Full lesson for Edexcel GCSE History (from 2016)(9-1) Richard & John unit, Lesson 4: Role of the Church Lesson is designed as a work booklet which can be completed independently.

Full lesson for Edexcel GCSE History (from 2016)(9-1) Richard & John unit, Lesson 1: Kingship and Personalities Lesson is designed as a work booklet which can be completed independently. Comes with accompanying powerpoint. Requires use of internet or textbook for research section.

Full lesson for Edexcel GCSE History (from 2016)(9-1) Richard & John unit, Lesson 1: Introduction and the Feudal System Lesson is designed as a work booklet which can be completed independently.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 14: Consequences of the War of Independence Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 13: Why did America win the War of Independence? Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 12: War of Independence Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 11: Continental Congresses and the Declaration of Independence Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 10: Why did British America begin to rebel against its mother country? Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 9: Aftermath of French and Indian Wars Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 8: French and Indian Wars Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 7 The Enlightenment Printable lesson designed as a work book. Students to find the answers the questions either by searching online or by using the textbook.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 6: Revivalists and the Great Awakening Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 5: Problems Within the Colonies, looking at the New York Conspiracy, Stono Rebellion, and smuggling and trade. Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 4: Impacts of Slavery Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 3: Impact of Slavery in North America Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 2: Developments in Colonial Society Printable lesson designed as a work book, with additional fact-finding resource.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 1: Introduction to British America Lesson designed as a printable workbook. You will need to add a video on the British Empire for page 5.

This lesson was designed for Edexcel History GCSE, Paper 1: Crime & Punishment. This lesson was designed for the Whitechapel depth section of the paper. Lesson enquiry: How did stereotyping of immigrant communities impact crime in Whitechapel? Learning objectives: To know the different immigrant groups in Whitechapel and why they came to London. To understand where stereotypes about each group came from. To be able to evaluate the impact of tensions against immigrant communities on crime & punishment in Whitechapel. Download contains: Full lesson with printable resources (slides 8, 10 and 13). Five possible exam questions (for the Edexcel paper) on the topic. All were taken from the Pearson and Hodder exam-approved textbooks. Some teacher knowledge on the roots of anti-Semitism and demands of the exam board are required. Not a whiz-bang lesson but very straightforward and hopefully useful!

Two full lessons explaining the Brexit referendum and the current deadlock in parliament. Planned for Year 8 but would probably be fine for any secondary age. Special care has been taken to make sure the lessons are unbiased and they have been checked by leave and remain voters. Lesson one: Lesson enquiry: Should we leave or remain in the EU? Learning objectives: To know what the European Union is. To understand the arguments for and against Brexit. To be able to say which way you would have voted in the Brexit referendum. Lesson activities: Bell work/starter: students to write any questions they have about Brexit on a post-it note. Second starter: match the Brexit terminology to the definition. Teacher talk: explain what the European Union is and the 3 key features of being a member of the EU. All required knowledge is provided on the slides. Video: students to watch the video and note down the role of the European Commission, the European Parliament and the European Court of Justice. Sorting activity: students to sort the arguments for leave and remain. 7 arguments on each side provided. Extension tasks provided. Class debate: debate whether the UK should leave or remain in the EU in the parliamentary style, with one student appointed as the Speaker. You can take this a step further and divide the class into the government and the opposition if you like. Plenary: return to the post-it notes from the start of the lesson and see which ones students can answer now. Save any they cannot answer for next lesson. Exit ticket: before students leave, get them to drop a post-it note in the ballot for “leave” or “remain”, depending on which way they would have voted in the referendum. Lesson two Lesson enquiry: What should Brexit look like? Learning objectives: To know what has happened with regards to Brexit in the 2 years since the referendum. To understand the different options being debated in parliament currently. To be able to evaluate what you think the best option for the UK is moving forward. Lesson activities: Starter: quiz recapping learning from previous lesson. Show students the Brexit timeline from Jun 2016 - present day and think pair share why they think Brexit is taking so long. Linking back to previous lesson. Give students the sheet with Theresa May’s Brexit deal on. Students to read through and do a thought bubble each for what a supporter and an opponent would think of it. Teacher talk: explain why May’s Brexit deal has been rejected twice by parliament (Irish backstop issue). All necessary knowledge is on the slides. Link with optional videos on the N.I. situation provided. Opportunity for students to discuss what they think of May’s deal and the backstop issue. Teacher talk: explain what’s happened recently and what could happen next with regards to Brexit. All information provided on slides. Students to discuss/debate what they think should

This resource may be useful for: English teachers teaching Shakespeare, History teachers teaching Shakespeare/Henry V, History teachers seeking Medieval kings Top Trump resource Lesson enquiry: How useful is Shakespeare for a historian studying Henry V? Learning objectives: To know what makes a good Medieval king. To understand reasons why Henry V may be considered to be a good or a bad king. To be able to assess the usefulness of Shakespeare’s play using historical evidence. Context: This lesson was planned for a Year 7 class as a one-off history lesson to support a study in English of Shakespeare’s Henry V. The lesson intends to provide historical context to the play and encourage students to question Shakespeare’s portrayal of Henry. It was observed by an Ofsted inspector who commented that he “could not think of an improvement which wasn’t nitpicking”. Lesson activities: Watch the video (embedded) on Shakespeare’s interpretation of Henry V and make notes/discuss. Use Medieval king Top Trump cards (provided) to assess which Medieval kings were good/bad and what makes a good king. I have found it useful to get students to think in terms of morality (being a good person or a good Christian) and effectiveness (getting the job done), as this helps them to articulate that a king may be very effective but very immoral. Teacher talk introducing Henry V. Brief discussion about Henry’s most famous victory, Agincourt. Was Henry a good/bad king? Card sort activity. Students to sort cards onto a continuum for good or bad king. Analysis of Shakespeare’s interpretation, considering attribution. Students to tick the cards on their continumm which support Shakespeare’s interpretation. Discussion around usefulness/validity of Shakespeare’s play. Plenary - two things you learned, one thing you’d like to learn, your opinion of Shakespeare’s play. Resources provided: Full lesson powerpoint with activities clearly written. Embedded video of Shakespeare’s interpretation of Henry V (let me know if this does not work). Continuum sheet, to be printed 1 per pupil on A3. 14 cards with balanced information about Henry V, to be printed 1 A4 sheet per pupil, cut up and enveloped. 8 Medieval king Top Trump cards, to be printed 1 A4 sheet per pupil, cut up and enveloped. Kings featured: Henry V, William I, Edward III, John, Richard I, Stephen I, Richard III, Henry II.