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 GCSE 9-1 Britain: Health and the People, c1000 to present
The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance…
Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts.
Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad.
Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health.
The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout.
There are also plenaries for each individual to check understanding and recap on their contribution to Public Health.
This lesson is fully resourced and can be delivered over two-three lessons.
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 9-1 Britain: Health and the People, c1000 to present
The aim of this lesson is to judge the contribution and impact Florence made to medicine.
Did Florence Nightingale singly handedly improve hospitals or were improvements afoot before she went to the Crimea?
This is the driving question students will have in mind as they evaluate the reputation of women, nurses and hospitals before the Crimean War.
Students will also analyse the story of Florence Nightingale and decide which factors helped each part of her story – thus recognising and understanding how to link different factors to one individual.
The lesson thus includes a GCSE practice question, a fabulous video link and literacy challenges throughout.
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 A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to evaluate to what extend Elizabeth presided over a Golden Age.
Students are introduced to the concept of an Elizabethan Golden Age.
They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana.
A detailed markscheme accompanies some exam practice towards the end of the lesson.
There are video links and images to accompany the lesson, culminating in some exam proactice at the end.
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 - 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 II on a global scale and how Britain has influenced and been influenced by this conflict.
In the first 12 lessons, students will learn and understand key historical skills throughout such as continuity and change in the role and use of propaganda in World War II, the causes and consequences of the policy of appeasement, breaking the Enigma Code or the evacuation of children, the similarities and differences of life on the Home Front, the significance of Winston Churchill and VE Day and interpretations about whether there really was a Blitz spirit.
In lessons 13 to 23 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, refugees in World War 2 as well as interpretations as to whether Sir Arthur ‘Bomber’ Harris should be considered a war hero or not.
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.
The lessons are as follows:
L1 Causes of World War II
L2 Appeasement
L3 Winston Churchill
L4 The Home Front - preparations
L5 The Home Front - propaganda
L6 The Home Front - rationing
L7 The Home Front - women (free lesson)
L8 Evacuation of children
L9 The Blitz
L10 The Enigma Code
L11 Prisoners of war (free lesson)
L12 VE Day
L13 Overview of World War 2 (free lesson)
L14 Invasion of Poland
L15 Evacuation of Dunkirk
L16 The Battle of Britain (free lesson)
L17 The Battle of the Atlantic
L18 Hitler’s invasion of the Soviet Union
L19 Sir Arthur Bomber Harris
L20 D-Day landings
L21 The attack of Pearl Harbour
L22 Dropping the of Atomic Bombs on Japan
L23 Refugees in World War 2
Unfortunately due to TES restricting bundles to 20 resources, the free lessons of 7, 11, and 16 will need to be downloaded separately.
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.
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 Tudors
The aim of this lesson is to evaluate the consequences of Henry VIII’s dissolution of the monasteries and who were the winners and losers.
The start of the lesson gets the students to imagine walking into a monastery, with accompanying music to set the tone. They are given character cards (for both monks and nuns) and introduce themselves to each other to learn about their various roles.
Students then have to analyse information, which is starting to make them scared of the changes that are happening all around them and subsequently decide what will happen to their character as a consequence of the dissolution.
The plenary tests them in a six minute challenge of what they have learnt in the lesson and adds a competitive edge at the end.
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 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 American West, c1835-c1895, GCSE 9-1 Edexcel
The aim of this lesson is to explore the consequences of the Battle of Little Big Horn as public perceptions of the Plains Indians changed from weak savages to a real threat.
Students are introduced to General Custer before analysing some text on the causes of the Battle and his subsequent defeat. For further challenge, they are then given some fragments of sentences which they have to fill out and complete.
They are also required use key words to evaluate the consequences of the battle and recognise a new direction of policy for the US Government when dealing with the Plains Indians.
The plenary is to create a brewing pot of ingredients which led to Custer’s last stand and defeat.
The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included to recall the significance of treaties.
It comes in Powerpoint format which can be amended and changed to suit.
World War II
The aim of this lesson is to analyse the reasons behind Hitler’s invasion of Poland and to evaluate if his actions were justified.
Within this lesson, students learn about Blitzkrieg, making comparisons with the static and attritional First World War and understanding how the German Army had learnt from their previous mistakes.
Students have to also complete a thinking quilt to test their comprehension and literacy skills as it requires them to explain and justify these initial German successes in 1939 and 1940.
The plenary finally asks the students to predict what is about to happen in the future through conjecture and formulation their opinions using the information from 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.
Superpower relations and the Cold War, 1941-91
This lesson aims to explore the reasons why the Soviet Union invaded Afghanistan and the effect it had on Détente and international relations.
Students are given a quick Geography lesson before deciphering some text mapping to work out the events leading up to the Soviet invasion of Afghanistan.
They are also required to complete some questions relating to the Carter Doctrine as a consequence of the invasion.
There is a colour coding activity to complete on the impact of the invasion as well as a true or false quiz on the deterioration of international relations.
The plenary uses statistics to get the students thinking about the human as well as the financial cost of the war.
There is some GCSE question practice to complete, with help given and a student friendly markscheme if required.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons to show the progress of learning.
The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently forming mutual understanding and cooperation over the time period in question.
The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice.
It comes in PowerPoint format if there is a wish to adapt and change.
The French Revolution
The aim of this lesson is to understand the significance of the Tennis Court Oath
Students are introduced to some key words before they analyse what tipped the French people over the edge. This includes some interactive slides explaining the rise in prices particularly with bread.
