Designed for a 1 hour lesson. This lesson includes information on: How Cromwell rose to power under Henry VIII How Cromwell secured Henry’s annulment and how he was rewarded Cromwell’s role in the downfall of Anne Boleyn Exam practice on: Describe two features of Cromwell’s influence (1530-1536)(4 marks) - Edexcel style question used to support ‘Henry VIII and His Ministers’ module. It also allows students to evaluate the significance of Cromwell in the long-term - ‘which of Cromwell’s changes do you think was most significant in the development of English history?’

1 hour lesson on Thomas Cromwell’s rise to power in the court of Henry VIII. Ideal for the Edexcel GCSE course ‘Henry VIII and his ministers’ but also appropriate for students of Tudor History. Lesson includes content on: Cromwell’s early life His service to Wolsey Cromwell’s personality Cromwell’s appointment to the Royal Council Features an Edexcel 12 mark question ‘Explain why Cromwell rose to become Henry’s chief minister’ which allows students to apply their knowledge to exam materials.

A lesson focused around how Henry VII was able to take power, and how he was able to secure power. Designed as a 1 hour tutorial lesson. Is suitable for high-ability KS3 or KS4. Featured content contains the lineage of Henry, individuals who helped him achieve power, and analysis of different interpretations of Henry,

A 1 hour lesson consisting of an overview of the OCR A-Level component ‘England 1485-1558: The Early Tudors’. Introduction to the Tudors paper; main body of lesson is focused around how to break down Section A of the paper (source work). Features sample questions and sources taken from previous OCR papers.

9 slides of vocab quizzes with specific terminology related to the Tudors topic. More appropriate for older students as it includes advanced terminology needed for the GCSE and A-level courses on the Tudors. Slides have the terminology included, but students have to find the answers for themselves. Intended as a homework activity spanning 9 weeks (9 slides) Ideal for students aiming for high grades and need to write in a sophisticated manner.

Crime, punishment & law enforcement, 1900-present. Designed as a 2 hour tutorial lesson - perfect for a revision session. An extensive, knowledge-rich lesson which includes information on the following: Crime: Definitions of crime Attitudes towards social crimes Old crimes resurfacing as new crimes 16 mark question practice on the above topic Law enforcement: How policing changed Developments in science and technology in police work Crime prevention Specialism within the police 4 mark question practice on the above topic Punishment: Capital punishment & changing attitudes towards it Derek Bentley Punishment of juveniles Changes to the prison system Reform and rehabilitation 12 mark practice question Case study on conscientious objectors and 4 mark practice question & consolidation quiz on the information in this PowerPoint. All information in this PowerPoint taken from the Pearson Edexcel GCSE (9-1) History: Crime and Punishment c1000-present textbook.

This lesson introduces/recaps the Reform of Parliament breadth study component of the Edexcel A-Level History course ‘Protest, Agitation, and Parliamentary Reform in Britain, 1780-1928’. This lesson includes information on: The political situation in 1780. This includes the county franchise, the borough franchise, size of the electorate, and elections and interests. The pressures which existed for change and the reasons for resistance. This includes the impact of the French Revolution and post-war unrest, 1815-30. This lesson tests skills such as: Recall of key words Judgement line on the political situation - to what extent did each represent the people of Britain? Comparison on pressures and resistance - which was the most significant? Knowledge quiz This lesson includes images sourced from Google.com, and extracts taken from the textbook ‘Protest, Agitation, and Parliamentary Reform’ by Peter Callaghan, Edward Gillin, and Adam Kidson (Pearson Education Limited, 2016)

This resource was originally designed as a 1 hour tutorial, and so it is knowledge-rich with exam practice embedded into it. It contains information on: Why Africa was an appealing destination for European Empires What those empires hoped to gain from Africa Why they thought they had the right to take other nations A source practice question featuring Cecil Rhodes and imperialism The Scramble for Africa Britain’s presence in Egypt and Sudan Evaluation/judgement question which asks the students what they feel was the most significant reason for expansion into Africa. How useful are Sources A and B to a historian studying attitudes to European expansion in Africa? (8 marks) This lesson has taken images from Google and the AQA GCSE History textbook published by Oxford.

This lesson begins with an introduction to India before British arrival under the Mughals. It then focuses on early settlement of India by the British from trading stations under the EIC to territorial gains. It then discusses the reasons why Indians were unhappy with British rule by 1857 (Sepoy Rebellion). The lesson then switches to how India was governed by the British from 1858 onwards, asking the students to examine different factors such as economy, industrialisation, education, and healthcare. The students will judge whether they think British rule over India was overwhelmingly positive or negative. The lesson then asks the students to evaluate interpretations of the impact of British rule in India in line with the GCSE Edexcel History exam paper ‘Study Interpretations 1 and 2. They give different views about the impact of British rule on India. What is the main difference between these views? (4 marks)’ and also contains a miniature version of the 16 mark Q found on Edexcel paper 3 ‘How far do you agree with Interpretation 2 about the impact of British rule on India? (4 marks)’. There is an optional homework consolidation quiz at the end of the PowerPoint. This lesson can take between 1 hr to 1.5 hr depending on whether one of the source questions is used as a discussion question. Ideal for those teaching British Empire at KS3 who are currently training pupils to answer Edexcel style questions. Some information taken from Oxford AQA GCSE History and Exploring History - a pathway to Edexcel GCSE History. Some images taken from Google.

