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.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is decide how much of a threat the Lovell and Stafford rebellions were.
Students are given the information about the two rebellions and then have to categorise them into causes, consequences and events.
There is an odd one out activity included to check understanding where students have to justify the correct and incorrect answers.
The plenary requires the challenge and thinking of but, because and so.
Students have to opportunity to plan and write an essay on how much of a threat to Henry the rebellions were. A planning sheet, markscheme and help is given if required.
There is an enquiry question posed and revisited 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 and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate why opposition to the Nazis was limited and sporadic.
Students begin the lesson by giving reasons for opposition and how it might vary across different sections of German society.
A number of tasks are completed on different types of opposition to the Nazis, from youth groups, Churches, elites and the army.
For each opposition group there are key questions, source analysis, links to video footage and a requirement to discuss and debate.
The plenary exemplifies this discussion and debate with a talk like an expert task.
The lesson may be delivered over two lessons. There is some exam practice to be completed at the end with the challenge that opposition methods were too varied and fragmented to be effective against the Nazis. There is a markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the impact of war upon Nazi Germany.
The lessons begins by assessing the value of some sources, to be used in some exam practice at the end, which questions the effects of the war on civilian morale.
There is a missing word activity for the students to complete after studying how rationing was introduced in Germany and its repercussions.
There is also a grid sheet to complete as students evaluate the four phases of the war and how the use of propaganda affected civilian morale, particularly as the German people began to realise the war was not going to plan and would not end quickly.
An octagon plenary will check understanding and consolidate the learning at the end of the lesson.
The lesson is quite literacy heavy and may have to be delivered over two lessons.
There is some exam practice to be completed at the end, with a markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the reasons behind the radicalisation of the Nazi state.
Students begin by noting the three main phases in the development of the Nazi regime.
They learn about social Darwinism and how this played a role in the formation of the Volksgemeinschaft.
There are some key questions posed about this and the policy of lebensraum.
A 3-2-1 plenary at the end will check and consolidate learning of the racial state.
There is some source exam question practice to finish, with help and tips and a detailed markscheme given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is decide how much of a financial genius Henry really was.
Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick.
They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given.
A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given 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 and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is rate the power of the Church under Henry VII.
To understand the power of the Church, students have to learn how it pervaded throughout peoples’ lives. They also have to comprehend the structure of the Church, from the Pope in Rome, to the Archbishop of Canterbury, the bishops and their dioceses as well as the ordinary priests, monks and nuns.
Students will also undertake a research task in groups within the lesson to discover the influence of the Church in politics as well as the underlying corruption at its heart.
Some exam question practice focuses on this corruption and a grid assessing whether the Church was in need of reform will go some way to help students answer the question. Some scaffolding, help and tips as well as a generic markscheme come as standard
There is an enquiry question posed and revisited 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 and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to evaluate the reasons why Wolsey fell from grace.
Students begin by analysing evidence that suggests Wolsey was England’s second king, complete with his domestic and foreign policies.
They then have to make up their minds and decide which key event(s) led to his downfall in an mini extended writing task, with argument words to help them construct their answers.
The plenary uses a flashcard with judgements made on Wolsey from which they are required to agree or challenge.
Students have the chance to undertake some exam question practice, complete with writing frame and markscheme 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 and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to assess Henry’s motives for wanting a divorce.
Students are reintroduced to some key terminology before they focus on the events leading up to the divorce and break with Rome. They will then be required to assess the significance of each of the prescribed events and justify their choices.
The second part of the lesson examines the causes of Henry’s divorce, whether that be his conscience, faith, desire for more power, financial motives or simply an infatuation with Anne Boleyn.
Students will be able to collate and evaluate this information to complete an exam practice question, with a writing frame and markscheme provided as well as some help and pointers if required.
The plenary tests their knowledge on who might have said what in this ‘King’s Great Matter’.
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 and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to judge how significant the role played by Thomas Cromwell was in the break with Rome.
Students recap on the weaknesses of the Catholic Church on the eve of the Reformation and how Henry was being influenced by numerous Humanist writers as well as his new Chief Minister.
There is some source scholarship to complete on Cromwell to emphasise the part he played, as well as some focused reading to ascertain if he was just a master planner for Henry or a devious master manipulator.
