Middle Ages The aim of this lesson is for students to question and evaluate different interpretations in history. Students have to analyse various explanations and viewpoints of Richard the Lionheart from his statue outside the Houses of Parliament, to modern day films and the views of historians. As sentiment might overrule reality, they are ‘led’ to conclude he is a King of outstanding repute. They are then given details of the context of his reign and are shocked to discover his real temperament, brutal nature and even the fact that he didn’t speak English! Students finally re-evaluate their original judgements and justify which of the interpretation is now the more realistic one. They will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Homework ideas PowerPoint format, which can be changed to suit

The Suffragettes The aim of this lesson is to analyse previous perceptions of women and their role at home and in the family (the Angel on the House). Students scrutinise how women were treated in Victorian Britain with discrimination from society as well as the law and give their own analysis and judgements using sources from the time. They can do this through discussion or through an extended writing task, with help given if required. There are examples of how women were treated and a case study of a wife in an abusive marriage. The lesson includes written sources and video evidence. The plenary requires the students to show their new knowledge and comprehension of life for women at the time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The Suffragettes The aim of this lesson is to question the motives of Emily Davison. Did she really mean to kill herself or was it a protest that went drastically wrong? Students learn what a martyr is and then sift through the evidence of her handbag to make a judgement. However not is all as it seems as conflicting source and video evidence only serves to add confusion to the debate. The plenary also requires the students to question whether she can be called a martyr or not and whether she helped the suffragette cause. This is a fun, engaging and challenging lesson which requires students to evaluate and make judgements using evidence as well as getting them to justify their opinions. There is also a chance of role play if you feel daring or not as the mystery of her death unfolds. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is to understand how Germany was punished after World War I and how harsh its terms were to many Germans. The first part of the lesson looks at how the map of Europe changed. Students then have to think why the Big Three had different ideas on how to treat Germany after the First World War. Through various images and video footage students can see what they decided and have to justify why they came to these decisions. The terms of the Treaty are discussed and then shown how to be remembered using a chatterbox (a template is included). The final part analyses and evaluates a number of sources on the Treaty and their meanings. A recap plenary at the end of the lesson uses a spinning wheel which can be used in a competitive challenge. This lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout the lesson and this unit of study to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

Middle Ages This lesson aims to find out if the negative reputation of King John being nasty is a fair one. To do this, students begin by evaluating a number of historical interpretations from statues, Disney cartoons, portraits, a Horrible Histories interpretation as well using a number of sources of King John. These are then analysed and quested using a grid sheet to decide their final judgement if King John really was a ‘meanie’. The plenary uses a summarising pyramid to test and challenge their knowledge and understanding. Students will continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

American Civil RIghts This lesson sets out to ask the question if Abraham Lincoln was the ‘Great Emancipator’ that history claims him to be. By analysing his statue at the Washington memorial and using video evidence as well as a brief summary of the 13th Amendment and the American Civil War, students are given evidence (which is differentiated according to ability) from which they question this belief. Their ideas are then presented on a Venn diagram and presented to their peers. A true or false quiz at the end will attempt to consolidate their learning as well as questioning how emancipated the slaves were after the amendment became law. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

What happens at a slave auction? How are the slaves prepared? Who attends the auction? Who is chosen and why? This lesson attempts to answer these questions and more; from branding to advertisements and the auction itself. Students also learn of the heartache and pain of those who are sold and how and why slaves are sold at different prices. They are also challenged in a task to think who would be more expensive and why. By the end of the lesson, students have to give examples in a true or false quiz of what they have learned in the lesson, including having to decide the worst aspects of the slave auction. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

This lesson examines the different punishments that the slaves endured on the plantations. Different sources are analysed showing the positive and negative aspects of plantation life as students have to extract fact from fiction. Students then look at the different forms of resistance from passive to active resistance and decide the best and most effective form of resistance and justify their reasons. There is also a chance of being more interactive as students are selected to take on some forms resistance which the class have to find out and decide. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