This resource includes information on the Scramble for Africa and the takeover of Egypt through the Suez Canal. The lesson is introduced through discussion activities on the European nations which took over African land. The lesson then moves on to motivations for colonising Africa and the various reasons for this, inc. religion, competition, territory, economy. Following this, there is a discussion on the attitude of Cecil Rhodes towards Africa - focusing mostly on racial motivations for colonisation. This is followed by another discussion activity on what students’ think was the most significant motivating factor for European expansion in Africa. To conclude the lesson, there is an exam practice activity which includes two sources. The current question reads ��How useful are Sources A and B to a historian studying attitudes to European expansion in Africa?(8 marks)’ but this can be modified to suit other exam boards. This lesson was designed for a 1 hour KS3 (high-ability) lesson but can be adapted for various modules across GCSE level. This lesson uses information and images from the textbook ‘Thematic Studies, Oxford AQA GCSE History’.

Who was Edward VI? Overview of Edward and his reign. This lesson features the following: Recap of Henry VII and Henry VIII’s reigns (optional starter activity for students who have previously studied these monarchs) Emergence of the Seymours and Edward’s birth and childhood How Edward was able to become king over his two half-sisters Historical vocabulary practice (words associated with the Tudors) The Somerset Protectorate The Northumberland Protectorate Features of the Edwardian Church (and how this changed from the reign of Henry VIII) There are opportunities for exam practice (sources, ‘outline’ & ‘explain why’ questions) within this lesson. How much time you spend per question is up to you, as this lesson can be adapted into a 1 hour or 2 hour lesson. (Images taken from Google)

Who was Mary I? Overview PowerPoint aimed at both KS3 (higher-ability) and KS4 to give a general overview of the main parts of Mary’s reign. This includes: A recap of Edward VI’s reign (you can find the lesson on Edward elsewhere in my shop) Edward’s ‘devise for the Succession’ and the appointment of Lady Jane Grey The actions of Mary Tudor and the Duke of Northumberland immediately before the reign of Mary Reasons why Mary’s popularity waned throughout her reign including, Persecution of Protestants Unpopularity of the Spanish marriage War with France and the loss of Calais It then finishes by asking students to judge which factor they believe to be most significant in the decline of Mary’s popularity. (Images taken from Google)

This is a booklet designed to give students an overview of the long-term causes of tension between the Middle East and the West, then leading up to more recent conflicts in the Middle East between nations within the Middle East and Western nations. It features information on (but is not limited to) such sources of tension such as: The Sykes-Picot Agreement First and Second Gulf Wars Imagery taken from ‘Exploring History: Trenches, Treaties, and Terror’. Information taken from, and influenced by this textbook. Designed for upper KS3 (e.g. Year 9) studying conflict and tension in the Middle East, or as an overview for GCSE pupils studying the above topic.

Why did Catholics want to kill Queen Elizabeth I? Chronology lesson centered around how the Elizabethan government grew progressively more hostile towards Catholics during Queen Elizabeth I’s reign. Students to recognise the turning points in religious tension during Elizabeth’s reign, and the long and short-term factors leading to this tension. Designed for a 1 hour lesson. Suitable for KS3 or for a GCSE in-depth study of Elizabeth. Some images taken from Google.

What problems did Queen Elizabeth I face in her early reign and how successfully did she deal with them? This lesson features information on the following problems facing Elizabeth when she ascended the throne: Succession Legitimacy Religion The economy Rebellions Mary, Queen of Scots This lesson is a fun and interactive take on the above topic. It allows students to make multiple choice decisions based on the problems listed above. Students put themselves in the shoes of Elizabeth and decide what they would do about each problem. They then compare this to what Elizabeth chose to do in history. The students then make a judgement on which problems they think Elizabeth dealt with most effectively.

A 1 lesson on the short and long-term causes of the Spanish Armada. This lesson provides students with some context on King Phillip II of Spain. It then moves onto the historic and recent tension between Phillip and Queen Elizabeth I. Students to use their judgement for the main exercise to determine which factor they think most likely contributed to Phillip launching the Armada against England. Determining short and long-term factors are another skill which is tested in this lesson. Students to consolidate their newly gained knowledge with a written consolidation task. Some images taken from Google.

Double-sided A4 page, recapping some of the main aspects of the First World War. This knowledge organiser contains: Causes of WW1 Why men joined up Weaponry of WW1 Battle of the Somme & Haig’s failures

THIS RESOURCE IS TO BE USED IN CONJUNCTION WITH THE PEARSON EDEXCEL (9-1) GCSE HISTORY TEXTBOOK ‘ANGLO-SAXON AND NORMAN ENGLAND C1060-1088’. This resource is designed as an accompaniment to the above textbook. It contains a series of activities to consolidate knowledge within the ‘2.1 Establishing Control’ section of the above textbook. I designed this to be used as a homework resource. It contains comprehension Q&As, practice exam questions, and model answers. The aim of this resource is to consolidate knowledge of the 2.1 ‘Establishing Control’ topic, and to apply said knowledge to exam technique and skills practice. You could set this as a series of homework or introduce elements of it as activities within your ‘Establishing Control’ lessons.