They are given a print out of the Reformation Parliament containing all the Acts passed between 1529-34. There is also a distinction made between statute law and canon law.
There is some exam practice to complete on the role of Cromwell in the break with Rome, complete with a model answer to scrutinise and a detailed markscheme.
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 and includes suggested teaching strategies.
This bundle follows the Key Stage 3 National Curriculum - the development of Church, state and society in Britain 1509-1745 including the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland).
The aims of this bundle are to know and understand how peoples’ lives were shaped by Elizabeth, how she dealt with the threats to her rule and how her legacy lives on today as one of our greatest ever Queens.
Students will learn and understand key historical skills. These include historical concepts such as continuity and change with a focus on the Elizabethan Poor Law, the causes and consequences of the Elizabethan Settlement, similarities and differences in her portraits and the significance of the defeat of the Armada as well as exploration and the theatre.
The 11 lessons are broken down into the following:
L1 The young Elizabeth
L2 The Elizabethan Settlement (free resource)
L3 Elizabeth and her favourites (free resource)
L4 Elizabeth and the problem of marriage
L5 Elizabeth and her portraits
L6 How did Elizabeth deal with Mary, Queen of Scots?
L7 Famous explorers (Drake, Hawkins and Raleigh)
L8 The Spanish Armada
L9 Elizabeth, poverty and the Poor Law
L10 Elizabethan Theatre and the Globe
Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and debate from the BBC and other sources.
The lessons are fully adaptable in PowerPoint format and can be changed to suit. I have included a couple of free lessons to give an idea of what is being offered.
Although this bundle is aimed at Key Stage 3, it is ideal if you are studying Elizabeth I for GCSE as it covers the main themes, concepts and skills required for the new specifications.
This bundle is the first part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship.
As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Kaiser and the problems he faced as well as the implementation of the Treaty of Versailles and the challenges faced by the Weimar Government.
They will study (AO2) second-order concepts such as change and continuity in the new Weimar Constitution and the causes and consequences of Stresemann’s policies.
The analysis and evaluation of sources (AO3) are used in for example the Treaty of Versailles and the Munich Beer Hall Putsch lessons whilst substantiated judgements are made (AO4) on political and economic problems of the Weimar Republic as well as questioning whether the later 1920’s really were a Golden Age.
The lessons are as follows:
L1 Kaiser Wilhelm II (free resource)
L2 The Kaiser’s Government and Weltpolitik
L3 The impact of World War 1 on Germany (free resource)
L4 The Weimar Constitution and Political Parties
L5 The Treaty of Versailles
L6 Political Uprisings – the Spartacists and the Kapp Putsch (free resource)
L7 The Ruhr Crisis and Hyperinflation
L8 The Munich Beer Hall Putsch
L9 Gustav Stresemann
L10 The Golden Age of Stresemann
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change.
Any reviews would be gratefully received.
This bundle is the second part in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present.
I have taught this course for more than 20 years now and have again decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE.
Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address the knowledge and skills required for the GCSE questions.
As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the brilliance of the surgical skills of John Hunter to the discovery of the vaccination for smallpox by Edward Jenner.
They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease and the causes and consequences for surgery with the discovery and anaesthetics and antiseptics.
The analysis and evaluation of sources (AO3) are used in for example Public Health in the 19th Century whilst substantiated judgements are made (AO4) on the progression or regression of medicine from the Renaissance pioneers such as Vesalius, Pare and Harvey to the discovery and isolation of germs by Louis Pasteur and Robert Koch.
The lessons are as follows:
L8 Renaissance Medicine
L9 Medicine in the 17th and 18th Century (free resource)
L10 John Hunter
L11 Edward Jenner and smallpox
L12 Surgery in the 19th Century
L13 Florence Nightingale and hospitals
L14 Pasteur, Koch and Tyndall
L15 Public Health in the 19th Century
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
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This bundle is the first part in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present.
I have taught this course for more than 20 years now and have again decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE.
Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address the knowledge and skills required for the GCSE questions.
As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades.
The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the impact of Hippocrates and Galen on medieval medicine to the power and control of the Christian Church.
They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease and the causes and consequences of the Black Death and the Plague on Britain.
The analysis and evaluation of sources (AO3) are used in for example surgery whilst substantiated judgements are made (AO4) on the progression or regression of medicine from new ideas from the Islamic world as well as the Christian Church .
