This lesson is aimed at getting students to understand the difference between the Roman Senate of the Regal Period and the Senate of the Republican Era. Historical evidence is sketchy at best and students are made aware of this during the lesson. Students who are familiar with studying this period in Roman History (in GCSE Ancient History for example) will already be aware of the lack of evidence and also its unreliability. Students are introduced to Cesare Maccari’s ‘Cicero denouces Catiline’ fresco and are asked to make inferences about the Roman Senate from it. This establishes the stock view of the Roman Senate that most people are familiar with. It gives students an anchor point from which to begin learning about how the senate was different earlier in Rome’s history. There are then two handouts (both included as slides in the .ppt file at the relevant points) for printing out. Literacy and Comprehension questions follow based on these handouts. Students are then encouraged to summarise the difference between the senate under the Roman kings and the senate under the new Republic using this information. The lesson ends with exploratory questions surrounding the extent of the Senate’s power.

This lesson has been designed with the OCR GCSE Ancient History course ( ‘Rome and its neighbours’) Period study in mind. The lesson begins with a drawing game where two consuls and a lictor are depicted and students are invited to infer this. Students are then presented with an image of Scipio Barbatus’ sarcophagus and invited to make inferences. Its importance in terms of it being the earliest archaeological record of a ‘consul’ is then discussed. This leads on to the ‘problem’ of the consulship in terms of when Romans say it developed vs what evidence we have for when it developed. Mary Beard’s take on the situation from SPQR is then included (slightly adapted for easier understanding) and this is finally followed by a handout on the main political offices of the early Republic with accompanying information. There are then some comprehension questions based on this handout for students to answer. The lesson finishes with students asked to match an image to their learning and the teacher can draw out explanations through these in order to check the progress of students.

This lesson provides an overview of the key themes of the Roman Republican period. I designed it as an introduction for my GCSE Ancient History class to their chronological study of the Republican period. The lesson uses Livy as a primary source and Mary Beard as a secondary source to outline the main themes that crop up in a study of the Republic. The lesson uses both authors as a ‘way in’ to the era. The lesson seeks to draw out an understanding of: The conflict between the patricians and plebeians How the Romans saw the Republic favourably in comparison to the Regal (kings) period What the main political offices were in Republican Rome The extent to which we can trust what ancient writers tell us about the early and later Republic. Progress checks are included throughout to promote literacy - matching key words to abstract/non abstract images to exhibit understanding. A video link is also included in the plenary which outlines the main political offices of the time and how elections were conducted. This is very much an overview lesson for the time period which can stand alone or be used as an introduction to the Roman republic. I felt it was necessary to ‘set the scene’ for my students before doing so and this lesson does this really well.

I created this lesson out of a feeling that often, in teaching Romulus and Remus, there is a distinct lack of proper history skills involved. This lesson is my attempt to create a lesson which imparts knowledge of the (genuinely intriguing) story of the twin founders of Rome, but also hints at the historical inaccuracies, the story’s mythical nature and cultural significance to the Romans themselves. This lesson is aimed at students 13-16 (although more able students who are younger can access it) in order to introduce them to: The story of Romulus and Remus (which they would need to know for their OCR Class Civ or Ancient History GCSE (9-1) Ancient Historians (specifically Livy who is mentioned throughout and a required for GCSE Ancient History - yet often difficult to access). Modern Historians (specifically Mary Beard) through her retelling of the story in SPQR which is quoted and attributed appropriately throughout (and sometimes adapted slightly for easier understanding). The Lesson starts with a series of images to see if students can guess what the lesson might be about. Some students might have more knowledge of the ancient world than others but whatever answers they come up with can become talking points. Attention moves to the geography/setting of the story and the story itself is then split up into 3 parts; beginning, middle and end. Each part includes an appropriate work sheet which are contained as slides within the .ppt file (in the right places within the presentation) which can be printed, photocopied and worked through. This can be done together as a class or individually. There is a challenge task (focusing on provenance/other versions) on each worksheet for the more able students. Worksheets involve summarising Mary Beard’s account of the Romulus and Remus story in images and words. There is a strong literacy focus throughout with students encouraged primarily to highlight words they don’t understand and annotate their sheet with definitions. There is also additional guidance in the ‘notes’ section of each slide to help you as you teach. The lesson finishes with students attempting to answer the question that is the lesson title using a quote from Romulus (via Livy) to help them to show how much progress they’ve made. Students are then given the same set of images they were given at the start of the lesson and invited to explain each one to show how much they have learnt.

