This 42-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a pair of handcuffs are used to represent the Great Purges, a Soviet victory flag to represent the Second World War etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Stalin’s USSR” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, and it works well to introduce a topic on Stalin’s USSR or to conclude it. This lesson is written in UK English.

This 32-slide PowerPoint commences with a Starter Activity, inviting students to examine images of famous leaders and engage in a discussion regarding their classification as terrific or tyrannical. The lesson title and graded aims (all will/most will/some will) are then introduced, alongside two contrasting viewpoints on the subject, which are revisited in the plenary session. Background information about Emperor Qin is provided for teacher exposition, followed by a 24-piece hexagonal card sort activity conducted in pairs or groups, where students categorize factors into positive and negative columns, further dissecting them into social, economic, and military aspects. A colour-coded version aids those needing additional support. Subsequently, students prepare for a debate, selecting a side to support, with the debate format provided and monitored by the teacher. A written task addressing the Key Question is assigned, concluding with a plenary session where students revisit the opposing views on Qin and position themselves in agreement, or in the middle, within the classroom. This lesson, crafted during my tenure teaching History in China, holds personal significance and is tailored for Key Stage 3 high school students, presented in UK-English.

This 42-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a statue of Romulus and Remus for the founding of Rome, a Carthaginian helmet to represent the Punic Wars etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Ancient Rome” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, and it works well to introduce a topic on Ancient Rome or to conclude it. This lesson is written in UK English.

This 45-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example Oracle Bones are used to represent the Shang Dynasty, Bronze Bells to represent the Zhou Dynasty etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Ancient China” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving students, and it works well to introduce a topic on Ancient China or to conclude it. This lesson is written in UK English.

This 47-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a signed Ruth Babe baseball is used to represent sports, a soup meal ticket to represent the Depression etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of USA 1919-41” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving students, and it works well to introduce a topic on the USA in the 1920s and 1930s or to conclude it. This lesson is written in UK English.

This 47-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a coin showing Greek and Roman influences are used to represent the Ptolemaic Dynasty, her Royal Scarab to represent Cleopatra VII’s reign etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Ancient Egypt” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, but it can work for slightly younger students too, and it works well to introduce a topic on Ancient Egypt or to conclude it. This lesson is written in UK English.

This 30-slide PowerPoint begins with a Starter Activity in which students are asked to close their eyes while the teacher reads out a story, taking them back in time to the Forbidden Palace. When they open their eyes, they are asked to work with a friend to create a quick sketch of what was described. The lesson title and graduated criteria (all will/most will/some will) are then introduced, followed by a few slides of background information to enable teacher exposition. This explains several aspects relating to feng shui, the importance of the number 9, symbolism of colours, and much more. The class then begins their main activity, which is to design a visual illustration with written explanations. The lesson aims are revisited, and the lesson concludes with a plenary in which students are asked to add a post-it note to one of three bins to show what can be learned about Ancient China in terms of power, culture, and education. I created this lesson while teaching History in China, and so it means a lot to me to pass it on to other teachers. It is pitched at Key Stage 3 high school students but would work well with slightly younger classes too. It is written in UK English.

This is a 43-slide PowerPoint presentation designed for Key Stage 3 high school students, composed in UK English. It begins with a Countdown-style Starter Activity where students unjumble letters to key things related to the period, such as paper and acupuncture. An introduction to the period is provided, followed by graduated lesson aims (all will/most will/some will). The slides delve into four different ways the period can be judged: government, culture, technology, and trade. The main activity involves students working in teams to cut out a 32-piece hexagonal card sort, provided in plain hexagons and color-coded ones for differentiation. They sort these into positive and negative columns and then arrange them into four categories. The lesson aims are revisited, culminating in a plenary where students fill in the quarters of a four-leaved clover labelled with the factors to answer the Key Question: Was the Han Dynasty the Golden Age of Ancient China? Crafted during my tenure teaching History in China, this lesson is adaptable for younger audiences.

This 28-slide PowerPoint presentation commences with a Starter Activity, prompting students to match famous figures with the unusual items they chose to be buried with, such as Houdini and his keys. Following this, the slides detail the discovery of the Terracotta Warriors, leading to an exploration of why Emperor Qin Shi Huang would choose to be interred with 8,000 model soldiers. The lesson title is introduced alongside graduated lesson aims (all will/most will/some will), followed by slides delving into the finds and inferences that can be drawn from them, provided by the teacher. Subsequently, the main activity is outlined, tasking students with crafting a series of diary entries as one of the archaeologists, supplemented by exemplars. Finally, the lesson aims are revisited, culminating in a plenary where students contribute their learnings by writing them on designated baskets categorized into political, economic, military, and social aspects. This lesson, crafted during my tenure teaching History in China, is tailored for Key Stage 3 high school students but is adaptable for younger audiences, and is composed in UK English.

This 47-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example dog tags for the Vietnam war, a photograph of Kennedy and Khruschev for the Cuban Missile Crisis etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of the Cold War” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, and it works well to introduce a topic on the Cold War or to conclude it. This lesson is written in UK English.

