A Lesson that looks at how the Civil Rights movement became more militant in the 1960’s students look at Malcolm X, Nation of Islam, Stokley Carmicheal, Black Panthers and the Race Riots. There are a a few sources including speeches, news reports and quotes for students can analyse to build up the picture as well. Students compare this with the early non violent direct action. Students can plan a GCSE styled question.

A lesson on the causes of prohibition for a 3 year GCSE for AQA America 1920 -1973. The lesson looks at what was prohibition and focuses on why it was introduced, there are a range of sources for students to look at and work out their message using the knowledge just gained. The starter is the recap wheel which once clicked will spin and land on a topic that the table must list everything they can remember about it. There is also a GCSE question with sentence starters for students who need it and throughout the lesson there are challenge tasks to stretch the top end.

This lesson looks at who and why did people oppose the New Deal, students look at the political spectrum and understanding of left and right wing. Why did Roosevelt face criticism of his policies? The lesson includes challenge tasks, and interpretation questions with sentence starters. This lesson forms part of a SOW for AQA 1920 - 1973 Opportunity and Inequality.

This lesson forms part of a SOW on the Industrial revolution. This lesson looks at surgery at the beginning of this period. Students look at the problems that exist and the following lesson looks at how this changed. There is a reading and a source task, there is scaffolding and opportunities to model the task for students.

This lesson looks at why were the Civil Rights Acts passed and what were their impacts, including assassination, selma and riots. Lesson includes extracts from each law to read through, a worksheet to complete during the lesson. There is a GCSE styled question with sentence starters and a model paragraph.

A lesson that looks at the tactics of the Vietcong and evaluates their effectiveness against the USA. Students can choose to complete a worksheet or write a report using the info back. I like to put all the info in a brown envelope and stick the case file sticker to really make it a bit cheesy. Students then complete GCSE questions which have writing frames to aid lower ability. There are challenge tasks to stretch the top end.

A lesson that looks at the work of Florence Nightingale and Mary Seacole. Students compare the work of the two nurses, students look at their efforts during the Crimean war and their impact. Lesson includes a source question with a worksheet to build up to answering the question. Then there is a choice of essay question

A lesson that looks at how Hoover dealt with the depression, students look at how his actions affected America and whether he deserves his negative reputation. The lesson includes a interpretation question with sentence starters and challenge tasks through out to stretch the top end. This lesson forms part of a SOW for AQA America 1920 - 1973 Opportunity and Inequity

A lesson that look at the significance of the Roman’s students investigate Roman public health, government, roads, and treatment of the Celts. This is combined by completing a star diagram with a mixture of Christine Counsel’s categories of significance. There is a writing frame for a GCSE styles question.

First lesson in a SOW that looks at the Norman conquest. Students have to read the information about two of the claimants and then choose one to write a speech about as if they were that king and why he should become king of England after Edward the confessor. There is a writing frame for weaker ability students writing a speech as if they are William.

A year 7 lesson that attempts to build on historical source skills. This lesson works well after a lesson that looks at the tapestry in a bit of detail. Students use information from the previous lesson with the quick recap of the Bayeux Tapestry. Then as a class or as a solo task students go through the nature, origin etc to work out if the source is useful. This culminates into a GCSE styled source question. There is a writing frame to aid with writing. Include an interactive plenary where students vote using the Poll slide as to whether the tapestry is useful or not.

This lesson aims to get Year sevens thinking about sources and their provenance. Students use the card sort to work out the story of the bayeux tapestry and to then work out from the source how we know it supports William. The aim of the lesson is to be able to answer a GCSE source question. There is a writing frame included for those who need help with writing.

A selection of key words about the United States from the 1920’s to 1945. It cover the America Boom, Great Depression, New Deal, Second World War and more. All the key words have images to help prompt students. These are great for revision. I print them so that 8 are on 1 page so they are smaller. Then laminate Following tasks can be completed with them: - Students have to define key words given to them - Students have to group key words that link together -Students can write definitions of the back and test each other. - Give a table the whole back and time them whilst sorting them into groups of defining them. - Use these are cards for dictionary/taboo/ charades

This lesson is aimed at looking at how the monarchy’s power changed under King Richard II. Students look at why the Peasant’s Revolt happened under king Richard. Students are challenged to think what this shows about the power of medieval monarchs. There is a GCSE styled question with sentence starters for the less able. There are challenge tasks to stretch the top end. There is also a literacy focus as well, where students need to correct literacy mistakes. There is also a model answer where students use it provide template and to redraft their work. They can also discuss what is good and how they could improve it.