<p>Includes:</p> <p>Do Now</p> <p>Discussion tasks</p> <p>Key questions for students to answer</p> <p>Used in line with Cambridge IGCSE history textbook</p>

<p>Lesson includes:</p> <p>Source activity starter<br /> Information carousel on Henry VII<br /> Explanation of how to complete sources<br /> Source activity</p>

<p>Cambridge iGCSE History course</p> <p>Includes:</p> <ul> <li>Do now</li> <li>Discussion tasks</li> <li>Textbook notetaking questions</li> <li>Plenary</li> </ul>

<p>Cambridge iGCSE History</p> <p>Includes:</p> <ul> <li>Do now</li> <li>Discussion task</li> <li>Textbook notetaking questions</li> <li>Plenary questions</li> </ul>

<p>Cambridge iGCSE course</p> <p>Includes:<br /> Do now<br /> Discussion activity<br /> Textbook questions<br /> Plenary discussion</p>

Lesson objective: To explain how William used the feudal system to control England.<br /> <br /> Includes: Lesson starter<br /> Feudal system diagram<br /> Activity<br /> <br /> This lesson is to be used with the 'Invasion, plague and murder - Britain 1066-1509' textbook

<p><strong>Lesson Objective:</strong> Students will develop analytical skills by examining primary sources to understand the intricacies of crime and punishment during the Victorian era.</p> <p><strong>Starter:</strong>* Engage students in a brief discussion about modern crime, comparing it with historical perspectives to highlight changes over time.</p> <p><strong>Main Activity:</strong> Primary Source Analysis</p> <ul> <li>Introduce various primary sources such as newspaper articles, court records, and illustrations depicting Victorian-era crimes and punishments.</li> <li>Divide students into small groups and provide each group with a set of primary sources.</li> <li>Guide students in analyzing the sources, encouraging them to identify key details about the crimes, punishments, societal attitudes, and legal systems of the time.</li> <li>Facilitate group discussions where students share their findings and interpretations, fostering critical thinking and historical analysis.</li> <li>Encourage students to consider the biases and perspectives of the primary sources, promoting a nuanced understanding of historical context.</li> <li>Conclude the activity with a class-wide discussion, allowing each group to present their findings and insights, encouraging collaborative learning and diverse viewpoints.</li> </ul> <p><strong>Plenary</strong></p> <ul> <li>Summarize the key points discussed during the lesson, emphasizing the importance of primary sources in understanding historical events and societal norms.</li> <li>Assign a follow-up activity, such as a short written reflection or a creative project, allowing students to further explore a specific aspect of Victorian-era crime and punishment.</li> <li>This lesson provides students with a hands-on opportunity to delve into historical sources, fostering critical thinking skills and a deeper understanding of the complexities of crime and punishment during the Victorian era.</li> </ul>

<p><strong>Objective:</strong> To explore and analyze primary sources to understand the harsh realities of factory conditions during the Industrial Revolution.</p> <p><strong>Starter:</strong> Discussion on Sources</p> <ul> <li> <p>Introduction to the Industrial Revolution and its impact on society.</p> </li> <li> <p>Brief overview of primary and secondary sources.</p> </li> <li> <p>Engage students in a discussion about the importance of historical sources in understanding the past.<br /> <strong>Teacher Instruction on Analyzing Primary Sources</strong></p> </li> <li> <p>Explanation of primary sources related to factory conditions (photographs, letters, diaries, reports).</p> </li> <li> <p>Guidance on how to critically analyze primary sources, considering context, authorship, and bias.</p> </li> <li> <p>Demonstration of analyzing a sample primary source together as a class.</p> </li> </ul> <p>**Main Activity: **<br /> Primary Source Analysis</p> <ul> <li>Distribute various primary sources depicting factory conditions to small groups of students.</li> <li>Students analyze the assigned sources, considering the experiences of workers, living conditions, and societal attitudes of the time.</li> <li>Encourage students to discuss and debate their interpretations within their groups.</li> <li>Groups present their findings, highlighting key aspects of the sources and discussing their implications.</li> </ul> <p>**Plenary: **<br /> Discussion on Horrific Factory Conditions</p> <ul> <li>Recap of key findings from the primary sources analyzed by each group.</li> <li>Facilitate a whole-class discussion on the horrific conditions faced by factory workers.</li> <li>Explore the emotional and social impact of these conditions on individuals and communities.</li> <li>Discuss the role of these conditions in shaping labor movements and social reforms during the Industrial Revolution.</li> </ul>

