This lesson contains: A starter with a match up exercise to match the year, the Act signed against eh Indians and the effect of the Act. Leads onto the Indians War lesson. A task for students to create a mind map of why Indians lives changed. Student sake notes from the on-board slides (which can also be printed if you prefer) on Gold, Cattle and Railways. An introduction into the steps that usually occurred starting each war and ending with a reduction in Indian Land. A task to take notes, on the A3 worksheet provided, on Little Crows War. There is a YouTube video and on-board support to help students fill in the relevant section. A further task on the Sand Creek Massacre using a combination of on-board information, a YouTube video and word bank for the gap fill. An activity to use the information provided to complete the sections on Red Cloud’s War. A choice of two plenaries: one to review and peer mark and exemplar, another to explain the most important event in the form of writing a news program for the BBC. Attachments 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An overview of the situation n 1939 after Hitler had invaded Poland and started WW2. Students then find out that Jews were forced to move into ghettos. Students define the word in their books. There is then a short video from YouTube to reinforce this idea. A closer look, in particular, at the Warsaw Ghetto. Students find out where it was, how many went there and how it looked. This is a video from YouTube that reinforced this information and gives some insight into life in the ghettos, as well as an optional clip from Schlinder’s list which I have edited with questions across the screen to consider as it’s playing. The main activity for the students to study 4 source ‘packs’. Each info card has 2-3 pieces of information and images, as well as ‘prompts’ for them to consider and help them make notes about what life was like in their worksheet tables. There is an extension activity on the board. A slide which goes over the major consequences of the ghettos for students to add to their notes if they didn’t get them. A plenary to get students to consolidate their learning with some simple questions. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A do it now starter which is based on having studied something about Hitler’s road to war or conquest of different nations, which leads on to a discussion of appeasement. You can edit this to suit whatever you have previously studied. Background information about Hitler’s progress through Europe, taking land and building resources. The students then discuss what ‘appeasement’ means using source. A video from YouTube with a set of multiple choice knowledge questions to answer after it has played to check understanding. A main task to study the reasons for an against appeasement on the worksheet and to colour-code the arguments. This is then followed by a writing task to discuss whether it was the right policy or not. Attachements: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to consider a heraldic shield and what th eparts might stand for or mean. An overview of what knights did in Medieval times using a YouTube video. An introduction to heraldic designs. Students get to choose their ordinary, tinctures (and what they represent for them as people) and charges (and what these show about them as people) and draft their designs as each is introduced. An opportunity to complete a final design but also to write a motto and explain why they chose the colours and designs they did. An extension to form an alliance with another classmate and bring their designs together by marshalling their shields. Attachments: 1 x Powerpoint Presentation 2 x Word Files

