“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Did the Nazis really achieve an economic miracle?” The lesson begins with a starter activity in which students pick out the Odd One Out (the others all being related to the Nazi economy). There is then three graduated lesson criteria. Slides of background knowledge are very detailed and enable teacher exposition. After this, students are asked to place key points on a dartboard diagram to decide if they agree or disagree with the Key Question The main activity is then introduced in which students pair up the dominoes questions and answers, in order to prepare for an extended piece of written work. The lesson ties together as the lesson objectives are revisited. There are then two plenary activities, a Deal or No Deal task and then a trash can activity in which students come to the front to place knowledge learned in one of two trash cans (yes they did achieve an economic miracle and no they did not). I hope you enjoy it as much as my students do! It has been designed for high school students and is written in UK English. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love using these as a revision tool and also as an in class activity. Each of the eleven hand-shaped cards has a key topic about the Treaty of Versailles on it and each finger has a name/date/quote/statistic/fact on. Students learn precise supporting material which really boosts examination success. These aides can be reversed so students can test each other by reading the answers first and guessing the topic also. Once cut out and laminated they make a very handy and mobile revision aide and knowledge on them is extremely precise and exact.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love using these as a revision tool and also as an in class activity. Each of the eight hand-shaped cards has a key topic about the Collapse of Peace on it and each finger has a name/date/quote/statistic/fact on. Students learn precise supporting material which really boosts examination success. These aides can be reversed so students can test each other by reading the answers first and guessing the topic also. Once cut out and laminated they make a very handy and mobile revision aide and knowledge on them is extremely precise and exact.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan Covering a range of topics. Just print out in A3 and laminate. If you enjoy this set of posters please look through my site which has heaps of outstanding resources for the busy History teacher.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What were the causes of the Spanish Civil War?” The lesson begins with a Blankety Blank Starter Activity to introduce the students to a quotation by H. L. Mencken related to the conflict. The Key Question is then made clear along with aims, and lesson objectives are graduated (all will/most will/some will). There are then slides of background information to allow for teacher exposition. The main activity takes the form of a jigsaw classroom approach. Students are given one of five fact files on an alternative cause of the Spanish Civil War (political instability and polarization, social and economic problems, military uprising and coup attempt, regional differences, and foreign intervention and ideology). The students then break away and research their respective area of expertise using the fact file given (as well as a library book box/internet) before rejoining the group. The challenge is for them to then persuade the others in their ‘jigsaw’ that theirs was the principle cause. Following this the lesson objectives are revisited, and a piece of written work is set in which they collaborate their research to arrive at a fuller answer to the Key Question. The lesson concludes with a starfish plenary in which students are asked to vote on which of the five causes they felt was the most important. I hope your students enjoy it as much as mine always do. It is pitched toward high achieving post-16 high school students and requires them to have some research skills. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students piece together a linear card sort as a starter activity to understand how US troops ended up fighting in Vietnam. Once this has been achieved the class work through very detailed notes on the nature of fighting on both sides before beginning a model making task to explain US/VC tactics (the model can be a built model, a written model, a picture model or a computer generated model). The lesson concludes with a Dingbats plenary on some of the key terms covered in the lesson (punji trap, domino theory, guerilla tactics). I hope your students enjoy this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan Great activity for revision. There are two different question cards and the battleships are all named after significant ships (eg Hitler’s personal yacht, the Grille). Students take it in turns to guess a square and if they answer the quesiton correctly they are awarded a hit or miss. Needs to be printed back to back. I hope your students enjoy this as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this powerful lesson students begin with a what’s behind the squares activity designed to get them questioning why an Olympic polo player might have been bloodied. They then work through a very detailed set of notes before completing a 48 piece hexagonal card sort which is colour coded into causes, events, and consequences. This activity is designed to ensure students can identify links and causation as well as encouraging them to select the most compelling piece of evidence. This then leads to a piece of extended written work. Students complete this lesson with a source matrix on a famous Vicky Weisz cartoon from the Daily Mirror to draw out their findings. I hope your students enjoy it as much as mine.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This 34-page pack is the incredibly detailed and complete set of notes I have written for my students. It is basically an entire course on Why do events in the Gulf Matter? in one pack! Suitable for 16+ including GCSE, AP, A Level, and IB students. Notes are broken down into the following sections: How did Saddam Hussein rise to power in Iraq? What was the nature of Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes of the Iran-Iraq War, 1980-88? What were the consequences of the Iran-Iraq War, 1980-88? Why did the First Gulf War take place? I am confident you will love this resource because there is nothing on the Internet which I have found which offers the same level of breadth and detail on this topic.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