This 46-slide PowerPoint begins with a Starter Activity, inviting students to choose what young people in the Medieval era would drink, with beer as the answer due to its safety over water. The lesson title and aims are then introduced, graduated into ‘all will/most will/some will’. Following this, students translate a source from an early Medieval cookbook, with background information provided for teacher exposition on food for nobles, peasants, and religious groups. The main activity involves students being assigned into groups with specific roles and completing sheets on 9 gallery points, followed by creating a role play of a modern student transported back in time to the Medieval period to investigate dining and food. An example play is provided for guidance. The lesson objectives are revisited, and the session concludes with a plenary activity where students add post-it notes to baskets to answer the Key Question and demonstrate similarities and differences. Tailored for Key Stage 3 high school students, it’s adaptable for slightly younger learners and presented in UK English.

This 42-slide PowerPoint commences with a Starter Activity, inviting the class to speculate on the top 6 requisites for a successful museum exhibition, presented in the form of a Family Feud-style game. This initiates a discussion on the objectives of an effective exhibition, emphasising the importance of a clear theme/concept and the presentation of quality content in an accessible manner. Subsequently, the lesson title and graduated aims (all will/most will/some will) are introduced. The class is then prompted to explore key aspects of the period, with examples provided for each (e.g., aggra beads for slave capture and bilboes for the Middle Passage, etc.). Following this, students are tasked with creating their own exhibitions, limited to a maximum of 8 items, and are required to explain and analyse them within the context of the period. This activity spans across a couple of lessons. During presentations, peer-assessment is conducted using criteria linked back to the Starter Activity. The lesson aims are revisited before concluding with a plenary, wherein the class assumes the roles of “Voices of the Triangular Trade” or “Voices of the Future” to discuss their perspectives on a variety of artifacts. Although provided in one slide, it is suggested to incorporate artifacts selected by students for their own exhibitions. This lesson, designed for high-achieving high school students, serves as an effective introduction to or conclusion of a topic on the Triangular Trade. It is written in UK-English.

Welcome to “Exploring Ancient Chinese Philosophy”, where we delve into the rich tapestry of thought from ancient China. In this session, we embark on a journey through the philosophical influences that shaped ancient Chinese society, including Legalism, Confucianism, and Daoism. Our class begins with a stimulating Starter Activity, prompting students to engage in discussion with a friend about images which stemmed from these philosophies, using three-word prompts. As we progress, our Graduated Aims guide us: all will/most will/some will. Through teacher exposition, we provide background information on Legalism, Confucianism, and Daoism. The main activity, introduced thereafter, takes the form of Blind Date Style Responses, where students, grouped in threes, prepare and share responses embodying one of the philosophies. Example responses serve as inspiration. It’s a creative way to develop real understanding on a complicated topic. A revisit to our objectives precedes the plenary, where students engage in a lively vote on the most compelling ‘date’. I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson.

This 51-slide PowerPoint lesson begins with a Starter Activity, during which students are invited to see how many world leaders’ monikers they know (Napoleon is The Little General, Churchill the British Bulldog, Mandela Madiba etc). Subsequently, there is an explanation of what Mary is best known for and how she acquired her nickname. The lesson title and progressive objectives (all will/most will/some will) are then introduced, followed by contextual information about the period for teacher exposition. The primary activity involves students walking around the classroom in groups to peruse information displayed in a Gallery Walk (consisting of 17 picture frames, which need to be printed and affixed around the room). Groups are tasked with assigning roles within their team (coordinator, recorder, timekeeper, researcher, presenter, and proofreader — these can be doubled up if smaller groups are preferred). Some of the information presented during the Gallery Walk suggests Mary does deserve the title Bloody, while other aspects remind us of the more positive aspects of her reign. It’s an engaging lesson that allows students to explore beyond the classroom confines, potentially showcasing their activities to a wider audience within the school. The students collectively complete their information grids and share their findings from the Gallery Walk, leading to an extended writing task centred around the Key Question. The lesson objectives are revisited, and the session concludes with a plenary activity where students indicate their stance on whether they believe Mary is deserving of her nickname by physically positioning themselves to the left or right of the room. It is tailored for Key Stage 3 high school students but could be adapted for slightly younger learners as well. The content is presented in UK English.

This 45-slide PowerPoint lesson is always the first session I deliver in my unit on Ancient China. The lesson commences with an Odd One Out Starter Activity, during which students select one falsehood about Oracle Bones from a selection of four statements. Subsequently, there is an explanation of what Oracle Bones were and how they relate to the Xia Dynasty. The lesson title and progressive objectives (all will/most will/some will) are then introduced, followed by five slides of contextual information about the period for teacher exposition. The primary activity involves students walking around the classroom in groups to peruse information displayed in a Gallery Walk (consisting of 13 pictures, which need to be printed and affixed around the room). Groups are tasked with assigning roles within their team (coordinator, recorder, timekeeper, researcher, presenter, and proofreader — these can be doubled up if smaller groups are preferred). Some of the information presented during the Gallery Walk suggests the existence of the Xia Dynasty, while other aspects question whether it was merely a myth fabricated by later Dynasties. It’s an engaging lesson that allows students to explore beyond the classroom confines, potentially showcasing their activities to a wider audience within the school. The students collectively complete their information grids and share their findings from the Gallery Walk, leading to an extended writing task centred around the Key Question. The lesson objectives are revisited, and the session concludes with a plenary activity where students indicate their stance on whether they believe the Xia Dynasty was real or a myth by physically positioning themselves to the left or right of the room. I crafted this lesson during my tenure teaching History in China, so it holds sentimental value for me to share it with fellow educators. It is tailored for Key Stage 3 high school students but could be adapted for slightly younger learners as well. The content is presented in UK English.