The lessons are as follows:
L1 An introduction to the course
L2 Hippocrates and Galen
L3 The influence of the Christian Church
L4 Islamic Medicine
L5 Doctors and surgeons in the Middle Ages
L6 Public Health in the Medieval towns
L7 The Black Death and the Plague
Please note that setting a full mock examination in class after completing this unit is strongly recommended.
All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website.
This bundle follows the Key Stage 3 National Curriculum - challenges for Britain, Europe and the wider world, 1901 to the present day with a focus on the conflicts of the Second World War.
The aims of this bundle are to know and understand significant aspects of World War 2 on a global scale and how Britain has influenced and been influenced by this conflict.
I have created and used these lessons to challenge and engage students, but also to show how much fun learning about this part of history really is.
Students will learn and understand key historical skills throughout such as change and continuity in the types of warfare used, the causes and consequences of the evacuation of Dunkirk and the similarities and differences of Hitler’s invasion of Russia as compared to Napoleon.
They will also learn about the significance of the dropping of the atomic bombs on Japan,VE Day, collaborators and refugees in World War 2 as well as interpretations as to whether Sir Arthur ‘Bomber’ Harris should be considered a war hero or not.
The lessons are as follows:
L1 Overview of World War 2 (free lesson)
L2 Invasion of Poland
L3 Evacuation of Dunkirk
L4 The Battle of Britain (free lesson)
L5 The Battle of the Atlantic
L6 Hitler’s invasion of the Soviet Union
L7 Sir Arthur Bomber Harris
L8 D-Day landings
L9 The attack on Pearl Harbour
L10 Dropping of the Atomic Bombs on Japan
L11 The role of Collaborators
L12 Refugees in World War 2
L13 VE Day
This bundle includes retrieval practice activities, suggested teaching strategies and differentiated materials.
All lessons come in Powerpoint format if there is a wish to adapt and change.
I have also included two free lessons in the bundle to give an idea of what is being offered.
The aims of this bundle are to investigate the causes of the French Revolution, how it changed the lives of French people and its consequences for Europe and the Wider World with the rise of Napoleon and the Napoleonic Wars.
I have also created and used these lessons to challenge and engage students and to show how much fun learning about this part of European history really is.
By studying this unit, pupils will be able to make connections, draw contrasts, and analyse trends within this period of history by using an enquiry based question throughout all the lessons.
Students will learn and understand key historical skills throughout such as the change and continuity of the Government of France in the Eighteenth Century, the causes and consequences of the execution of Louis XVI and Marie Antoinette and the similarities and differences of absolute monarchs such as Louis XVI of France, and Frederick the Great of Prussia in comparison to George III of Britain.
They will also learn about the significance of the Tennis Court Oath, the Storming of the Bastille, the rise of Napoleon Bonaparte as well as different interpretations of Marie Antoinette and Maximilien Robespierre.
Finally they will create relevant, structured and evidentially supported accounts in response to claims that the Terror was justified, Britain had every reason to fear Napoleon or that Louis XVI deserved to be executed.
The lessons are as follows:
L1 Introduction to the French Revolution
L2 The French Monarchy
L3 The Three Estates
L4 Louis XVI financial problems
L5 Tennis Court Oath
L6 Storming of the Bastille
L7 Execution of King Louis XVI
L8 The reign of Terror
L9 Maximilien Robespierre (free resource)
L10 Support for the French Revolution
L11 Napoleon Bonaparte
L12 Napoleonic Wars
L13 Legacy of the French Revolution (free resource)
All the lessons come with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate.
The lessons are enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
They are fully adaptable in PowerPoint format and can be changed to suit.
I would highly recommend assessing students at the tend of this unit of study, using GCSE style questions from your chosen exam board.
If you have any questions about this unit, please do not hesitate to contact me via my shop for further information.
AQA A Level 1C The Tudors: England 1485-1603
I have produced this bundle of resources on Edward VI and Mary I to help A level history students access the course and make some of the ideas, themes and concepts of the Tudors more comprehensible.
Edward VI: Most of the historiography of Edward places him at the periphery of the reign. However this bundle of lessons challenges this view and sets out to reappraise his monarchy.
