PowerPoint (with 4 slides) and two Word Documents that examine the causes of the 1857 Rebellion. Factors that are considered within the lesson are cultural causes such as rumours of cartridges greased with animal fat, economic causes such as low pay for sepoys and political causes such as the Doctrine of Lapse. Activities include Starter activity to match key terms used in the lessons with the correct definitions. Source analysis activity (6 sources) to determine the causes of the rebellion, judge whether the issues were short or long term causes and consider who was most motivated by the cause; princes, sepoys or civilians. Evidence based discussion activity on whether the cartridge issue was the most important cause of the rebellion. Debate on why historians give different names to the events of 1857; mutiny, rebellion or the First War of Indian Independence. Conclusion on which view of the events of 1857, given the causes, is most convincing. Designed for teaching an academically able Key Stage 3 class covering aspects of the British Empire. Lesson Length: 1hr depending on pace. Resource reviews are always much appreciated and help others using the site.

PowerPoint & 2 worksheets that examine the key evidence for and against a number of prime suspects in the Whitechapel murders carried out by Jack the Ripper in 1888. The suspects covered are John Pizer, Montague John Druitt, Aaron Kosminski, Francis Tumblety, James Maybrick, George Chapman, Carl Feigenbaum, Michael Ostrog and Prince Albert Victor. It also raises the underlying prejudice that drove many of the accusations. Activities include Starter activity to analyse two very different sketches of the killer published in the Illustrated London News. Pupils to read mini-biographies on the suspects and use the information to complete a comparative table on key information about the suspects such as their location in 1888, their mental health, their nationality, whether they had a history of violence against women, whether they were known to have killed before or after 1888, etc. To spark discussion, pupils to score the suspects out of 10 according to how likely they were to have been guilty. Extension activity to identify the homophobia, xenophobia and Anti-Semitism that was an underlying feature of many of the accusations. Conclusion on whether any of the suspects were likely Jack given the evidence. This could lead onto an essay on the issue. Designed for the teaching of Key Stage 3 History. Lesson Length: 1hr depending on pace.

PowerPoint (with 7 slides) and one Word Documents that examine the reasons the partition of India resulted in violence. Activities include Quick quiz starter activity on Gandhi and events in India before 1945. Matching activity on the attitude to Indian independence of the British, the Muslim League and the Indian National Congress after 1945. Analysis activity to identify flaws in Britain’s approach to partition with a focus on the roles of Mountbatten and Radcliffe. Map analysis exercises on why population distributions made the task difficult. Map analysis activity on the problems the final decisions on partition created; East Pakistan, Kashmir, the Radcliffe Line. Discussion based exercise with source prompts on why partition provoked communal violence. Source analysis activity on the causes of Gandhi’s assassination. Designed for teaching an academically able Key Stage 3 class covering aspects of the British Empire. Lesson Length: 1hr depending on pace. Resource reviews are always much appreciated and help others using the site.

PowerPoint & 3 worksheets that examines the socio-economic backgrounds of the five canonical victims of Jack the Ripper: Polly Nichols, Annie Chapman, Elizabeth Stride, Catherine Eddowes and Mary Kelly. Activities include -Starter activity to analyse what Booth’s survey tells us about Whitechapel in the 1880s. Discussion on what Annie Chapman’s photograph with her husband, the only one of the five victims who was seemingly pictured alive, tells us about the socio-economic status of the women as a group. Comprehension task in which students complete a table based on notes to identify whether the women had stable relationships with men, substance abuse problems, steady employment and access to accommodation. Causation activity in which pupils attempt to connect the socio-economic issues the women faced. Designed for the teaching of Key Stage 3 History. Lesson Length: 1hr depending on pace.

