This lesson is titled “Why was Boudicca’s Revolt unsuccessful?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of five and given a one slide fact file on either leadership issues, the superiority of the Roman Army, strategic mistakes, organizational issues, and internal divisions. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “Why did Bonnie and Clyde divide American opinion so much – Escape Room.” The lesson begins with an Odd One Out Starter Activity designed to get them thinking about the lesson. The Key Question is then introduced along with graduated learning objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition and a hexagon of six possible reasons is shown. The class then begins their main activity, which is an Escape Room. There are six clues to figure out, meaning students can unlock the six tasks. They read the information about their character and complete the sheet as a team. If they complete all six, they attempt the final Boss Box. The lesson concludes by revisiting the stated aims and a plenary activity asking students to add to the hexagonal grid reasons and evidence that answer the Key Question (they will have acquired this knowledge by completing the info grid as they open all six boxes). And 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.

This lesson is titled “What can we learn about the Spanish Civil War from Guernica?” The lesson begins with a Starter Activity in which the class are told the story of a Nazi officer’s visit to Picasso’s wartime studio in Paris and asked to come up with a reply to a question posed on the artist. Picasso’s clever reply is thus revealed. This introduces the Key Question, lesson aims, and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The main activity is an artistic piece which supports historical learning, so its fun if you can liaise with your art department and get some paints and brushes. Students cut out a 12-piece card sort of the major features and devices of the painting as they relate to the Spanish Civil War and attempt to create their own Picasso! The lesson objectives are revisited, and the lesson concludes with a plenary in which students peer assess with three others against the given criteria and answer the Key Question. I hope your students get as much from this as mine always do. Wishing you a terrific day.

This lesson is titled “Why did so many people die in Pompeii in 79 CE – Escape Room.” The lesson begins with a Who Wants to be A Millionaire style question in which the class are invited to place the greatest volcanoes recorded in order (Pompeii is the fourth on the list). The Key Question is then introduced along with graduated learning objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The class then begins their main activity, which is an Escape Room. There are six clues to figure out, meaning students can unlock the six tasks. They read the information about their character and complete the sheet as a team. If they complete all six, they attempt the final Boss Box. The lesson concludes by revisiting the stated aims and a plenary activity asking students to add to a hexagonal grid reasons and evidence that answer the Key Question (they will have acquired this knowledge by completing the info grid as they open all six boxes). This lesson has been pitched at high school students. I hope your students get as much from it as mine always have. Wishing you a terrific day.

This lesson is titled “Was Oliver Cromwell a hero or a villain?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Cromwell). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What was life like in the Roman Army? Teddy Bear Project” The lesson begins with an Odd One Out Starter Activity which introduces the class to some fun facts about the Roman Army. The Key Question is then introduced along with aims and graduated lesson objectives (all will/most will/some will). Students will have been asked to bring in a toy bear or similar the previous lesson (it can work with printable cutouts too). There are slides of background information to allow for teacher exposition about Emperors, Generals, Centurions, and Soldiers. There is then a heads and tails card sort activity in which students tell the story of a day in the life of a member of the Roman Army. Students then begin their main model making activity using the bears. Aluminum foil is highly recommended, but they can use anything they want (toys, props, drawings) as they attempt to dress up their bears as one of the four ranks. Slides are given explaining items they can use (laurels, gladius, satin robes, greaves, breastplates etc) and printables of these are provided also (these might need to be adapted depending on the size of the bear!). After this the lesson objectives are revisited. There is then further information on battle tactics (testudo, phalanx etc) and the students pair up with friends to add some of these to create group dioramas (it’s a lot of fun getting them to get bears to throw pilums!). The lesson objectives are again revisited, and the class concludes with a plenary in which they are invited to come to the board and add knowledge they have learned on a group bear. This is a lesson students love and one that makes for a wonderful corridor display afterwards. I hope your class enjoy it as much as mine do. Wishing you a terrific day.

This lesson is titled “What were the causes of the French Revolution?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of three and given a one slide fact file on either social, economic, or political causes. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “How was Franz Ferdinand assassinated in Sarajevo in 1914?” The lesson begins with an Odd One Out activity designed to introduce the class to the concept of political assassination. The Key Question is shown along with aims and graduated learning objectives (all will/most will/some will) before slides of background knowledge to enable teacher exposition. The class are then set a heads and tails card sort activity which they cut and glue into their books to tell the chronology of the assassination. They are then placed in groups of six (or less) and given their own character cards. From here the main activity begins. A four scene role play is explained to them and they have to work together to create a role play involving their characters. A summary of the four acts is provided on one single slide for ease of reference. Students revisit the learning objectives as they act out their performances. The lesson concludes with a flower plenary in which they are invited to add eight pieces of newly acquired knowledge to 8 petals. This lesson has been designed with high school students in mind and I hope your students get a much from it as mine always do. Wishing you a terrific day.

