This lesson contains: A starter to recap previous knowledge from the course. An activity to produce a mind map using the information presented on the slides about hospitals prior to Florence Nightingale’s influence and the problems with nursing. A background to Florence’s life and her experiences in the Crimean War, with images to fuel a discussion. Students then use the information provided to complete a series of levelled questions on the board about her experiences in Crimea and the impact she then made at home. A study of a few source images to discuss how they relate to Florence’s impact. A final overview of hospitals after Florence, to show the impact she had. An opportunity to answer an exam question about hospitals, comparing this era to the previous one. Attachments: 1 Powerpoint Presentations 1 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 starter to recap some information learned so far in the course. An overview of the key people who healed the sick, from physicians, apothacarys, barber surgeons and wise women. A YouTube video is used with barber surgeons and wise women to bring it to life and show what instruments they used. A task to study the role of Medieval hospitals. Students note down in one colour things that were positive and another colour the negatives. A plenary to study an image of lots of instruments and herbs on a table, labelled. Students decide which of the healers may have used each. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: An introduction to the America Civil War. Students learn about the two sides and why they were fighting, then apply this to a consolidation gap fill which can be stuck in their books. A discussion of the railway project to connect East and West. There is a YouTube video and students write the reasons the railroad was built. A task to stick a map of the railroad into their books and annotate from the board the facts about each railroad company and the difficulties they faced on each side. An activity to determine the consequences of the railroad on the Indians, the farmers and settlers, and the U.S. economy. This is a worksheet that can be colour-coded and stuck in. Attachments 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: An overview of how the Civil War affected homesteaders with details about the role and purpose of the Homestead Act 1862. Students take not eon the function of the Act and can watch a YouTube video on it. An activity to note down the successes of the Act as well as the limitations from the on-board information. A task to use the information provided to complete the worksheet on other Acts that followed the Homestead Act and what they did. Students can weigh up the successes of these Acts. An activity to study the information on the changes to farming practices. Students complete a table to show what was done about each problem farmers faced and judge how successful each measure would likely have been. A plenary to consider how much life improved for the Homesteaders. Attachments 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter quiz to recap previous information from the last few lessons. A discussion of the situation with ranching before the Civil War and the aftermath of increased beef needs in the East and the availability of the Texas Longhorn. A task for students to complete the worksheet (better in A3) using the on-board information about the problems of cattle ranging and drives, including the Texas fever and the length of the drives. A task to complete the gap fills on the worksheet for Joseph McCoy, Goodnight-Loving and John Illif using the on-board word bank and the information provided. This gets a wider picture of the cattle ranching developments. An opportunity to develop an exam-style answer about the development of the cattle industry. There is also a second plenary to rate the reasons for the cattle industry into a diamond 9. Attachments 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to get students’ ideas about what Cowboys looked like and acted like from their knowledge of Westerns and popular culture. An activity to label the cowboy on their worksheets with the correct equipment listed on the board. An annotating activity where information I gone through on-board (or can be printed if you prefer group work) and students annotate the different roles on the cattle drive, from point riders and flank riders through to the drag rider. An introduction to life on the trail and what it must have been like. Students then complete a highlighting task on a piece of guided reading to note the difficulties faced on the trail. Students then compare this with life on the range and whether the roles differed much. A choice of two plenaries: the first to determine whether cowboys were the heroes they are portrayed as in popular culture, and a second with sentence gap fills as a recap summary. Attachments 1 x Powerpoint Presentation 1 x Publisher Files

This lesson contains: An introduction to the ‘open range’ and why the cowboys moved from working on the range rather than performing cattle drives. A task to study the reasons why the cattle drives ended and the role of cowboys declined. Students read the information provided and put the reasons into order of importance. A discussion of the winter of 1886-87 and the consequences of the great ‘die-up’. An opportunity to study the role barbed wire played in the decline of cowboys by studying an exam exemplar and picking out facts and importance words in the answer, then having a go at their own exam question using similar criteria. A plenary crossword with the keys words from the cattle ranging and cowboys lessons. Attachments 1 x Powerpoint Presentation 1 x Publisher Files 2 x Word Files

