We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
This 60-minute A-Level History lesson will teach students why there was opposition to the Corn Laws and they get opportunities analyse reasons for repeal. The lesson includes a good range of source activities, quiz, mind-map and analysis of cartoons and the opportunity for a brief teacher exposition (script on slides). This lesson goes well with our other resources on Robert Peel, Disraeli and Gladstone, see https://www.tes.com/teaching-resources/shop/HumanitiesResources .
This BUNDLE contains ALL THREE Student Work Books - needs to be used alongside the main AQA History text for the course (ISBN: 978-0-19-835453-6). This BUNDLE includes learning activities for Pressure for Change 1783-1812, Government and Changing Society 1812-1832, and Political change and Social Reform 1832-1846. These booklets have been used successfully for Flipping the Classroom: set the work to be completed before the lesson and then work on essays and conceptual knowledge. If a students has missed a lesson, just direct them to the appropriate part of the booklet. It is also accompanied by 'Cunning Questions' sheet which can be printed onto A3. Students use this to make notes on BIG QUESTIONS which supports A*/A answers in the exam. The booklet contains guided questions and activities using AQA’s textbook Industrialisation and the People 1783 - 1885. The booklet includes a range of tasks including comprehension questions linked to specific pages of the book, mind-maps, essay planning tasks, article and sources extracts with follow-up questions, historiography, timeline task and more. The download is fully editable.
Check out our A-Level lessons which accompany these booklets e.g. 'How far did Britain suffer a ‘Great Depression’ 1873 and 1896?' or 'Was 1846-1868 a Golden Age in Agriculture?''How Democratic was Britain by 1885? Disraeli’s Domestic Policies', 'How successful were Peel's economic and financial policies during 1841-1846?', 'Was the repeal of the corn laws Peel’s treachery or Peel’s success?'
LINK: https://www.tes.com/teaching-resources/shop/HumanitiesResources .
If you like the resource please leave feedback :)
This 60-minute KS3 or KS4 lesson explores life in Russia in the 1920s and 1930s. The lesson centres around a young boy named Pavlik and students work in pairs or smaller groups to discover his fate. The lesson includes an initial task getting them thinking about the time period, a mystery and final thoughts exploring recent historiography on Pavlik. Students complete an Exit ticket by writing a brief Tweet based around a 'Bigger Picture' question.
Concepts and keywords include: gulags , 'purges', Stalin and forced labour camps.
In this part of our series on 20th Century History Lessons, students will be taught about life in Britain during world war 2. Students investigate an image of a young boy eating chocolate; they are asked to consider question they would wish to ask in order to fully understand the topic. Students then work in pairs or in groups of three to solve a mystery. The lesson ends with a brief video clip showing why the boy at the start of the lesson stuffed himself with chocolate! Other issues and concepts are also raised as part of the mystery: rationing, Digging for Victory, ww2 child evacuees, Phoney War, impetigo and world war 2 children.
This is an extensive A-Level revision or lesson resource for Y13 or Y12 History studying Britain during the 1780-1880s. The resource provides specific information for the theme of ‘ECONOMY’ across the whole time period. Students use the booklet to revise or learn new knowledge. They can then test each other, followed by a written test of the information. The task could either be used across two lessons or if homework is set, one lesson consolidating the theme of economic development. Statistics, individuals, inventions and much more are included for example: industrial revolution, Cartwright, water frame, Samuel Crompton - the ‘Mule’, Hargreaves - Spinning Jenny, golden age of agriculture, impact of enclosures, Free Trade/Laissez-faire, development and impacts of the railway, Robert Stephenson, Isambard Kingdom Brunel, Great Exhibition.
This 60-minute lesson explores the most interesting inventors of the Industrial Revolution and challenges students to discover who they believe did the most for Britain. The lesson includes several engaging tasks as well as a final write-up of their research into a structured paragraph (PEEL). There is also an exemplar PEEL paragraph students can peer-assess!
Tasks and activities include:
- Research Task + Resources
- Writing Task + Scaffold
- Peer Assess Exemplar Paragraph
- Video clip + Questions & Answers
- Match-up task
Concepts and individuals appear: Crompton, Arkwright, Davy, Davy Safety Lamp, James Watt, Steam engine, converter, crompton's mule, water frame, Henry Cort, Bessemer, Newcomen and stephenson and MORE!
This assembly explores the concept of Britishness. There are several parts to the assembly and the finale explores how our British Values e.g. ‘The Rule of Law’ or ‘Individual Liberty’ can be seen in everyday school life. The assembly starts be exploring common traits from British heritage and students get a chance to think about (and guess!) what makes up ‘Britishness’. Issues around diversity and differentness are discussed and explored. Students are then asked to consider what ‘ingredients’ the British contain. A video is then played showing a group of older students reading the Benjamin Zephaniah poem ‘The British’. If time allows ask a student or a pair of students to read our the actual poem.
This assembly starts with a riddle to solve as students settle. The next part of the assembly deals with stories of some legendary public figures who never gave up - growth mindset and strong resilience. You then consider the question 'When is the last time you failed?'. Why not share your own! The assembly then looks at VALUES which can help in overcoming and dealing with failures and mistakes - 'If you were to mix a potion which could help with dealing with setbacks and failure, which two ingredients do you think would be in it? ' . Either use those listed in this presentation or add your own school values. The assembly examines five 'Top Tips for Dealing with Failures' and then explores a case-study about Malala Yousafzai.
**What was it really like onboard the Titanic? **
Discover with this resource pack what it was really like onboard the Titanic.
The pack includes:
Reading Comprehension: a full article about the different areas, social classes, life before the voyage, life onboard the Titanic, social contrasts. The Reading Comprehension also includes a differentiated version for LPA students. There are double-sided PDFs and single-sided PDF of the article too.
