This lesson is a 40-slide PowerPoint presentation with graduated lesson aims (all will/most will/some will) and begins with some images and quotations to illustrate why bus segregation was such an important issue. The lesson then includes a “What’s Behind the Squares?” Starter Activity, which reveals two images: one of Rosa Parks on a bus in Louisiana and a photograph of an injured Freedom Rider. The main activity consists of an 18-piece card sort, in which students are invited to identify strategies, challenges, and impacts of both events (they’re colour coordinated), and then divide these into similarities or differences. Both were non-violent and led to desegregation, but there are also some key differences in terms of participants, scale of impact, and how they are remembered. The lesson concludes by referring back to the lesson aims and asks students to write a three-paragraph piece of work addressing the Key Question. I hope your students find it as useful as mine always do. I haven’t included any YouTube links because the links often expire, but there are many terrific documentary clips you can use. You may also wish to play the Joan Baez song “We Shall Overcome” during the plenary.

In this 56-slide PowerPoint, the lesson begins with a ‘What’s Behind the Squares’ starter activity. This reveals a woodprint of a witch being interrogated and asks students initial questions to get them thinking about the topic and period. The lesson title is then introduced along with graduated criteria (all will/most will/some will), and there are some background information slides for teacher exposition. The main tasks then take place. Students are asked to read three sources and to attempt comprehension questions on them before attempting a Diamond 16 activity, in which they identify social, economic, and political reasons for the rise of witchcraft (and Hopkins) before then prioritizing them in order of what they consider their importance to be. This then leads to a written task. The lesson plenary is a ‘Whose Line Is It Anyway’ activity in which students test the knowledge they have acquired by filling in the blanks. This lesson was written with a desirable difficulty level for Key Stage 4 high school students and is written in UK English. I hope your students get as much from it as mine always do, and please message me if you have any questions.

This lesson is a 25-page PowerPoint presentation in which students are introduced to the topic with two divergent opinions on the impact of sit-ins (which are revisited later) and a Starter Activity in which the teacher asks them to close their eyes as they are read information about a typical Southern diner in the 1960s. Towards the end, a sit-in is described, focusing on the experiences of the participants. Students are given a choice of three options and then watch a three-minute video clip from the movie “The Butler,” which reveals the violence and verbal assaults sit-in protestors experienced (please be aware there is racially offensive language in the clip). They are asked to revisit their response. The lesson title is introduced, along with graduated aims (all will/most will/some will). The class is then provided with background information on teacher exposition slides before beginning the main activity, which is a two-page source analysis activity (5 sources, 15 comprehension questions). There is then a written activity inviting students to respond to the Key Question using the knowledge they have acquired and the sources. Following this, there is an opportunity for group discussion before the conclusion of the lesson. The class listens to the lyrics of the song “A Change is Gonna Come” by Sam Cooke (or if you prefer “A White Man’s Heaven is a Black Man’s Hell” – also good but harder to make out the lyrics) and relates this to today’s learning, before deciding which of the two earlier historiographical perspectives they now agree with by moving to a designated area. As always, teaching Civil Rights needs to be done maturely and head-on but with a sensitive approach. I hope this PowerPoint resource enables you to do so for this important topic and helps your students see the importance and courage of the sit-in protestors.

This lesson focuses on the historical skill of interpretation, and students are invited to consider two different opinions on Malcolm X: those of conservative analyst William F. Buckley (who calls him a “public menace”) and movie director Spike Lee (who calls him a “freedom fighter”). The lesson has graduated aims (all will/most will/some will), and students are quickly introduced to the Starter Activity. This activity involves two sources showing different opinions on Malcolm X: one is a mural in New York which shows him as a martyr, and the other is a letter written to the FBI complaining about him. They complete a Venn diagram on these two sources to begin conversations about why there should be such duality of opinions on this Civil Rights leader. Then, there is some background information on his early life to enable teacher exposition. The main task is then introduced, and the class divides 18 cards into positives and negatives to help them form an opinion. This then leads to written and verbal explanations before the class concludes with a voting plenary to answer the main question. All topics on Civil Rights must be taught sensitively and head-on, and I hope this resource helps you bring this important leader and his legacy to life in your classroom.

