I've been teaching history for four years, and I aim to provide lessons that are ready to go with minimal tweaking just to personalise the resource to your class and their prior learning. I'm a big fan of paired discussion, group work, debates, living graphs and hot seating, and I provide a variety of tasks in each lesson to ensure learning happens at a pace and that all learning styles are catered for. All feedback gratefully received.
I've been teaching history for four years, and I aim to provide lessons that are ready to go with minimal tweaking just to personalise the resource to your class and their prior learning. I'm a big fan of paired discussion, group work, debates, living graphs and hot seating, and I provide a variety of tasks in each lesson to ensure learning happens at a pace and that all learning styles are catered for. All feedback gratefully received.
This lesson has a large visual element as pictures are used to illustrate peasant tasks. There is a moving around the room to find out information element and a structured literacy tasks with literacy challenges such as 'include three adjectives in this answer'.
Resources fully differentiated, just print and go.
ALL: Will be able to describe aspects of a peasant’s life
MOST: Will be confident using keywords in their explanations
SOME: Will write a detailed account using keywords and grammar challenges to describe the life of a peasant
Designed to be used for GCSE Crime and Punishment either Edexcel or OCR, you will need a textbook to support learning from this lesson as students will be prompted to find out information for themselves.
This PowerPoint is essentially a focal point for the lesson, it covers Thomas Beckett and Benefit of the Clergy, Church Courts and moral crimes. It covers the following Learning Objectives:
ALL will be able to describe how the Church affected law and order in Medieval England
MOST will be able to used precise historical detail to describe the role of the church
SOME will be able to evaluate who had more power over law and order; the church or the King.
Designed for KS3, the HA resources are appropriate for KS4, with an additional research task this could be adapted for KS5. This lesson considers the ideologies separate from their historical contexts so it is a great introduction, but also provides space for debate that would be appropriate to a politics or citizenship lesson.
Tasks: a vocab based starter, a main that encourages group work with speaking and listening the main method of learning, a class vote as to which ideology is best and a plenary that sneakily uses group work to consolidate learning.
Learning Outcomes for this lesson:
To be able to identify differences between ideologies
To describe one ideology and give a way in which the other ideology is different
To explain the differences between the ideologies and why they appeal to people
To analyse the pros and cons of the ideologies to understand how they would work in practice
Please note this is a self contained lesson with all necessary materials included (unless you want to adapt for KS5), no textbooks needed and no potentially problematic youtube clips to play.
Whether you love it or you hate it, please review below so I can keep adjusting these resources to suit!
Many thanks,
Ruth
This resource really got my year 7 classes engaged and involved with the 'who should be king?' conundrum because they really liked taking on the personas of the judges from the X factor. The PowerPoint is a pretty straightforward mini play that students read out to the class in the persona you have allocated to them. It worked really well as a whole class activity, but it could also work in groups.
As they go, students fill out their voting sheet, giving points out of ten for how well each contestant performs in each question. Your role as teacher is simply to ham it up, express suspicions about William's intentions, play the devil's advocate with students as they chose their King.
Finally, the class vote and a King is chosen. This lesson works best if students haven't yet found out who wins the battle of Hastings, it tends to put them firmly on Harold Godwinson's side!
Designed to follow on from a study of crime and punishment in the Saxon period, students will also need prior knowledge of the basics of the Norman conquest (they need to know it was a violent and foreign occupation). This lesson is designed primarily for the GCSE Edexcel depth study 'Crime and Punishment' and is updated for the brand new 2018 GCSE.
This PowerPoint includes information and tasks with ideas for group work and differentiation included. It also includes a sample exam question on this topic with a suggestion for a writing frame.
Although the textbook is not explicitly referred it, it may help students to have one to hand. The Edexcel textbook is ideal, but the OCR or SHP will work just as well.
Lesson Objectives:
ALL Will be able to describe new crimes
MOST Will be able to explain how these new crimes were connected to the Norman Conquest
SOME Will be able to identify change and continuity in crime from Saxon times
Created with a focus on speaking and listening skills, this lesson gives students the chance to research a character who would have been present at a slave auction in the US which they then have to 'hot seat' in a group of 4.
characters:
A slave who has just arrived from Africa
A slave who was born in America and so speaks English and has a family with them
A slave trader who has completed the middle passage with a fresh cargo
A slave owner who is looking for a new slave at a bargain price
Students have two clips and a large variety of primary sources to research from. Ideally these sources will be stuck up around the room so students can get out of their seats and wander around - ideal for your kinaesthetic learners.
