This lesson contains: A starter to consider what ‘sins’ are committed today and what would be regarded as such. This leads on to the next activity. An overview of Medieval sin and the seven deadly sins. Students complete an activity shown on the board in which they match the seven sins to their meaning. This is fun and challenging. You can also enhance the debate about which would be considered sins today. A teacher-led walkthrough of some sins on the board using contemporary sources as a way of recapping the sins and checking their knowledge. A task to study a serious of information sheets, which can be posted around the room or used in groups, which contains how people tried to please God and gain access to heaven, from going through the priest, pilgrimages, paying etc. This is followed by a task to study 4 different characters and decide which method they would most likely be able to afford/use. A final plenary to create a list/poster/advert with advice for how to get to heaven. Attachments: 1 x Powerpoint Presentation 3 x Word Files

This lesson contains: A starter to make students consider atonement and how we try to make up for things. This leads nicely on to today’s discussion of pilgrimages. A series of on-board slides that go through the reasons that people went on pilgrimages. Students use the 4 characters on the worksheet to summarise, in their own words, the reasons people gave for going on them. A video then follows from YouTube to help visualise what the pilgrims may have seen when they finally got their destination. An activity to consider whether religion was always in people’s minds. Students study a series of sources and give examples where religion was at the heart of it, and perhaps when other things were on pilgrim’s minds, like adventure or meeting a companion. An overview of the importance of Jerusalem and why people might go that far on a pilgrimage. The on-board info has images and maps to help visualise. Students then complete an independent guided reading with questions on the worksheet about a typical journey to Jerusalem. Students observe what some of the positives and dangers of such a trip might have been. A plenary to consider whether pilgrimages were holy or holidays, answering the enquiry question. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter examining two different 1920’s classrooms. Students discuss the difference sand why, leading on the realisation of different treatment. A teacher-led walkthrough of segregation from the Civil War to the aftermath and Jim Crow Laws. Students discuss points on the board and watch a video clip of Dumbo (1930) and see the character Jim Crow and discuss its horrible stereotypes. A task to then watch a short clip on segregation and its effects, then a task to complete a gap fill which can be stuck in their books and helps recap the knowledge. The video also contains mention of the KKK. An activity to study a series of 6 sources and what we can learn about what life was like in the USA for black people at this time. There are different question criteria on the board for groups of sources. A plenary to consider a quote and argue for or against it based on the learning. Attachments: 1 x Powerpoint Presentation 1 x Publisher File 1 x Word File

This lesson contains: A starter to consider what assumptions we can make about a fictional person based on the criteria on the board. This gets students into the thinking of using evidence to make guesses. An image of the Tollund Man and gets students discussing what may have happened to him. Background about the story of the Tollund Man, followed by a YouTube video on bog bodies and the Tollund Man himself to give the background. A task for students to use the information booklet provided to note down the facts. This helps them seperate theory from fact. Once they have what they know as fact, they can then use the sources to add a bit of flavour to their notes. Students are then asked to consider their theory of what happened from an option of murder, religious sacrifice and execution. The students use the facts and the source evidence to come up with a theory about what happened and defend it with historical reasoning. This is good fun and they also get to use historical skills and PEE etc. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter source activity to get the students to guess the message of the source (Hitler wanting to take more land). A YouTube video to show the story of Hitler’s steps to war. This is for information purposes and you don’t have to show the whole length if you don’t want to. It just helps visualise things and bring it more to reality for the students. An activity to study the information provided and complete a ‘road to war’ worksheet documenting all the steps from Rhineland, Anchluss, Czechoslovakia and Poland with the other events in between. A consolidation source task. The opportunity to discuss the biggest steps which caused the war, and a plenary to consider which countries were most to blame for WW2 starting. Was it Germany/Italy etc. or did the British inactivity contribute etc. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter to recap who the main contenders for the throne were in 1066. An introduction to the battle including a decision discussion as to what Harold should do, stop William or stop Harald first. An animated slide showing the viking invasion and Harold meeting the threat. A YouTube video about Stamford Bridge with a follow up activity for students to use the information provided to answer the questions. The questions are on the board but can also be stuck in to help speed weaker students. A discussion of what to do after the battle now that William’s wind has changed and he can attack. Students discuss what might happen next. A final task to do a storyboard with the six most important events of the conflict so far. Attachments: 1 x Powerpoint Presentation 2 x Word 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: A starter to consider what a castle means to the students. Two images are used to get a discussion going. An introduction to castle building and locations. The students debate which place they would build their castle and why. A background into William’s intention of building castles, where they were build and how. Students read about the Motte and Bailey and label their copy of the castle with the correct features. A task to determine the advantages and disadvantages of Motte and Bailey castles. An overview of where these castles were build and what the spread (on the map) shows about the danger areas. A plenary quiz to test student knowledge. Attachments: 1 x Powerpoint Presentation 1 x Word 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 the role of hierarchy in a school and comparing to society. A YouTube video that summarises the aftermath of Hastings and how William increased his control over the country. This is followed by a gap fill exercise which can be printed and filled in from the handouts provided. An overview of the Feudal System and its uses. Students write down the new hierarchy and then answer questions about the advantages for William by using the information provided. An introduction to the Domesday Book and the reasons behind it, including a short YouTube video and then information which students use to complete follow up questions about why and how the survey was carried out. A plenary to consider the method which may have had the biggest impact. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter which is useful if you have taught Motte and Bailey castles, and recaps their appearance to start the lesson. A task for students to stick in a picture of a castle and label what is different between this and the old Motte and Bailey (i.e. stone walls etc.) and there is a slide to go over the major changes and definitions. An on-board run through of the evolution of castles with examples from Cardiff Castle and Framlingham Castle. Students consider the advantages and disadvantages of these new castles. Beaumaris Castle is used to explain the idea of concentric castles. Students use a card sort to match up the castle design feature with the name and explanation. Students finish by studying five castles and identify their features from the previous activity. They determine which castles they would use for different purposes. A plenary quiz with differentiated levels. Attachments: 1 x Powerpoint Presentation 4 x Word Files

