All of my resources have been used in my own classroom. My resources are designed to be easy to use and understand by anyone. I use a student friendly font and backgrounds designed to reduce glare so that all students can access the materials.
All of my resources have been used in my own classroom. My resources are designed to be easy to use and understand by anyone. I use a student friendly font and backgrounds designed to reduce glare so that all students can access the materials.
Students explore the treatments and beliefs at the time of the Black Death using sources, a video clip and a textbook. My classroom is equipped with both the white Dawson textbooks and the brown Edexcel version. You can adapt page numbers to suit your own. Comments are appreciated.
Students target the specific factors which helped to develop germ theory. This lesson should be taught after having introduced Koch and Pasteur. My classroom is equipped with both the white Dawson textbook and the Edexcel endorsed brown version. Comments are appreciated.
Students work in groups to produce a dossier of life behind the wall. They are provided with written and photographic evidence to produce their documents. Group monitoring form included. Comments are appreciated.
Students use information about Chadwick and the Poor Law and to assess its impact. Students are encouraged to see how the Poor Law was misinterpreted. The video clip was taken from Youtube but you can find others by simply searching. Comments are appreciated.
I think reading is very important for every single student. In my history classroom I like to show my students that they can read about the periods they study too. Please note the publisher document has several pages. Comments are appreciated.
In this lesson students explore the key features of 1920 America by focusing on Jazz. They will develop an understanding of the type of music and research two famous musicians. Powerpoint can used as a quick run through or as an information hunt around the classroom. Comments are appreciated.
Students discover the features of medieval castles and look at the potential weaknesses of the original Motte and Bailey castles. Lesson plan included. Comments are appreciated.
Students explore the stereotype of the witch and attempt to guess which characters would have been accused of witchcraft. Comments are appreciated. This was taught as a 30 minute lesson.
In this lesson students use a variety of text and picture sources to draw conclusions about working conditions. Students should be selecting evidence from the sources to back up their points. A creative writing activity is used to end the lesson. Comments are appreciated.
This lessons explores the idea of a stereotype based on guidance from the IWM. Students develop an understanding of some of the people involved in the Holocaust. Comments are appreciated.
Students use written and picture sources to explain the changing nature of Brighton. This lesson can be used as part of a local history project. Comments are appreciated.
Students explore the living conditions of those people living through the Industrial Revolution. A picture source is the main stimulus material for this lesson. Comments are appreciated.
Students explore the life of Joseph Mengele, The Angel of Death. They use song lyrics and information to develop their understanding. Comments are appreciated.
Students are encouraged to debate the use of the atomic bomb. You can find clips of Barefoot Gen on Youtube (please check the certificate for your students!) This lesson would work best using a textbook to support.
Students start this lesson by telling each other about their family histories before completing a world map which demonstrates the origins of the British people. This lesson could also be used to teach citizenship and PSHE. Comments are appreciated.
Students use resources to plan and write a story about working in a factor. This lesson works best having spent some time with sources from the period (see other resources posted). Students are encouraged to use a range of adjectives and end with peer assessment. Minds and Machines is the textbook used. Comments are appreciated.
This lesson was planned for Y8 students sitting the Common Entrance exam. It was designed to revise BOTH the Black Death and Great Plague of London. It asks students to pitch which of the plagues should be featured in an empty gallery in the Museum of London. This lesson works really well as students think about wider consequences which could also lead to discussion and research into increased freedoms after the Black Death etc. This lesson could be easily adapted to suit GCSE teaching of the History of Medicine. My students supplements the information sheet with relevant textbooks in my room. In the next lesson students used a past paper question to demonstrate their knowledge. Enjoy!