Sources range from HA materials of descriptions of exchanges that have taken place between slaves and prospective buyers down to lots and lots of LA pictures and posters.
This lesson is great for a brand new year 7 class and requires minimum preparation. You will need a suitcase of your possessions though as the lesson requires students to handle objects and make inferences as to what kind of person might own that stuff. I have done this lesson several times and I take things such as:
a travel guide
the case to Resident Evil V for Xbox 360
a picture of my goddaughter
an old pipe
a jar of marmite
a caribena
a copy of George Orwell's 1984
The better the objects, the better this lesson will go. I once encountered a teacher who used the contents of her handbag and the lesson flopped. You want to create some intrigue and use this lesson as the basis for building a relationship with your students and allowing them to get to know you.
The homework task allows students to select their own objects as evidence of who THEY are, all the while making inferences before they even get it drummed into them that that is a skill. Speaking of skills, here are the learning outcomes:
ALL students will know what evidence is and how we use it to build a picture
MOST Students will be able to make inferences from the evidence and link evidence
SOME Students will be able to explain how evidence can lead to misunderstandings
UK Teachers: This resource is intended to support the learning of AS and A Level students, but can be adapted to support learners in KS4. It is designed to cover 2 lessons and lead towards students writing an essay on the topic for homework, alternatively the essay could be completed in class and form a third lesson. Essay resources and structure included in the PowerPoint.
US Teachers: This resource is aimed at students who would be aged 17 and 18 in the UK, although it can be adapted for younger or less able learners. It is an in depth investigation of the success of the civil rights movement using facts and statistics, leading learners to write an essay on the topic. Learning time should be 2 hours in class, plus time to write the essay.
NB the term 'black Americans' is used throughout, you may want to change this to African Americans.
Lesson Objectives for this resource:
LO: To be able to make a judgement on how much change took place by 1968
LO: To be able to support this judgement with detailed pieces of evidence
LO: To be able to organise our analysis into factors or themes that can be used in an essay
LO: To show how our overall judgement has been arrived at from our analysis of these factors
Activities include a starter based on school experiences, a card sort into factors, a living graph activity that can be done in pairs, or groups, and an essay based on the above question.
Resources needed: scissors, glue, coloured pens, sugar paper or large piece of white paper (A3 should do)
Please let me know what you think of this resource in the reviews - particularly if you have any suggestions on how to improve it.
This resource is designed for use with the NEW History 8145 AQA specification Paper 1: Section A: Understanding the Modern World. This guidance is appropriate for:
1A America, 1840–1895: Expansion and consolidation
1B Germany, 1890–1945: Democracy and dictatorship
1C Russia, 1894–1945: Tsardom and communism
1D America, 1920–1973: Opportunity and inequality (all examples are from this paper)
So what is this? Well for each question I have prepared a 'how to' guide. This includes:
- Student friendly guidance to the marking levels
- Examples of what an answer at each level would look like
- a writing grid to help answer each question
- Student friendly self assessment grid for Assessment for Learning
- Suggestions for how to use these resources in your lessons and incorporate these skills into your SoW
DISCLAIMER: I do not work for AQA and I haven't examined for them. However my experience working as an examiner for Edexcel combined with four years teaching KS4 makes me as confident as its probably possible to be with this new exam spec. This resource is not provided by AQA, but has been compiled following a thorough investigation of all resources online as well as speaking to the advice centre at AQA.
These are the first ten lessons I have taught in this course, some of the lessons require you to have the textbook provided by Edexcel for this paper but where this is the case I have made sure to let you know in the description.
These are resources I created for an AS spec focusing on US presidents and changes in society between 1968-2001. To make use of these resources you need a textbook by Vivienne Sanders 'Access to History: Politics, Presidency and Society in the USA 1968-2001'
These resources challenge students to analyse the reasons various presidents triumphed in each election, and why they failed in others.
Seven exciting lessons to kick start the new term with your new year seven class. These lessons do not require any textbook, nor do they contain youtube links that will soon be obsolete, instead they are activity and role play based and allow students to explore the middle ages using drama, discussion, peer to peer learning and structured literacy tasks. All resources fully differentiated, enjoy!