I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing Norman England to the students.
It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work.
The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display.
The slides cover the following words and their definitions on the Norman Conquest:
A Church, charter, commemorate, compare, crusade, Domesday Book, Doom painting, evidence, feudalism, function, government, Harrying of the North, historical source, infer, interpretation, laws, martyr, medieval, Motte and Bailey Castle, parish, parliament, penitence, pilgrimage, reign, siege, significant, sin, surrender, The Church, tithe.
The slides come in PowerPoint format so they are easy to change and adapt.
The aim of this lesson is to understand the causes and consequences of Harold Hardrada’s invasion of the north of England.
Students learn through narrative and video evidence of the forthcoming battle of Stamford Bridge and how Harold Godwinson was able to win, despite the hurdles Hardrada’s army put in front of him.
Furthermore students have to analyse how much power Harold Godwinson’s army had and efficiency rate (as with a house) why Harald Hardrada eventually ran out of energy.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The aim of this lesson is to understand why Britain was such a good place to invade.
Students are given a thinking quilt to link words and meanings together and challenge their reasoning skills.
Further information will help them understand what Britain had to offer to invaders giving context to its cities, markets and population as well as natural resources and weather.
Students are then required to justify why England was a good place to invade in 1066, with prompts and help given if required.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
Crime and Punishment
The aim of this lesson is to analyse how and why attitudes towards punishment changed in the 18th and 19th Centuries with the development of ‘new’ crimes.
Key questions are posed throughout the lesson. Why was there a shift from public to private punishments? Why was the prison system developed with a focus primarily on retribution and punishment? Why were there a change in attitude towards capital punishment and the desire to expand the police force?
The first part of the lesson assesses the responses of governments to the crimes of highway robbery, poaching, smuggling, rioting, protesting and joining a Trade Union. Students plot the various crimes, giving explanations and reasons for the increase in crimes and how effective the government responses were to reduce it. There is a diamond nine activity and video link to help.
The second part of the lesson plots the strengths and weaknesses of Government punishments such as transportation, the expansion of prisons and the police force.
A thinking quilt at the end of this part of the lesson will check understanding and students can also complete some extended writing practice, with prompts and a markscheme provided.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
Crime and Punishment
The aim of this lesson is to ascertain how attitudes towards punishment have changed in the 21st Century.
Students begin the lesson by deciding which punishments are new in the modern era (change) and which punishments have stayed the same (continuity).
They then analyse how successful new preventative measures are being promoted through schemes such as neighbourhood watch and community policing.
Students also investigate the different policing departments set up to tackle crime, such as Special Branch and the National Crime Agency.
There is a chance to debate the morality of the death penalty and whether it should be brought back or not, with arguments given for both sides.
The final focus is on the role of prisons in today’s society, never far away from the news headlines. A true or false quiz is also designed to challenge misconceptions and clarify current prison problems.
Ultimately there is some recall practice on previous thinking about punishments through the ages, before students can tackle some key assessment question practice, with help and a markscheme provided if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
The Holocaust
This lesson analyses the story of Anne Frank and celebrates her short life. It asks in a sequence of lessons I have produced, who is to blame for the holocaust?
Was it the SS who rounded up the Frank family or was it friends or spies to blame for theirs and countless death during World War 2?
The lesson tells her story and asks students to think of but, because and so.
There are some great video links to accompany the lesson as well as some analysis on an extract from her diary and a virtual tour of the annex.
A final true of false quiz checks recall and retrieval from the lesson.
The resource comes in Powerpoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson.
These eleven lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the Norman Conquest.
All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations of the conquest from the BBC and other sources.
This bundle addresses key historical skills from the outset, from a baseline test to track the students’ starting points, questioning what is history and how to use historical sources.
Furthermore key questions are asked in this period; Who was Alfred the Great? What did the Romans leave in Britain? Why was England a good place to invade in 1066? What were the causes and consequences of Edward the Confessor dying? What were the similarities and differences in the claims of contenders to the throne, from Harald Hardrada, William the Conqueror, Harold Godwinson and Edgar the Atheling? What was significant about the Battle of Stamford Bridge and how was William the Conqueror able to win the Battle of Hastings with his feigned retreat from the Anglo-Saxon shield wall on Senlac Hill?
These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives.
The lessons are broken down into the following
L1 Baseline Assessment Test
L2 What is History
L3 Historical Sources
L4 Roman Britain
L5 Alfred the Great
L6 The Anglo-Saxons (free resource)
L7 Contenders to the throne
L8 The Anglo-Saxon and Norman armies
L9 The Battle of Stamford Bridge (free resource)
L10 The Battle of Hastings
L11 Why did William win the Battle of Hastings?