This is a one-page Power point slide (editable) which can be set as a project-based assessment on the causes of slavery. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of causation and works especially well with my lesson resource on the causes of slavery which can be found here - https://www.tes.com/teaching-resource/the-causes-of-slavery-7-page-full-lesson-notes-hexagonal-card-sort-11920311 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this twelve page lesson pack students engage in a hot seat story telling starter, work through very detailed notes, before attempting a twenty-one piece factor led evidence sort (technology, leadership, tactics) to map out a visual response to the key question, before finishing off the lesson with a craps-style formative assessment game (you just need to provide your own dice). I hope you students get just as much from this lesson as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I designed this lesson when I taught History in Shanghai and so have used that city as a case study but it works really well in a unit on C21st China. In this lesson students complete an odd one out activity designed to hook them into the topic. They then work through detailed background notes and sources before attempting to complete a range of questions. The lesson concludes with a fun formative assessment task (‘Last Historian Standing’) to test them on the subject knowledge they will have acquired during this lesson. I hope you students get just as much from this lesson as mine do.

This is a one-page Power point slide (editable) which can be set as a project-based assessment on consequences of the Romans. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of consequence and works especially well with my lesson resource on what the Romans gave to us which can be found here - https://www.tes.com/teaching-resource/how-civilised-were-the-romans-23-page-full-lesson-notes-project-pack-11920978 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel Please note this assessment is designed for Secondary aged Students.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this very detailed lesson students have the opportunity to tackle on the of the greatest history mystery activities around! The lesson begins with a Power Point activity designed to captivate the class from the go and they view a short video outlining differences people have on this question. The class then work through a detailed set of background notes to enrich their knowledge before attempting a 26 piece evidence sort. The class work in pairs or individually to place each piece of evidence into a column - they are colour co-ordinated to differentiate where required - some evidence suggests the landings were real and others suggest they were a hoax. Once complete the class use this as a scaffold to write an answer to the question ‘did man really walk on the moon in 1969?’ before voting online in their plenary activity. It really is a lesson (for high school students) which engineers original thought and allows students to discriminate between evidence to arrive at a well thought out conclusion. My students always find this a fascinating lesson and a great part of any Cold War unit or stand-alone activity. I hope yours enjoy it as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan A twenty minute guide in which we go through tips and tricks for students and teachers on how to produce an excellent IA. The IA has a weighting of twenty percent of the overall grade for Higher Level History and twenty five percent for Standard Level History for the I B course and in this video I have used my teaching and examining experience to piece together advice for students in this crucial piece of work. I hope your students find it just as useful as mine do.

This is a one-page Power point slide (editable) which can be set as a project-based assessment on interpretation of whether Emily Davison died deliberately. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of interpretation and works especially well with my lesson resource on Emily Davison which can be found here - https://www.tes.com/teaching-resource/suffragette-emily-davison-10-page-lesson-pack-11920338 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

This is a one-page Power point slide (editable) which can be set as a project-based assessment for the second order concept of change and continuity (this one about castles). Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of change & continuity and works especially well with my lesson resource on how and why castle design changed across time which can be found here - https://www.tes.com/teaching-resource/how-and-why-did-castles-change-6-page-full-lesson-notes-worksheet-project-12016455 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

This is a one-page Power point slide (editable) which can be set as a project-based assessment on the significance of Ancient Chinese inventions. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of significance. Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel