What does the Great Plague tell us about how people thought in the 1600s?Quick View
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What does the Great Plague tell us about how people thought in the 1600s?

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What does the Great Plague tell us about how people thought in the 1600s? LO: To categorise and priorities different ideas people had about the Great Plague and use it to comment on their thinking. Know what people ideas people in England had in 1600s about the Great Plague. Be able to suggest explanations of what different ideas about the Great Plague tells us about 1600s thinking. To make a judgement of how similar or different 1600s thinking was to our own.
What happened in the Great Fire of London?Quick View
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What happened in the Great Fire of London?

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What happened in the Great Fire of London? LO: To explain the events of the Fire of London and how it was attempted to be put out by the people of London. Know what the Great Fire of London was and able to explain different methods used by Londoners to try and put out the fire. Be able to assess the different methods used in the period to fight the Great Fire of London. Create a script explaining a source showing the impact of the Fire of London
What was the Pilgrimage of Grace?Quick View
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What was the Pilgrimage of Grace?

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What was the Pilgrimage of Grace? LO: To understand that causes occur before an event and consequences occur after an event by looking at the Pilgrimage of Grace. Know what the Pilgrimage of Grace was and effect of the monasteries closing. Be able to explain the Pilgrimage of Grace in a script of what people’s grievances would have been. Begin to suggest the biggest impact of the closure of the monasteries.
What were the consequences of the English Civil War?Quick View
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What were the consequences of the English Civil War?

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What were the consequences of the English Civil War? LO: To understand that consequences occur after an event by explaining the painting, ’The Boy in Blue’. To explain the consequences of the English Civil War on families by using a painting. Be able to explain how a source shows the consequences of social changes due to the conflict, and how it can be used to explain the Civil War. Discusses and judge how useful a source is to explaining the consequences of the Civil War.
The English Civil War: Why was Oliver Cromwell a Hero or a Villain?Quick View
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The English Civil War: Why was Oliver Cromwell a Hero or a Villain?

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The English Civil War: Why was Oliver Cromwell a Hero or a Villain? LO: To use facts and explain a reasoned response to a ‘why’ question about the character of Oliver Cromwell. Know who Oliver Cromwell was and what he did during and after the English Civil War. Be able to catrogirse information about Cromwell to support an argument of either a hero or a villain in English History. To make a judgement based on facts.
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English Civil WarQuick View
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English Civil War

£17.00Save 37%
9 Resources
Full Unit of Year 8 about the English Civil War L1. What was the English Civil War L2. Why did Charles I and Parliament make each other angry? L3. Catergirisation - Why did the English Civil War break out in 1642? L4. Causal Links - Why did the English Civil War break out in 1642? L5. Write up - Why did the English Civil War break out in 1642? L6. Feedback - Why did the English Civil War break out in 1642? L7. What were the consequences of the English Civil War? L8. Source investigation - How useful are these sources to explain the impact of the Civil War? Normal price £27 if bought separately .
The English Civil War: CAUSAL LINKS - Why did the English Civil War break out in 1642?Quick View
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The English Civil War: CAUSAL LINKS - Why did the English Civil War break out in 1642?

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The English Civil War: CAUSAL LINKS - Why did the English Civil War break out in 1642? LO: To be able to analyse causes by identifying causal links and showing how factors interacted to bring about events. Know what the English Civil War was and explain events using knowledge. Be able to explain reasons why the Civil War broke out in causal links. Begin to use the information to construct an argument on why the English Civil War broke out in 1642.
The English Civil War: CATEGORISATION – Why did the English Civil War break out in 1642?Quick View
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The English Civil War: CATEGORISATION – Why did the English Civil War break out in 1642?

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The English Civil War: CATEGORISATION – Why did the English Civil War break out in 1642? LO: To be able to analyse causes by using the concept of prioritisation to form a judgement of why the Civil War begun. Know what the English Civil War was and explain events using knowledge. Be able to explain reasons why the Civil War broke out in categories. Begin to use the information to construct an argument on why the civil war broke out.
The English Civil War: ESSAY PLANNING - Why did the English Civil War break out in 1642?Quick View
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The English Civil War: ESSAY PLANNING - Why did the English Civil War break out in 1642?

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The English Civil War: ESSAY PLANNING - Why did the English Civil War break out in 1642? LO: To be able to use the concept of causal links to form the basis of an argument for an essay. Know and able to explain why the English Civil War started and what happened. Be able to create an essay plan in detail to why the English Civil War broke out through different catrogirse and causal links. Produced an essay plan including a judgment and argument, as well as considering a turning point.
English Civil War Why did Charles I and Parliament make each other angry?Quick View
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English Civil War Why did Charles I and Parliament make each other angry?

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English Civil War Why did Charles I and Parliament make each other angry? LO: To explain why Charles I and Parliament made each other angry by beginning to assess simple causes of the English Civil War. Know why both sides made the other angry leading up to the English Civil War. Be able to explain some simple causes why the Civil War begun. Begin to categorizing the causes for tension on both sides.
The English Civil War: WRITE UP - Why did the English Civil War break out in 1642?Quick View
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The English Civil War: WRITE UP - Why did the English Civil War break out in 1642?