The title of this lesson is “Why did the USSR lose the Afghanistan war?” The lesson begins with an Odd One Out Starter Activity in which students are invited to review four lesser known facts about the Soviet-Afghan War and to identify the incorrect one. After this, the title is introduced as are aims and graduated objectives (all will/most will/some will) and two different perspectives on the Key Question are offered (Yousuf and Gorbachev). These are revisited later. There are then background information slides to allow for teacher exposition to introduce the topic. The main activity then begins. This is a Gallery Walk activity. The class are broken up into groups and each group is given various roles (coordinator, recorder, timekeeper, researchers, presenter, and proofreader – students can carry out more than one role). Students then walk around the room and read each of the 15 pieces of evidence in the Galleries (these need to be printed and stuck up around the room, or corridor if you want to get your class out and moving around school). As they do so they complete the grid provided and are then asked as a group to create a TV news report to answer the Key Question. Following this there is a voting plenary in which the class are asked to vote on their answer to which of the earlier interpretation they mostly agree with. They stand to the side of the room that represents where they fit into the historiographical debate and explain their position to another student. And before you leave be sure to bookmark Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This lesson is titled “What impact did women have on the Civil Rights movement?” This lesson begins with a What’s Behind the Squares Starter Activity which reveals a work of art entitled ‘The liberation of Aunt Jemima.’ It is an assemblage piece created by Betye Saar, a female artist, and features Black Power symbols. It introduces the class to the importance of the role women played in the Civil Rights movement. The PPT then explains the title of the lesson and aims and objectives are graduated into all will/most will/some will. There are then slides of background information to allow for teacher exposition. These include examples of women in terms of leadership, activism, media and communication, protest songs, grassroots work, legal cases, as well as inspiration for the future. Following this the class are told they will begin their main task which is to research one important woman and create a speech explaining their importance and impact to the class. They must include and analyse at least one source relating to them, and examples are provided. They are told to try to include 5 x people/places, 4 x dates/events, 3 x statistics, 2 x quotations, and 1 x opinion. The class peer assess using the template provided. The lesson concludes with a plenary in which they are invited to place a post-it note on a pentagon on the board – the more central they place their notes denotes how important they feel each groups’ person was. I hope your students get as much out of this important topic as mine always do. It has been designed for older high school students with good research skills but can be adapted to meet the needs of younger learners.

This 25-slide PowerPoint begins with an odd one out Starter Activity in which students pick out one misconception about the Han Dynasty. They are then introduced to the lesson title and graduated aims (all will/most will/some will). There is then some background information to enable teacher exposition. This is followed by a series of slides in which 12 people offer reasons for the collapse, some of which relate to internal problems (taxes, loss of traditional values, etc.) and some of which relate to external pressures (bandits on the Silk Road, attacks by nomadic tribes such as Xiongnu, etc.). Students act as journalists and jot down notes from these characters before using the information to create a newspaper to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary in which the class is asked to come up with eight reasons for the collapse of the Han Dynasty and to write them on a flower with eight petals. I created this lesson while I taught History in China, and it was designed for high school students. It is written in UK English.

This lesson is titled “What really happened to the Princes in the Tower?” This lesson begins with a Starter Activity in which the class are invited to discuss four methods of execution which have become part of the mystery surrounding the Princes and are asked to explain which they feel is the grisliest. Most will choose the hot poker (!) and this leads to a discussion about why, if that was how the Princes died, anyone would want to kill them so brutally. There are then slides of background information to allow teacher exposition and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). The first main activity is a 20 piece card sort whereby students divide information into that which suggests the Princes’ uncle, Richard III, killed them, and evidence which suggests they may have escaped. From this they then complete the second main activity which is to create a 3-5 minute TV news report explaining what they feel happened using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to stand up and walk to the side of the room they agree with in a class vote. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

This lesson is titled “Why were the Tolpuddle Martyrs treated so badly?” This lesson begins with a Starter Activity in which students are invited to discuss what punishments they feel are appropriate for six given crimes. This then leads into the Key Question and the lesson aims are introduced along with graduated criteria (all will/most will/some will). There is then background information slides to allow for teacher exposition. After this, students are paired up and given a character card (Judge Williams/George Loveless). They then complete a Diamond 16 activity before creating a blog in the guise of their character. The lesson concludes with a Have I Got News Style fill in the gaps Plenary to check for understanding. Wishing you a terrific day.