Further looking at interpretations, two documentaries that give two different accounts - the first looks at Lady Margaret Beaufort, and the second Henry VII himself (along with Jasper Tudor). Gives a writing frame to write a balanced account at the end.

Lesson 10 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. This lesson begins with a recap, comparing the 1534 and 1559 religious settlements. The main bulk of the lesson begins with Elizabeth’s ‘Golden Speech’, and then looks backwards at how relations between Elizabeth and her parliament reached that point. It deals with the definition of three key terms; Royal prerogative Parliamentary bill, and Petition. This is then followed by examining three key events; War with Spain; Royal prerogative and monopolies; Parliament of 1601. There are detailed notes.

Lesson 12 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson outlines a practice essay on the Tudor Church, then sets out guidelines for students to create a game used to help teach, or revise, the topic. It’s up to you how long you give them to do it, but it worked really well for my groups! The key here is focus on SPECIFICS, as well as change over time. Comparrison questions/elements should be encouraged.

Lesson 14 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 2 of 3.2 - Gaining Control of the Localities. Lesson defines what is meant by a ‘borough’, the changes to them and how they relate to MPs. Also discusses their drawbacks (e.g. rotton boroughs). Finishes with tasks from the textbook. Very student led lesson - designed for feedback the following lesson. Uses the Edexcel Pearson textbook.

Lesson 19 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 7 of 3.2 - Gaining Control of the Localities. This lesson focuses on development of a network of personal relationships by patronage and the granting of lands, titles and positions at Court. Provides a detailed explanation of patronage, as well as an overview of how Henry VII, Henry VIII and Elizabeth I used patronage, those who benefitted, and the problems that arose from the system. There is then scope for students to build on these notes further.

2nd lesson in the French Revolution scheme of work. This lesson introduces details about the Estate System, the long, short and trigger causes of revolution, and the Tennis Court Oath, using the painting by Jacques-Louis David as teaching aide.

A lesson that introduces the Vikings and their raid at Lindisfarne. The lessons discusses who the Vikings were, where they came from, and what happened at Lindisfarne. This is followed by a card sort activity which looks at whether the Vikings really were just bloodthirsty (the word bloodthirsty is also defined). There is LA and HA version of the cards. Finishes with a plenary PEE/PEA/PEEL/PEAL activity which encourages good written structure.

Second lesson in the English Civil War SoW This lesson defines what a civil war is, introduces the two sides of the war, the leaders, who makes up each side, why they chose that side, and what they looked like. Challenges conceptions such as the idea that all of Parliament supported the parliamentarians, and that the aim of the war was to get rid of the King. A task prompting students to make two recruitment posters leads them towards looking at exactly what each side disliked about the other, and where the specific conflict points were. Ends with a class source analysis.

A lesson that does a brief overview of the League of Nations, and why it failed. This is aimed at KS3, but could be used for lower ability GCSE as an introduction. This lesson provides some comprehension tasks for an overview of the League, and then presents some source questions. The lesson in finished off with a ‘message of the source’ GCSE style practice question, which could be talked through as a class. Copies of the source are provided for students to stick in/annotate. All resources provided, no text book needed.

An introductory lesson to World War One at KS3, looking at the different types of government and political alliances in Europe in 1914. Could also be useful for lower ability GCSE classes. Provides a map to be annotated, and lots of discussion questions. Really good way to set the scene for the outbreak of conflict - students can find it difficult to understand how some of the causes of WW1 came about without this information. All resources provided, no textbook needed.

This lessons was written for KS3, but might work for GCSE. Introduces the ‘trigger’ cause, with details on the Assassination of Arch Duke Ferdinand through a video. Then students will look at the M.A.I.N (militarism, alliances, imperialism, and nationalism) causes of ww1, collect information and explain how they contributed to war. There are information sheets provided, I’m not sure why, the images appear to have gone very dark on one of them. Apologies for that! The more difficult sheet also has a LA version. Finishes with a source question based on a political cartoon.

A good starter lessons for new Y7 in September - sets out what ‘History’ is, and introduces some of the key time-related language a historian needs to use. This lesson will make sure all are familiar with the basic concepts of time (century, millenium, decade etc.), chronology (with a fun activity where they must all put themselves in chronological order in relation to age using their birthday, which is also a great ice breaker!), and BC/AD. All resources are included - the time worksheet is provided on the PPT in both A4 and A5 printable format, and there is a separate BC/AD printable chronology worksheet.

