A 44 page revision guide and workbook for Unit 3 (c.1700-c.1900) from the Crime and punishment through time GCSE course. This booklet links to the Edexcel specification. The booklet is split into five sections; changing definitions of crime; changing attitudes to punishment; law enforcement; Case study 9Pentonville Prison and the separate system) and the reform of Robert Peel Each section covers the required knowledge and skills needed to succeed at GCSE level. There are a range of worksheets, student-led activities, exam style questions and tips, quizzes, key word tests, self assessment activities and information sheets. This booklet can be used as a student revision guide or it can be used to teach the entire specification. For instance there are resources and activities for all aspects of the specification. If you have purchased any of our other GCSE revision guides (Cold War, Germany or Elizabeth) then you will know that these resources are easy to follow and student-led. There are plenty of opportunities to develop exam skills, respond to exam style questions and check progress.

This product includes three one-hour lessons and an assessment focused on the main reasons for the end of the slave trade. The lessons are ideal for Key Stage 3. Each lesson includes a PowerPoint with step by step instructions, differentiated tasks (to 3 strands), extension challenges and high quality worksheets. The lessons focus on the key factors that led to the abolishment of the slave trade. Students learn through active student-led activities and open ended-questioning, which develop critical thinkers and develop the examination skills needed to form a point of view supported by the evidence. The differentiated worksheets and student response points are challenging yet accessible to all abilities. The assessment is a one hour source based question. There are a hints and tips document, literacy support document and a student friendly mark scheme with levels linked to the national curriculum. The assessment requires students to use their knowledge and skills developed from the three lessons to respond to a source based question. These lessons have been carefully created to allow students of all abilities to be challenged and to think critically about an important historical event. As always these lessons are teacher (and student) friendly. I hope that you and your students find these lessons to be helpful and engaging.

A lesson that focuses on the impacts that the atomic bomb had on Hiroshima. Students use the knowledge for the lesson to create a newspaper article which focuses on 4 key areas (that the choose). Literacy support and differentiated materials provided. As always there are clear instructions.

Students analyse four key factors that led to the successful Norman invasion. Students work through a card sort (categorising), diamond 9 (prioritising) and identifying links between the evidence before writing up their findings in a Facebook style response, with a strong emphasis on literacy and developing examination skills.

Easy to follow lesson on Queen Elizabeth. Students eventually make a judgement about Queen Elizabeth through, portrait analysis, card sort and discussions. Main activity requires class to create their own annotated portrait which summarises their decision. Literacy support/ differentiated materials provided.

This lesson looks at the causes of the Depression and its impacts on Germany. Students create a fact file about the Wall Street Crash by extracting information from text and video footage (differentiated on PowerPoint). The main activity looks at some facts/ impacts on Germany which students link to categories and prioritise before writing up their findings in a newspaper report.

This lesson looks at the causes of the Great Fire of London. Plenty of higher order thinking skills and discussion based learning followed by a task which requires the creation of a leaflet which focuses on literacy skills and GCSE skills

A lesson that looks at the key factors that led to a reduced support for the Nazi Party between the years 1923-29. Students categorise cards, prioritize evidence and create a mind map before using their knowledge to complete a Paper 3 Q3a style question. Literacy support and advice for the exam question included as well as exam tips and differentiated worksheets.

Students work through a range of activities to determine what was the wort problem faced by people on the home front during WW1. They use their knowledge and completed activities to respond to a how far style question. The more able will use the sources to supplement their own knowledge. Literacy support included. As always there are clear step by step instructions.

PowerPoint, cardsort activity, differentiated task and key word support.

presentation, sources, card sort activity and report activity.

Students asked to imagine what the USA was like in 1920s. Later they are introduced to a range of sources which they annotate and use to explain what was happening in the USA in the 1920s. plenary referes back to the starter.

Card sort activity to assess the evidence. Followed by source analysis to determine why they were executed followed by a 6 mark Explain question. OCR specification.

A lesson that preps students for the GCSE 'how far' style question. Students are introduced to a range of issues faced by people on the Home Front which they categorise and prioritise before writing a response to a how far question. There a three sources which they need to link to their chose categories and use to support their findings. There is a writing frame provided for the less able as well as sentence stems and key words to include and support your students. As always there are step by step instructions.

A fun lesson where students work in teams to accurately reconstruct an artefact that commemorates the Empire. After the game they need to analyse the artefact and work out what it suggests about the Victorian Empire.

A History Mystery as your students are presented with pieces of evidence which they must analyse in order to create a theory about the death of Emily Davison. When the evidence has been evaluated they can create a newspaper article to explain their theory. Differentiated and fully resourced with clear step by step instructions.

Students are introduced to the groups who did or did not benefit during the economic boom years. Once they have identified each group they complete a table activity to explain how/ why groups did or did not benefit. The main activity introduces the students to post cards from the boom years (which show Americans living a lavish lifestyle etc). The pupils have to create their own annotated postcard that accurately illustrates how the economic boom years should be represented (positive and negative images). There is a GCSE question to complete at the end of the lesson. I usually teach this over 2 lessons.

students work through a decision making activity which introduces students to 4 key factors why the Mary Rose sank. They need to sort through evidence cards and match them to the correct explanations and then chose their most significant pieces of evidence before writing up a report which explains their theory about the Mary Rose and they end with a peer assessment plenary. As always there are clear step by step instructions.