PowerPoint (with 6 slides) and one Word Document that examines the reasons why the police failed to catch Jack the Ripper in 1888. The lesson includes information on police failings (such as a lack of detectives, lack of co-operation between forces), issues with the environment of Whitechapel (alleyways, migrant populations, adversarial relationships with the police), and lack of technology (DNA, CCTV, fingerprinting). Activities include Ranking activity on the likely effectiveness of various tactics used to try and catch Jack the Ripper. Source analysis question on why the police did not offer rewards during the investigation. Source analysis exercise on the utility of a witness statement in aiding the police to solve the Whitechapel Murders. Evidence organisation task to identify three or four larger factors that help explain why the police were unable to catch Jack the Ripper. Source analysis task on the reasons Charles Warren lost his job as Metropolitan Police Commissioner. Concluding discussion / paragraph on whether police failings were the most important reason why the murders were never solved. Designed for the teaching of Key Stage 3 History. Lesson Length: 1hr depending on pace. Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint (with 9 slides) and two Word Documents that examines whether the Battle of the Somme was a victory or defeat fro the British army. Activities include: A quick quiz on the opening stages of the First World War. A chronology exercise in which the stages of General Haig’s plan of attack are put into sequence. A matching exercise in which British errors are connected with the correct explanation. A ranking exercise on Britain’s biggest error during the Battle of the Somme. A sorting exercise on British successes and failures. A concluding paragraph / plenary discussion in whether the Battle of the Somme was a victory or defeat for Britain. A re-evaluation of that judgment after the tactic of attrition is introduced and considered in the context of the Somme. A past paper exam style question (8 marks) on the Battle of the Somme. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 2 A1 The Origins and Course of the First World War, 1905-1918. Lesson Length: 1hr depending on pace Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint (with 7 slides) and two Word Document that considers what caused the Hyperinflation crisis of 1923, its impact on society and how the Weimar Government dealt with the problem. Activities include Starter activity which requires pupils to recall key statistics related to the Treaty of Versailles. Discussion based activity on how the Treaty of Versailles led to the invasion of the Ruhr by the French in 1923. Discussion based activity on why the Weimar Government encouraged passive resistance / strikes in opposition to the French. Source analysis exercise to establish the consequence of printing money for inflation. Matching exercise on groups in German society and the impact of hyperinflation on them. Judgment activity on whether different groups benefited or not from hyperinflation. Discussion based activity on how Gustav Stresemann’s policies solved the hyperinflation crisis. Extension / consolidation chronology activity of the key events. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 3 Germany: development of dictatorship, 1918-45. Lesson Length: 1hr depending on pace. Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint (with 4 slides) and two word documents that examine the causes of the American War of Independence. Factors/events that are considered within the lesson are the Seven Years War, The Royal Proclamation of 1763 limiting westwards expansion, The Stamp Act, the Boston Massacre of 1770, the Boston Tea Party and the events at Lexington in 1775. The issue of whether the British or the American Colonists were more responsible for causing the war is also considered. Activities include Starter activity that requires pupils to match groups relevant to the situation in America with the correct definitions to establish the different sides in the conflict. Student analysis of statistical data and a map to establish why the Thirteen Colonies were becoming culturally, economically, politically and practically difficult for Britain to control in the late 18th Century. Comprehension task in which pupils read about six key events in the build up to war and complete an evidence table of how the British and/or the American colonists were to blame for the deteriorating relationship in each case. Pupils judge which side was most to blame for each of the key events and rank their importance in causing the War of Independence. Using a source by James Otis as stimulus, pupils reach an overarching judgment on whether the British had acted like tyrants in the build up to the War of Independence. Designed for teaching an academically able Key Stage 3 class covering aspects of the British Empire. Lesson Length: 1hr depending on pace. Resource reviews are always much appreciated and help others using the site.

PowerPoint and worksheet that consider whether Robin Hood was a real historical figure. The lesson focuses on what elements of the legend of Robin Hood have a basis in history and also whether the Robin Hood story conformed to, or challenged, medieval society. Activities include Starter activity in which pupils complete a spider diagram on what elements of the Robin Hood legend they already know about. A main activity in which pupils read the legend of Robin Hood and highlight any real historical events, figures or locations contained within the story that they are aware of. Pre-existing knowledge of King Richard, King John and the Crusades is helpful for this activity. Pupils consider a timeline showing what evidence for Robin Hood’s existence is available from the reigns of various medieval monarchs to judge when and if he really existed. Sorting activity in which pupils decide whether elements of the Robin Hood legend conformed or threatened medieval society. Conclusion in which pupils discuss why historians might still find the legend of Robin Hood useful in helping them study the past despite the limited evidence he existed. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint and worksheet that considers the problems faced by Queen Mary I and how she dealt with them. Activities include Starter activity in which students discuss why religion, gender and legitimacy all posed problems for Mary Tudor. Decision making exercise in which pupils take the role of Mary and consider how she should tackle problems like the Lady Jane Grey Plot, whether to marry, Wyatt’s Revolt, whether to join King Philip II’s war with France, and who her successor should be. Pupils complete a table to justify their decisions. Plenary source analysis exercise. Students analyse the advice offered by her relative Emperor Charles V at the start of Mary’s reign and judge whether she followed it. Designed for teaching an academically able Key Stage 3 class covering the Tudors. Lesson Length: 1hr depending on pace.

PowerPoint (with 5 slides) and one Word Document that examines the purpose of Nazi education policies on the lives of young people in Germany between 1933 and 1939. Activities include Source analysis starter activity on the nature of maths questions posed during the Nazi period. Source analysis on Hitler’s speech to establish the purpose of Nazi education policy. Matching activity on school subjects and their purpose during the Nazi period. Reading and comprehension activity on Adolf Hitler schools to determine whether they benefited German youth. Reading, comprehension and source analysis exercise to determine the purpose of the Hitler Youth. **Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 3 Germany: development of dictatorship, 1918-45. Lesson Length: 45min depending on pace.** Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint with five slides and two Word Documents that examines the causes and consequences of the Boxer Rebellion. The lesson also considers the nature of Self Strengthening Reforms which followed the rebellion and the extent of their success. Activities include Reading and comprehension exercises to identify and categorise the causes of the Boxer Uprising. Discussion on whether the Boxer Uprising made the Qing more or less popular with the people of China. Connection activity on the benefits and drawbacks of the Self Strengthening Reforms. Conclusion on whether the reforms were enough to save the Qing. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 2 Breadth Study B4 China: Conflict, Crisis and change, 1900-89. Lesson Length: 1hr depending on pace. Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint and worksheet that examines the extent of success Thomas Wolsey achieved in his administration of English domestic policy during the reign of King Henry VIII. The lesson considers his administration of Justice, Finance, Parliament, the Privy Chamber and the Church in England. Activities include Reading and comprehension task to highlight examples of success and failure in Wolsey’s domestic policy. Matching task connecting Wolsey’s abuses as a clergyman with the correct definition. Pupils add evidence to a table looking at the extent that his domestic policies were beneficial or detrimental to the King, the nobility, the common people and Wolsey himself. Plenary ranking activity to stimulate discussion on the relative success Wolsey achieved in different areas of domestic policy. Designed for the teaching of OCR History Y106 The Early & Mid Tudors. Lesson Length: 1hr depending on pace.