This lesson is titled “Why did the Roman Empire collapse?” This lesson begins with a Blankety Blank style Starter Activity which introduces students to the concept of collapse. The Key Question is introduced along with aims and graduated lesson objectives (all will/most will/some will). After this there are slides of background information to allow for teacher exposition. Students are then introduced to the five key reasons and placed into jigsaw groups. Each is given a factor to research using the 5 x fact files given (as well as internet or library). Their challenge is to return to their group and to convince the others of the importance of their single factor. Once they have listened to all five reasons (political, social, and economic problems, as well as barbarian invasions, and military overspending) they write a written response to the Key Question. The lesson objectives are revisited and the lesson concludes with a starfish plenary in which students are invited to come up to the board and vote on which of the five factors was most significant and why. It has been written for high school students and I hope your class enjoy this lesson as much as mine do. Wishing you a terrific day.

This lesson is titled “Was William Wallace a hero or a villain? Braveheart.” The lesson begins with a Starter Activity in which students are asked to place four historical figures in order of height. This introduces the class to the idea of myth (Wallace was probably not the giant legend states). The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Wallace). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a colour coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What was aerial warfare like in the First World War?” The lesson begins with an Odd One Out Starter Activity and then introduces the Key Question and lesson aims. Learning objectives are graduated (all will/most will/some will) and there are slides of background information to enable teacher exposition. After this, students are paired up and walk around the class to read information on a Gallery Walk. They add this information to a mind map (suggested branches are offered). When they have finished the class discuss their mind maps with peers and the lesson objectives are revisited to see how much knowledge they have acquired. The lesson concludes with a ladder plenary in which they are invited to come to the board and add on information they have learned – the higher they place it the worse an aspect they consider it to be (Royal Flying Corps’ pilots had a life expectancy of only 11 days at one point so information like this will feature highly on the ladder.) I hope your students get as much from this lesson as mine always do. Wishing you a terrific day.

This lesson is titled “How did strategy and technology interact in the war at sea, 1914-18?” The lesson begins with an Odd One Out Starter Activity before the Key Question and lesson aims are introduced. Lesson criteria are outlined and graduated (all will/most will/some will) and there are slides of background information to allow for teacher exposition. Students then work in a pair to divide 12 cards into examples of how a) naval strategy changed technology and b) technology changed naval strategy. From this, the pair work together to design a Tom and Jerry style story to show the relationship between the two (an example is given). Students then share their findings. The lesson objectives are revisited, and the lesson concludes with a trash can style plenary in which students are invited to come to the board and add information to the two trash cans (technology and strategy) to showcase what they have learned. I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “What were the causes of the Spanish Civil War?” The lesson begins with a Blankety Blank Starter Activity to introduce the students to a quotation by H. L. Mencken related to the conflict. The Key Question is then made clear along with aims, and lesson objectives are graduated (all will/most will/some will). There are then slides of background information to allow for teacher exposition. The main activity takes the form of a jigsaw classroom approach. Students are given one of five fact files on an alternative cause of the Spanish Civil War (political instability and polarization, social and economic problems, military uprising and coup attempt, regional differences, and foreign intervention and ideology). The students then break away and research their respective area of expertise using the fact file given (as well as a library book box/internet) before rejoining the group. The challenge is for them to then persuade the others in their ‘jigsaw’ that theirs was the principle cause. Following this the lesson objectives are revisited, and a piece of written work is set in which they collaborate their research to arrive at a fuller answer to the Key Question. The lesson concludes with a starfish plenary in which students are asked to vote on which of the five causes they felt was the most important. I hope your students enjoy it as much as mine always do. It is pitched toward high achieving post-16 high school students and requires them to have some research skills. Wishing you a terrific day.

This lesson is titled “What was life like on the Home Front in Britain during the Second World War?” The lesson begins with three anagrams designed to introduce the topic in a Countdown Style Starter Activity. The Key Question is made clear along with aims and lesson objectives are graduated (all will/most will/some will). There are then slides of background information to allow for teacher exposition. The main activity takes the form of a jigsaw classroom approach. Students are given one of five fact files on an alternative aspect of life on the Home Front (children and evacuation, women, those too old for active service, propaganda, and the Blitz). The students then break away and research their respective area of expertise using the fact file given (as well as a library book box/internet) before rejoining the group. The challenge is for them to then persuade the others in their ‘jigsaw’ that their aspect of life changed the most. Following this the lesson objectives are revisited, and a piece of written work is set. The lesson concludes with a starfish plenary in which students are asked to vote on which of the five aspects of life on the Home Front they felt was the biggest change for the people of Britain. I hope your students enjoy it as much as mine always do. It is pitched toward high school students and requires them to have some research skills. Wishing you a terrific day.

