Great activity for revision. There are two different question cards and the battleships are all named after significant ships (eg Hitler’s personal yacht, the Grille). Students take it in turns to guess a square and if they answer the quesiton correctly they are awarded a hit or miss. Needs to be printed back to back. I hope your students enjoy this as much as mine do.

This is a simple one-slide editable PowerPoint template. Just amend for your own inquiry units/lessons and ask students to glue it into their exercise books. It acts like a contents page for their own learning and ensures the students know exactly where they are in their own learning journey. I hope you find this useful!

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How much has Christmas changed over time?” This 28-slide PowerPoint begins with three starter activities. Students are invited to do a Fist to Five, to write their existing knowledge on the board, and then to decide if three statements are true or false. Lesson aims and objectives are then introduced before a series of slides of background information to enable teacher exposition (about Ancient roots, the birth of Jesus, Emperor Constantine, the Middle Ages, Puritans, Victorian Christmas, and the modern era.) Students then test their knowledge in a Whose Line is it Anyway activity. They are then introduced to the main activity, which is to create a timeline of Christmas over time using the information they have learned. They then show off their work in a Gallery Walk and there is a slide in which the teacher cold calls students to explain. In the first plenary students then come to the board to write down one way Christmas has changed and one way it has stayed the same on the two trash cans on the screen. In the second plenary they vote with Thinking Thumbs on the lesson’s Key Question. Aims and objectives are revisited. There is a homework task also. This lesson was created with a desirable difficulty level for students in high school settings and is written in UK English. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day (and a Happy Christmas!)

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “How justified was Nat Turner’s Revolt?” The lesson begins with a Starter Activity in which students are invited to spot which of four statements about Turner’s Revolt is untrue. This then leads into the lesson title which is introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. Following this, students are placed in a group of three and given character cards about (one who sees it as justified and one who sees it as unjustified. One is the host). They then need to create a TV chat show segment arguing the Key Question (an example is given for them to act out for inspiration.) The lesson then concludes with a plenary activity in which the students stand up and vote with their feet to explain how justified they feel Turner’s Revolt was. This lesson was written for high achieving high school students and is written in UK English. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

The title of this lesson is “What was the most important invention of Ancient Egypt? Dragon’s Den Project.” This is a great project-based lesson designed to introduce students to the topic of Ancient Egypt and to promote the second-order concept of significance and includes graduated learning outcomes (all of you will/most of you will/some of you will). The lesson begins with a starter activity where students are asked to identify which of the given inventions was not invented in Ancient Egypt. This leads on to a second activity in which they see how many inventions which originated in Ancient Egypt they can identify. From this the class are then introduced to the idea of how historians decide what makes an event or discovery significant and they explore the acronym GREAT: G = ground-breaking, R = remembered, E = extent of importance to people at the time, A = affected the future, and T = turning point. Lesson objectives are introduced (all will/most will/some will). For the main task students are placed in groups and given a card with three different inventions on. They need to choose one of their inventions and explain in presentation form why they feel it is so significant. They can make models and sales pitches to accompany their explanations to the ‘dragons’ (get senior teachers to come in to act as these if they’re good sports). The lesson concludes with a peer assessment class voting plenary on which they felt was the most important invention and why. This lesson has been designed for high school students but can work with slightly younger classes too. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

The title of this lesson is “What can we learn about Native America from the 1995 Disney movie Pocahontas?” NB: To use this lesson you need to have a copy of the 1995 Disney movie Pocahontas. Students are given graduated learning objectives (some will/most will/all will). The lesson begins with a starter activity to engage your students in which they are invited to guess which of four facts is incorrect. There is then some background information about the story of Pocahontas. The class then work through 30 different bingo cards as they watch the movie and are invited to tick those which they see (some they do not, as the movie is not completely accurate). There are two versions of this card sort, one for students who like a challenge and a differentiated version for students who need a little help. It is a nice end of term type activity - but not simply watching a movie for the sake of it. From this the class then complete a movie review exercise using the template given and vote with their feet to establish how many stars (1-5) they would rate the movie for historical authenticity (i.e. they now answer the essential question). This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

Simple but incredibly effective. This one-slide Power Point template is easily editable so you can tailor it to your school/department. I print it for my classroom and ensure students have a copy in the insert of their exercise books so they know exactly what part of their learning journey they are on and where they are going to. My classes can look back and forward to see skills progression and to make links between units.