This lesson is designed with the new OCR Ancient History GCSE in mind. The lesson starter involves a memory drawing game that is meant to draw out the theme of exile (a Q&A can then ensue regarding Lucretia and the circumstances of Tarquin’s exile form Rome). A quote from Livy is then included with students encouraged to reflect on what it tells us about Brutus’ character (and how he was motivated -challenge). There is then a missing words exercise (one expected, one challenge) which introduces students to the story of how Superbus went about trying to keep hold of his property once exiled. Two 6 mark exam questions are included (with help on structure and content) which take 6 minutes each as per the ‘mark a minute’ nature of the GCSE exam. One is based on a passage from Livy that students are encouraged to summarise into 5 parts before they beign their answer. There are a number of handouts included within the .ppt file as slides which are located in the place within the lesson they need to be used and can be easily printed out from here and given to students. It is also clearly signposted within the lesson slides when each handout needs to be used and how. The lesson ends with a series of abstract images, with students having to link the images to what they have learnt in the lesson.

This lesson is designed with the new OCR Ancient History GCSE in mind. As Rome’s second Etruscan king, Servius Tullius introduced a number of reforms into Rome which this lesson looks at in detail using Livy as a primary source throughout. This is done because students need to be used to seeing, reading and understanding primary sources as they will be required to do so in their exam. The lesson starts with a discussion of the names of some of the Roman kings and how that influences the way Livy writes about them/interprets their legacy. It then proceeds onto Servius’ background and Livy’s scepticism of the legend regarding this story. Servius’ reforms are then looked at in brief and students are asked to rank them in order of their impact which they will revist later after looking at each reform in detail and recording it on a worksheet that is included. There are a number of handouts included within the .ppt file as slides which are located in the place within the lesson they need to be used and can be easily printed out from here and given to students. It is also clearly signposted within the lesson slides when each handout needs to be used and how. This presentation will likely take 2-3 hours worth of lesson time as there is substantial content. The lesson ends with a comparison of Servius to his predecessor and first Etruscan king Tarquinius Priscus. This is anothe rimportant skill they will need to develop for their exam.

This lesson is designed with the OCR Ancient History GCSE course in mind. It takes students through the succession of Tarquinius Priscus (The first Etruscan king of Rome) through to his military achievementsvia the use of Livy as a primary source. There are a number of worksheets which are included in the .ppt file at various points which should be printed of and given to students. All instructions are clear at each point as to what students must be doing and taks are easily and clearly ‘chunked’. The aim of the worksheets (often with a passage from Livy on them) is to summarise what is being said by the ancient author at each point and then use this information to make answering exam questions (at the bottom of each sheet) more accessible. Included in this lesson are Priscus’ social, political, religious and military initiatives which students are given, and then have to analyse and evaluate in order to determine which were his most significant. At the higher end of the thinking scale is the idea that Priscus is considered a great military commander, but not necessarily a great king. Students should be invited to reflect on this at the end of the lesson.

This lesson is designed to introduce the ideas of Athenian democracy to students who already have some understanding of the Ancient world and Athens itself. The lesson starts in an SMSC-type way with students encouraged to think about what kind of society they would like to live in, if they had no knowledge of who they were going to be before they were born. The ideas of democracy and equality can be drawn out here. Students are then invited to discuss what democracy is and what it means in our day and age so that they can later compare it to Athenian democracy as a point of reference. A numeracy task allows students to work out what fraction of Athens’ population was actually eligible to take part in politics - a discussion of whether this counts as real democracy or not can then ensue. A link to an educational video is included so students can add to their notes and then some historical details are included on a handout on a slide within the .ppt file. This can be printed off and given to students who are set some tasks based on it. There is then a choice of two plenaries where students can summarise their learning in a creative or written way.

This lesson is designed with the new OCR Ancient History 9-1 GCSE spec in mind. Any worksheets/resources referenced here and in the lesson are included as Powerpoint slides within the .ppt file and can be printed off and given to students. The starter for the lesson are exam ‘warm up’ 2 mark questions based on what students most likely already know about Romulus’ actions as king of Rome. This is revisited at the end of the lesson to see if students can remember and to try and get the learning to ‘stick’. Students then look Livy as a primary source and reflect on Livy’s opinion of the king and the context in which Livy was writing. Nine of Numa’s reforms are included in the .ppt file as a slide as ‘cards’ which students are to cut out and create a ‘diamond 9’ in order to get them thinking about which of his reforms were the most and least important. This is followed by a challenge where students try to categorise his reforms themselves to see if a pattern develops. A 15 mark exam question is then included based on a passage from Livy with step by step help in how to answer the question running alongside the passage. A video on the Roman Monarchy which includes a summary of Numa’s role is also linked to at the end to summarise.