Therefore the enquiry question throughout this bundle of resources will be to question how fit was Edward to rule during his reign.
Students will learn how cold and callous Edward could be from his chronicle and how much of a leading role and contribution he played in the English Reformation.
They will judge the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy.
Students will also compare the two Dukes and decide whose rule could be judged a success and why ultimately they both fell from grace.
Finally they will about the key reformers and the new Evangelicals during the reign of Edward VI such as Archbishop Cranmer, Bishop John Fisher and John Hooper and the impact they had on the Edwardian Reformation.
Mary I: Mary’s reign has traditionally been given a negative historiography. This bundle of lessons will challenge this interpretation and whilst justifying it in some cases, also argue that Mary was in many instances courageous, decisive, successful and determined.
Therefore the enquiry question throughout this bundle of resources will be to question if a woman was fit to rule England.
Students will learn the background to which Mary ascended the throne, assess her priorities as Queen and challenge the traditional view of Mary from Foxe’s Book of Martyrs.
They will evaluate the significance of her Government and the role of Parliament as well as her marriage to Philip II of Spain and the consequences this brought as she was sucked into the Habsburg-Valois conflict, with the loss of Calais.
Furthermore they will compare and contrast the Counter Reformation with the religious changes introduced by Edward and the wider implications of Mary’s reforms with Marian martyrs.
Finally, students will judge the similarities of the economic situation she inherited from her half brother and the differences she made in laying many of the foundations for the success of subsequent monarchs.
The lessons are as follows:
L1 Introduction to Edward
L2 The rise of Somerset (free resource)
L3 Rule of Somerset
L4 Rise of Northumberland
L5 Rule of Northumberland
L6 The Edwardian Reformation
L7 Introduction to Mary I
L8 Aims of Mary I
L9 Mary I and her government
L10 Mary I marriage and Wyatt’s Rebellion
L11 The Counter Reformation
L12 Marian Martyrs
L13 Mary’s Foreign Policy
L14 Mary I and the economy
The lessons include the two types of exam question used, with examples of how to tackle them, using helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
This is the third bundle of resources I have created for this unit and hope to complete the rest of the course very soon.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course.
I would also welcome any reviews, which would be gratefully appreciated.
This bundle follows the Key Stage 3 National Curriculum - challenges for Britain, Europe and the wider world, 1901 to the present day with a focus on the rise of Dictators
The aims of this bundle are to know and assess the characters and personalities of a number of Dictators of the Twentieth Century and understand how they have shaped our history today.
I have also created and used these lessons to challenge and engage students and to show how much fun learning about this part of history really is.
Students will learn and understand key historical skills throughout such as change and continuity in Dictatorships of the Twentieth Century, the causes and consequences of Castro’s Cuban Revolution and the similarities and differences of Dictators such as Hitler and Stalin.
They will also learn about the significance of the abdication of Tsar Nicholas and his subsequent murder, the execution of Saddam Hussein as well as interpretations as to how much love their was for Chairman Mao in China.
The lessons are as follows:
L1 Tsar Nicholas
L2 Adolf Hitler
L3 Josef Stalin
L4 Benito Mussolini
L5 Chairman Mao
L6 Fidel Castro
L7 Saddam Hussein
L8 Idi Amin
L9 Robert Mugabe
L10 Francisco Franco
This bundle includes some retrieval practice activities, suggested teaching strategies and differentiated materials.
All lessons come in Powerpoint format if there is a wish to adapt and change.
AQA GCSE A Level 1C The Tudors: England, 1485–1603
I have produced this bundle of resources on Henry VII to help A level history students access the course and make the transition from GCSE to A Level smoothly.
Henry VII is a fascinating character to study and these lessons explore the difficulty and demands of becoming a King in the Fifteenth Century.
The enquiry question throughout this bundle of resources will be to question the extent of Henry’s hold on power from the battle of Bosworth Field in 1485 through to his death in 1509.
Students will learn how effectively Henry restored and developed the powers of the monarchy from the chaos of the Wars of the Roses. They will assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances.
They will judge the significance of individuals in his reign as will as the economic development of trade and exploration.
Students will look at his limited aims in foreign policy and the consequences of his diplomacy and treaties with Scotland and other foreign powers.
Finally they will gauge the role of religion and the Church in Tudor England under Henry VII as well as the development of the arts and learning and the rise of humanist ideas.
