an exam-style question so that students continue to develop 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. 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).

How did the British increase their influence in India? [#3] Lesson #3 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 expansion of the British East India Company in India. Specifically, students will analyse how the EIC used a combination of diplomacy and military aggression to expand their authority across the sub-continent. Students will also encounter, as well as develop their own, interpretations about the foreign policy of the EIC, in order to broaden their conceptual skills. 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 British rule change India between 1829 - 57? [#4] Lesson #4 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 British domestic policy in India, between 1829 - 1857. Specifically, students will investigate a range of British reforms, based on aims to “modernise” and “Christianise” India. Following this, by encountering authentic Indian voices, students are prompted to think critically about the way Indians might have received these changes. This will enable them to engage on a deeper level with the overall enquiry question, as they can discern long-term causes. 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).

Why was there an uprising in 1857? [#5] Lesson #5 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 be familiarised with the uprising of 1857 itself, examining a variety of short- and med-term causes, including the treatment of Indian sepoys and the religious tensions that arose as a result of new cartridges greased in fats. The lesson will also give students the opportunity to begin ranking and organising different causes / factors, in order to hone their conceptual understanding and prepare them for writing an argument (see lesson 6 on 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).