In this 41-slide PowerPoint presentation, the lesson begins with a Starter Activity inviting students to examine pictures of 18th Century England and comment on transportation at the time. They write their observations on post-it notes and stick them on the board, outlining how these features might facilitate highway robbery. The lesson title is provided, along with graduated criteria (all will/most will/some will), followed by background information on Turpin for teacher exposition. The main activity is introduced, during which students sift through a 13-piece hexagonal card sort and categorize reasons for the growth of highway robbery into social, economic, and political factors. A written task is assigned, and students are encouraged to share their thoughts with the group. Before concluding, the lesson revisits its aims, and students participate in a ‘Have I Got News For You’ style lesson plenary, where they fill in the blanks to test their acquired knowledge. This lesson is tailored for Key Stage 4 students in mainstream settings, written in UK English.

In this 39-slide PowerPoint, the lesson begins with a starter activity designed to introduce students to Henry through one of his portraits. The lesson title and graduated lesson aims (all will/most will/some will) are introduced, and there are some slides of background information for teacher exposition. The class then begins the main activity, which is a 26-card hexagonal evidence sort. Students are encouraged to break the cards down into domestic and foreign policy issues and also personal qualities (there is a color-coded version for purposes of differentiation). They then decide for each column if the evidence is positive or negative. This evidence mapping exercise prepares the students for a piece of extended writing to answer the Key Question. There is time for class discussion, and the lesson aims are revisited before students vote on how good a King Henry was in the plenary. This lesson was written for high achieving high school students and is written in UK English.

This 29-slide PowerPoint presentation is a fully-resourced lesson. Students are introduced to the topic in the form of a Starter Activity in which they are asked to chronologically sequence three big screen adaptations of Cleopatra VII. This leads to a conversation about her appearance (one is white, one is black, and one is Middle Eastern) and why this became such a big issue in Egyptian media in particular. The title and graduated lesson aims are then introduced (all will/most will/some will) and there are some slides of background information for teacher exposition. The main task is an 18-piece card sort (a colour coded differentiated version is also provided for those who need it) and students place the cards into two columns, those that suggest she would have looked Greek-Macedonian and those that suggest she would have looked Nubian/African. When they have completed this the class design their own cut out version, labelling their choices. In the plenary they explain their answer to the Key Question by revealing their collages/drawings. This lesson was designed for high achieving Key Stage 3 high school students and is written in UK English. I created it when I taught in Cairo and hope your class get as much enjoyment from it as mine always do.

This 49-slide PowerPoint begins with a Starter Activity in which students are asked to close their eyes while the teacher reads them a story about a crime in Anglo-Saxon England. As they do so, encourage them to perform some of the actions underlined. When they are told to open their eyes, they see a number of visual prompts on the board and are asked to come up with a punishment for the offender. This links to the lesson title, which is introduced alongside graduated lesson aims (all will/most will/some will). There are then some slides of background information describing the main aspects of law and order in this period from tithings to trials by ordeal, and the role of the Witan, the reeve, and other key aspects are discussed. From here, students are asked to create their own ‘museum’ in only 8 objects (examples are given, but they are encouraged to find their own). For each museum piece, they need to explain their choice and how it was used to keep law and order in the period. The lesson aims are revisited, and students present their findings. The lesson plenary invites students to consider the key aspects of the period and to make comparisons with modern equivalents/evolutions (such as hue and cry to telephone). There is an extended written task set as homework at the end if required. This lesson has been pitched at high-achieving high school students and is written in UK English. I hope your students get as much out of it as mine do.

This 45-slide PowerPoint begins with a Starter Activity in which students are encouraged to close their eyes and mime along to a story in which they play the role of Hasan, a merchant on the Silk Road during its heyday. They are then introduced to the lesson title and the graduated lesson aims (all will/most will/some will). Following this, there are background information slides for teacher exposition before the main task is set. Students are given some ideas of things they might find (exotic animals, fruits, incense, religious ideas, new languages, ivory products, etc.) and are asked to create their own museum about the Silk Road with only 8 objects. For each item, they need to explain its significance. Once students present, the lesson aims are revisited, and there is a lesson plenary in which the class writes an account that answers the Key Question using the knowledge they have acquired. An additional homework task is set (they are asked to photograph items in their household that have been discussed in the lesson). This lesson is pitched at high-achieving Key Stage 3 high school students and is designed to promote independent learning, research, and presentation skills. It is written in UK English.