The main task is to complete some source scholarship on the Tennis Court Oath, as the events are broken down into sections, with some modelling of how to complete this task if required.
There are some key questions on the Tennis Court Oath to summarise, followed by a significance activity, where the students rate each significance by colour coding a thermometer and then justifying their answers and the choices they have made.
The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies 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 French Revolution
The aim of this lesson is to analyse the events of the Storming of the Bastille and the subsequent significance of the Flight to Varennes
Students learn through key questioning and some text analysis how and why the Bastille was attacked. There are some brilliant video links to accompany this.
They will then be required, using a storyboard, to decipher what happened next and explain how these events led to a new France.
They will also learn how Louis XVI and Marie Antoinette attempted to escape to the border and using a cauldron of significance, evaluate which key ingredients ultimately led to their recapture and eventual execution.
The Octagon plenary allows the students to summarise what they have learnt in the lesson, from sights and sounds to numbers and actions for example.
The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies 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.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to evaluate the success of Henry’s foreign policy after Wolsey from 1529-1547.
Students recap events leading up to the Battle of Pavia ands Charles V’s dominance in Europe.
They are introduced to Henry’s policy of defence during the divorce and his quest for further military glory afterwards.
They then analyse his policy towards France, Spain, Ireland, Scotland and the Holy Roman Empire and evaluate how successful Henry was in his pursuit of glory. They must be able to justify this with examples and details.
There is some exam practice to complete together with a writing frame, prompts and a markscheme to use if required.
There is an enquiry question during 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 the short and long term impact of the dissolution of the monasteries.
Students learn about the role monasteries played in English society and how they became a fundamental part of the break with Rome.
They are given the facts of the dissolution by numbers to help them evaluate the impact of the dissolution as well as the techniques Cromwell used to close them.
There are some great video links included as well as shocking revelations brought to light.
The plenary allows students to reflect on how various sections of society accepted or disputed the dissolution.
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.
The aim of this lesson is to decide what makes a successful Medieval Monarch.
Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!)
The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success.
When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required.
The plenary gives twelve answers, to which students have to work out the questions
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
Who was Genghis Khan and how did he rule the largest land area in history?
Students learn about his early life and background and how he became such a powerful ruler.
They are required to judge two things about him; how good a leader was he and was he was unifier who brought peace and stability or did he bring chaos and destruction to his Empire?
They are required to debate and complete an extended piece of writing with argument words and a scaffolding structure to help them decide.
The plenary consolidates their learning about Genghis Khan with key words used in the lesson, from which examples must be given for each.
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
**Germany 1890-1945: Democracy and Dictatorship **
The aim of this lesson is to examine the role of the Churches in Nazi Germany and to decide how much control Hitler exerted over them.
The lesson starts by studying Christianity in Germany and explains why there was a conflict of interest with the State.
Nazi policies to both the Catholic and Protestant Churches are analysed as students have to interpret the threats they both posed to Hitler.
Furthermore students have to distinguish the differences between the Christian Churches and the new Nazi Reich Church.
There are some excellent links to video footage which explain why there was such a lack of opposition and a united front from the Churches, despite such fortitude and resolve from Cardinal Galen and Martin Niemoller.
A thinking quilt poses some enquiry and GCSE questions, which students have to answer by linking specific key words to 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 English Civil War
The aim of this lesson is to decide why an audacious plot was hatched against James 1 and why might the plotters themselves be framed by the Government itself.
This lesson is therefore split into two.
The first half examines the men and their roles in the infamous plot to blow up the King in 1605. Students are introduced through talking heads to Guy Fawkes and King James.
They also study sources from the time, including Robert Cecil’s account of the plot and analyse the words trying to make inferences between fact and fiction. A model answer is provided to aid their analytical skills.
Furthermore they will evaluate the causes and consequences of the plot and its significance today.
The second part of the lesson will require the interpretation of a number of sources to decide if the plotters were actually framed by Cecil and the government who allegedly knew about the plot all along and actively encouraged it.
Students have to decide for themselves before reaching a judgement using key words to aid them. This is excellent groundwork for source analysis they will later tackle at GCSE.
The plenary is to talk like an historian answering key questions using information from 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.
AQA GCSE 9-1 Elizabethan England, 1568-1603
The overarching aim of this and the subsequent bundle of lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign.
The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this.
The aim of this lesson is to determine why the Essex rebellion was different to the previous threats Elizabeth faced in her reign.
Students learn about Essex’s life and the reasons for him turning on Elizabeth in his failed attempt to ‘protect’ her from Robert Cecil.
Using differentiated materials and video evidence, they can either create a factfile on Essex or colour code information on his life focusing on different themes of importance.
They then plan and write a significance GCSE question, using the suggested skills and tricks of answering a significance question as opposed to writing a narrative account of his life.
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.
Germany 1890-1945: Democracy and Dictatorship
This lesson explores how the Nazis suppressed opposition in Germany through terror, propaganda and coordination.
Most student answers on the police state tend to focus on terror and violence, so hopefully this lesson which re-evaluate their thinking to take into account the ideas of indoctrination and persuasion.
Students analyse the types of propaganda used as well as control in all spheres of life before having to explain there was little opposition as asked at the beginning of the lesson.
They will also judge how effective the different forms of control are such as concentration camps, the Gestapo, the law courts as well as the use of block wardens.
By the end of the lesson, the students are given a GCSE practice question to analyse and mark, with guidance on how to achieve the higher marks with a model answer.
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.