This lesson contains: A starter task to recap previous learning from the course. A YouTube video introducing the gold rush and how it began, followed by some basic comprehension and thinking questions. An activity to study the information provided to complete questions on why people went for gold and how mining towns grew. A larger activity on the consequences of the growth of mining, from effects on Indians, violence, the economy etc. Students use the information provided to complete the mind map worksheet. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This double lesson contains: A starter to consider some images of Plains Indians doing a buffalo dance and what we can learn. An introduction into the lives of the Plains Indians. Students can have a copy of the worksheet. This has always been most effective as an A3 organiser. For the tribe structure, this is done on the PPT, teacher led. The importance of horses and buffalo uses the information sheet provided. The Plains Indians beliefs is done by a YouTube video and student take notes in the relevant boxes. Then for attitudes to war, this is a YouTube video and the information sheet in combination. This will spill over from lesson 1 into lesson 2 on this topic. A final activity in which students connect the problems Indians faced on the Plains with the solution they found. A plenary quiz drawing on both lessons of this topic. Attachments: 1 x Powerpoint Presentation 1 x Word Files 2 x Publisher Files

LESSON 1 A starter to ask students to discuss types of crimes that take place in society. crime. This will lead on to talk about the environment facilitating crime in Whitechapel. A task for students to discuss what they want to find out about Jack the Ripper. A visual discussion on-board about the conditions in Whitechapel using maps and a YouTube video. A literacy task using ‘The Five’ by Hallie Reubenhold to assess what problems existed in Whitechapel, and how they made the murders possible. LESSON 2 A starter to consider how crimes are solved today, and then how crimes may have been solved in 1888. This leads on to the tasks. There is a video from Bloody Britain on YouTube that is shown to give the ‘story’ of the crimes and the victims. Students then start to profile the killer including what he might do for a job, where he might live, what kind of person (i.e. insane) he might be. These initial thoughts may change as the lessons go on and lead tot he suspects lesson. There is an optional task using information cards instead to create a mind map. You can extend this by providing a map of Whitechapel and students also label where the bodies were found. LESSONS 3-4 A starter to recap previous knowledge so far in the JTR module. A discussion of guilt based on evidence - a picture of a cat is used to facilitate a discussion of how we know there is guilt. A task for students to study a large table with descriptions of witness statements. Students put short info in each descriptor box (leave any N/A blank) and begin to theorise what Jack looked like. Students summarise at end. Extension - Students can read the Dear Boss letter and analyse the writing for what each part means. Students might be extended to think about what this tells us about the killer (i.e. educated, nice writing, could be a doctor etc.) and it will change some of their theories. LESSON 5 A starter to recap past knowledge gained on the course so far. An introduction tot he five main suspects (each of them is real). Students use the workbook and the information sheet provided to write reasons for an against each suspect. This can often fill an entire page. Some students stick on extra notes. You could get them to write reasons why they could be the Ripper in one colour, and why not in another colour - make sure students explain - E.g. does he know Whitechapel well…therefore could he do the crime then escape easily? There is a further extension to consider further evidence in the table. For each piece, students tick the suspect it best relates to. This can give further evidence for the assessment. LESSON 6 Students bring everything together to plan, in their workbooks, what they will put in each paragraph. You can edit the question to simply be ‘who was JTR’ or keep the ‘how far do you agree’ version. Students then get 30 minutes to write their essay.

This lesson contains: An optional starter which gives scenarios about the treatment of Charles II. It could take a while so this is perfect if you don’t mind spreading this lesson over 2 periods. If not, skip this. An introduction to the Renaissance and what it means. Images are used to show the advancements in this period and there is a quiz students can do about inventions and art etc. An overview of the Renaissance challenge to the Church and the advancement in medicine and drawing in this time. A task to use information sheet provided to complete a knowledge organsier worksheet to contain the main changes in ideas of the causes of disease. An activity to study the major situation with causes of disease and students colour a test tube to show little or a lot of change since the Medieval era. A plenary activity to consider whether there was much change between the Medieval era. Students can use the information sheet to do this. Attachments: 1 x Powerpoint Presentation 1 x Word File 2 x Publisher File