<p><strong>Starter:</strong></p> <ul> <li>Engage students with anagrams of key terms related to WWI assassination.</li> </ul> <p><strong>Teacher-led Instruction:</strong></p> <ul> <li>Provide context on the assassination of Archduke Franz Ferdinand and its significance in the lead-up to WWI.</li> <li>Facilitate a class discussion about the political climate, alliances, and tensions in Europe prior to the assassination.</li> </ul> <p><strong>Main Activity:</strong></p> <ul> <li>Distribute a reading material and show a video summarizing the events leading to the assassination and its aftermath.</li> <li>Encourage students to take notes and identify crucial factors that contributed to the outbreak of WWI.</li> </ul> <p><strong>Plenary:</strong></p> <ul> <li>Lead a group discussion on the reasons why the assassination of Archduke Franz Ferdinand ultimately led to the First World War.</li> <li>Encourage students to express their understanding and insights gained from the lesson, fostering critical thinking and analysis skills.</li> </ul>

<p>Lesson Objective: To analyse why nationalism caused the First World War</p> <p><strong>Starter:</strong></p> <ul> <li>Analyze national anthems of different countries, discussing their themes and symbolism related to nationalism.</li> </ul> <p><strong>Teacher-led Instruction:</strong></p> <ul> <li>Provide an overview of nationalism and its role in the lead-up to WWI.</li> <li>Facilitate a class discussion exploring various aspects of nationalism in different countries during the period.</li> </ul> <p><strong>Main Activity:</strong></p> <ul> <li>Analyze historical information specific to each country involved in WWI, focusing on events, policies, and sentiments that fueled nationalistic fervor.</li> <li>Collaboratively examine primary sources and contextualize the information within the broader historical context.</li> </ul> <p><strong>Plenary:</strong></p> <ul> <li>Engage in a class discussion to evaluate and synthesize the analyzed information.</li> <li>Discuss and draw connections between nationalism and the outbreak of the First World War, emphasizing cause-and-effect relationships.</li> </ul>

<p>**Lesson Objective: **Analyze the connection between imperialism and the outbreak of the First World War.</p> <p><strong>Starter:</strong></p> <ul> <li>Engage in source discussion focusing on imperialism’s role in early 20th-century geopolitics.</li> </ul> <p><strong>Teacher-led Instruction:</strong></p> <ul> <li>Explore the impact of imperialism leading up to WWI through guided discussion and key historical events.</li> </ul> <p><strong>Main Activity:</strong></p> <ul> <li>Analyze specific historical data from countries involved in WWI to understand their imperialistic motives and actions.</li> </ul> <p><strong>Plenary:</strong></p> <ul> <li>Discuss and evaluate the causal relationship between imperialism and the First World War, drawing conclusions from the analyzed data.</li> </ul>

<p>LO: To evaluate how far the alliances caused the First World War</p> <p><strong>Starter:</strong></p> <ul> <li>Engage students in a source discussion on the alliances formed during WWI.</li> <li>Encourage critical thinking by asking probing questions about the purpose and implications of these alliances.</li> </ul> <p><strong>Teacher Led Instruction:</strong></p> <ul> <li>Provide a detailed overview of the alliances that existed during WWI, emphasizing key players and motivations behind forming these alliances.</li> <li>Facilitate a class discussion where students can ask questions and share their insights about the alliances, promoting a deeper understanding of the topic.</li> </ul> <p><strong>Main Activity:</strong></p> <ul> <li>Guide students in creating a structured table that evaluates the main alliances of WWI, focusing on aspects such as member countries, objectives, and potential consequences.</li> <li>Encourage collaboration and research skills as students work together to gather information and fill in the table accurately.</li> </ul> <p><strong>Plenary:</strong></p> <ul> <li>Lead a class discussion exploring the question of why alliances played a significant role in causing the First World War.</li> <li>Encourage students to reflect on the complexities of international relations and how alliances, intended as mechanisms for security, ultimately contributed to a global conflict, fostering critical thinking and historical analysis skills.</li> </ul>

