I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is assess the threat Perkin Warbeck posed to Henry VII.
Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions.
They are also required to evaluate the biggest threat of all the rebellions to Henry, including Lamber Simnel, Lovell and Stafford rebellions studied previously.
There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme.
There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is decide how much of a threat the Lovell and Stafford rebellions were.
Students are given the information about the two rebellions and then have to categorise them into causes, consequences and events.
There is an odd one out activity included to check understanding where students have to justify the correct and incorrect answers.
The plenary requires the challenge and thinking of but, because and so.
Students have to opportunity to plan and write an essay on how much of a threat to Henry the rebellions were. A planning sheet, markscheme and help is given if required.
There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is decide how much of a financial genius Henry really was.
Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick.
They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given.
A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to assess the threat the nobility posed to Henry VII during his reign.
Students begin the lesson by summarising the importance and duties of the nobility and naming some important nobles throughout the country.
They then have to assess the threat level posed by the nobles and decide how successful Henry was in reducing their power by plotting this on a grid.
Their final task is to take on the role of Henry and decide how he dealt with eight nobles during his reign, whether that be through Acts of Attainder, imprisonment, fines, execution, confiscation of land or other choices given.
The plenary asks students to link a number of statistics to the nobles learned throughout the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is analyse how Henry ruled the country through his government and to make comparisons to how the country is ruled today.
Students are given information on Henry’s government, including his relationship with Parliament and the controversial Council Learned and his use of Justices of the Peace.
To check their understanding, students undertake a quiz with 150 points up for grabs to give it a competitive edge!
A final odd one out activity uses some retrieval practice from the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies and retrieval practice activities.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is analyse how Henry used propaganda to cement his hold on power.
Students are given a number of sources to analyse from which they have to identify the type of propaganda used, the messages given, the target audience and how effective it really was for Henry VII.
The plenary required students to link numbers to what they have learned in the lesson.
There is an exam practice question to complete. Help is given here with a planning sheet, suggested topics to focus on if required and a generic markscheme.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies as well as a number of tasks for some retrieval practice.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is understand how Henry consolidated his power at the beginning of his reign.
Students have to recall his previous problems before deciding how he would overcome these problems.
They are then given the solutions to his problems which they categorise into short and long term problems as well as financial and political security and the succession.
The plenary challenges student to think outside the box by linking key themes using the octagon to what they have learned in the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to decide Henry’s priorities on becoming King of England
Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why.
Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid.
The plenary requires them to write down the questions to the answers provided during the lesson.
They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded.
They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to evaluate the character of Henry VII and to question how legitimate his claim to the throne really was.
The timeline of the houses and York and Lancaster are again analysed, as students are given more information of John of Gaunt’s line and the marriage to his third wife, Katherine Swynford.
Using extracts from two renowned historians, students study Henry’s character traits to build up more of a picture of what he was like as a person.
They are also introduced for the first time to some GCE exam question practice. This is their first attempt at a validity question.
Some guidance is given on how to approach this and a generic markscheme is supplied to allow feedback once completed.
The plenary uses picture prompts to recap on the learning from the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to assess the reasons behind the fragility of the crown during the Fifteenth Century.
Students begin by using some source scholarship to analyse the weaknesses of the reign of Henry VI and the beginning of the Wars of the Roses between the Lancastrians and Yorkists.
They also have to decide whether it was the weaknesses of Henry VI, the nobles or lack of support for the monarchy which caused the Wars of the Roses.
The final task requires the students to fix a number of inaccurate statements and correct them from their learning during the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to introduce the A Level course to students.
Students are given an overview of the course content, as well as the requirements for the exam questions.
The lesson recaps on previous knowledge of the Tudors before introducing Henry VII and questioning which will be his main priorities on becoming King in 1485.
Students are also introduced to the Tudor timeline and begin to conceptualise how the Tudors and Henry VII came to power and how legitimate and secure his hold on the crown was.
There is also an introduction to Tudor society to set the scene for the course and students learn how society, agriculture, industry, the Church were organised.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
Anglo-Saxon and Norman England, 1060-87
This resource sets out the whole course in two sides of A4.
This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required.
It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught!
It covers the main events, issues and people connected to the topic, with a focus on the exam requirements at the beginning.
I have included both PDF and word documents in case there is a wish to adapt and change.
The Tudors
The aim of this lesson is to evaluate the role the Black Tudors played in Tudor society.
Students are given the context of the Tudor times, where they use some source scholarship and questioning to decide how and why Black Tudors came to Britain.
Students then have to ascertain which roles and forms of employment they had using a dual coding activity to decipher them.
There are video links included as well as a thinking quilt, which is designed to challenge concepts and judge the value and importance of their impact upon Tudor England.
The main task is some research which requires students to analyse five Black Tudors in some differentiated Case Studies.
The plenary concludes by checking what they have learnt in the lesson using an odd one out activity or by linking symbols and images used throughout the lesson.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
The French Revolution
The aim of this lesson is to examine the significance of the French Revolution today.
Students are given information on seven ways it still has a lasting legacy; Bastille Day, the Declaration of the Rights of Man, Politics, the tricolour, Paris, the National Anthem, the Code Napoleon and the Legion of Honour.
Students have to decide the most important part of this legacy in their opinion and explain why.
There are some excellent video links to the BBC and Youtube as well as a virtual tour of the Eiffel Tower.
The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
It is fully adaptable in PowerPoint format and can be changed to suit.
The French Revolution
The aim of this lesson to be judge how much Britain had to fear from Napoleon.
