This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Alliance, armistice, arms, barbaric, bellicose, conscientious objector, cowardice, desertion, escalate, imperialism, inevitable, Jerry, Kaiser, militarism, munitions, nationalism, naval, propaganda, stalemate, trench foot, tommy, shellshock, shrapnel, trenches, Triple Alliance, Triple Entente, Victoria cross, warfare. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Cavalier. Commonwealth, confess, controversial, civil war, defence, ducking stool, Divine Right, evidence, interregnum, Matthew Hopkins, negotiate, New Model Army, Oliver Cromwell, Puritan, Republic, resonant, Restoration, Roundhead, Rump Parliament, scaffold, scold, ship money, Stuarts, treason, trial, tyrant, witch. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Agent Orange, Arms Race, Bay of Pigs, Berlin Airlift, Berlin Wall, Cold War, communism, containment, Cuba, Cuban Missile Crisis, East and West Germany, exclusion zone, Fidel Castro, ideology, iron curtain, Marshall Plan, McCarthyism, NATO, Nikita Khrushchev, President Kennedy, red scare, soviet bloc, Soviet Union, Superpower, trade embargo, Truman Doctrine, U2, Warsaw Pact, zones of occupation The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: Cat and Mouse Act, conciliation, constitution, discrimination, Emmeline Pankhurst, equality, Emily Davison, enfranchise, Epsom Derby, Force feeding, franchise, hunger strikes, Married Women’s Property Act, Matrimonial Causes Act, legislation, militant, Nancy Astor, patriarchal society, petition, propaganda, subordinate, suffrage, suffragette, suffragist, W.S.P.U., World War 1. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: abolition, American Civil War, auction, slave, branding, captive, emancipate, flux, Guinea coast, Harriet Tubman, Indentured servants, lynching, manumission, Middle Passage, plantation, profit, repatriation, resistance, shackles, sharecropper, slave colony, tight pack, Triangular trade, Thomas Clarkson, trans-Atlantic, underground railroad, William Wilberforce. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: A Church, charter, commemorate, compare, crusade, Domesday Book, Doom painting, evidence, feudalism, function, government, Harrying of the North, historical source, infer, interpretation, laws, martyr, medieval, Motte and Bailey Castle, parish, parliament, penitence, pilgrimage, reign, siege, significant, sin, surrender, The Church, tithe. The slides come in PowerPoint format so they are easy to change and adapt.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: The slides cover the following words and their definitions: Anglo-Saxons, allegiance, authority, cause, chainmail, change, Christianity, conqueror, consequence, continuity, defence, economic, features, feigned retreat, Fyrd, hierarchy, Housecarl, invasion, knights, landscape, medieval, Normans, oath, pagan, political, rebellion, religion, siege, society, victorious. The slides come in PowerPoint format so they are easy to change and adapt.

Britain: Health and the People, C.1000AD to present With revision constantly in full swing, I have started to make these revision workbooks which my Year 11 students love (as an alternative to death by Powerpoint). We pick certain sections each lesson to revise and come up with model answers and discuss the best way to tackle each question in the best way, considering exam time constraints. I print out the sheets in A5, which the students stick in their books and use to colour code Students answer the questions next to or underneath the sheets. They can also be used for homework or interleaving. The resource comes in Word format if there is a need to change or adapt.

The Norman Conquest This is a great game to be used after having studied attacking and defending a Medieval Castle. Students take on the role of the defenders of a Medieval Castle (in this case loosely based on the siege of Rochester Castle by King John in 1215). They have failed to pay their taxes and King John and his knights are marching on the Castle. Their job is to defend the Castle at all costs by making wise choices and thus collecting points as they go. When they have completed the tasks, they are given a student friendly markscheme which will by the end give them great status as geniuses of siege warfare or not as the case may be! Students can write out the choices they make or just the numbers and corresponding letters. They can only make one choice per question. Please note that that it best presented by enlarging on an A3 sheet.

This lesson aims to introduce the main contenders to the vacant throne of England in 1066 with the deat hof Edward the Confessor. Students have to understand why a chair (a throne) would cause a war and read a script to understand who the main contenders were and the reasons they put forward for having a claim to the English throne. Diffetentiated bloom’s questions aim to deepen their understanding and get them to analyse who has the best claim and why (thus extracting fact from fiction). A brilliant video link to English heritage and extra work sheets will give them all the knowledge required to create a newspaper report or table to ultimately evaluate these claims of the contenders The resource comes in PDF and Powerpoint formats 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. The accompanying script for the lesson can be found here: https://www.tes.com/teaching-resource/medieval-britain-script-for-the-normans-who-had-the-best-claim-to-the-english-throne-in-1066-11456418 If you like this resource, please visit my shop where I have created further resources on Medieval Britain which can be found here: https://www.tes.com/teaching-resources/shop/PilgrimHistory

