The English Civil War The aim of this lesson is to understand why James II lost his crown in the Glorious Revolution and how and why the lessons of his father were not learned. Students will define what they think a Glorious Revolution might be, before learning about the reign of James. They will have to judge how seriously Parliament saw him as a threat to the stability of the monarchy and how they could avoid turning the world upside down yet again. They also have to assess the impact of the Magna Carta on the Stuart dynasty as well as completing a thinking quilt, defining key terminology such as Whigs and Tories under James II. The plenary requires students to find and fix statements which will consolidate their learning from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The English Civil War This lesson aims to analyse the personality of King Charles I and questions how and why this might have implications for his reign. Following in his father’s footsteps, his vanity and obsession with the Divine Right of Kings are major causes of concern for those in Parliament. Students learn about his fragility in his younger life to eventual arrogance as he became King and will link a number of reasons together as to why this was to lead to Civil War. Video footage and sourcework are used to gather the evidence and the students will have to think outside the box to understand his motives and actions and link ideas together. The plenary is a literacy challenge to help evaluate his personality using key words from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The English Civil War The aim of this lesson is to question if James I was the most ‘suitable’ candidate to succeed Elizabeth I as monarch of England, Scotland and Wales. The lesson begins with the death of Elizabeth and the suggestion of the enormity of the task that lays ahead for the new monarch, with the transition from Tudor to Stuart rule. James I puts down his own marker quite forcibly from the start in a letter to her chief advisor, Robert Cecil. Students have to sift through the evidence provided to make up their own minds. They are then required to report back to Cecil with their findings with scaffolding and key words provided if required. The plenary uses the blob playground for students to make links to James and his ‘characteristics’. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The English Civil War The aims of this lesson are to analyse the Battle of Marston Moor and evaluate how the New Model Army under Oliver Cromwell won the battle, as well as to question if Parliament had decided to kill King Charles I from the start. Therefore this lesson comes in two parts. This first lesson focuses on how the two sides fought in the Civil War. Students learn about the musketeers and pikemen, before analysing their role in the Battle of Marston Moor. The students take on the job of Oliver Cromwell and make key decisions to win the battle, gaining points as they go along. However they must be careful not to make mistakes and lose the battle with catastrophic consequences for Parliament and the New Model Army. The second part of the lesson looks at an alternative view of the Civil War. Was the decision taken to kill the King early on, or did Parliament arrive painstakingly at this decision over time. Students plot this on a graph before reaching and justifying their own conclusions, using some argument words for help if required. A lightbulb is posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of overstocking the open range and the subsequent move to small ranches after the Great Die up of 1886-87. Students are required to tackle some GCSE exam question practice from the start as they have to work out reasons why and the consequences for the changes to the cattle industry. They also analyse the impact on cowboys and reasons for a decline in their demand. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction for the cattle industry. The plenary requires them to demonstrate what they have learnt in the lesson using a summarising pyramid. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879, known as Exodusters. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Billy the Kid in the continued problems of law and order in the Wild West. Students learn about his story from a young age to him acquiring his notorious reputation as an outlaw and have to emoji rate each part of it to judge how bad he really was. They have to give reasons for each of their judgements before they give an overall assessment of his life. There is an excellent link to a documentary to reinforce the learning. There is some follow up exam question practice using the ‘importance’ question worth 8 marks, with help given if needed. The plenary uses key letters of the alphabet to link to the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking their prior knowledge of law and order in the towns It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the rivalry and tensions that grew up between Ranchers and Homesteaders on the Plains from the 1860’s onwards. Students have to think why conflict arose on the Plains and what the arguments might be with some initial guidance. They also learn about the checkerboard allocation of land and the issue of free ‘public land’. Using some typical scenarios which arose, they have to come up with solutions to the problems. There is some GCSE exam question practice on the ‘consequences question’, with some help given if required. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice linking key words and subject is included. The plenary links key words from the lesson together to form sentences to reinforce the learning. There is also some retrieval practice at the start. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the conflicts between the US Government and the Plains Indians in the 1860’s. It is split into two parts. The first part analyses Little Crow’s War of 1862 and the second part analyses the Sand Creek Massacre of 1864. Students are required to place themselves in the shoes of Little Crow and have to choose which decisions he took against the US Government as a result of the Dakota Sioux’s plight, which became more and more desperate. This is completed in the form of a quiz where points are allocated for the right decisions taken by the students. Answers are given throughout if wrong choices are made with accompanying explanations. There is a printable worksheet included on which they give information about his early life and the reasons for growing tensions with the US Government. The sheet also tracks the decisions made by the students and the points awarded for each decision. At the end of the task, students will be keen to hear that the results are in and a winner announced! In part 2 of the lesson a chronological exercise as well as questions around the impact of the Sand Creek Massacre will be posed to the students. The plenary requires some critical thinking skills around causal equations. