Life in Industrial London - The Role of Children [#4] Lesson #4 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson examining the role of children in Industrial London, with a particular focus on factory labour. Students will explore a range of contemporary sources to understand of factory life; specifically how children were treated, their hours and wages, and the dangerous nature of the work. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., gallery walk; think-pair-share; stretch-and-challenge activities).

Life in Industrial London - Health & Sanitation [#2] Lesson #2 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson exploring the living standards in London, with a particular focus on health and sanitation. Students will analyse a range of contemporary visual and written sources, evaluating whether London could be seen as a “wilderness of foulness” (Angus Reach, 1849). Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Experiences of Slavery - How did the enslaved succeed in resisting their treatment? [#3] Lesson #3 of 4 lessons towards the enquiry: “What was the experience of enslaved people?” [Concept: Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Though the lesson refers to runaways and rebellions, this has a particular focus on passive forms of resistance in Slave Societies. The students will explore how enslaved people maintained their identity through their so-called “slave culture”; across food, music, dress, religious practices (Obeah) and housing. Students will also have built an understanding of active vs. passive resistance. Note: In line with recent guidance, these lessons ensure that students frequently encounter historically marginalised voices. Sources have been chosen carefully in order to give students the fullest understanding, though may include sensitive language / imagery. Pre-checking slides is strongly advised in order to prepare for this. Suitability: Designed for Key Stage 3 (Years 7 – 9), but highly suitable for KS4 Approximate Delivery Time: 50 – 60 Minutes What will you get? • PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. • Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. • Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). • Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance.

Expansion of Slavery - How was it was justified? [#2] Lesson #2 of 4 lessons towards the enquiry: “Why did the trade in enslaved people expand during the 17th Century?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: A lesson exploring how slavery was justified during the Early Modern Period. Students will look at contemporary religious and academic justifications; specifically extracts from the Bible, and the writings of Josiah Nott and David Hume. This enables students to understand why there was little opposition to the practice. Note: This mini-scheme of lessons should be used as a precusor to an enquiry about the experiences of enslaved Africans in Britain and the Americas. In line with recent guidance, it is vital that historically marginalised voices reemerge within the school curriculum. This mini-scheme helps build a contextual understanding of the slave trade, and why it was so popular. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance. Video Clip – Link to TedEd clip about Mansa Musa and the Mali Empire (Jessica Smith).

The Treaty of Versailles [#1] Lesson #1 of 6 lessons towards the enquiry: “Why was the world unable to keep peace after 1918?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: This lesson introduces students to the peace talks at Versailles in the wake of WWI. Students will be familiarised with the “Big Three”; their diverse attitudes towards Germany and how their demands were satisfied. Students use this as a basis for discussions around the potential consequences of the overly harsh treaty terms. Suitability: Designed for Key Stage 3 (Years 8 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Alternative Starter Activity - Source Analysis for HPA class groups.