PowerPoint, source pack and worksheet that consider whether or not suffragette Emily Davison intended to kill herself at the Epsom Derby and the importance of her actions to the wider campaign for votes for women. Activities include Starter activity in which pupils discuss the meaning of the word martyr. Teacher introduction on who Emily Davison was supported by information on the PowerPoint including a video of the incident at the Derby which caused her death. Main activity in which pupils analyse a variety of sources and fill in a table to determine whether Davison was intent on martyring herself or whether what happened was an accident. Plenary conclusion discussion on why Davison’s death was important for the suffragette campaign and whether her intentions matter? Designed for teaching an academically able Key Stage 3 class. Lesson Length: 1 hour depending on pace.

PowerPoint and two worksheets that consider why Jewish people were persecuted in Medieval England. The lesson focuses on the persecution of Jews in England between their arrival with William the Conqueror and their expulsion in 1290 with specific examples including the murder of William of Norwich, the massacre of the Jews of York in 1190 and the treatment of Jewish coin cutters by the authorities. The lesson also considers the economic, cultural and religious causes of Jewish persecution. Activities include Starter activity in which pupils discuss the strength of the evidence that William of Norwich was murdered by Jews in 1144. Reading and comprehension exercise in which pupils identify/highlight the different ways Jews were discriminated against from a passage of text. These examples are then added to a spider-diagram. Activity in which pupils complete a table of cultural, economic and religious causes for the discrimination shown to Jewish people. Source analysis extension activity on what an anti-semitic illustration from a Norwich tax document tells us about official attitudes to Jewish people. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint (with 6 slides) and two Word Documents that examines the purpose and success of Nazi economic policies in Germany between 1933 and 1939, considering the contributions of Hjalmar Schacht and Hermann Goering. Activities include Starter activity in which pupils match leading Nazis with their role in Government. This should be based on prior learning but will depend on the order you have covered the course. Feel free to edit. Matching task on Nazi economic aims with an explanation of their purpose. Reading and comprehension activity on Nazi economic policy in which pupils highlight successes and failures before adding the information to the relevant area of a table in which each column is a different economic aim. Ranking activity on which economic aims were most successfully achieved by Schacht and Goering respectively. Colour coding grid activity on positive and negative impacts of Nazi economic policy on Germans. Line of continuum on the most to least beneficial consequences of Nazi economic policies. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 3 Germany: development of dictatorship, 1918-45. Lesson Length: 1 hour depending on pace. Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint (with 6 slides) and two Word Document that reasons why Nazi popularity with the German people increased during the Great Depression. The lesson considers the inadequate response of the moderate Wiemar parties to the socio-economic problems of the period and Nazi policies and campaigning between 1929 and 1932. Activities include Starter discussion on the link between America, the Wall Street Crash and Germany. Reading, comprehension and highlighting activity on Nazi successes and Wiemar failures in gaining popular support during the Great Depression. Evidence finding activity to support statements about the Great Depression. Source analysis exercise on how the Nazis used propaganda to gain support during the Great Depression. Data analysis of graph showing Nazi votes and unemployment figures alongside each other to help reach a comparative judgment on the most important factor in the growth of Nazi support during the Great Depression. **Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 3 Germany: development of dictatorship, 1918-45. Lesson Length: 1hr depending on pace.** Resource reviews and ratings are always much appreciated and help others using the site.

PowerPoint (with 5 slides) and one Word Document that examines the impact of the Nazis on the lives of women in Germany between 1933 and 1945. Activities include Quick Quiz starter activity on prior learning relating to women in other units we study at GCSE: 20th Century USA and China. Feel free to edit to more relevant material that best suits your context. Source comparison exercise of two images of German women from the 1920s and 1930s to identify how their depiction has changed from the Wiemar to Nazi period. Sorting activity to match facts about German women to determine whether they better represent women in the Wiemar or Nazi periods. Reading and comprehension activity on Nazi policies towards women related to their roles in the workplace and in the family. Pupils complete a table to determine whether women benefited from Nazi policies and whether Nazi policies were consistent. Plenary discussion on the extent Nazis policies towards women were successful based on statistical evidence such as birthrates, abortions, and employment statistics. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 3 Germany: development of dictatorship, 1918-45. Lesson Length: 1 hour depending on pace. Resource reviews and ratings are always much appreciated and help others using the site.