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An introduction to the idea of resistance and how it manifests. Students can explore types of resistance that can be done other than force. They then get introduced to some images of resistance in the ghettos, then discuss a ‘word wall’ with different ways the Jews resisted. Students categorise them as giving hope, morale or those preserving values and beliefs. An overview of the difficulties faced when trying to escape from concentration camps. Students examine an excerpt and write down 3 reasons escape was hard. They then give specific examples from the next slide. A guided reading task on the Warsaw Ghetto Uprising with questions around the outsides, differentiated to show where the information can be found. A plenary to explain what resistance meant to Jewish people and what it means to them also. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to recap trench warfare. A background of the armistace and what it means and a YouTube video to show how the war ended. An exercise to study a series of cards, in groups, with information about the reasons why the war was lost by Germany. Students make notes about why each led to a loss in the war. A task to then complete a graph to decide the most important events and to colour code them by category. Students then put the categories into a pie chart to sort the reasons. A final task to connect the reasons, showing deeper analysis of the reasons. A plenary to discuss the ways we commemorate the War and whether we do enough. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider why people come to Britain today. Students might suggest money, education, work, tourism. This leads on to the theme for this lesson. An overview of where Britannia fit into the Roman’s plans and who lived on the island before the Romans came. An activity to watch a video which briefly summarises the reasons why the Romans wanted to invade, and students make notes on their worksheet. The students then get given a more detailed sources sheet which will then help them flesh out their notes and read contemporary sources to extract the information. This can be extended by considering the main reason and giving a score to each. A task for students to study the two invasions and to answer questions on the board about each. This includes noting why Caesar’s invasion may have failed as well as why Claudius’ invasion was more successful and worked. The students get this information from an information sheet. A set of slides which give a brief overview of the consequences of the invasion using pictures and text. A plenary with a quote from Tom Holland and his view of the reason why the Romans invaded. Students can argue with or against this view using what they learned in the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap previous course knowledge and an introduction to the NHS to see what students know about it. An activity for students to note down, from the on-board images and info, reasons why there were problems accessing care at the turn of the century. A task to make notes on the reasons for the NHS being created, including the increase in democracy, the impact of WW2 and the roles of William Beveridge and Aneurin Bevan. A YouTube video covering what services the NHS offered and a gap fill exercise to consolidate its impact. A brief summary of the resistance to the NHS. A plenary that has a quote from Tony Blair for students to argue for or against, and a final opportunity to do a practice exam question. Either can be used, or both depending on requirements. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: An introduction to the reasons for lawlessness in the new cattle towns and the link to the growing railways and cattle ranching that boomed these towns. Students select the most important and can explain why they chose them. An activity to determine the crime which took place in these towns. A YouTube video is shown, followed by an activity to consolidate knowledge. An opportunity to do an exam question in full based on the past few lessons on law and order and cowboys. Attachments 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider the epidemics studied so far on this course. An introduction to Cholera as a disease and its effects. A source is used to get students to interpret the cause of the disease. An activity where students use the information provided to complete the questions about how John Snow discovered that Cholera was caused by the waste and sewage in the water. A final task to study on-board info and determine the effect John Snow had and whether the government were responsible for the future vaccination, or whether John Snow deserves the credit. A choice of plenaries: first a gap fill recall task or second, a choice of exam questions. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A T/F starter activity that can be swapped out for whatever you studied in the previous lesson. A video that gives an opportunity to study the background of Martin Luther’s life and his actions, which is reinforecd by some slides that give an overview. Slides which then go over the background of the Protestant nd Catholics differences and an activity to study the viewpoints of a Catholic and a Protestant on the information sheets provided and create a table to note these differences. A plenary discussion to consider the positives and negatives about a new religion in Europe. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

Lesson 1: A starter to recap previous course knowledge. A background to the lives of women in Weimar Germany and the new views of women in Nazi Germany, including the principles of Kinder, Kirche, Kuche. Some slides which give an insight into the Nazi views of women, with quotes from key Nazis, discussion of motherhood, girls and toy dolls etc. An activity to use a series of sources, which can be used as a carousal or in groups, which students use to extract the key information and fill in their worksheets to show attitudes and laws about work, marriage and appearance. A tick table with lots of statements about the success of Nazi policies towards women. Students judge the effectiveness of each statement, and overall. A plenary to discuss the major changes since Weimar Germany. Lesson 2: A starter with a source and a two inferences question. An opportunity to study a source from a woman at a Nazi rally, using the content, nature, origin, purpose method to analyse it. A video from YouTube to help recap the policies and lws towards women to allow the completion of stronger analysis. An exemplar is also provided for you to potentially work through with your students and critique. A final exam question asking ‘how far’ they agree with a given statement. Attachments: 1 x Powerpoint Presentation 5 x Publisher Files 2 x Word Files

