I posted these sources up around the room for students to collect information from. This task was designed to provide context to support and assessment on the workhouses. Comments are appreciated. :-)

Students are encouraged to debate the use of the atomic bomb. You can find clips of Barefoot Gen on Youtube (please check the certificate for your students!) This lesson would work best using a textbook to support.

A selection of photographs from the 20th century. Students can try to identify events or sort them chronologically. Alternatively these could form a display.

Students explore the idea of space tourism by looking at Virgin Galatic. There are many short videos on the website you could show to introduce the ideas. Comments are appreciated.

These quotes sit right above my board printed on coloured paper. May get some of those students thinking as they watch you teach.

Students work in groups to produce a TV script about Brighton's past. This is based on the style of Michael Portillo&'s BBC series. Clips of this series can be found on youtube. Comments are appreciated.

Students explore the use of Nazi propaganda using posters as sources. Comments are appreciated.

Students explore the architecture of Brighton and Hove. As a city with a rich cultural heritage the buildings give students a lot to talk about. Comments are appreciated.

Students explore the arguments for and against slavery at the time. Students then write a letter to President Lincoln. Comments are appreciated.

Students discover the features of medieval castles and look at the potential weaknesses of the original Motte and Bailey castles. Lesson plan included. Comments are appreciated.

Continuing to build up the September 11th resources on TES, this lesson explores people's reactions. The lesson takes student&'s through the reactions of: the public, the president, the press and film makers. I use the first 10 minutes of the 2006 film 'World Trade Centre' during this lesson. Clips can be found on Youtube. This lesson also includes a timeline activity which could be used in isolation. Comments are appreciated! :-) (911, 9-11)

I think reading is very important for every single student. In my history classroom I like to show my students that they can read about the periods they study too. Please note the publisher document has several pages. Comments are appreciated.

I stick these on student books so that they know exactly what their target grades are. Also you can input your data collections to show progress. Comments are appreciated.

Students look at the notion of Nazi culture and use buildings to explore Hitler's grand plans. Lesson plan and resources supplied. Comments are appreciated.

Students work in groups to produce a dossier of life behind the wall. They are provided with written and photographic evidence to produce their documents. Group monitoring form included. Comments are appreciated.

Students explore the reasons why people voted for Hitler. The first task asks students to answer some basic questions and they can follow it up by creating an overview spider-diagram. Despite the inaccuracies, I show parts of Rise of Evil to demonstrate the steps taken by Hitler. This is currently available on Youtube in parts. Comments are appreciated.

Students start this lesson by telling each other about their family histories before completing a world map which demonstrates the origins of the British people. This lesson could also be used to teach citizenship and PSHE. Comments are appreciated.

Students use information about Chadwick and the Poor Law and to assess its impact. Students are encouraged to see how the Poor Law was misinterpreted. The video clip was taken from Youtube but you can find others by simply searching. Comments are appreciated.

In this lesson students explore the key features of 1920 America by focusing on Jazz. They will develop an understanding of the type of music and research two famous musicians. Powerpoint can used as a quick run through or as an information hunt around the classroom. Comments are appreciated.

Students explore the living conditions of those people living through the Industrial Revolution. A picture source is the main stimulus material for this lesson. Comments are appreciated.