( + Key Word History Display)
All the resources come in Powerpoint format if there is a wish to adapt and change.
AQA GCSE Conflict and Tension 1918-1939
This series of five lessons introduce the first part of the AQA Conflict and Tension course 1918-39 and focus on peacemaking after World War One.
Lessons come complete with suggested teaching strategies and differentiated learning tasks.
I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account, source opposition to the longer 16+4 mark questions.
The lessons are broken down into the following:
L1: Aims of the Peacemakers
L2: Compromise
L3: Terms of the Treaty of Versailles
L4: Satisfaction with the Treaty
L5: The Wider Peace Settlement (free resource)
Lessons also include some retrieval practice activities and come in PowerPoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
The American West 1835-1895, GCSE 9-1 Edexcel
The aim of this lesson is to explore the problems of the rapid rising of mining towns and the lawlessness they created in the American West.
Students complete a Head and Tails activity and a thinking quilt which challenges them to decide the greatest changes as well as the most important and biggest impact the early towns and settlements brought.
There is some GCSE exam question practice on the ‘importance question’, with some help given if required.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using an A-Z task is also included.
It comes in PowerPoint format if there is a wish to adapt and change.
The American West 1835-1895, GCSE 9-1 Edexcel
The aim of this lesson is to analyse and evaluate the effectiveness of the new inventions introduced in the 19th Century to the Great Plains to aid the Homesteaders and tackle the problems they faced.
Students have to decide what a Homesteader would need with up to $1000 and use images to piece together how inventions would help them settle in the Plains.
There is an effective rating activity using a battery in which they have to rate the most and least effective of all the inventions (or not if they take into account natural disasters).
Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required.
The plenary involves students deciding on the answers to 12 answers.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included.
It comes in PowerPoint format if there is a wish to adapt and change.
AQA GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of this lesson is to decide how much of an impact the Renaissance had on medicine with the new medical ideas and thinking.
The first part of the lesson focuses on the King’s evil and how an average of 3000 people flocked to King Charles II hoping to be cured by his touch.
The second part analyses the treatments the King’s doctors gave a dying King Charles II, sadly having a detrimental effect rather than a positive one on his health.
Students complete this as a quiz as they decide which treatments he received, before checking their answers with a student friendly markscheme.
As well as looking at a brief summary of Nicolas Culpeper’s ‘The Complete herbal’, students ultimately decide and evaluate from a continuum line if indeed the Renaissance had had a breakthrough on medical understanding and improved techniques to heal patients.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in PowerPoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
AQA GCSE Britain: Health and the People, c1000 to present
The aim of this lesson is to assess how much and how far surgery improved in the 19th Century.
The lesson is split into three parts; pain, infection and blood loss and will possibly take two to three lessons to deliver.
Students learn about the problems of pain in surgery pre-anaesthetics and how surgery ‘advanced’ with the introduction of ether (William Morton) and chloroform (James Simpson) .
A summarising pyramid challenges students thinking and gets them to understand why there was opposition to these new drugs.
In the second part of the lesson, students analyse the new techniques used by Joseph Lister with his carbolic spray and evaluate his significance and impact overtime using sources.
Finally in the third part of the lesson, students use a thinking quilt to question and comprehend the advances made in blood transfusions and the role the First World War played in developing surgery further.
The lesson includes GCSE practice questions, fabulous video links to surgery both past and present and enables the pupils to challenge and question the ‘progress’ made by surgeons.
Students can also summarise the topic by creating a road map using road signs to show the advances and pitfalls of surgery over time.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in PowerPoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
The American West 1835-1895, GCSE 9-1 Edexcel
This lesson aims to assess how positive the US Government’s early attempts were to ‘civilise’ the Plains Indians between c.1830-1851.
By adopting a westward expansionist policy, students have to question how beneficial this was and for whom?
Was America to benefit from improving the Plains, by ploughing it for farming, digging up its minerals for manufacturing or simply clearing its forests for timber?
Students are given various scenarios and laws such as the Indian Removal Act and the Indian Appropriations Act and individually rate each scenario by colour coding a battery to signify positive or negative before coming to a conclusion as to who benefited from this conflict over land.
There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using causal equations.
It comes in PowerPoint format which can be amended and changed to suit.
The English Civil War
The aim of this lesson is to evaluate the devastating consequences that alleged witchcraft had on communities in Stuart England.