This lesson contains: A recap quiz about the Catholic plots. An overview of the spy network of Francis Walsingham with a video (YouTube) about the torture methods used in Tudor Britain and gives some insight and brings it to life. An additional video, this time on the use of code breakers under Francis Walsingham, which adds insight into how he cracked the Babington plot. A worksheet and activity to study the methods in more detail (i.e. spies, informers etc.) and to rate the effectiveness in keeping Elizabeth safe. A final summary activity to judge the severity of each of the plots. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to consider the England football team bade and the symbolism there. The Lions and the roses are a mix of medieval and Tudor history. Kids discuss what they know about the symbols. A couple of slides of background which explains and guides students through the causes of the War of the Roses, from Edward III’s death, Richard the II’s murder and the resulting line of kings to Henry VI. Within this, students consider who they think should be king after Edward, and the different variety of answers is evidence that no one really can decide who deserves it more…and they understand the origins of the war An activity to complete a short guided read about Henry VI and why he was unpopular, and this gives the students the short term causes of the War. A main task to sort 8 info cards about the key events into chronological order. The students then use these cards to do a timeline on the worksheet; they put Yorkist victories on one side and Lancastrian ones on the other, showing the turning tide of events down to Henry Tudor’s victory at Basworth Field. A plenary to consider what Henry, as the new king, needs to do to make sure he now ends the War and keeps hold of the Crown. The students can write this up based on what they have learned. Attachments: 1 x Powerpoint Presentations 3 x Publisher Files

This lesson contains: A key words starter which can be completed on the worksheet. An overview of why the government was worried about public health. A look, using sources, at the conditions in the major cities during the Industrial era. A task to study the provisions of the 1875 Act and then use the information provided and complete detailed notes on the key individuals, changes in Britain and outbreaks of disease - all reasons why the 1875 Act was passed. A plenary to do an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

LESSON 1: An overview of the short, medium and long term reasons for the Munich Putsch. A discussion of the plans for the Putsch and a YouTube video to give a good overview of the Putsch. An activity to write reasons why it failed. A colour-coding activity to discover the consequences for Hitler and the Nazis. A plenary quiz. LESSON TWO: An overview of the events of the Putsch. A chance to study two differing interpretations on the success or failure of the Putsch. An activity to go over with students how to correctly answer the interpretations question and a guide to answer it in full. A handout with the two interpretations and space to write.

This lesson contains: A starter to consider some images of the uprising to prompt student guesses about the lesson content, then a quote from Obama about the uprising which can form a debate. An overview of where Hungary is and the reasons the people were upset with Rakosi. There is a brief YouTube video to support the on-board info. Students complete a gap fill using the info they hear and read on the information sheet provided. A background to the invasion and Imre Nagy’s reforms. A discussion of the reforms and which would be accepted and which wouldn’t. A YouTube video to give an overview of the events of the uprising, then a task to use the info provided to complete a timeline of the events with extension questions. A task to study the consequences of the invasion and to colour-code categories. An opportunity to attempt the narrative question, with on-board advice to help. A plenary quiz. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

**This lesson contains: ** A review of the spread of religion in Germany. A discussion of why Christians may have supported the Nazis. A study of the information sheets provided to complete a page of info under the following topics: Control of Protestants, Control of Catholics and those religious people who resisted. A YouTube video about Reich Church established by the Nazis. Source work on the Church and what can be learned about support for it. A plenary review with questions. Attachments: 1 x Powerpoint Presentation 1 x Word File

This lesson contains: A discussion as a starter to talk about what the government does to help poor or homeless people today. A discussion of why there was so much poverty in Britain in the 19th Century. Students produce a mind map. A background of the Old Poor Laws and then the New Poor Law and the goals of the law. A discussion of the layout of a typical workhouse for students to analyse. An overview of the jobs people performed at the workhouse with a video from YouTube showing some examples. An activity for students to study a series of sources in groups and draw out info about life in the workhouses: food, discipline, rules, health and education. A plenary to write a short letter to a local minister with reasons why workhouses should be closed, using the info from the main activity. Attachments: 1 x Powerpoint Presentation 1 x Publisher File 1 x Word File