The first learning task for the students is to analyse a map of Europe in 1810, when Napoleon was considered at the height of his power, and work out which European countries were ruled over by France.
There is some source scholarship on Napoleon’s army to give some context on why it was so successful.
The main task is to decide how much Britain had to fear from Napoleon. Students have to emoji rate each part of Napoleon’s power, from battles, to his rule in France and his attempted invasion of Britain, before his defeat at the Battle of Trafalgar and subsequent imposition of his continental system.
Students can give their overall judgements in a written task, with key words and a writing frame to help if required.
As Napoleon’s power declined and therefore his fear factor, students are required to finalise his demise deciphering a dual coding task.
The plenary requires them to choose the correct answers, which focus on Napoleon’s health problems and ultimate reasons for his failure and final exile to St Helena.
The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
It is fully adaptable in PowerPoint format and can be changed to suit.
The French Revolution
The aim of this lesson is to investigate if Napoleon was a hero or villain.
Students are introduced to Napoleon and make some initial judgements with reference to his upbringing and his early life.
The main task is to analyse some giebn evidence which is focused on his career, personal life, his reforms in France and how he became Emperor of France.
They are required to complete their analysis with some extended writing, complete with key words and a writing frame if required.
The plenary questions whether we should regard him as a legend with links to people in the modern era.
The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
It is fully adaptable in PowerPoint format and can be changed to suit.
The French Revolution
The aim of this lesson is to investigate how rotten Robespierre was.
At first, students have to decide and discuss makes a good leader, with suggested answers given
They are given some context of the Revolution before they are introduced to Robespierre.
The main task of the lesson is to decide whether he was an outstanding leader and a ‘champion of democracy’ or rotten to the core and a ‘depraved monster.’
Students will work through the evidence, which is differentiated, before completing this an extended piece of writing with argument words and a writing frame to help if required.
An odd one out plenary to finish aims to challenge what they have learnt in the lesson.
The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
It is fully adaptable in PowerPoint format and can be changed to suit.
The aims of this bundle are to investigate the causes of the French Revolution, how it changed the lives of French people and its consequences for Europe and the Wider World with the rise of Napoleon and the Napoleonic Wars.
I have also created and used these lessons to challenge and engage students and to show how much fun learning about this part of European history really is.
By studying this unit, pupils will be able to make connections, draw contrasts, and analyse trends within this period of history by using an enquiry based question throughout all the lessons.
Students will learn and understand key historical skills throughout such as the change and continuity of the Government of France in the Eighteenth Century, the causes and consequences of the execution of Louis XVI and Marie Antoinette and the similarities and differences of absolute monarchs such as Louis XVI of France, and Frederick the Great of Prussia in comparison to George III of Britain.
They will also learn about the significance of the Tennis Court Oath, the Storming of the Bastille, the rise of Napoleon Bonaparte as well as different interpretations of Marie Antoinette and Maximilien Robespierre.
Finally they will create relevant, structured and evidentially supported accounts in response to claims that the Terror was justified, Britain had every reason to fear Napoleon or that Louis XVI deserved to be executed.
The lessons are as follows:
L1 Introduction to the French Revolution
L2 The French Monarchy
L3 The Three Estates
L4 Louis XVI financial problems
L5 Tennis Court Oath
L6 Storming of the Bastille
L7 Execution of King Louis XVI
L8 The reign of Terror
L9 Maximilien Robespierre (free resource)
L10 Support for the French Revolution
L11 Napoleon Bonaparte
L12 Napoleonic Wars
L13 Legacy of the French Revolution (free resource)
All the lessons come with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate.
The lessons are enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
They are fully adaptable in PowerPoint format and can be changed to suit.
I would highly recommend assessing students at the tend of this unit of study, using GCSE style questions from your chosen exam board.
If you have any questions about this unit, please do not hesitate to contact me via my shop for further information.
The French Revolution
The aim of this lesson is to question who supported the French Revolution both internally and externally
The lesson begins with the students giving their own opinions as to whether they would support the Revolution. They are then given the context with a literacy challenge, as to how attitudes at the time began to change with the September Massacres of 1793.
No lesson is complete without James Gillray’s ‘Un petit Souper a La Parisienne’, which is analysed. Some help with prompts and guidance is given if required.
A study of the British reaction is also scrutinised as students learn how opinion became divided with the published works of Edmund Burke and Thomas Paine.
The main task is to analyse how different groups within France reacted; these include the Church (with a model answer given on how to complete the task), the Sans-culottes, nobles, Jacobins and Girondins and finally Counter-Revolutionaries. Students can feedback and present their findings to the class.
The plenary required a talking heads activities and to distinguish which group would be attributed to the various comments and opinions used.
The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
It is fully adaptable in PowerPoint format and can be changed to suit.
The French Revolution
The aim of this lesson is to judge how terrible the Reign of Terror was in France.
The lesson begins with an chronological recap task of the events of 1789.
Students are introduced to Maximilien Robespierre and using the information provided have to explain the context and introduction of the Reign of Terror.
The main task is to rate how terrible some of the events were in the years 1793-5, by colour coding a ‘terror o meter’. For each event and explain why they have made these decisions.
Using these judgements, they will then complete a thinking quilt on whether they think the Terror was justified or not.
The ‘Are you a robot?’ plenary gets them to make links with the images all connected to the learning of the lesson.
The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate.
The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning.
The lesson is fully adaptable in PowerPoint format and can be changed to suit.