This lesson contains: A starter to study a picture of Edward the Confessor dying and to interpret what is going on. An overview of the issue in 1066 with the death of Edward and an introduction to the three claimants - Harold, Harald and William. A YouTube video is used to give some insight into the problems between Harold and William and students discuss what the main arguments are. A research task to study information on 3 different cards, one for each claimant, with them talking int heir own words why theys hould be king. The students complete a mind map (images to be stcuk in and annotated) with the positives and negatives of each person. A writing task at the end to consolidate their thoughts. An optional extension, if you wanted to go into a 2nd lesson or wanted to give something for homework, for students to write an organised piece of writing and study an exemplar and critique it. Attachments: 1 x Powerpoint Presentation 3 x Word Files

This lesson contains: An introduction to why Henry broke from Rome. There is a quote and the students will argue with it later. An activity to study lots of reasons why Henry broke from Rome. Students colour-code the reasons as love, religion, power, and money. A task to then find out the effect his break from Rome had. The students assess how far each outcome achieved Henry’s aims. A video from YouTube to help reinforce the lesson and go over the reasons. Students consolidate by assessing whether Henry did the right thing or not. A plenary to assess the most important reason. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter with questions about the Norman conquest. An introduction to the detective work historians do. An overview of the types of sources, with students feedback on this. This leads to a larger discussion of which sources are more useful to a historian. A discussion of the criteria for the lesson - nature, origin and purpose and what they mean. An activity to study a series of sources about the death of Harold. Students consider the nature, origin and purpose of each and for each explain what theory it has about the death and a positive and negative based on the criteria. An opportunity to come up with their own theory as to what happened to Harold in reality using an on-board criteria. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: Background into the situation leading up to the passing of the act, including the different revolts that had happened and a consideration of whether the upcoming Act would be ‘great’ by assessing what we expect ‘great’ to mean. An activity, using the information provided, to summarise the feeling of the lower, middle and upper classes about whether change was actually needed, and why. A study of the provisions of the Great Reform Act. Students read each provision and colour a battery a little, a medium amount or a lot to show the amount of change each brought. they then assess the overall impact. A video from YouTube with a historian’s point of view about the Act. Students can debate whether they agree or disagree with this view. An opportunity for a final judgement about the ‘greatness’ of the Act. Two options of plenaries: one to study a source and another to discuss who benefitted the most from the Act, and who was yet to benefit. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter to look at 3 images of revolutions and some of the features. This sets up the image of Henry Hunt at Peterloo really well. A background into the problems in Manchester at the time and the plans for the meeting at St. Peter’s Field. A YouTube trailer for the Peterloo film and a short YouTube documentary to elicit answers from the class about what the people wanted and what threat there may have been. Also, what happened in the actual event. It’s a good opportunity to study the image of Henry Hunt and go back to the starter to imagine what the magistrates might have thought was  going to happen (i.e. a revolution). A long task to study a series of sources on the info sheets provided and to note down, for each, who each source blames and what evidence shows this. The students built up arguments for both sides. A run through of the aftermath and what happened as a consequence. Students can then judge who was to blame. An optional homework activity to design a memorial to those who died, or to publish a one-sided newspaper article about the event. The template for this is provided. Attachments: 1 x Powerpoint Presentation 5 x Word Files

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

This lesson contains: A starter to look at some images that relate to MLK and students guess why. An activity lasting the whole lesson, to complete Cornell Notes, using the worksheet provided, while the lesson progresses. It’s very effective for student revision. A YouTube video to start looking at MLK himself. Students complete the questions by writing them out in full in the top part of their worksheet to summarise his life. A series of slides covering his role in the civil rights movement, from the Bus Boycott to his speaking skills, to Selma. Students take notes in the appropriate section of the worksheet. You can either talk these through with the class, or print the slides as handouts and shared around in groups. A YouTube video within the activity to watch the ‘I Have a Dream’ speech. There is an optional Word File with a transcript of the essential parts of the speech for students to follow along and annotate if you like. A brief look at those who opposed MLK, like Malcolm X. There is a YouTube clip which students use to interpret the different message being send from Malcolm X. A plenary to finish the Cornell Notes and summarise the learning about his contribution. The prompts and sentences for this are on the Powerpoint. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter which introduces the idea of civil rights and what it means. An overview of the Jim Crows laws that were still in place,  leading to segregation still operating in the southern states. A further overview of the problems that existed in the 1950’s and 1960’s in the U.S. for black people, including the KKK and racist attacks. A YouTube video which gives a nice overview of segregation and what forms it took, and how black people began to fight back against it, including Rosa Parks, Martin Luther King and some of the movements. An activity to use the information provided to complete a worksheet to show the major efforts, like the bus boycott, freedom riders, sit in’s etc. for each, students briefly judge the impact they had. A plenary task to study on-board info and judge whether there were improvements. They use the info to pick a side and argue for it. 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