A nice involved lesson where pupils look into why Henry VII won the Battle of Bosworth. Lots of information on his background, a documentary to watch, and an information sheet which pupils can then use to write up an answer. Sets up ready to learn about the Tudors. This lesson works best following my WOTR scheme of lessons, but can work on it’s own. Includes optional extension acivities at the end.

8th and final/assessment lesson on The French Revolution -begins with a recap; what did people want from the revolution? key words activity illustrating what life was like in France after Napoleon and the return of the monarchy. Students must colour code whether each factor shows a positive change, or a bad/no change. There is a HA and LA version of this activity Finishes with a GCSE ‘How far do you agree?’ assessment qustion HA has a planning grid which will allow them to also think about aspects from throughout the scheme of work. -LA helps to pick out a piece of evidence for each side, and provides a writing frame

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 6 - looks at first the events, and then the impact of the My Lai massacre. Introductory details and maps provided. An investigation style lesson, complete with a video clip, ultimately tracking towards to the role of the media and waining public support for the war. Lesson also includes a 4 mark source question as a plenary, using a pictorial source.

First lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ This introduction looks at the nature of Tudor government with a comparrison with modern government, what changes were happening and why they were needed. Very detailed notes. Also offers an overview of the assessment styles of the module.

A nice investigative lesson where pupils will consider how unfair or accurate the popular interpretation of Richard III is. This works best following the other WOTR lessons I have uploaded, as it will finish a chain of thinking about Richard III. Starts by looking at depictions of him, and proves he wasn’t a hunchback. So if that’s wrong - what else might be? Word of warning: It will take a lot of discussion to help pupils remember they’re looking at if HISTORY has been ‘unfair’ or ‘accurate’, and not looking at whether each piece of EVIDENCE is ‘unfair’ or ‘accurate’. If you choose to watch the documentary as part of a lesson, there’s also a sheet for pupils to fill in to collect evidence.

Fourth lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ The lesson looks at the changing role of the secretary across the breadth period studied, as well a list of all the secretaries and which monarch they served under, before focusing on some key individuals themselves. Looks at: Cromwell, Wriothesley and Sadler, William Cecil, Walsingham, Davison and Robert Cecil. Includes a worksheet that students can add to, using the lesson notes, textbook and potentially further research themselves.

4th lesson in this scheme of work. This lesson focuses on historical interpretation, asking ‘does history have it right?’ There is a short video to get information about the storming. Students must then compare details given for the storming based on accounts by the rioters, and historians, looking for differences in the stories and assessing why that might be the case. There is a good scope here for discussion on differing accounts, utility and reliability. There is then a writing frame for students to assess which account they believe is the most/least accurate and why.

1st lesson in the French Revolution scheme of work - a nice mixture of tasks including some songs/videos. Introduces some initial key words, including what exactly a revolution is. Uses ‘Can you hear the people sing?’ from les Mis and ‘La Marseillaise’ as a good way to introduce some concepts of why people might want a revolution in France, and which people in particular. ALso features a group discussion on what might drive people to overthrow a government. Tasks then introduce the Ancien Régime and people’s attitudes toward the monarchy to look at frustrations there in. All tasks are well structured with writing frames, and there are instructions in the powerpoint notes.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 3 - Focuses on how Johnson was able to escalate US involvement in 1964. This is a really fun lesson, running as a debate where pupils will debate whether the Gulf of Tonkin incident, or the 1964 presidential election, was the biggest factor. Lots of information provided, but students can do their own research too. Very detailed instructions as to how to run the debate. My classes always LOVE this lesson, so I hope yours will too!

Lesson 16 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 4 of 3.2 - Gaining Control of the Localities. Lesson focuses on the history and role of the JPs, with good detail on their role in local government, the influence they could have and as such, what qualified someone to become a JP. Finishes with a timeline task, tracking the evolution/importance of the role of the JPs between the reigns of Henry VII, Henry VIII and the later Tudors. Uses the Edexcel Pearson textbook