Lesson 11 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Defines the key terms of Sovereignty of statute law and Parliamentary Privilege. Contains student led questions, which can simply be written or could be used as team game etc. Summary statements at the end.

Lesson 13 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. First lesson of 3.2 - Gaining Control of the Localities. Focuses outside of London, looking at and defining the localities. Gives some background on Wales and North, followed by some questions for students to investigate, and a comparison of the two areas. Lesson also looks in depth at the Law in Wales Acts of 1535 and 1542, and the 1537 re-establishment of the Council of the North. Concludes with some summary discussion questions. Layouts/sheets provided for stuents to use to fill in their notes if desired. Uses the Edexcel Pearson textbook.

Lesson 15 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 3 of 3.2 - Gaining Control of the Localities. Begins with a fun tasks of attempting to read an original document; highlights the importance of literacy and the growth of literacy during the Tudor period. Looks at the growing number of Grammar/English schools,and Oxbridge, as well as examining illiteracy rates and the trends for women. Very detailed notes with examples beyond the text book. Finishes with some key questions to answer. Uses the Edexcel Pearson textbook.

Lesson 17 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 5 of 3.2 - Gaining Control of the Localities. This lesson focuses on the answer to the following questions, with specific details in response (many of which go beyond the textbook): How could the monarchy finance itself? What accounted for huge amounts of the Crown’s expenditure? Why was asking Parliament to raise taxes risky? Students then complete notes on the following questions: Taxation before 1513 1513 Subsidy 1525 Amicable Grant Also includes additional links for further reading/research

Lesson 18 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 6 of 3.2 - Gaining Control of the Localities. Lessons gives detailed notes and examples on the growth of poverty through the period, the effect of the dissolution of the monasteries, and the increase of vagrancy and begging. Includes details beyond the textbook. Follows with some questions to focus note taking, which are also perfect for feedback discussions/debate. Uses the Edexcel Pearson textbook.

3rd lesson in this scheme of work on The French Revolution This lesson instroduces the main revolutionary groups (Sans Cullotes, Moderates and Peasants), looking at what they wanted from the revolution and exploring why those wants might be different. There is good scope for discussion on why not everyone in a revolution wants the same thing, and why that might be problematic for the revolution. There is also a source activity focusing on Tallrand, exploring why some nobility might also have supported the revolution.

6th lesson in the scheme of work, looking at The Terror. Lesson begins with ‘Empty Chairs and Empty Tables’ from les Mis - what direction does this make the revolution appear to be going in? There is also then a reference sheet to stick in with the key groups/some key names as a learning aid, and a short video introducing The Terror. There is a living graph timeline activity to track how extreme the events were, followed by a source activity asking HOW and WHY the interpretations differ (these match the AQA GGSE History style questions - good preparation). This could make a good homework activity. Plenary asks pupils to discuss whether or not the Terror was actually neccessary.

Works as part of a scheme of work looking at the Medieval Church in Europe/England. Starts with an activity labeling the layout of Gloucester Cathedral using clues. This demonstrates the layout of a cathedral, and looks at how they were added to over time (a completed teacher copy is included) -Follows with a card sort (colour coded - no cutting and sticking needed!) sorting evidence to decide if it suggests cathedrals were really built for power, or worship. finishes with a PEE response to select and explain some of the evidence.

A fun project that is a great addition to in-class castle or learning, so to introduce the topic in a practical way. Activity presents students with 4 decisions on castle material, shape, location and materials, and then gives them suggestions of how they can create the castle. They must also include detailed information about which choices they made, and why. This works best a homework project, and I’ve always had REALLY great results from it (the cake castles might have been my favourite…) Also includes a feedback form for both the teacher feedback, and pupil reflection on said feedback and their work. Really hope your groups enjoy it as much as mine always have :D

A lesson looking at the development and impact of the growth of the canals and railways in Industrial Britain. Focuses on 2 case studies: Bridgewater Canal and the Liverpool to Manchester line. Finishes with some utility source work about the impact of the railways, and a summary PEE paragraph. All resources included, no text book needed.

