This is the third and final lesson in my historical skills investigation lessons and focuses on explaining and developing the skill of using evidence as a historian. This resource is the entire lesson on a power point and includes the following: Historical joke and riddle to settle the students while they write down the title and date Historical time period test based on the revision completed for homework Clear smart differentiated learning objectives Re-cap on the process of history to illustrate the focus of the lesson- using evidence Activity 1- students must think of at least 3 things that we can use to find out about the past and create a list in their books* AFL 1- table showing the 4 different categories of evidence and some of the main things we can use to find evidence Activity 2- Teacher explains the difference between Primary and Secondary evidence. Students must then look at multiple different sources and decide whether they are primary or secondary sources or could be either. AFL 2- self-assessment with answers on the board Activity 3- Teacher explains the difference between comprehension and inference when analysing a source. Students then write their own definition of what they think inference means (doesn’t matter if they are completely wrong!). Then watch the video to check their definitions and change/improve them. Students then have a go at making an inference from the source provided on the source analysis template provided. AFL 3- go through analysing the source with the students as a class and then RAG to check understanding Plenary- Pyramid to complete: one question; two things learned and 3 key words

This is the second lesson of my three-lesson introduction to History to Year 7 students although it could be easily adapted for Year 8 and 9. This resource is the entire lesson on a power point and includes: Historical joke and riddle to settle the students while they write down the title and date Clear SMART differentiated learning objectives Chronology key words match up starter- students match the key word to its definition. Answers are then put up onto the board for students to check their work Optional background info on the 5 key themes in History and why we use them as historians for teacher to explain to students Activity 1- students use the information slide to create a mind map explaining what each theme covers and focuses on. Students must include a brief explanation in note form (use as few words as possible) and then add a symbol for each theme too. Differentiated information sheet included. AFL 1- students explain what they have learned about the 5 themes in history for sixty seconds trying not to pause, repeat themselves or stall. Activity 2- Chronology intro slide using a time line. I explain this to the students bit by bit explaining the key concepts of how we order time in history. Also, I explain how we put years into centuries and go through a few examples as a class. AFL 2- students then put ten dates into the correct centuries and then check their own work. I would usually do a RAG check at this point to know each students confidence in doing this. Activity 3- students must use the dates to create a time line in their books. AFL 3- I circulate to check each students work to make sure that they are confident and completing the task correctly Plenary- classic 3-2-1 where students discuss with the person next to them Homework- students revise for a short test on Historical time periods at the start of the next lesson

This is the first lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. The aim of this lesson is toe enable students to describe at least 3 facts about the first Jewish community iN England, analyse sources to understand how the Jews were persecuted and then judge how successful the first Jewish community was. This lesson consists of a power point with all resources and information included. The power point includes: New Topic slide Title slide with joke and riddle Differentiated SMART learning objectives Starter: word association game with help sheet of key words, individuals, themes and groups of migrants Activity 1: Jigsaw group task to learn and note the key points in the story of the first Jewish community in Britain. An information sheet and differentiated version are included. Important that the teacher circulates each group to ensure work is being completed. Activity 2: Source investigation were students work in pairs to highlight examples of how Jews were persecuted in England. I would recommend printing the sources for the students and ask them to stick into their books. Activity 3: Students read an interpretation about the first Jewish community and write a sentence about how they were treated and what their role was. Interpretation is included with a differentiated version for lower ability students Plenary: recap of why it is important to learn about migration to Britain- students must use the cryptic picture clues to identify the 6 main reasons why it is important to study migration Homework: Students must create a memorial to the victims from the first Jewish community

This is the sixth and final lesson of the Migration to Britain scheme of work and focuses on . This resource is the entire lesson on a power point and includes: A joke and riddle to help settle the students while they write the title and date Clear smart differentiated learning objectives Starter- students review the reasons why it is important to study migration and decide which they think is most important. Challenge: link what you have learned so far to each reason by giving an example Activity 1- students glue the map of countries into their book and identify as many countries that the Vikings visited as they can. Activity 2- students read through the interpretation of the Vikings and answer the questions. Students check their work using the answers provided and then discuss whether they agree with the view or not. Activity 3- Group discussion on which group of migrants deserves to be named the First “English” people- in groups of 4, each student is assigned/chooses the group that they want to represent. They then have to meet up in a group with students representing the same group and generate the strongest case possible for their group. They then go back to their original group and present their case. The group must agree on which group of migrants deserves the title and why. Plenary- students play a game of charades in teams of 4 acting out a key word, idea or concept from the lesson. Homework- students use the examples provided to describe the historical context for the 5 questions.

This is the third lesson of the Migration to Britain scheme of work and focuses on resistance to the Romans and more specifically on Queen Boudicca’s rebellion. This resource is the entire lesson on a power point and includes: A joke and riddle to help settle the students while they write the title and date\ Clear smart differentiated learning objectives Starter- students are presented with the bust of Emperor Claudius and are asked to create the story of the bust with questions to help guide them. This activity is great for encouraging students to engage with a source and its provenance. Activity 1- students use the description of Boudicca by a Roman historian to create a drawing of what they think she looks like. They then look at a number of representations of her and decided which is closest to the description. Activity 2- in pairs, students read through the story of Boudicca’s rebellion aloud alternating paragraphs. They then analyze the story by completing the tasks on slide 8. Students test their knowledge by putting the events of the rebellion into the correct order. Activity 3- students are introduced to analyzing the provenance of a source and how this affects its reliability by focusing on a speech delivered by Queen Boudicca according to a Roman historian. Slide 14 is a help sheet of guiding questions for the challenge task of assessing the reliability of the source. Source 15 is a writing frame to help with the task. Plenary- students are presented with a flashback race on the reasons why we study migration. In teams of 3 or 4, students write down as many reasons as they can think of in 2 minutes. Homework. students create a comic book strip explaining the main events of Boudicca’s rebellion