This lesson is designed with the new OCR Ancient History 9-1 GCSE spec in mind, although it would provide an excellent introductory lesson to Rome’s early history for any students embarking on a study of Rome. It would be helpful if students had some prior knowledge of Rome’s foundation myths (Romulus & Remus, Aeneas) but this is not essential at all. All worksheets referenced here and in the lesson are included as Powerpoint slides within the .ppt file and can be printed off and given to students. The lesson begins with a quick quiz and quick-fire answers provided to establish what students know already about Rome’s foundation stories. This quiz is repeated at the end to see if students can retain any of this information - the idea being that giving them time to forget and remember helps them to retain the knowledge in the long run. Students are then given accessible information on: Romulus’ political intitiatives Rome’s abduction of the Sabine women The development of the Senate under Romulus And complete a table worksheet (included in the .ppt file) with details and then they are encouraged to think which event was the most significant. Students can then challenge themselves by considering the long term significance of these events in relation to each other. Three 6 mark exam questions are then included + advice on how to answer them. These can be used simply as summary questions for those not studying the OCR Ancient History GCSE and will allow you to assess the extent of their learning. Finally (prior to students attempting the initial quiz again) there is a link to a video summarising Romulus’ impact on early Rome which students can use to add to their notes they have made in the lesson.

This lesson is designed with the new OCR Ancient History 9-1 GCSE spec in mind. All worksheets referenced here and in the lesson are included as Powerpoint slides within the .ppt file and can be printed off and given to students. Brief summaries of the Aeneas’ travels and the story of Romulus and Remus begin the lesson and the first activity involves dual-coding these stories to help commit them to memory. The lesson then turns towards how to answer the 10 mark questions that appear in the first half (period study) of each of the two GCSE papers. A Passage from Livy about Aeneas’ troubles with Turnus is the focus of the first question where students are taken through step by step guidance and then a model answer. Then it is students’ turn to have a go but this time they are given a passage from Livy about Romulus and Remus’ quarrel. They must follow the step by step guidance to answer the question in 10 minutes. They are then presented with another model answer and must use this to improve their own and then explain how they improved their answer. The lesson finishes with students needing to explain how to be successful in answering a 10 mark question and then as a plenary they are asked to match abstract images to what they have learnt in the lesson so that you can check their understanding before they leave.

This resource is designed to be printed off and arranged in a timeline fashion on the class room wall. It is designed to be useful as a teaching aid from a distance and promote an understanding of the chronology of the AQA Unit: USA 1920-73: Inequality and Opportunity. It is also designed to be useful close up as a revision aid with some skeleton information included on each part. The idea is that students will find it easier to recall events from having interacted with this display each lesson. There are over 30 colour sections to this timeline so there is plenty to display.

The lesson starts with a task aimed at getting students to recall what they already know about Theseus through the study of his labours. Next the lesson focuses on the three versions of the Ariadne myth with a set of questions designed to look at the myth from their own perspective, but also through the eyes of an ancient Athenian. After this students are introduced to Theseus’ significance as king of Athens and then are presented with an extract from Plutarch’s Life of Theseus and asked 5 questions (can be printed as a handout) designed to get students thinking more deeply about primary sources in Classical Civilisation. Finally they need to consider why Plutarch decided to parallel Theseus to Romulus, even though their roles in terms of founding their respective cities are different. Students then read through the relevant parts of Euripides’ Heracles (included) and are asked 3 questions to answer for each part. Students can be assigned a different character and the relevant part of the play for students is split into six- From when Heracles learns he has murdered his wife and children, to the end of the play. This allows the play to be accessible and a chance for the teacher to address any misunderstandings or misconceptions. Obviously there is a focus on Theseus despite the name of the play, since it is Theseus who proves the greater man at the end of the play. 1 and 2 mark questions then follow based on their learning in the unit so far and finally there is an 8 mark comparative exam question. Students can recall their prior knowledge of Heracles’ association with Olympia from earlier in the course, and compare it to Theseus’ association with Athens. There is an extension task added on which involves students imagining they are at Theseus’ public funeral and writing an appropriate eulogy for him. This is designed for students to summarise their knowledge of Theseus’ life and demonstrate their ability to highlight the most significant moments.