<p><strong>Lesson Objective:</strong> To analyse why militarism caused the First World War</p> <p><strong>Starter:</strong></p> <ul> <li>Engage students in a source discussion about militarism, focusing on primary sources related to the build-up to WWI.</li> </ul> <p>Teacher Led Instruction:</p> <ul> <li>Provide clear and concise instruction on the concept of militarism, emphasizing its role in the lead-up to the First World War.</li> <li>Facilitate class discussion to ensure students grasp key points and encourage questions.</li> </ul> <p><strong>Main Activity:</strong></p> <ul> <li>Divide students into groups and assign each group a specific country involved in WWI (e.g., Germany, France, Britain).</li> <li>In their groups, students analyze historical information about their assigned country’s militaristic policies and actions leading up to the war.</li> <li>Students identify key events, policies, and decisions, discussing how militarism played a role in each country’s actions.</li> </ul> <p><strong>Plenary:</strong></p> <ul> <li>Bring the class back together for a concluding discussion on why militarism was a significant factor leading to the First World War.</li> <li>Encourage students to synthesize the information they gathered during the main activity.</li> <li>Facilitate a dialogue where students express their opinions and insights on the connection between militarism and the outbreak of the war.</li> </ul>

<p>LO: To explain what the aims of the League of Nations were.</p> <p>To analyse the strengths and weaknesses of the League of Nations.</p> <p>Includes: Starter, main activity and plenary</p>

<p>Lesson Objective: To evaluate how William controlled England through the use of castles and the Domesday book.</p> <p>Includes:<br /> Lesson starters<br /> Activity<br /> Exam style question<br /> Writing frame</p> <p>Lesson to be used with ‘Invasion, plague and murder - 1066-1509’ textbook.</p>

<p>This is a detailed workbook that can be used alongside lessons or for homework for students. The workbook includes the following topics:</p> <ol> <li>What was the Holocaust?</li> <li>Historic antisemitism</li> <li>Jewish life in the 1930</li> <li>How did the Nazis make Jews non-citizens?</li> <li>How did Nazi persecution change in World War II?</li> <li>Who were the non-Jewish victims of the Holocaust?</li> <li>Who were the perpetrators of the Holocaust?</li> <li>What can we learn about resistance to the Holocaust?</li> <li>What happened to survivors and perpetrators after the war?</li> </ol> <p>The workbook gives detailed overviews and can be used in activities when teaching about the Holocaust.</p>

<p><strong>Unit Focus:</strong></p> <ul> <li>Investigating the Rwandan Genocide and its unique characteristics</li> <li>Examining the question: “Are all genocides the same?”<br /> Contents:</li> </ul> <p><strong>Presentation:</strong></p> <ul> <li>Provides an overview of the Rwandan Genocide, its historical context, and key events</li> <li>Highlights distinctive aspects of the Rwandan Genocide</li> <li>Compares and contrasts the Rwandan Genocide with other genocides in history</li> <li>Raises thought-provoking questions to encourage critical thinking</li> </ul> <p><strong>Worksheet:</strong></p> <ul> <li>Engages students with comprehension questions related to the presentation content</li> <li>Promotes analysis and reflection on the similarities and differences between genocides</li> <li>Encourages students to consider the factors contributing to each genocide’s unique characteristics</li> </ul> <p><strong>Key Benefits:</strong></p> <ul> <li>Facilitates a deeper understanding of the Rwandan Genocide and its significance</li> <li>Encourages critical thinking and analysis skills through comparative study</li> <li>Explores the complexities surrounding genocides, challenging the notion that all genocides are the same</li> <li>Enhances empathy and fosters a sense of social responsibility in students</li> </ul> <p><strong>Suitability:</strong></p> <ul> <li>Designed for secondary school students studying history, social sciences, or human rights</li> <li>Can be adapted for various grade levels and educational contexts</li> <li>Supports both classroom and individual learning</li> <li></li> </ul> <p>Note: The teaching resource aims to foster sensitivity and respect while discussing sensitive topics. It is crucial to provide appropriate guidance and create a safe and inclusive learning environment for students throughout the lesson.</p>

<p>Lesson Objective: To analyse sources based on Harold Godwinson’s death.</p> <p>Includes: Lesson starters<br /> Source analysis grids<br /> Exam style question with writing frame<br /> Methodology of source analysis</p>

<p>This fully resourced lesson investigates the New Model Army and looks at the impact that Cromwell made to the English Civil War.</p> <p>Includes information worksheets.</p>

<p>LO: To explain why William the Conqueror conducted the Domesday Book in 1086.</p> <p>Lesson includes:</p> <p>Interactive Domesday Book starter. Very enjoyable.</p> <p>Video Activity.</p> <p>Source activity questioning why William made the Domesday book</p> <p>Lesson to be used with ‘Invasion, plague and murder - 1066-1509’ textbook</p>

Lesson objectives:<br /> Describe the claimants to the throne in 1066.<br /> Analyse which claimant is the most suitable candidate for the throne in 1066.<br /> <br /> Includes:<br /> Lessons whiteboard starters.<br /> Information on claimants.<br /> Activity on claimants.<br /> Writing frame and GCSE style question.