In this 51-slide PPT students address the skill of interpretation. The lesson begins with a DingBats Starter Activity designed to see how much of the traditional tale they already know (answers are given) and the class are introduced to two opposing opinions on Robin Hood’s existence (David Carpenter and Julian Luxford). Graduated lesson aims are introduced (all will/most will/some will) with the lesson’s Key Question. The class then work through 18 pieces of evidence in a card sort activity (there is a colour coded version for those who need extra help) and they place these into two columns: evidence which suggests Robin Hood was a real person and evidence which suggests he was a purely fictional character. They do not have to use all the information and can discriminate between evidence before attempting a piece of extended writing. The class then concludes with a voting plenary where they revisit the two earlier opinions and stand on the side of the classroom with which they mostly agree (there is some music to accompany this). Thanks for your interest in this lesson, which is written in UK English and designed for high achieving Key Stage 3 high school students. Wishing you a wonderful day.

This lesson is a 27-slide PowerPoint which begins by asking students to place various methods of execution into chronological order, from ancient beheadings to modern lethal injections. Then, students are invited to read two opposing viewpoints on Derek Bentley’s death, to be revisited later in the plenary. Graduated lesson aims are introduced (all will/most will/some will), along with background information for the teacher’s exposition. In the main task, students divide 18 pieces of evidence from the card sort (there is a color-coded version too if needed) into two columns: things that suggest he deserved to be hanged and things that suggest this was a miscarriage of justice. This leads to a class discussion and a written task, utilizing evidence maps. The lesson concludes with a plenary, featuring links to the death scene from the movie ‘Let Him Have It’ and a song entitled ‘The Ballad of Derek Bentley’, prompting students to vote on which earlier viewpoint they agree with. This is obviously a delicate and sensitive subject, and I hope this fully-resourced lesson helps you achieve this with your high-achieving Key Stage 4 high school students, written in UK English.

In this 44-slide PowerPoint presentation, the lesson commences with a “What’s Behind the Squares? - Starter Activity” introducing the class to the black power symbol given by Tommie Smith and John Carlos in the 200 meters final of the Mexico 1968 Olympics. Graduated lesson aims are provided, delineating objectives for all, most, and some students. Background information about the Black Panthers is presented to allow for teacher exposition. The main task entails a 24-piece hexagonal card sort where students categorize perceptions of the Panthers into positive and negative, making connections before assembling them into an essay map to guide extended written work on the Key Question. The lesson revisits its aims, concluding with students listening to Curtis Mayfield’s music about the Panthers before attempting a class vote based on the Key Question, weighing perspectives such as those of J. Edgar Hoover and Angela Davis. As interpretations may vary, this setup fosters robust debate. It is underscored that lessons about Civil Rights are crucially taught head-on but sensitively, with the hope that this resource facilitates such discussions in the classroom. The lesson is pitched at high achieving high school students and is written in UK English.

This 34-slide PowerPoint initiates with a starter activity introducing General Custer, prompting the class to discern the validity of four facts. They are presented with two contrasting perspectives on why Custer lost (Ambrose and Marshall III). Following this, the lesson title is introduced, accompanied by graduated criteria (all will/most will/some will). Background information slides follow for teacher exposition to introduce the topic prior to the students commencing their main activity—an 18-piece card sort where they categorize information into two groups: those suggesting Custer’s blame and those attributing the Native Americans’ strength. Subsequently, they undertake a written task based on this sorting exercise before engaging in the plenary session, where they vote with their feet, aligning themselves with the perspective they predominantly support. This lesson, tailored for high achieving high school students, is crafted with desirable difficulty in mind and employs UK English. Wishing you a great day!

This 36-slide PowerPoint begins with a starter activity that encourages students to consider modern police methods and techniques and then to consider which of these would be available in 1829. The lesson title and graduated aims (all will/most will/some will) are introduced, and there are a few slides of background information for teacher exposition. The class then begins its main activities. These begin with some comprehension questions on three sources outlining issues with early Peelers. They then complete a 16-piece diamond card-sort before using this information to create a job advert for an early Peeler (an example is given). The lesson’s aims are revisited, and the lesson concludes with a fill-in-the-gaps, Whose Line is It Anyway-style plenary to test knowledge gained. This lesson has been designed with the desirable difficulty of Key Stage 4 high school students in mind and is written in UK English.