This lesson is titled “What were the consequences of the Great Fire of London.” This lesson begins with a The Price is Right Starter Activity in which the class guess on four questions which have statistical answers on the Great Fire. This then leads to the introduction of the Key Question, lesson aims, and graduated lesson criteria (all will/most will/some will). There follow slides of background information to allow for teacher exposition. After this the first main activity is for the class to review six sources and to answer a series of comprehension questions on these. The second main activity is for students to divide up a card sort (12 cards) into four different factors (political effects social effects, economic effects, architectural effects of the Great Fire). A colour coordinated version is provided for those who need a little extra help. There are then some slides explaining the mechanics of a good essay and the third main activity is for students to write their written response to the Key Question. Lesson objectives are revisited. The lesson concludes with a plenary activity in which students are asked to answer the Key Question by coming to the board and completing one petal on an eight-petalled flower. It has been written for high school students, but could be adapted to meet the needs of slightly younger learners. Wishing you a terrific day.

In this lesson students begin with a starter activity in which they recap prior learning (by designing a question about events previously studied using the rubric provided). Students then read background information about the Provisional Government’s actions prior to moving onto the main activity which is a spectrum card sort. Students are given eight things the Provisional Government did, ranging from continuing the war through to its handling of the July Days through to the Kornilov Affair, and have to rate them on the spectrum provided (over a double page in their books/notes works best) in terms of good/bad policy. The lesson concludes with a plenary activity designed to ensure students have acquired the key knowledge in the lesson (in the form of a ‘Find someone who can’ walkabout activity). This lesson is pitched at high ability high school students with some prior knowledge of Russia before 1917. Please do ask if you have any questions and I hope your students get as much from this lesson as mine do.

In this very detailed lesson students received clear aims and objectives (all will, most will, and some will) before being given a source starter activity which they are asked to break down using the frame provided. This introduces the idea of growing Japanese strength (its about the Russo-Japanese War). The class are then given activation material in the form of extremely detailed notes. The consolidation phase then asks IB students to sort a 25 piece hexagonal card sort into factors - domestic, economic, militaristic, and nationalistic. The lesson concludes with a chronology activity to test student knowledge acquired in a fun way. I have also made a revision video which is included as homework. I hope your IB students get as much from this as mine do and that it helps them prepare for this Move to Global War Paper 1 IB topic.

The aim of this lesson is to let students showcase their awareness of the Triangular Trade using plenty of subject specific vocabulary and precise historical details (names, dates, people, places, events, quotes and statistics) and I normally give them a couple of lessons to achieve this. The objective is to write a five-part poem detailing: The causes of slavery Conditions on the Middle Passage Life in the Americas Resistance Abolition Throughout the 24-slide Power Point there are five slides with heaps of precise historical detail to help students decide what to include in their poems, and there are five examples too. Please be aware that the slides are deliberately heavily packed with information to ensure students can write different accounts. I use this lesson to tie together the unit once students have already got a good grasp of the subject knowledge. It’s a powerful way to remember and to allow for some cross-curricular overlap between History and English. If you have any questions about this lesson let me know and thanks for stopping by.

In this lesson students receive background information before sequencing a 33 piece card sort to explain the terrible conditions enslaved Africans endured on Guineamen slave ships. This then leads on to the main task in which students are given a card listing three conditions experienced on the ships. They then create a class oral history project which can be recorded and stitched together. This is always an extremely powerful lesson and one which needs to be taught sensitively and with purpose.

In this lesson students begin by working through the set of background notes before completing a large diamond 9 activity as a group task. They then fill in their pyramid activity collectively before making recipe equations. I hope your students get as much from this lesson as mine always do.

In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

This is a very clear and structured approach to ensuring student success in the History IA. The PPT talks students through how to tackle each section of the IA and rubric breaks it down so they know what to aim for in each section. I hope your students find these items as useful as mine.