The lesson starts by asking students what the lesson might be about based on a set of abstract images. It assumes some prior knowledge about the basics of Theseus’s life e.g. How he was born and who he was. Included in the powerpoint which can be printed A3 or A4 is a worksheet which students can fill in with information about each of Theseus’ labours as you go through them on the board. Students are introduced to the kylix depicting the labours of Theseus housed in the British Museum. As a prescribed source for the GCSE, it is crucial that students know which labour is depicted where on the kylix itself. This powerpoint provides rotated and enlarged versions of each depiction at the appropriate points in the lesson. This ensures that students are constantly thinking not only about Theseus’ labours, but also how they are depicted on the kylix at all times. All the information students need to know about each of Theseus’ labours for the new Classical Civilisation OCR 9-1 GCSE is included. Having already studied Heracles earlier on in the course. There are questions to prompt comparisons with Theseus’ contemporary hero – in particular in the labours that they undertake and the way in which they go about doing them. This comparative thinking will help with the exam question at the end of the lesson. There is a link to a short animation (appropriate for all ages) included to his final labour: the defeat of the Minotaur which students can use to enhance their understanding of this story. The kylix is then referred back to as students are asked to contemplate how appropriate each depiction on the kylix is based on what they know about their labour, followed by a ranking and justification task. Finally, an 8 mark comparison question is included. It is designed to take them 8 minutes as per the timings on the paper at GSCE, and as a support there are sentence starters and helpful tips available to those that might need it. An extension task is also included which encourages the comparison with Heracles.

Designed with the new 9-1 AQA History GCSE Spec in mind. 2 lessons covering in detail: The long term causes of the English Revolution/Civil War + associated worksheets & links to helpful videos. The short term causes of the English Revolution/Civil War + associated worksheets Each lesson includes a starter, plenary and progress check and are very easy for teachers and students to follow. They are designed to squeeze what is a large breadth of content into 2 simple lessons. Students will leave the lesson secure in the chronology of the events leading up to the English Revolution/Civil War and details of events + their significance in the process. A practice exam question with help on how to structure it is also included.

This lesson gives an introduction to Alexander the Great, his background and early life. It begins with a map of his empire to give students an idea of the scale of his later conquest and leads with a comprehension on the story of his taming of Bucephalus according to Plutarch (adapted so secondary students can understand it). It is then useful to show the scene from Alexander (2004) a link to which is attached and compare the interpretations of the event. Another scene from Alexander the Great (1956) is linked to and a discussion and explanation of the influence of Aristotle on his life can then ensue. Students are then introduced to his character at the beginning of his campaign (Plutarch again!) with the idea being that they need to understand that he was literate and intelligent. Students leave with an understanding that, like his hero Achilles, he died young. A 'challenge' article on his life from the Telegraph (adapted) is also included.

This lesson takes students through the basic differences between Doric, Ionic and Corinthian Greek Temples. HD examples are included of a variety of temples from each ‘order’ of Greek Architecture. Blank templates are included so students can have a go at drawing their own columns for each order. A differentiated homework task is included at the end of the lesson to encourage further research and thinking. This lesson would be ideally suited to KS4+5 students who are studying Greek architecture for whatever reason for the first time.

This lesson is aimed at getting students confident in answering a 8 mark 'chronological narrative' question for the new AQA GCSE paper. For this lesson it is assumed that students will have studied events in Cuba from 1958-1962. The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!) Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'. 3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question, A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident! The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.

This lesson takes learners through the details of the Feminist Movement that emerged in the USA during the 1960s and 1970s. It's been designed in accordance with the new AQA spec for 2017 USA unit. Ideally, this would span two lessons and two comprehension starters (on two of the slides - to be printed off) are included. A challenge question on these starters ensures that higher ability learners get sufficient challenge at the start of both lessons. The first lesson would deliver information, outlining the emergence of the Feminist Movement and then the more radical Women's Liberation Movement. It outlines the groups and laws and leads students to question the impact of these on the lives of ordinary women in the USA at the time (+ in relation to their success/failure). Plenty of exam questions are included (including an 'explain' 8 marker and '4,4,8 marker' interpretation questions)

This lesson was designed for my GCSE students in order to build on their knowledge of the causes of the US Economic Boom of the 1920s (AQA spec) prior to the Wall Street Crash in 1929. There's enough information on here to stretch higher ability students and the main task involves students creating a table full of information on the groups that didn't benefit from it and and why. It acts as a good foil for our first lesson on The Boom ( https://www.tes.com/teaching-resource/what-was-the-boom-a-detailed-look-at-the-us-economic-boom-of-the-1920s-11475396 ) which accentuates the positives of the Boom and why it happened. This is the lesson where the more nuanced thinking is introduced as regards the extent of the Boom for each area of society. There's some slides with information on (with an associated written task - handout also included) but it may be that you want to print these out too and offer groups of students all 3 and let them work independently. Students are encouraged to match their learning to an image (abstract or straightforward) and explain the link. If they can use their knowledge to make links between images even better! Something creative to finish with after dealing with some of the heavier concepts. In addition to the above there is also a Lower ability/SEN worksheet which closely follow the tasks set on the board. I have found these helpful in getting better outcomes for those students who don't write particularly fast or who struggle with making quality notes to revise from. This allows these students to access the same tasks and information as their peers more readily.