American Civil RIghts The aim of this lesson is to show a different approach to achieving Civil Rights pursued by Malcolm X. The start of the lesson asks why Malcolm Little changed his name and makes a link to the film by Spike Lee. It follows his early life chronologically and some higher order thinking questions are posed. The lesson then looks at his later life and beliefs and analyses some of his views and most famous quotations in a fun and engaging way. Students have to finally decide the most important aspects of his legacy and prioritise them, as well as deciding the fundamental differences of his beliefs and approach compared to Martin Luther King. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

This lesson aims to analyse how the assassination of the Archduke Franz Ferdinand was the spark for World War I to start. Students will question how frightening the assassination was and the speed of European countries to mobilise for war. As video evidence is used to explain the events that led to the shooting in Sarajevo, an analogy is made to a bar brawl as students try to ascertain the causes of it and link these to the events which unfolded after 28th June, 1914. Students also have to complete a chronological exercise of the events as well as deciding the personalities of the main countries involved in the First World War. The plenary is a catchphrase check (complete with music) on key words used in the lesson. 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 retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The British Empire This lesson aims to find out whether we should be proud or ashamed of gaining an Empire and how the indigenous peoples we conquered ‘benefitted’ under British rule. This lesson will best be delivered over 2 lessons . The opening slides give some context to the debate and define what an Empire is and which countries Britain owned by 1900. Through video and source analysis, the students have to explain their choice of being proud or ashamed or both and as the lesson progresses justify whether they are sticking to their decisions. Analysis focuses on Victorian propaganda, the recent views of British Prime Ministers as well as how museums refuse to engage about how they have obtained their imperial artefacts. The second part of the lesson examines a number of countries acquired by Britain and focuses on the ‘benefits of Empire’. Students then make their final decisions at the end before drawing conclusions on the legacy of the British Empire. A homework task is to design an Empire plate (photographic examples given) to celebrate Empire day from 1902. The lesson comes with suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The aim of this lesson is to question how frightening it was to fight on the Western Front in the First World War. This lesson centres around the case of Private Harry Farr who was shot for ‘misbehaving before the enemy in such a manner as to show cowardice.’ Students re-enact his court martial using the witness statements before his sentencing and ultimately decide if his sentence was justified… The start of the lesson requires them to define a coward and more importantly question what shellshock is, which the Government at the time refused to recognise. Students will analyse why so many soldiers refused to fight in World War 1 and preferred to desert instead fully aware of the consequences of their actions. The students will use visual and source evidence and apply higher order thinking skills at the end of the lesson in an extended piece of writing. The plenary questions students’ beliefs on cowardice and challenges their original assumptions at the beginning of the lesson. 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 aim of this lesson is to question whether the Government was right to punish conscientious objectors during World War I and how frightening it was for individuals to refuse. This is a controversial subject and was extremely difficult to understand and address at the time of the First World War. Therefore the lesson explains why many people in World I refused to fight, despite government propaganda and pressure from society for them to do so as they became targets of abuse. Luckily now there is a wealth of video and audio evidence in this lesson (linked to the BBC in particular) which deconstructs and challenges the old arguments of cowardice and shame as well as understanding individuals’ rights to uphold their beliefs and consciences. Students are given two case studies to analyse before engaging in a mini debate on the right or wrongs to conscientiously object to war. The plenary challenges them to decide if the given statements from the lesson are true or false. 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 retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

Middle Ages This lesson aims to examine the reasons why King John argued with his barons and ultimately was forced to sign the Magna Carta. But on which terms was King John forced to accept? Firstly students have to work out what the terms of the Magna Carta were. Secondly students have to evaluate the significance of the Magna Carta in the short, medium and long term for King John, for future Kings of England as well as for us today. They will use sources and video footage as well as retrieval grids and a true or false quiz to help them in their research, They will also continue to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

The Suffragettes The aim of this lesson is to analyse the Cat and Mouse Act of 1913 and the actions of the Liberal Government against the Suffragettes in their quest for the vote But as the students will have to work out, this act was used for propaganda purposes by both sides to put each other in an unfavourable light. It was after all the Suffragettes who coined the phrase the Cat and Mouse Act and made sure everyone knew the callous actions of the Liberal Government! As well as completing a prioritising exercise and a literacy challenge, an excellent video allows students to question how it worked and why the Government used it (petrified they might have Suffragette ‘martyrs’ dying in prison). At the same time, they had no doubts about criminalising the Suffragettes with mug shots from prison as the Suffragettes refused to accept their actions as ‘criminal’ and instead ‘political’ (thus refusing to have their photographs taken as shown on the opening slide). Students have to analyse the various propaganda sources from each side and decide the messages, who they were targeted against and how effective they were in their aims. These opinions have to then be tweeted according to various people in society and how they might have be influenced by seeing them. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Suffragettes The aim of this lesson is to evaluate how far women in Britain have gained equal rights. From the Representation of the People’s Act in 1918, to the 1928 Act giving all women the right to vote at 21, has this meant women are now on an equal footing to men? Unfortunately as the given adverts (both on tv and posters) suggest, there is still a long way to go. Laws have been introduced since the war to give women more freedoms and rights; students have to decide if these changes have affected their home life, their personal life or their work life or do they interlink all together? However, whilst some brilliant BBC footage show the changes women have undergone, students analyse recent figures which show the gender pay gap and the differences between part and full time work to prove the gap is still clearly significant and falls short of equality. Their final task is to therefore answer the main aim of the lesson and decide how far women have gained equal rights in Britain, with a focus on the extent of change. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The Industrial Revolution The aim of this lesson to assess why and how Britain adopted a police force in the Nineteenth Century. Students will be posed a number of questions throughout the lesson including: Why was there a need for a police force in England and Wales? Why did the Government set up the Metropolitan Police Force which later spread throughout the country? How did the population react to such a force and was there support or opposition to it? How were the police initially equipped o take on their roles and what qualifications did you need to join the police. * Students will analyse these questions through visual images, written prose, a true or false quiz, video evidence, source analysis and a question thinking quilt. They will also evaluate the effectiveness of the police force throughout and by using causational equations at the end of the lesson. 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 Industrial Revolution The aim of this lesson is to question how far the Factory and Mine Acts went to reform working conditions. Students have to decide how much credit the Government of the day should receive for reforming the conditions of workers in the factories and mines. Furthermore they will evaluate how effective the laws were that were passed and were they adhered to. Finally they will judge how much credit should be given to a number of dedicated and philanthropic individuals who were ahead of their time This lesson explores these questions by examining the evidence of children and discovers how factory owners like Titus Salt in Bradford were determined to help their workers themselves to create a harmonious and thriving community. Students have to think which Acts applied to whom using numbers as well as evaluating how much lives improved as a result of the Factory and Mines Acts. 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.

Britain: Health and the People c1000 to present This 29 page Revision Guide sets out the four main types of questions to be asked from the start and gives ideas and easy ways of how to answer them. The course starts with the Greek ideas of the four humours and Galen’s contribution before tackling medieval medicine through to the present day. Each topic is set out in a clear and easy format for students to learn, remember and help them in their revision programme. The Revision Guide gives 18 typical exam questions asked on each topic (from significance, to how useful, similarities and the factors) and how to put this into practice with model answers. Furthermore it shows how the highest marks can be achieved, which can be different from other Revision Guides which focus more on content than skills for this course. This Revision Guide can be used for revision, interleaving, within the classroom as well for homework purposes. This Guide has been designed to be engaging, detailed and easy to follow and can be adapted and changed to suit using PDF and Word formats. Any reviews would be gratefully received. Please feel free to follow me on X (twitter) @pilgrim17.

The aim of this lesson is to analyse and evaluate the strengths and weaknesses of the Norman and Anglo-Saxon armies in 1066. There are differentiated questions and worksheets for the students to answer before they make their conclusions as to whose army was the best using some argument words to base their decisions upon. The worksheets include information and visual images to aid the students and are easy to print off for individual or group work. A guess who plenary tests their recall knowledge from the lesson. The resource is therefore differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.