The lesson begins with a starter activity in which students are invited to guess the weighting of the three components (Play Your Cards Right style). After this there is a second starter where they have to pick out the correct word count from a choice of four. The starter activities conclude with a couple of quick anagrams of key terms (Analysis and Perspectives). There are then clear aims and objectives which are graduated (all will/most will/some will) and students are invited to co-construct the aim with the teacher. There are then a series of slides and rubrics for designing a question and mapping out a good report. After this an exemplar of a top graded report is provided and students are invited to complete an assessment for learning task to identify ten aspects of the highest band of the mark scheme. They cut these out and glue them on the exemplar work. This leads to a discussion about the anatomy of a great individual report. These include things like having three points, referencing, justifying the issues etc. Some examples from individual reports are given for each of the AFL criteria and a copy of the top band aspects of the mark schemes is included. The lesson then concludes with a Have I Got News For You style plenary where students are invited to fill in the gaps to show their understanding. At the end I have included a link to a YouTube guide I’ve created which you might wish to set for homework/consolidation task. I love teaching Global Perspectives IGCSE but it can be tricky to structure each of the components. I really hope this PPT helps you deliver this aspect of the course and that it helps your students achieve highly. Have a wonderful day and I’m always grateful for positive reviews if you find this lesson useful.

This fully resourced lesson begins with a Starter Activity in which students are invited to play a game of Play Your Cards Right in order to test chronological understanding of some of the key reasons for the invasion. The title is then introduced along with graduated criteria (all will/most will/some will). There then follows some slides of teacher exposition on what actually happened as well as the international response/consequences and students are given a template (a newspaper template with headings which match the eight points discussed) on which to jot down key names, dates, people, places, events, quotations, and statistics. When they have achieved this, they then write up their own newspaper (you can give them the editable PPT template or just print it off). A completed example is given, and students are brought back to the criteria to show progress made. Areas/subheadings which will have been covered include: What was the Wal Wal Incident Full on invasion and weapons on both sides Nature of the fighting The Emperor of Abyssinia Facts and figures Speech at the League of Nations The international response Consequences There is then a charades plenary for students to recap the knowledge of key vocabulary covered (this also words as a game of Pictionary.) I hope your students get as much out of this lesson as mine always do.

My students always feel exam-ready thanks to this lesson. The class begin with a source analysis starter in which they reconstruct a source from a jigsaw. This allows for great discussion about what is in the foreground/background. The class then work through a set of very detailed notes on the First and Second New Deals before creating an emoji storyboard to explain it. Finally a bingo plenary allows for testing of comprehension.

This is a terrific first lesson if teaching a unit on Russia from the turn of the Nineteenth Century until the Revolution. Students are introduced to the lesson with a ‘what’s behind the squares PPT’ which reveals a Social Revolutionary poster displaying Russian society as a wedding cake. They are then given a detailed 8 page set of notes broken down into population, cities, geography, rule and government and so forth and are asked to research and present 8 physical items that explain what life was like for different groups for their main task. They are given some examples (such as Faberge eggs or rubles buried under peasant homes or Cossack knouts/whips to guide them). I have also included a plenary (Dingbats) with some of the key terms students come across in this lesson to test comprehension at the end of their presentations. I hope your students enjoy this lesson as much as mine do. It is designed for secondary aged students who can use detailed information as well as their own research to present their findings. Any questions please let me know and I’m always happy to help.

I take great pride in these posters and know how much better they make my classroom look and so I hope you find them useful too! I cover my classroom in them each year and often get cited as the best looking classroom in the school. They cover a range of topics and periods and have deliberately been designed to stimulate thought and discussion in the History classroom. Many of the posters have a quote with either a picture or fact which contradicts it. Others are designed to be hard hitting and in some cases provoke outrage. Using these posters will improve the texture of your teaching by ensuring students are constantly immersed in a rich learning atmosphere/environment. Also, as I create new ones I constantly update this pack. Just print them off in A3 colour and laminate et voila! I have included them as individual documents so they’re easier to print but have also included the original PPT in which I created them in case you want to add any of your own within the original fonts etc.