The lessons are as follows:
L1 Introduction
L2 Wars of the Roses
L3 Character of Henry VII
L4 Battle of Bosworth Field (free resource)
L5 Aims of Henry VII
L6 Consolidation of Power
L7 Henry VII and propaganda
L8 Henry VII and Government
L9 Henry VII and the nobility
L10 Henry VII and finance
L11 Stafford and Lovell Rebellions
L12 Lambert Simnel
L13 Perkin Warbeck
L14 Introduction to Henry VII’s foreign policy
L15 Breton Crisis
L16 Henry VII and Ireland
L17 Economy and Trade under Henry VII
L18 The Church and religion
L19 Humanism and the arts
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
This is the first of four bundles I have created for the Tudors A Level history course.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.
These 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.
This bundle addresses key historical skills from the outset using historical enquiry and evidence:
Why was England a good place to invade in 1066 after the fall of the Roman Empire? What was the significance of Alfred the Great? 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? What was significant about the Battle of Stamford Bridge and how was William the Conqueror able to win the battle of Hastings?
Who was William the Conqueror and how did he establish and maintain his rule in England? What were the causes and consequences of Castle building throughout the British Isles? What were the similarities and differences between the role of the Church, monks and nuns and Doom Paintings? What was significant about the Black Death and its effect on the population of Britain and Europe and how dangerous and unhygienic were Medieval towns?
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
L7 Contenders to the throne
L8 The Anglo-Saxon and Norman armies
L9 The Battle of Stamford Bridge (free to download)
L10 The Battle of Hastings
L11 Why did William win the Battle of Hastings
L12 William the Conqueror
L13 Castles
L14 The Domesday Book
L15 The Feudal system
L16 The Church (free to download)
L17 Doom Paintings
L18 The Medieval Church (free to download)
L19 The Bayeux Tapestry
L20 Medieval Towns
L21 The Black Death
L22 Crime and Punishment
L23 The Crusades
Due to restrictions placed on bundle resource, please download The Battle of Stanford Bridge and Monks and Nuns in the MIddle Ages separately (which are free resources.)
These lessons are designed to be fun, challenging, interactive and engaging. The resources come in Powerpoint format if there is a wish to adapt and change.
All the lessons are enquiry based with a key question using a lightbulb posed at the start and revisited at the end to show the progression in learning.
They 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.
I have created these set of resources for the History Key Stage 3 National Curriculum ‘challenges for Britain, Europe and the wider world 1901 to the present day’.
These lessons are also useful if you are studying the Cold War at GCSE, where the students will gain an invaluable insight into the key terms, ideologies, events and people post 1945.
The central question throughout these eleven lessons is to find out why civilians feared for their lives during the Cold War. They are closely linked together and students continually plot their ideas around the key question, which can be referred back to each lesson (either dated or colour coded) to show progress throughout this unit of work.
Pupils will learn the significance and impact of the arms race on the wider world and be able to see the causes and consequences of the Berlin blockade and airlift finally culminating in the building of the Berlin Wall.
They will learn key historical terms such as containment, buffer zones, mutually assured destruction and the domino theory as well as understand the differences between the capitalist and communist ideologies.
They will be given sources to analyse such as the evidence from the moon landings in 1969 and make historical inferences from them as to whether they are fact or fiction.
Furthermore they will be able to write structured accounts and narratives on the Vietnam war as to whether US soldiers committed war crimes by killing innocent civilians or how much of a threat is North Korea to world peace?
Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and ideas used by current history teachers on twitter.
The lessons are fully adaptable in PowerPoint and can be changed to suit. I have included a couple of free lessons to give an idea of what is being offered.
I strongly recommend using GCSE style questions from your chosen exam board and markschemes to assess the pupils at the end of this unit, which are always available on line.
The 11 lessons are broken down into the following:
L1 The defeat of Germany in 1945
L2 Introduction to the Cold War
L3 The Arms Race
L4 The Berlin Blockade and Berlin Airlift
L5 The Berlin Wall
L6 The Korean War
L7 The Cuban Missile Crisis
L8 Man on the Moon
L9 The Vietnam War
L10 Cold War sports
L11 Mikhail Gorbachev
(+ Key word History display)
Any reviews would be greatly appreciated.