I’ve designed this lesson as a History mystery to get your students to really engage with evidence handling and to think like Historians. I am confident that the level of detail and precision in my resources is much stronger than you will find elsewhere (because of the amount of pride I take in my own historical research). During this series of activities students read through background information before siphoning through 16 detailed evidence cards about Suffragette activity in the horse race known as the 1913 Epsom Derby. The class then complete a History mystery grid based on their findings. I hope you enjoy this lesson as much as my students do! It is an excellent lesson in helping students comb through evidence to form historical interpretations.

In this lesson students read through background information before reading through the extremely detailed evidence cards which they break up into the following factors : the role of abolitionists, economic reasons, and the role of enslaved people. From this scaffold students can then create a piece of extended written work and this lesson works really well as assessment preparation also. Please watch the short video to see just how well this set of resources works in action and in the classroom and I hope your students get just as much out of it as mine.

Over 200 revision flash cards based on key people and events from Weimar and Nazi Germany. Simply print, cut out, and fold. These took me forever to create but they are my number one ‘go to’ revision tool for my exam classes and have had wholly positive feedback. Also works extremely well as an end of unit activity whereby students can use the cards to create a visual mind-map / layout of the course. Give them to your students before exams to ensure their subject knowledge is spot on!

This is one of my go-to lessons when I want to impress. Students are given information packs on the lead candidates and create their own short election speech. I always encourage students to make posters, rosettes, and bring in jackets and ties where possible before finishing with a class vote. I hope you enjoy this lesson as much as I always do.

My students love finding these in their books! Not only are they prettier than my messy handwriting but they make marking much faster and more precise. Each of the twenty seven statements is based specifically upon common skills and targets from the curriculum and they can be personalised further if needed. Simply print off on sticky label paper et voila. They look impressive and work superbly well for the busy teacher who wants to fine tune their AFL.

In this lesson students work through fantastically detailed notes before completing a range of written activities and comprehension questions. This lesson also features a ‘play your cards right’ style plenary to check chronological understanding.

This is one of my favourite lessons. Students read through a very detailed set of notes focusing on the roles of Gorbachev, Reagan, economics, Solidarity and people power. Students then test their understanding of their newly acquired knowledge through a game of Jenga (attach the cards to a block - students place them into factors using the colour coordinated bricks. This activity can also be done as a more traditional card sort). Students then complete the lesson with a word search to promote key terms and literacy. I really hope your students enjoy this as much as mine do. It is pitched at very able 16-18 year old students.

My students love this activity. 180+ questions based on the following categories: The Qing Dynasty Warlords Mao’s rise to power The Great Leap Forward The Cultural Revolution Daily Life It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always 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 lesson will really get your students to engage with evidence handling and to think like Historians. I am confident that the level of detail and precision in my resources is much stronger than you will find elsewhere (because of the amount of pride I take in my own historical research). During this series of activities students are introduced to John through singing along to the lyrics of a Disney song in the PPT. They then read through background information before siphoning through 31 detailed factor led and differentiated evidence cards about King John’s life ranging from his military defeats in France through to his love of bad wine and fondness for chewing his nails. Students place these two columns, positive and negative qualities and choose which cards are most significant and which to discard. The lesson concludes with a PPT asking students to vote on a report that John was the ‘worst Briton’ ever. I hope you enjoy this lesson as much as my students do! It is an excellent lesson in helping students comb through evidence to form historical interpretations.

In this lesson students work through background information before completing a card sort to show positives and the many negatives of slave life from getting off slave ships through to working on plantations. Students need to place the events in a chronology in order to recount a story of the conditions and place them on an emotional rollercoaster graph to show which conditions they felt were the most horrific and why. This is a powerful lesson which should be taught with great sensitivity and a flavour of which can be experienced in the video file attached.

In this lesson students read detailed background knowledge before attempting to handle 9 very carefully selected source on the Suffragette movement. There are a range of written questions which students are asked to respond to. This is a powerful lesson which always generates a healthy level of debate in my classes.

This is one of my most popular lesson activities. Here students will collate information to both sides of the historiographical debate and make links between their factors to create a visual map which they can use for an extended piece of written analysis. I am especially proud of the level of precision and detail in the historical content here as this is a niche area of mine formed whilst working for the Royal British Legion on the Somme a few years ago. The 60 cards are broken down and colour-coordinated for differentiation purposes into personality, tactics, technology, and politics in order to promote a factor-led response. I really hope you enjoy this activity and that your students get as much from it as mine do.

This is one of my most detailed IB lessons. Students are introduced to the topic with a hard hitting starter (please use with discretion) to introduce them to the idea of chemical weapons and to make links over time. They then read through the extremely detailed information pack before completing a range of source activities designed to help them with IB Paper 1 source handling skills. Students then test subject knowledge with the charade cards provided and conclude with a plenary PPT. I hope your students get as much from this lesson as mine always do.

This is one of my students’ absolute favourite lessons. They are given the starter activity ‘sellotape challenge’ and are asked to design a castle defence on their desks. Following this students then proceed to work through an incredibly detailed set of notes which outline the key features and changes as well as reasons for this. The cloze / scaffolded activity then tests and measures comprehension. I really hope your students gain as much from these activities as I know mine always do. These activities are fantastic for setting up a ‘build a castle competition’ - the kind of showcase event that brings great kudos and energy to a History Department!

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 IB students always do really well in their exams, especially on Paper 3 (Higher Level). One of the main reasons for this is the detailed and focused set of revision menus I give them to help them prepare for exam success. Now you can have them too. Of all of my resources these revision menus are my must-haves! I hope they can be of much use to your students as they are to mine. If you enjoyed this resource please leaf through my collection of other revision menus and resources. This pack focuses on Russia from c. 1953-1991 and includes revision content for the following topics: How successful was Khrushchev’s rule? Was the USSR stagnant under Brezhnev? Was Gorbachev the “gravedigger of Communism?” How successful was the rule of Boris Yeltsin, 1991-1999?

One of the main reasons for my department’s exam success is the detailed and focused set of revision menus I give to my students to help them prepare. Now you can have them too. Of all of my resources these revision menus are my must-haves! I hope they can be of much use to your students as they are to mine. If you enjoyed this resource please leaf through my collection of other revision menus and resources. This pack focuses on Russia from 1855-1924 and includes revision content for the following topics: Does Alexander II deserve the title ‘Tsar Liberator’? √ How reactionary was the reign of Alexander III? √ How well did the Tsarist regime deal with the difficulties of ruling Russia c. 1900? √ What were the causes of the 1905 Revolution? √ How did the Tsar respond to the 1905 Revolution? √ Why did Russia do so badly in the First World War? √ Why was the Revolution of March 1917 successful? √ How effectively did the Provisional Government rule Russia in 1917? √ Why were the Bolsheviks able to seize power in November 1917? √ Why did the Bolsheviks win the Civil War? √ How did Lenin rule Russia? √

After reading through the background information students sift through the twenty four incredibly detailed evidence cards provided to create columns which show how power, politics and people explain the reasons Caesar was killed on the Ides of March. This is an ideal task to help scaffold student responses to a piece of extended written work or timed assessment. I hope your students enjoy this lesson as much as mine do!

After reading through the background information students sift through the 21 evidence cards provided to create columns which show how skill, luck, mistakes, and technology explain the outcome of the Battle of Hastings. This is an ideal task to help scaffold student responses to a piece of extended written work or timed assessment. Cards are colour-coded for differentiation.