This lesson begins with a What’s Behind the Squares? Starter activity in which students are invited to shout out what they see in a Medieval interpretation of St. George. The lesson title and aims as well as graduated criteria (all will/most will/some will) are introduced and there are some teacher expo slides which explain the second order concept of historical significance. The acronym GREAT is used (ground-breaking, remembered, importance at the time, affected the future, and turning-point) and examples are given to aid discussion and understanding of these as they relate generally and more specifically to St. George. This information is then used as the class begin their main activity (to make a digital, written, or visual model celebrating George’s importance.) The lesson concludes with a Design Your Own Question retrieval knowledge activity. A consolidation homework task is included where students write an answer to the Key Question.

This lesson begins with a Starter Activity in which students are invited to match up celebrity Hollywood actors with Shakespeare roles they have appeared in. The lesson title and aims as well as graduated criteria (all will/most will/some will) are introduced and there are some teacher expo slides which explain the concept of significance. This invites students to explain their perspective on what makes someone or something important. The acronym GREAT is introduced (ground-breaking, remembered, importance at the time, affected the future, and turning point) and examples are given to aid discussion and understanding of these as they relate specifically to Shakespeare. This information is then used as the class begin their main activity (to make a digital, written, or visual model celebrating his importance.) The lesson concludes with a Design Your Own Question retrieval knowledge activity. A consolidation homework task is included where students write an answer to the Key Question. I created this as a series of 2-3 lessons and its pitched at high achieving Key Stage 3 students for Shakespeare Day. If you have any questions do let me know and I wish you a wonderful day.

This lesson begins with a Starter Activity in which students are invited to comment on an easy, medium or difficult question on a cartoon which sheds light on the position of Black Americans from slavery to the modern day. The lesson title and aims as well as graduated criteria (all will/most will/some will) are introduced and there are some teacher expo slides which explain the concept of significance. This invites students to explain their perspective on what makes someone or something important. The acronym GREAT is introduced (ground-breaking, remembered, importance at the time, affected the future, and turning point) and after a few intro slides on MLK himself, examples are given to aid discussion and understanding of these GREAT significance criteria as they relate specifically to Dr. King and his significance. This information is then used as the class begin their main activity (to make a digital, written, or visual model celebrating his importance.) The lesson concludes with a Design Your Own Question retrieval knowledge activity to check understanding. A consolidation homework task is included where students write an answer to the Key Question. I created this as a series of 3 lessons and its pitched at high achieving Key Stage 3 students for Martin Luther King Day. Because I am British the words are in UK-English. If you have any questions do let me know and I wish you a wonderful day. Dr. King is one of my heroes and I am proud that this lesson will impact on your students as well as mine.

This lesson begins with a starter activity in which students are asked to sequence four key events of American history in the correct order, the last of which is Ruby Bridges’ first day at an all-white school in Louisiana. The class are then introduced to the lesson title with graduated criteria (all will/most will/some will) and the PPT has some background information for teacher exposition. The class then begin their main activity in which they cut out 24 cards. The start and end cards are labelled but all the others need to be placed in the correct order using the heads and tails sentences. This then tells the story of Ruby Parks. The class then use this information to create a rollercoaster map. Examples are given and this enables students to consider which aspects would have been most distressing or dangerous. The lesson then concludes with a plenary in which the class are asked some comprehension questions on a famous Norman Rockwell painting about the incident to consolidate their knowledge and understanding. Lesson aims are revisited and a two-paragraph homework task is set. This lesson on Ruby is one that students always connect with and I hope your students appreciate her as much as I do. I don’t normally include URLs in my lessons because they expire but I’ve put in a link to a great segment from a chat show in which Ruby explains her role in history.

This is a powerful lesson in causation. Students read through the detailed background information before arranging 17 extremely detailed and precise information cards into factors (economic, cultural, and people). This activity helps students scaffold a response to the key question which can then be used as the basis for a piece of assessed or extended written work. I hope your students find this as useful as I know mine have!

In this lesson students read through incredibly detailed notes designed to really boost their subject knowledge and understanding of factors which caused Franco’s nationalists to prevail in the Spanish Civil War. Students then complete a mix and match dominoes activity to test their comprehension before completing the lesson with a ‘find someone who’ activity which involves them interviewing classmates to complete differentiated tasks. This lesson is pitched at very able students and my classes always find these notes and approach an excellent way to grasp the topic. I hope this lesson can be of use to you and if so please feel free to browse through my other resources in my shop. Best wishes, Daniel