Lesson 1 of Topic 1: Conquered and conquerors. Has a good overview of the course, highlighting it’s thematic approach. Each lesson is colour coded to also show which sub-topics it covers: economic and commerce, religion and ideas, War, and Government. Lesson introduces the Vikings and where they came from, including an overview of the Anglo Saxon Heptarchy, and the effect of the establishment of the Danelaw. Students make notes on Viking York, Viking raiders and the great Heathen Army. They then look at/compare the kings Alfred and Aethelred. One part of the lesson requires the blue Hodder ‘Migrations, Empires and the People’ textbook (by Mohamud and Witburn), but you can also sub this for pages 182-183 in the Oxford AQA history Thematic Studies text book.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 1 - focuses on the impact that French colonial rule - and it’s withdrawal - had on the escalation of war in Vietnam. Lays out the geography of Vietnam in relation to Korea, USSR and China, and the changing geography of the country itself during the conflict. Then focuses on the subsequent Japanese occupation during WW2, and how that lead to the divide of the country. Finishes with an 8 mark practice ‘write an account’ question. Includes a research homework on Ho Chi Minh and Ngo Dinh Diem

A lesson on the propaganda used by the British government to convince men to sign up. Designed for KS3 but could be used for LA GCSE. Has a great task that teaches students how to work through purpose/message questions relating to pictorial sources. They can then apply this to some other examples of propaganda posters, looking at the different methods being used to encourage British people to support the war effort. Finally - why do they think it was successful? Also includes a homework task to create a poster of their own.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. 2nd lesson - Looking at why the USA became involved. Introduces the domino theory, before a detailed look at reasons for US involvement (inc. a video). Student time line task, with accompanying maps, to look at initial involvement, before a final source question (can be completed for homework), complete with instructions. Lesson requires the use of the Hodder AQA Understanding the Modern World textbook

This is the first lesson for the Edexcel A level Germany and West Germany 1918-89: Political and Governmental change 1918-89 course. PPT and accompanying worksheet that students can fill in and add extra annotations to. Begins with a bit of source analysis to get them back into the swing of things, and also includes a 20 mark essay question which could be completed or just planned. Worksheet also contain some suggested reading and watching on the topic.

This lesson is for the Edexcel A Level Politics Componant 1: UK Politics section (Democracy and participation). Two lessons included: First lesson: PPT and worksheet to fill in included - begins with a review game of of who can vote in UK parliamentary elections - can they select the correct options? Then contains extensive notes on the franchise before the 19th century, and then the changes produced by the Great Reform act of 1832. Main task asks them to produce a timeline of the development of the franchise using their notes, the additional sheets supplied and text book (requires the accompanying Pearson textbook), and then decide which event on the timeline they believe if the most important point for the growth of democracy in the UK and why. Bonus lesson: looks at the work of the Suffragettes and Suffragists in extending the franchise, including looking at lots of the propaganda they used. Great for a discussion lesson, can be used at your discretion.

Part of the Edexcel Politics A Level UK Politics module A lesson (or series of lessons which can include homework) that asks students to research the pros and cons (for and against arguments) for lowering the voting age to 16 in the UK. Does include that 16 and 17 year olds can vote in Wales and Scotland. Begins with outlining what you can legally do at 16 in the UK - how many of these can they guess? Good starting point to argue ‘if you can do all this, why can’t you vote?’ Provides a basic timeline of the movement, and an extensive list of websites and sources to find information for and against the argument to extend the franchise to 16 and 17 year olds. Students can use these and their own research to produce an argument for both sides of the argument. There is a final task to bring the research together, including seeing what the general view of the class is. This could very easily be turned into a debate too! Note that Tutor2U has a GREAT resource on this, which specifically provides a source question and activities that are a good follow up to this lesson. I always used it, but obviously for copyright reasons can’t include it here.

This lesson is for the AQA History GCSE ‘Germany 1890-1945: Democracy and Dictatorship’ course. It could probably be adapted for OCR/Edexcel too. It makes reference to the Red Oxford AQA textbook, but the lesson can be done without this as there is an information sheet provided. Lesson starts by looking at the famous Niemöller poem, asking students to think about what it means, and can they name any contextual examples from prior study that would corroborate with his claims. There is an introductory video clip for discussion, to get students thinking about why the Nazis would oppose the Church, and then a task to get them to look into why there wasn’t more opposition from the Church itself, as well as looking at the differing points of view from the different denominations, as well as a living graph task to track the relationship between the Nazis and the Church over time. Finishes with a 4 mark exam practice question which could be planned, written as a group, given for homework, or written up as a plenary activity.

This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 2: Britain and the Atlantic Trade Lesson begins by looking at why people chose to emigrate from Britain to N. America. It then looks at the English/British settlement of North America, with a case study and comparrison of Jamestown and Massachusetts. Also introduces the ‘companies’ behind this (link to the British East India Company later). Worksheet to fill in included in the PPT. This will require one or both of the text books (blue singular Migration text book, or the larger textbook with all the options in). Finishes with a 16 mark exam question plan.

Lesson includes: -Important topic key words Starter looking at Henry’s 1538 Great Bible, and what the imagery can suggest about Henry’s attitude to the Church A card sort looking at the different reasons why Henry broke with the Church - differentiated for HA and LA. Numbered, so can be printed, laminated and reused. A planning sheet helping pupils to pick out the stronger evidence Two different/differentiated choices for plenary question, complete with guidance and writing frame.