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the rise of the cattle industry and the impact it had on the American West. Students are given a Texan Cattle Industry Thinking Quilt which introduces them to new concepts and key words. They are introduced to Joseph McCoy and have to decipher a number of statements relating to him which have specific errors in them to correct. They analyse various texts and video links on the Goodnight-Loving Trail as well as the rise of John Iliff and have to work out relating statistics as well as key questions which aim to challenge assumptions and beliefs. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary is a talking heads activity. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice on source recall is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the challenges faced by Homesteaders in moving onto the Great Plains and setting up farms. Students begin by deciding how different inventions could lead to improved farming techniques. They also have to complete a true or false quiz, before using a thinking quilt to match up key facts with the correct questions. The plenary is based around the ‘are you a robot?’ idea which is becoming all too familiar when we are trying to log into a specific website. There is some follow up GCSE exam question practice using the ‘importance’ question worth 8 marks, with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a spider diagram. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to understand and evaluate the impact of the US Government policy on the Plains Indians. Students recall previous Government policy pre 1860 and analyse how this started to encroach on the Plains Indians way of life. They then have to analyse four areas of impact; the coming of the railroad, cattle, reservations and the discovery of gold. Using a cauldron, they have to decide which facts (or ingredients) are the most significant to mix into it. These ingredients are placed on the shelves. The higher the shelf, the more significant the impact of the ingredient. The plenary uses images (the linkee game) to decipher and recap further problems faced by the Plains Indians . Students then have to decide what happened at a consequence. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks. The resource is differentiated and gives suggested teaching strategies. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the consequences of the Battle of Little Big Horn in 1876 as public perceptions of the Plains Indians changed from weak savages to a real threat. Students are introduced to General Custer before analysing some text on the causes of the Battle (Custer’s Last Stand) and his subsequent defeat. For further challenge, they are then given some fragments of sentences which they have to fill out and complete. They are also required use key words to evaluate the consequences of the battle and recognise a new direction of policy for the US Government when dealing with the Plains Indians. The plenary is to create a brewing pot of ingredients which led to Custer’s Last Stand and defeat. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included to recall the significance of treaties. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCSE Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance… Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts. Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad. Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health. The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout. There are also plenaries for each individual to check understanding and recap on their contribution to Public Health. This lesson is fully resourced and can be delivered over two-three lessons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to find out how significant Hippocrates and Galen were in the history of medicine and the continuity and change in medical knowledge. With the GCSE significance question in mind, the focus is on how their ideas and treatments were developed and used in the short, medium and long terms. Students find out, in depth, about the four humours for example and the use of opposites, with the acceptance of the Christian Church as well as how the emphasis on observation, diagnosis and professionalism which still exists amongst doctors today in the Hippocratic Oath. There are links to video footage and learning tasks to suit all learning needs. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c1000 to present The aim of this lesson is to judge the contribution and impact Florence Nightingale made to medicine. Did Florence Nightingale singly handedly improve hospitals and nursing or were improvements afoot before she went to help in the Crimean War? This is the driving question students will have in mind as they evaluate the reputation of women, nurses and hospitals before the Crimean War. Students will also analyse the story of Florence Nightingale and decide which factors helped each part of her story – thus recognising and understanding how to link different factors to one individual. The lesson thus includes a GCSE practice question, a fabulous video link and literacy challenges throughout. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to assess how much the medical knowledge doctors and surgeons had. Surgery was limited without effective painkillers and relied on bloodletting and the works of Galen and Hippocrates. Students learn the various treatments on offer from wise women, quacks and barber surgeons and in turn rate each treatment and its effectiveness, justifying and concluding why this is. The lesson also includes a thinking quilt and a GCSE practice question where students critique an answer and suggest ways to improve it, using specific skills when answering a ‘usefulness’ 8 mark question. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

**AQA GCSE Britain: Health and the People, c.1000 to present ** This lesson aims to find out why the Public health systems in Medieval towns were so poor. Some local councils tried their best, but the laissez-faire attitude of many including the government of the day as well as a lack of medical knowledge and disease control proved a major hindrance. Students have to decide the most important issues, both short and long term, causing the poor public health conditions by putting and prioritising the main ‘ingredients’ on shelves ready to put into a cauldron. There are some fabulous links to video footage as well as a true or false quiz and a game of noughts and crosses to finish. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson focuses on the power of the Christian Church over medieval society and medicine and why Christian beliefs focused on helping the sick. Students explore the different types of healthcare on offer from the Christian Church in the Middle Ages including hospitals and learn why care not cure was the priority. They are required to analyse sources, reconstruct sentences and complete a key word summary question sheet to challenge their understanding. They are finally asked to fill in an efficiency rating of the Christian Church and then predict its potential (as with a house energy efficiency rating). The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.