Life in Industrial London - Crime [#3] Lesson #3 of 5 lessons towards the enquiry: “What was the truth about life in Industrial London?” [Concept: Historical Evidence]. See my TES shop for other lesson and bundle offers! Overview: This lesson prompts students to examine the reasons for, and the problems with, crime in Industrial London. Engaging students with contemporary resources from the National Archives, they will also explore methods of punishment. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Justice in the Late Middle Ages [#8] An exploration of new methods of law enforcement during the Late Middle Ages, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore new methods of policing and meting out justice during the Late Middle Ages, with a specific focus on the Assizes of Clarendon, Parish Constables, Coroners, Justices in Eyre, Justices of the Peace and Hanging, Drawing and Quartering. The handout enables students to access a broad array of content in a succinct way, allowing them to think about the reasons why these new methods were introduced. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Did the Church help or hinder justice in the Middle Ages? [#9] An enquiry-based lesson about whether the medieval Church helped or hindered justice, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will become familiar with the power and influence of the Church on society. They will also explore some of the Church-led judicial practices and changes during the Late Middle Ages. The stuidents are also prompted to analyse how much these practices helped or hindered justice (i.e., offering sanctuary enabled criminals to escape arrest). The enquiry has been adapted from the Hodder Education textbook. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How was the law enforced in Anglo-Saxon England? [#3] An exploration of law enforcement and punishments in Anglo-Saxon England, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson introduces students to methods of law enforcement in Anglo-Saxon society (including tithings and the hue and cry). Students are also familiarised with the trials by ordeal. Students then look at the punishments used, and build an understanding of how punishments had different purposes. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The Church & Justice in the Middle Ages - Exam Practice [#10] A lesson prompting students to respond to a 16 mark exam-style question: ‘“The role of the Church was the most important factor affecting law enforcement during the Middle Ages.’ How far do you agree with this statement?’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with a range of methods of law enforcement used throughout the Middle Ages, the students are prompted to respond to a 16 mark exam-style question. Students may also have explored how the medieval Church both helped and hindered justice. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Punishments in the Early Modern Period - Exam Practice [#11] A lesson prompting students to respond to a 16 mark exam-style question: ‘“Punishments were brutal and harsh in order to deter criminals throughout the period, c.1500 – c.1700” How far do you agree?’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with Early Modern methods of punishment, and their purpose, the students are prompted to respond to a 16 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Rural and Moral Crimes in Early Modern England? [#6] An insight into the rural and moral crimes that emerged during the Early Modern Period (especially during the Protectorate), adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: With a strong focus on sources, students will explore a range of rural crimes that evolved within a changing society; including poaching and smuggling. They will also become familiar with the moral crimes that emerged during the Protectorate, gaining a solid understanding of Puritan attitudes and how everyday activities were branded illegal. This lesson also has an emphasis on recall, ensuring that students understand the range of crimes unique to the Early Modern period ahead of them studying methods of law enforcement (see my TES shop). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Video Clip - Link to a trailer for “The Witchfinder General”, from Screenbound Pictures. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did heresy and treason become interconnected? [#2] An insight into how heresy and treason became interconnected during periods of religious turmoil in Early Modern England, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will revisit the Reformation in England, and become familiar with the religious turmoil in England. They will explore how a definition of what a heretic was changed from monarch to monarch (between Henry VIII to James I) and then how this became interconnected with the crime of treason. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The ‘witch craze’ in the Early Mod. Period - Exam Practice [#5] A lesson prompting students to respond to a 12 mark exam-style question: ‘Explain why there was a ‘witch-hunting’ craze from 1645 – 47.’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with factors that influenced the witch craze during the seventeenth century (see previous lesson on TES), students are prompted to respond to a 12 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

What was the main purpose of Early Modern punishments? [#9] An exploration into methods of punishment during the Early Modern period, introduced during the Early Modern period, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will investigate the variety of punishments used during the Early Modern period, as an alternative to the death penalty. Students will analyse the purpose for each punishment (i.e., reform, deterrence, retributive) and whether punishments were changes or continuities from the Middle Ages. There is also a special focus on the new method of transportation as a punishment. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did smuggling grow and decline between c.1700 - c.1900? [#3] An exploration into the growth and decline of smuggling during the Industrial Age, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will explore the crime of smuggling during the Industrial Age. Students will also investigate reasons why smuggling grew to alarming proportions during the period, before it fell again during the same period. Students will begin to link these reasons to different factors, such as the government. There are also multiple opportunities for retreival practice during the lesson, including a crossword in the plenary. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did highway robbery grow and decline between c.1700 - c.1900? [#2] An exploration into the growth and decline of highway robbery during the Industrial Age, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will explore the activities of highwaymen during the Industrial Age. Students will also investigate reasons why highway robbery grew to alarming proportions during the period, before it fell again during the same period. Students will begin to link these reasons to different factors, such as the media or the role of government. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Was the law too harsh on poachers, between c.1700 - c.1900? [#4] An exploration into the laws on poaching during the Industrial Age, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students investigate the activities of poachers between c.1700 - c.1900. They will also reflect on whether poaching as a capital crime was too brutal, creating criteria for their own judgement using contextual information (i.e. they type of people poaching, the black market etc.). The lesson culminates with an exam-style question, where students can consider similarities in societal attitudes towards different crimes, such as smuggling. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.