The Tudors: England 1485-1603 The aim of this lesson is to question what sort of a monarch Elizabeth promised to be. Students also have to decide the initial problems she needed to overcome and how she set about rectifying these to some degree. The obvious starting point with this, is to compare Elizabeth to her sister Mary. Students then to onto the people most influential in her early years and why. They have the chance to rate and debate each of them. A quiz will check their understanding of the aims of the lesson and a flashcard plenary requires them to categorise her early monarchy. There is some challenging homework included which enables students to support and challenge the validity of an interpretation on Elizabeth’s character. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is to judge to what extent have crimes changed in the 21st Century. Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity). They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs. There are tasks to complete including a true or false quiz and video links to help. A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested markscheme to use 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is assess the effectiveness of Tudor and Stuart punishments against the crimes committed in this era. Students have to plot the different crimes in this era from vagrancy, treason, heresy and witchcraft and how the punishments took on a brutality to an attempt to deter the crimes. There are key questions asked throughout the lesson and some source analysis of the gunpowder plotters, with prompts and help given if required. An odd one out plenary to finish will consolidate 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate 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, fully resourced and includes suggested teaching strategies

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman times. Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans . Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine. They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, the forest laws and so on). There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required. The plenary is a multiple choice quiz to consolidate 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, fully resourced and includes suggested teaching strategies

Crime and Punishment The aim of this lesson is to gauge how effective Roman punishments were against the crimes committed. The vastness of the Roman Empire and lack of a police force meant that punishments for crime were severe. But were these punishments effective and was everyone in Roman society treated equally? Students analyse the structure of Roman society and the significance of the Twelve Tables under Roman Law. They then have to link the different crimes committed to various categories listed under Roman law and which punishments were given out for the various crimes. There is some differentiated questioning to challenge students, with answers given to help. A ‘what if’ plenary challenges thinking as well as some extended writing practice at the end of the lesson to consolidate learning. 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is judge how effective the police were in investigating the Jack the Ripper murders. Students begin the lesson by analysing the reasons why poverty, unemployment and rising tensions in Whitechapel, London were the catalyst for high crime rates in the area. A thinking quilt will allow the students to learn some key issues affecting policing and which were the biggest problems facing the police in the 19th Century. Students will also judge how effective investigative techniques were at the time, without the use of modern technology now at the disposal of the police. Some causational equations will help students consolidate their learning at the end of the lesson, as well as some question practice. 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, fully resourced and includes suggested teaching strategies. Please note this lesson does not look into the details of the murders of Jack the Ripper or who he might have been.

Crime and Punishment The aim of this lesson is to ascertain how attitudes towards punishment have changed in the 21st Century. Students begin the lesson by deciding which punishments are new in the modern era (change) and which punishments have stayed the same (continuity). They then analyse how successful new preventative measures are being promoted through schemes such as neighbourhood watch and community policing. Students also investigate the different policing departments set up to tackle crime, such as Special Branch and the National Crime Agency. There is a chance to debate the morality of the death penalty and whether it should be brought back or not, with arguments given for both sides. The final focus is on the role of prisons in today’s society, never far away from the news headlines. A true or false quiz is also designed to challenge misconceptions and clarify current prison problems. Ultimately there is some recall practice on previous thinking about punishments through the ages, before students can tackle some key assessment question practice, with help and a markscheme provided 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, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is evaluate why the case of Derek Bentley can be classified as a miscarriage of justice. Students begin the lesson with the background of Derek, his early life growing up and his troubles at school. They are then given some source scholarship with tasks to complete. The details focus on the events of the night of 2nd November 1953, when Bentley was involved in the shooting of a policeman. Students use this information to decide if it was right to sentence him to death, despite not firing the shots which killed Constable Sidney Miles. Some key information of the case has been left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are then told about his severe learning difficulties and metal age.) Students also complete a diamond nine activity, rating in order of importance the impact and significance of the case. The lesson ends with some differentiated questions around the subject of the death penalty and a heart, head, bin, bag plenary to consolidate their learning. 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, fully resourced and includes suggested teaching strategies. This lesson is ideal as an introduction to Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. The resource can also be used as a stand alone lesson to question the morality of the death penalty, which links to Citizenship, PHSE and Religious Education topics.

Crime and Punishment The aim of this lesson is evaluate why the case of Ruth Ellis can be classified as a miscarriage of justice. Students begin the lesson with the background of Ruth Ellis, her childhood experiences and growing up in London. They are then given some source scholarship to complete with some hinge questions posed to analyse the text. The details of the killing of her boyfriend David Blakely are then given; students use this to decide if it was right to sentence her to death, which was the law at the time and if she was guilty beyond question of the crime. Some select information of the case is left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are told that the verdict was given after only a day and a half.) Questions at the end are therefore raised about the fairness of the criminal justice system at the time, gender issues in sentencing, domestic abuse awareness and mental health considerations. 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, fully resourced and includes suggested teaching strategies. This lesson is ideal if you are teaching Crime and Punishment at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. This lesson can also be used as a stand alone for subjects such as PHSE and Religious Education which question the morality of using the death penalty.