Students will be posed questions such as: Why were the Stuarts so obsessed with witches and witchcraft? How and why did the Pendle witch trials cause so much historical notoriety and infamy? and How could you even recognise a witch and why should they be feared in the local community?
These questions will be answered and explained in this lesson, which ultimately focuses on the Pendle witch trials and its results for English society as a whole, who soon lived in fear and terror for their lives.
Activities include evidence collection, a true or false quiz, a literacy challenge as well as video analysis.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning.
The resource includes suggested teaching strategies and differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
The American West, c1835-c1895, GCSE 9-1 Edexcel
The aim of this lesson is to explore the consequences of overstocking the open range and the subsequent move to small ranches after the Great Die up of 1886-87.
Students are required to tackle some GCSE exam question practice from the start as they have to work out reasons why and the consequences for the changes to the cattle industry.
They also analyse the impact on cowboys and reasons for a decline in their demand.
Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction for the cattle industry.
The plenary requires them to demonstrate what they have learnt in the lesson using a summarising pyramid.
The resource is differentiated and gives suggested teaching strategies.
It comes in PowerPoint format which can be amended and changed to suit.
The American West, c1835-c1895, GCSE 9-1 Edexcel
The aim of this lesson is to understand the rise of the cattle industry and the impact it had on the American West.
Students are given a Texan Cattle Industry Thinking Quilt which introduces them to new concepts and key words.
They are introduced to Joseph McCoy and have to decipher a number of statements relating to him which have specific errors in them to correct.
They analyse various texts and video links on the Goodnight-Loving Trail as well as the rise of John Iliff and have to work out relating statistics as well as key questions which aim to challenge assumptions and beliefs.
There is some GCSE exam practice on the ‘consequences’ question, with help given if required.
The plenary is a talking heads activity.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice on source recall is also included.
It comes in PowerPoint format if there is a wish to adapt and change.
The American West 1835-1895, GCSE 9-1 Edexcel
The aim of this lesson is to explore the challenges faced by Homesteaders in moving onto the Great Plains and setting up farms.
Students begin by deciding how different inventions could lead to improved farming techniques.
They also have to complete a true or false quiz, before using a thinking quilt to match up key facts with the correct questions.
The plenary is based around the ‘are you a robot?’ idea which is becoming all too familiar when we are trying to log into a specific website.
There is some follow up GCSE exam question practice using the ‘importance’ question worth 8 marks, with help given if required.
The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a spider diagram.
It comes in PowerPoint format which can be amended and changed to suit.
The American West 1835-1895, GCSE 9-1 Edexcel
This lesson aims to understand and evaluate the impact of the US Government policy on the Plains Indians.
Students recall previous Government policy pre 1860 and analyse how this started to encroach on the Plains Indians way of life.
They then have to analyse four areas of impact; the coming of the railroad, cattle, reservations and the discovery of gold. Using a cauldron, they have to decide which facts (or ingredients) are the most significant to mix into it. These ingredients are placed on the shelves. The higher the shelf, the more significant the impact of the ingredient.
The plenary uses images (the linkee game) to decipher and recap further problems faced by the Plains Indians . Students then have to decide what happened at a consequence.
There is some follow up exam question practice using the ‘consequences’ question worth 8 marks.
The resource is differentiated and gives suggested teaching strategies.
It comes in Powerpoint format which can be amended and changed to suit.
AQA GCSE Britain: Health and the People, c.1000 to present
If Islamic medicine was so good, why did many of its ideas fail to spread to Christian Europe and Britain?
What skills did Islamic surgeons have to make them specialists in particular areas?
How did Islam promote medicine to become so advanced in the first place?
These questions are analysed and answered through the lesson as students decide which Islamic doctor (Rhazes, Avicienna and Abucasis) deserves which podium finish for being the most effective.
Furthermore students tackle a GCSE practice question on similarities with Christian medicine in Britain with a student friendly markscheme to help peer or self assess their work.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in PowerPoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
**AQA GCSE Britain: Health and the People c1000 to present **
This is an introductory lesson and sets out to establish some key dates, people and discoveries associated with Medicine.
Moreover it introduces the concepts of Medical beliefs, ideas and treatments through the different time periods and questions whether these factors improved or regressed over time.
Students plot these key people, events and ideas on a timeline, which they can develop in the class and/or at home.
I have also included a personal tracker which the students can stick at the front of their books and track various assessment points throughout the unit using different colours for achievement.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning.
The resource comes in PowerPoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