This is an introduction Edexcel Route G: Nationalism, dictatorship and democracy in twentieth-century Europe, Paper 1, Option 1G: Germany and West Germany, 1918-89 Gives a brief overview of what will be studied, and dedicates some time to what pupils have previously learned about, assuming they have studied the period previously at KS3 or GCSE. If it wasn’t a topic previously studied, this could instead look at what they know from their own knowledge, and can be a good chance to address any stereotypes or misconceptions. The main tasks involves pupils finding stories from newspapers that reflect the themes that will be studied (Political and governmental change, Opposition control and consent,Economic development and policies,Aspects of life in Germany - although, Britain to begin with) in our own society today. This allows them to gain understanding of what each of the themes will entail. The extension task to this is to see if they can correlate any stories seen in the papers with prior knowledge about Germany. This will require you to buy some newspapers leading up to the lesson. Recommended is a mixture of different types of newspaper, including local, broadsheet and tabloid - this allows for the most productive discussion about attitudes of the press towards similar issues.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. It uses the blue Hodder migration textbook, but if you’re using the collective textbook with all the options in you’ll just need to find the correct pages and adjust accordingly on the PPT. This is the first lesson of the course, and so gives an overview of the different topics and themes studied. It’s a good idea to stick in a copy of these themes, the lessons are colour coded to match (same thing can be added to any of your own lessons, feel free to change the colours). When I’ve taught this, it’s been in a school where we had studied the AS and Vikings in Y7. If this is not the case, change the started task to anything they might know about the period. Lesson gives a good brief overview of what happened between the Romans leaving, into the Viking invasion. There is then a task to help them familiarise themselves with the Viking invasion, Great Heathen Army etc. Second task asks them to make a comparrison between Alfred the Great and Aethelred the Unready. From experience, these lessons from the earliest period of study are the ones they find the hardest from the whole course, so go slow and make regular revisits to the content.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. This is the third lesson of the course. Begins by looking at the link between France and the kings of England following 1066, before introducing the Angevin Empire. But why ‘Angevin?’ - follow up task introduces the Norman, Angevin and Plantagenet family trees, and what the link is between them. ‘Annotated’ family tree provided to walk through it. Section in the text book should also be read, and then a short task to check understanding. Main task is to annotate a provided map with how the Angevin Empire was formed (important to stress that next lesson will look at the LOSS of the Empire - hence why John is included). 8 mark comparrison question between the North Sea and Angevin empires included, complete with mark scheme. Also includes a homework task to prepare for the next lesson on the Hundred Years War

An introductory lesson to the Industrial Revolution, where students will look at home the IR had an impact on the landscape and population. Includes key words. 1)a fun starter - how many of the pictures can pupils identify? What do they all have in common (all invented/discovered during the IR) a ‘spot the difference’ between 2 scenes (1750-1900). Table to fill in responses included Assessing population size, urbanisation and life expenctancy - what can that tell us about the changes happening to people’s lives? A cycle to explain population growth A final task - write a letter home after living in an industrial city for a few months, to highlight there differences (also emphasises the change of moving away from a support system)

A lesson looking at how Elizabeth use portraits (and symbols) to control her image. Pupils will use a grid system that will help them step by step to dissect two portraits (rainbow portrait and Armada portrait), which will have them first label the symbols, then what they mean, and finally what the message/intention of the source is. They can then make a judgment as to how well they think Elizabeth controlled her image. Includes a copy of the source grids that is both blank and has heading prompts - you can choose which is best suited to your group. Also includes a homework which discusses differences in authorship.

This is a free resource. Begins with a 'which of these promentant figures do we recognise?" task - some discussion into each of them can be done. Main task - research and present in some way, a key figure from Black history. Gives a big list of examples of both men and women to cover a range of interest areas, but others can be chosen. There are also some optional extension tasks which prompt pupils to look at the 1960s Civil Rights movements in the USA, and the British Race Relations Acts of 1965 and 1976.

A resource to help students make notes on the purpose of Nazi economic policy. For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 This sheet requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.

Pupils sort the information avaliable to decide who is ACTUALLY responsible for Becket's death. They then explain their decision using evidence from the lesson.