Pupils explore the concept of chronology and how it supports historical learning, they are also introduced to the concept of a turning point and identify turning points in their own lives/across history. Includes a chronological order game of significant events from history. WALT: define chronological order and apply this skill to historic events. L3: Define what the term chronological means. L4: create a timeline of events from history in chronological order. L5: Explain what a turning point is. L6: Apply skills to a timeline of my own life and evaluate the biggest turning point in my life so far.

Three page document of key words for the Weimar and Nazi Germany unit. I used the Hodder textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.

Pupils will explore the invasion of Poland with the aim of creating a GCSE style narrative account in preparation for the skills needed at KS4. Pupils will: examine the Munich Agreement and hypothesise how peopl e would react to it Watch a video of the invasion and collect notes to be able to describe the invasion Put the events of the invasion into chronological order using visual prompts for support create a narrative account using a GCSE support sheet that allows development towards explaining why events lead to one another and cause change.

WALT: Examine the events of the Battle of Stamford Bridge and evaluate its significance. 1-2: Identify pros and cons for Harold travelling to York. 3-4: Describe the events of the Battle of Stamford Bridge. 5-7: Explain why Harold was able to claim victory. 8-9: Evaluate the significance of the Battles of Gate Fulford and Stamford Bridge. Pupils evaluate whether Harold should have travelled to York before watching a video that examines the events of Stamford Bridge (Video worksheet included) they then explain the main reason that they think Harold won the battle before evaluating the impact the battle may have on the Battle of Hastings.

Fully differentiated lesson about the New Woman in Nazi Germany Students will: WALT: evaluate how far women’s lives improved in the 1920s.Identify visual changes to women by 1925. Describe how areas of women’s lives changed. Explain how society reacted to these improvements for women. Evaluate how far you agree with a statement. Students complete the screenshotted task before analysing a how far do you agree statement using a ‘agree’o’meter’. Students are also given the opportunity to look at source work and analyse whether the changes were positive or negative for women.

This follows a lesson I have posted about the Treaty of Versailles. Pupils will examine sources in small groups through use of a carousel activity where each group adds to the last groups ideas (making it harder as they progress around the room and meaning they have to pick out smaller features of sources). They will then use this skill to analyse a skill themselves, before feedback to the class (AFL slide included). Following this pupils attempt a fully differentiated how useful question with options for two different structure strips and either two sources or one. Once completed pupils peer assess their work to explain what is good about their work and how they can move forwards next time they see that question type.

Session designed to revise the key theme of Norman Control after the Battle of Hastings. As with all of my revision lessons this is fully resourced and fully worksheet based so that exercise books/lined paper are not required. WALT: Revise and explain how William kept control of Norman England.WILF 1: Identify methods William used to keep control of England. WILF 2: Describe five methods of control and Explain at least three in detail. WILF 3: evaluate why William was able to keep control of England and apply knowledge to a 12 mark Q Starter: identify 5 methods of control using the image (Exam 4 mark question as challenge) Task one: create the feudal system and compare it to the saxon heirachy. (answers of similarities and differences on slide) task two :video task (5 minutes) task three: using the information sheet and own knowledge complete the mind map (see cover photo) task four: 12 mark control exam question - can be set as homework.

This lesson, like all of my revision lessons, is fully resourced so that pupils can work fully on worksheets - not requiring any exercise books or lined paper. WALT: Revise how Hitler controlled Germany. Grade 3: Recall key facts for Paper Three Grade 5: Describe key features of Hitler’s Germany. Grade 7: Explain how Hitler kept control of the population of Germany after 1933. Grade 9: Evaluate the most important method Hitler used to keep control of Germany. Starter: Quiz Task one: Carrot and stick donkey - what does it mean? how does it link to paper three? Task two: overview/sorting activity - support on the slide for pupils plus using own knowledge, answer slide provided Task three: annotate interpretations together Task four: why do interpretations differ/what is the main difference (full mark wAGOLLS provided) Task five: plan for a 20 mark interpretation question - can be set as homework, challenge to write conclusion (see cover photo for task in full)

WALT: analyse and explain the importance of events for the fight for equal education. Level 3: Identify key features of a source Level 4: Describe key features in the fight for equal education. Level 5: Explain the importance of key events for the fight for equal education. Level 6: create a narrative account analysing the events that lead to equal education Starter: describing a source task one: recall Jim Crow Laws (taught in introduction to the Civil Rights Movement lesson) task two: Video about Brown V Board Task three: Video about Little Rock Nine Task four: GCSE style question Explain the importance of Brown V Board for the fight for equal education. (green pen slide included see cover photo) Task Five: Create a narrative account analysing the fight for equal education 1870 – 1972. worksheet provided to support LA students

Designed to teach pupils the meaning of the word consequences - reflection of the command words for new specification at GCSE. Why were slaves treated brutally? How were they punished? What actions were punishable? Consequences of misbehaving.

Two full lessons covering the content for the new specification Mormons section of American West. Two lessons, information sheets, differentiation and homework included. The youtube video used in the lesson describes the journey that the Mormons take to Salt Lake Valley. I do not own the video and have therefore not included it in the lesson, there are multiple videos on youtube that can fulfil this part of the lesson.

Sioux way of life introduction Allows pupils to consider the way of life for individual members of the tribe Also includes interpretation analysis as the final task.

Sioux Religion with carousel activity including differentiation. Inference question and empathising with Sioux culture included.

Lesson 1: Why move west Push/pull factors two consequence or how useful question (hide slide you do not want to show pupils, both included) Lesson two: Journeying West Oregon Trail, Donner party, experiences of migrants Explain the importance of question at the end of the lesson Both lessons focus on skills building.

Exploration of the significance of the Exoduster movement as a case study. All tasks fully differentiated, carousel with gap fill for weaker pupils and every task must/should/could to support and challenge.

Lesson covers: Homestead act Inventions supporting homesteaders: barbed wire, sod houses etc. Final task has option as a carousel or a comprehension task - both included.

Significance and importance of the Fort Laramie Treaty of 1851 Includes ‘explain the importance of’ homework.

American West Ranching lesson includes explain two consequences question with differentiated options for HA/MA and printable sentence starters for LA pupils.

Lesson explores concepts of reservations, assimilation and the Dawes Act of 1887.

Lesson that focuses on causes, conduct and consequences of Little Crow’s war. Includes a card sort in which pupils categorise ideas into the three groups. They are then asked to explain, link and analyse with the final task.