This lesson is titled “How were the Pyramids built?” The lesson begins with three anagrams designed to introduce the topic in a Countdown Style Starter Activity. The Key Question is made clear along with aims and lesson objectives are graduated (all will/most will/some will). There are then slides of background information to allow for teacher exposition. The main activity takes the form of a jigsaw classroom approach. Students are given one of five fact files on an alternative theory which explains how the pyramids may have been built (water theory, slave theory, social cohesion theory, and ramp theory. I have also included alien theory for fun if you want to use it but obviously this one isn’t correct!). The students then break away and research their respective area of expertise before rejoining the group. The challenge is for them to then persuade the others in their ‘jigsaw’ that their theory is the correct one. Following this the lesson objectives are revisited, and a piece of written work is set. The lesson concludes with a starfish plenary in which students are asked to vote on which of the five theories they felt was most persuasive. This was a lesson I created whilst teaching at an international school in Cairo, so it means a lot to me to pass it on to other educators. I hope your students enjoy it as much as mine always did. It is pitched toward high school students but could be adapted for slightly younger students. Wishing you a terrific day.

This lesson is titled “What were the roles of religion in the Middle Ages?” The lesson begins with an Odd One Out Starter Activity which gets students thinking about the Key Question. Lesson aims and graduated objectives (all will/most will/some will) are then introduced. After this there are slides of background information to allow for teacher exposition. The main activity is a Gallery Walk where students get out of their seats and walk around the classroom making notes on the social, economic, spiritual, and political aspects of religious life in the Middle Ages. From here students create mind maps and show them to their peers. The lesson objectives are revisited. The lesson concludes with a trash can plenary in which students are invited to come to the board and place a post it note with knowledge acquired in the correct category. I hope your classes enjoy this lesson as much as mine always do. Wishing you a terrific day.

This lesson is titled “What was Ancient Egyptian religion like? – Teddy Bear Project.” The lesson begins with an Odd One Out Starter Activity which introduces the class to some aspects of religion in the period. The Key Question is then introduced along with lesson aims and graduated criteria (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students will have been asked to bring in a bear before hand and in their main activity they turn their bear into one of the main Egyptian Gods. Examples of props that can be used for various Gods are given and printables are included (although students can bring in toy props and things from home to help them too). Students explain who their bear is and what the symbols represent when the objectives are revisited. The lesson concludes with a plenary activity in which they are invited to place a post it note about knowledge acquired on a bear on the board. I hope your students enjoy this lesson as much as mine always do. It makes a great corridor display afterwards! Wishing you a terrific day.

This lesson is titled “Why was the Spanish Armada defeated in 1588?” The lesson begins with a What Would You Do? Style Starter Activity in which the scene of Francis Drake playing bowls at Plymouth Hoe is told in the form of a story. The class are asked to decide if they would finish their game or immediately go and fight the invading ships. This leads into the Key Question and lesson aims. Lesson objectives are laid out and graduated (all will/most will/some will). Students are then placed into groups of four and given a different character card. They need to work together to walk around the class collating information from 10 different stations in a Gallery Walk. From this, they then choose three characters and script out a debate they might have on a TV chat show (an example is provided). The class read their scripts. Objectives are revisited and the lesson concludes with a plenary activity in which they are asked to add a thought or comment on a speech bubble around Drake to answer the question Why was the Spanish Armada defeated in 1588? I hope you enjoy this lesson as much as my students always do. Wishing you a terrific day.

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.

This lesson is titled “What caused the Great Fire of London?” The lesson begins with a Starter Activity in which the class are invited to spot the one fact which is not true. This then leads to the introduction of the Key Question and lesson aims. Lesson objectives are introduced, and these are graduated (all will/most will/some will). There are then background information slides to allow for teacher exposition. After this, students are given one of four character cards and asked to make notes as journalists by interviewing the other three but only after they have completed a 21 piece Diamond 21 activity on the most important reasons. They are are then asked to create a newspaper outlining the causes and a beginning example is given. After this, students present their findings. The lesson objectives are revisited, and the lesson concludes a Have I Got News for You style fill in the gaps plenary activity to test knowledge acquired. Wishing you a terrific day.