Reading Task Worksheet: this accompanies the reading comprehension. Students read the article again and scans the text for information about each of the classes onboard the Titanic. There is a PDF and an editable Word version.
Voices from the Titanic: An Interview Across Classes. This task gets students to take on one of three characters who resided onboard the Titanic and complete a task together as a group (or individually). The fourth student becomes the journalist leading the interview.
Character Cards: as part of the interview, students receive a ‘Character Card’ to discover what their individual was all about:
John Astor IV: A first-class passenger and one of the wealthiest men aboard.
Lawrence Beesley: A second-class passenger and later an author of one of the most famous firsthand accounts of the sinking, “The Loss of the SS Titanic.”
Annie Kelly: A third-class passenger and an Irish immigrant.
How did the events in Montgomery and Little Rock help to shape the Civil Rights Movement?
This 60-minute A-Level or GCSE Civil Rights lesson investigates the events that took place at both Montgomery and Little Rock and provides guidance how far the two events helped to shape the 'movement'. The starter/initial task challenges students to consider a photograph of Elizabeth Eckford and the circumstances surrounding the famous photograph.
Students will explore the question ' How far is it true to say that the Montgomery Bus Boycott was the most significant campaign of the 1950’s?' and a mind-map is discussed by the teacher comparing:
- Montgomery
- Brown
- Little Rock
There is a link to a documentary freely available online. This beautifully filmed and gripping documentary is also accompanied with a task for students. Please bare in mind that if viewing with a GCSE group that there are a scenes of violence e.g. when members of the public attacks African-American during their sit-in.
Success criteria
Can explain which major event(s) helped shape the Civil Rights movement
Can analyse event was the most significant.
This 120-minute A-Level Sociology lesson can be used as a either a revision lesson or follow-up lesson on Green Crime. The main parts of the lesson includes:
- warm-up activity challenges students to match the correct Green Crime Case Study with the right summary text.
- main tasks include matching the correct key word / Sociologist with the correct definition or theory e.g. Ecocentric view; Eco Feminism.
- classifying different types of Green Crimes
- Discussion point around the statement: ‘Green crime is more a problem caused by the state than by individuals.’. This is also followed by suggested theories and AO1 to support an analysis and evaluation.
- Teacher concludes with a summary of Green criminology and Green Crime.
- all tasks are fully editable
All tasks are also included in the presentation with correct answers.
Sets of approximately 40 FLASHCARDS which help students to revise key terminology for A-level Sociology The Media:
- the relationship between ownership and control of the media
- the media, globalisation and popular culture
- new versus traditional media
Keywords and definitions such as:
Mass culture
- The production of works of art and entertainment designed to appeal to a large audience
Collective intelligence
- Shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making
This 60-minute A-Level lesson/lecture will guide students through the Russian economy between 1881 to 1904. Each section has a Key Point which summarises the main issue students should consider. This is an excellent resource to introduce students to Russian economy across a period or to consolidate knowledge.
This lecture has opportunities to use some of the slides as tasks, just print them off and get students to test themselves. This presentation is also suitable for all the major exam boards specification on Russia including Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–19642N; Revolution and dictatorship: Russia, 1917–1953. OCR: Russia 1894–1941; Russia and its Rulers 1855–1964.
This 60-minute A-Level lesson provides an in-depth lecture with accompanying task for students. Students complete a mind-map whilst the teacher explains issues such as the relationship between Party and State; The role of Hitler and interpretations; The role of Hitler; The SS; Gestapo; SS-Police-SD System; and The Gestapo; the SS.
The aim of this A-Level Sociology game is to become experts in a field. In teams of three or more, students prepare to rehearse a set of questions on the topics of: Functionalist Sex Role Theory/Patriarchal Control; Liberation Theory; Class Deals. Round 1: Each team is quizzed on their topic. If they do not get it, the question is put aside. The other team can choose to answer at the end of round 1. Round 2: Teams swap question sets. Repeat process for Round 1. Round 3: Both teams go head-to-head with all questions.
Matching task where students read about a study or definition and have to decide wether it's about AGE and DISABILITY and/or the correct perspective! Students can either add the correct heading or colour-code. This is a great resource to use for introducing new content to gauge understanding; consolidating learning or revising representations of age and disability in the media.
Matching task where students match the correct the SOCIOLOGIST and THEORY with correct DEFINITION and EXPLANATION about GENDER and the media.
This is a great resource to use for introducing new content to gauge understanding; consolidating learning or REVISING representations of gender in the media.
This 46-question test will give students a revision tool and teachers an assessment resource will test students on: Prime minister Peel, Poor law amendment act 1834, Manchester School, Great Famine, Corn Laws and reasons for their repeal, Anti-Corn Law League, Maynooth Grant crisis. There are also a few questions on Chartism and trade unionism during the 1840s. This test is an excellent lesson resource and can be used for students to test each others verbally, do the test in silence then peer-assess each others work.
This 60-min full lesson challenges students to solve a MYSTERY surrounding a real-life case about a family's experience of the Black Death in Bologna . Students will discover ideas about the cause of disease, how illness was treated at the time and ways of preventing disease. Students work in groups of three or if more suitable in pairs. A PowerPoint guides them through different tasks and ends with an Exit Ticket asking them to consider a possible answer to the mystery question as well as wider issues about medicine through time.
This is a fully editable worksheet challenging students to assess how far Stolypin was a successful PM, categorising his actions into a range of different reforms e.g. Political or Economic reform. Students annotate a reason for their choices next to each card on the sheet. This activity is ideal for OCR Russia 1894–1941; Edexcel Russia in revolution, 1894–1924 or The making of modern Russia, 1855–1991; AQA Tsarist and Communist Russia, 1855–1964.