This lesson contains: A starter to recap previous knowledge so far from the course. An activity to read the information provided about Thomas Sydenham and his impact on medicine. Students complete a mind map about him in their books. Information on the board about the Printing Press where students acknowledge the impact. A guided reading worksheet about the Royal Society. Students read then answer the consolidation questions. A plenary exam question using what was learnt in the lesson. Attachments: 1 x Powerpoint Presentation 1 x Publisher Files 2 x Word Files

This lesson contains: A starter to consider a picture source from the Renaissance and what it shows. An activity to use information, either on the board or printed as handouts, to complete a mind map or a table (if students choose it) to note down the changes since the Medieval era, the continuities and things that have some change and some continuity. Information is covered on all treatment methods including new ones like transference and alchemy, and the new herbs from the New World. A change and continuity task about prevention to compare Medieval and Renaissance prevention methods. A plenary to practice exam questions for comparison or contrast between the two eras. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to test key terms from previous lessons. A change and continuity task to compare and contrast the medics and carers of this era with the Medieval era. A case study into Andreas Vesalius, firstly his background and then what medical drawings and learning was like before he came alone. Activities to note down information about his two books, his drawings and then the impact he had on medicine at the time and later. A detailed look at the front cover of ‘On the Fabric of the Human Body’ and what the different elements imply. A choice of two plenaries: the first is a quiz from the last few lessons and the second is an opportunity to support or oppose a quote about Vesalius’s impact. Attachments: 1 x Powerpoint Presentation 2 x Publisher File

This lesson contains: An overview of who William Harvey was and where he was from. An introduction into Harvey’s thinking, using an image of a water pump and a dissected frog. Students can interpret how they led to his greatest discovery - the circulation of the blood. A task to use the information provided to study the improvements Harvey made and how he proved Galen wrong. An activity to study the reasons why Harvey was able to make the discoveries that he did and what factors led to them. A gap fill task to uncover what impact Harvey had on medicine. A plenary task to write 3 facts about certain key words, and another to write a PEE to compare Harvey to other key characters from the unit, including Vesalius and Sydenham. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider what we know today about what causes sickness. An overview of who Hippocrates and Galen were and why we are studying them. A study of Hippocrates from the information sheet and using it to understand his methods and noting them on the worksheet. An indepth look at the Theory of hte Four Humours and an activity to match up the right parts of the theory with the seasons, the elements and the weather. A look a Galen and his background, including his Theory of Opposites. Students use the on-board information to finish the worksheet about Galen. A plenary to review some characters with different syptoms and what the ancients would have suggested. Attachments: 1 x Powerpoint Presentation 2 x Publisher File

This lesson contains: A starter to recall the Black Plague of the previous era. An overview of the Great Plague from looking at a source image, then statistics about the plague. An activity to study the information provided and complete an organiser about the plague, including the causes, treatments and prevention. There is an extension comparison exercise. A discussion of the increased government intervention. An opportunity to do an exam question to consolidate the knowledge. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: An overview of the importance of the Medieval Church. A mind map note-taking task with information on the slides, which can be gone through or printed and used as group information, about the Four Humours, Religious Causes, Supernatural Causes and Miasma. Students take notes about what people believed caused disease. A task to review a summary sheet of the reasons why there was little progress in medicine during the Medieval era. Students complete questions to consolidate. A final judgement task to decide what might have been the most important cause of disease in the era. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to discuss a picture of drawing of a laper and for students to determine whatw as wrong with him and how he might be treated. A YouTube video overview which gives an introduction into the way illnesses were treated. A task for students to study a series of information cards, which can be done in groups etc., and complete a worksheet about supernatural methods, Four Humours methods, religious methods and herbal methods. A task to read about methods of prevention from the mind map worksheet provided. Students colour-code them into categories. An option of two plenaries: either a knowledge quiz or an activity to match the medical ailment to the Medieval cure. Attachments: 1 x Powerpoint Presentation 1 x Word File 3 x Publisher Files