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The English Civil War: WRITE UP - Why did the English Civil War break out in 1642? LO: To be able to use the concept of causal links to form the basis of an argument for an essay. Know and able to explain why the English Civil War started and what happened. Be able to explain in a written response to why the English Civil War broke out through different catrogirse and causal links. Produced a written essay including a judgment and argument to why the English Civil War broke out.
FEEDBACK - Why did the English Civil War break out in 1642?Quick View
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FEEDBACK - Why did the English Civil War break out in 1642?

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FEEDBACK - Why did the English Civil War break out in 1642? LO: To review your response to the key question by being able to respond to feedback and make improvements. Everyone needs to respond and complete purple pen feedback on their assessment. Be able to explain why the English Civil War broke out in 1642 through reasons and factors. Create a quiz to reinforce the subject knowledge of the English Civil War.
The English Civil War: JUDGEMENT -Was Charles I innocent or guilty?Quick View
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The English Civil War: JUDGEMENT -Was Charles I innocent or guilty?

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The English Civil War: JUDGEMENT -Was Charles I innocent or guilty? LO: To form an argument based on a range of information which judges if Charles I was innocent or guilty. Know what Charles was tried for at the end of the Civil War and form own judgement. Be able to build and explain an argument using evidence of whether Charles I was innocent or guilty. To make a judgement about Charles I role in the English Civil War.
SOURCE INVESTIGATION - How useful are these sources to explain the impact of the Civil War?Quick View
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SOURCE INVESTIGATION - How useful are these sources to explain the impact of the Civil War?

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SOURCE INVESTIGATION How useful are these sources to explain the impact of the Civil War? To explain how useful a set of sources are for explaining the impact of the Civil War. Be able to explain the usefulness of a set of sources based on all the features of Relevancy, Accuracy and Reliability. To have come to a clear and justified judgement of how far you find the sources useful.
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Glorious RevolutionQuick View
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Glorious Revolution

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4 Resources
Four Lesson - Glorious Revolution L1. Overview - What was the Glorious Revolution? L2. Analysis - Why did King James II have to give up the crown in 1688? L3. Debate - Which was the most sigificant consequence of the Glorious Revolution? L4. Write Up - Assessment.
What was the Glorious Revolution?Quick View
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What was the Glorious Revolution?

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What was the Glorious Revolution? LO: To be able to comprehend and memorize a range of information to explain an overview of the Glorious Revolution. Know and able to explain what the Glorious Revolution was and why James II was unpopular. Be able to explain the events within the Glorious Revolution to explain why William of Orange became the King of England. Begin to explain from memory key events and causes of the Glorious Revolution.
Glorious Revolution: ANALYSIS - Why did King James II have to give up the crown in 1688?Quick View
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Glorious Revolution: ANALYSIS - Why did King James II have to give up the crown in 1688?

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Glorious Revolution: ANALYSIS - Why did King James II have to give up the crown in 1688? LO: To be able to analyse causes using themed categories to explain why James II had to give up the crown. Know and able to explain different reasons why King James II had to give up the crown. Be able to assess the different reasons and begin to put them into catrogirse. Begin to create your own catrogirse and use them to prepare to answer the key assessment question.
Glorious Revolution: WRITE UP - Why did King James II have to give up the crown in 1688?Quick View
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Glorious Revolution: WRITE UP - Why did King James II have to give up the crown in 1688?

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Glorious Revolution: WRITE UP - Why did King James II have to give up the crown in 1688? LO: To be able to analyse causes using themed categories to explain why James II had to give up the crown. Know and able to explain what the Glorious Revolution was and why it happened. Be able to explain in a written response to why King James II had to give up the crown through different catrogirse. Produced a written judgement and argument to argue why James II had to give up the crown.
Glorious Revolution: DEBATE – Which was the most significant consequence of the Glorious Revolution?Quick View
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Glorious Revolution: DEBATE – Which was the most significant consequence of the Glorious Revolution?

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Glorious Revolution: DEBATE – Which was the most significant consequence of the Glorious Revolution? LO: To be able to explain that consequences occur after an event by looking at the consequences of the Glorious Revolution. Know what the Glorious Revolution was an able to explain the consequences of it. Be able to explain the consequences and argue which is the most significant consequence of the event. Begin to come to a judgement of the most significant consequence.
How does studying GCSE History give you a variety of career options?Quick View
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How does studying GCSE History give you a variety of career options?

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History Careers Lesson: How does studying GCSE History give you a variety of career options? Learning Objective: Able to discuss how studying GCSE History gives you a variety of different options, and how you can explain this in an interview. Learning Outcomes: LO1: To have discussed what is involved in A-level History. LO2: To have identified and assessed how to apply employability skills with GCSE History. LO3: To have practiced explaining the benefits of studying GCSE History to employability in an interview situation.
History Careers: Why does studying History give you lots of options for being employed?Quick View
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History Careers: Why does studying History give you lots of options for being employed?

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Research Lesson - History Careers: Why does studying History give you lots of options for being employed? Learning Objective: Able to explain a range of options studying the subject of History gives for employability. Learning Outcomes: LO1: To have created a power point which explains why studying History gives different options for being employed. LO2: To have identified careers which come from studying history within the four aspects of skills developed from the subject. LO3: To have applied the discussion of skills gained from History into looking at the current jobs market.