This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities and accompanying resources are all included. Aims and Objectives: To know what the Commonwealth was/is. To know the type of work carried out by Commonwealth members during the war. To understand why Commonwealth members signed up. To reach a judgement on how well people from different races were treated during the war. Activities include a starter which defines the Commonwealth and asks students to memorise countries from a map against the clock before playing last man standing. A series of sources are then used to list the reasons why Commonwealth members signed up. There are three versions, including a simpler SEN version and a subsequent version which involves highlighting instead of writing. After watching the BBC newsreel “West Indies Calling” to note done the range of jobs carried out by members of the Commonwealth, we then analyse their treatment using a series of source cards. We test the hypothesis “Commonwealth members faced racism during WW2” by arranging them from agree to disagree. Consideration is also given as to whether relations improved. This leads into the final verdict on whether the BBC newsreel was being truthful about the treatment of Commonwealth members during the war.

This KS3 unit of work aims to contextualise the unit of study on WW2 by providing an overview of the key events. It should take between 1-2 hours to complete. I use it near the start of the course before focusing on certain events as depth studies. The Power Point leads students through all activities with all accompanying resources included. Aims and Objectives: To know the main events of WW2. To understand why certain events are of particular significance as turning points. To make a judgement on which events were the most important turning points. Activities include a fun competition starter which recaps on the causes of WW2. Students try to guess the words using a series of images (non historical- just sound right). Having defined a turning-point, students then use the detailed information booklet to make brief notes on the significance of each key event. Finally, they produce a paragraph answer explaining which event was the most significant and why.

Before looking at the reigns of each Tudor monarch in KS3, I start with this lesson underlining the differences between Catholicism and Protestantism. It really helps with the understanding of each ruler’s actions later in the Tudor course. Aims and Objectives: To know how a Catholic and Protestant church look different. To know the main differences in beliefs between the two types of Christianity. To understand why Catholics and Protestants practised their faith differently and why they both felt so strongly about this. After a short parody video on the Reformation, we start by comparing and analysing the diagrams of a Catholic and Protestant church. Students then complete the colour-code activity setting out the different beliefs. There’s an SEN version of the colour-coding which I replace the longer version with when teaching nurture groups. Students then demonstrate their understanding by creating a poster supporting one of the denominations. This is generally set as homework and as a competition. The plenary asks students to identify whether a range of beliefs are Catholic or Protestant using the “C/P” cards to ensure they all have to get involved.

This KS3 unit should take around two lessons to complete. The Power Point leads students through all activities with accompanying resources. Aims and Objectives: To know why the Stuarts and King James I were so obsessed with witchcraft. To know how witches were spotted and tested. To decide how fair these trials were. To balance our view of the Stuarts by considering their scientific advances. The first lesson starts with a mystery image of the trial of Mary Sutton by water. We then examine King James’ theories surrounding witchcraft and consider how the Stuarts’ obsession also linked in with the religious tensions of the time. Students read the passage on the famous Pendle Witch Trial and answer the comprehension questions. There are a lot of individuals involved in this event, so I generally work through it with them. They link King James’ witch spotting techniques to complete a grid determining how many of these criteria are met by each of the suspects. Students then make their on verdict using their grids which will tend to by “guilty”. However, when questioned, most students are already questioning thee methods and feel they were not guilty. The second lesson introduces Matthew Hopkins and the idea of witchfinding. The Horrible Histories witchfinder advert brilliantly demonstrates how ludicrous this process was. The students then complete a piece of writing whereby they go back in time and defend those who were accused of witchcraft using modern-day understanding. We end the unit by balancing out the Stuarts’ superstition with some work on their scientific advances. This worksheet can also be set as a homework.

This KS3 unit should take around two hours to complete. The Power Point leads students through all of the activities with support and all resources referred to are included. Aims and Objectives: To know the main events which led up to the outbreak of civil war in 1642. To pick out the key reasons/causes and sort these into categories. To explain your understanding of the causes in an essay using PEEL. To reach a judgement on which causes were the most/least important. Activities include a starter which links this unit to current civil wars and defines “civil war”, an analysis of Charles I’s personality using a portrait and facts determining how this contributed towards the conflict, searching for evidence to support the three key factors of money/religion/power in a written passage (SEN version of passage provided), an introduction and worked example of PEEL paragraphing, an assessment essay aalysing causes with a plan and SEN writing frame (mark scheme inlcuded).

Three one-hour lessons with all activities explained on Power Point. The focus is on continuity and change between 1750-1900. Once students understand the basic changes which took place during the Industrial Revolution, they carry out more detailed research and analysis using the information provided. They also develop their knowledge of key terms for this unit via a homework and key terms test. The lessons end with an assessed piece of writing analysing areas of change and continuity (writing frame and mark sheet included)

This KS3 lesson should take at least one hour. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the main events of the Great Fire of London. To figure out what caused it, why it spread so quickly and who/what was to blame. To understand how it changed London forever and decide overall if it was a good or bad thing for the city. Activities include a question formation/answer starter whereby students form their own who, what, why, where, when and how questions and then see how many they can answer using the short video. We then sort the cause cards into evidence that the fire was intentional/a plot vs. an accident. We then move on to consider the effects by comparing a picture of London before and after the fire. Having gone though some facts on the extent of the improvements made to the city, students write a paragraph answer deciding whether, on balance, the Great Fire of London was a good or bad thing.

This nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.

This lesson uses contemporary sources, including photographs, news reel and written accounts to investigate the Blitz and whether “Blitz Spirit” was real or simply an example of propaganda. In the starter, students contrast images of “Blitz Spirit” with an account of the true horror of the Blitz. They consider the propaganda content of a British news reel clip. Students then complete a card sort activity by placing sources in a line to consider those which support the idea of “Blitz Spirit” and those which discredit it. They can then write-up their overall verdict. The home work activity asks students to study a range of WW2 images, considering which they would censor and which they would publish.

This KS3 lesson should take one hour to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To know the main reasons why each of the contenders thought they should be king. To understand why it is difficult to know what really happened. To consider who had the strongest claim and explain our choice (reach a judgement). Activities include a fun and slightly silly Pictionary starter on the key words for this unit. Students then use the information sheet to make notes on each individual’s claim to the throne. There is an SEN version where students can draw lines from facts to people. There is also a G&T extension which asks students to look more closely at source material on this topic. Students then show their understanding through writing a paragraph answer to the question “Who should be king?”.

This KS3 unit should take around 2 hours to complete depending upon how detailed you want the final letter to be. The Power Point leads students through all activities, giving answers when required. All accompanying resources are included. I showed my classes an extract from the film Goodnight Mr Tom as part of their research, although I have not included a clip here and you would need to source your own DVD or find a clip on YouTube. This would officially make your department the only one in the country not to have this DVD in a store cupboard. Aims and Objectives: To know the main facts surrounding evacuation- who, what, why, where and when? To understand the great range of experiences and types of people effected, considering the impact upon their lives. To create a piece of empathetic writing exploring these ideas. Activities include a short video starter where students use the clip to answer the who, what, why, where, when and how questions about evacuation. A cloze exercise quickly summarises the key facts. Students then sort the attitude/feeling cards from positive to negative. Using the source booklet, they carry out independent research into the range of evacuees, hosts and feelings/attitudes expressed. They are to try to find concrete examples to illustrate the attitudes/feelings on the cards. The following lesson has a quick recap quiz. Students then demonstrate their understanding through writing an evacuee letter home, describing the process of evacuation and expressing thoughts/feelings to show empathetic understanding.

This KS3 lesson should take around two hours to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To think about and discuss the main reasons both for and against banning slavery (from our own opinions and ideas held at the actual time). To put these arguments into categories and rank their importance. To know the key events which led to the banning of slavery and sort this information into key factors. To write up our findings in an essay style. Students evaluate to arguments for and against abolishing slavery across the British Empire. They categorise and rank the various reasons historically given. They then categorise the key reasons into those relating to the economy, the slaves themselves and the Abolitionists. This leads into an essay-style written assessment. A writing frame and mark scheme is also provided. To assist with the review of this assessment, there are explained samples paragraphs and a conclusion.

This KS3 lesson should take around one hour to complete. The Power Point leads students through all activities with accompanying resources included. Feedback/answers are also provided when required. I use this lesson at the start of our scheme of learning on WW2 as it clarifies the political landscape in the 1930s and provides students with the necessary vocabulary and political understanding. Aims and Objectives: To know the different types of political systems and link them to 1930s pre-war politics. To understand how they are similar and different. To consider their strengths, weaknesses and impact on people’s lives. Activities include a video starter which uses a short cartoon to introduce key political concepts. Students use this to match definitions to concepts and then consider what type of political system we live under. They then categorise a series of facts according to the belief system which they describe. As an extension, students list all the differences between democracy and dictatorship and then compare the similarities and differences between communism and dictatorship. Finally, students write a paragraph explaining which system they would most like to live under and why.

This KS3 lesson should take at least two hours to complete. The Power Point leads the students through all activities with accompanying resources. Aims and Objectives: To know the main events leading up to Becket’s murder. To have ideas about who was to blame and why? LESSON 1: Activities include a recap on the feudal system and a discussion on how the role of the Church could cause problems for the king. A whole class reading of the story with initial thoughts on blame. An analysis of Edward Grim’s first-hand account and source bias. A storyboard homework to consolidate the key events. LESSON 2: A starter which recaps the main events through matching pictures to sentences. A card sort where students group information into evidence that either Henry, Becket or the knights were to blame. A final write up with writing frame provided where students explain how each person/group might be to blame before reaching a conclusion.

This KS3 unit will take at least two lessons to complete. The Power Points lead students through all activities with accompanying resources included. LESSON 1: Aims and Objectives: To be able to define apartheid. To understand how and why apartheid existed. To be able to explain how apartheid affected people in South Africa. LESSON 2: Aims and Objectives: To know some facts about his life. To understand how Mandela’s life was linked to apartheid. To reach a judgement on whether Mandela’s campaign was more peaceful or violent. LESSON 1: Activities include a role play starter whereby students enter the room according to eye colour and are treated differently. They are asked how this made them feel. Key terms for this unit are then linked to their definitions. A short video is used to answer students’ who, what, why, where, when and how questions on Apartheid. Students then read through the fact cards and pull out those which are untrue. The remaining facts are sorted from the most to the least oppressive. Finally, students write a paragraph summarising what they have learned so far. LESSON 2: Having watched a 4 minute biography, students complete a cloze exercise on Mandela’s life. Using a Mandela quote, they consider what method he claims to have used to end Apartheid (co-operation with enemy). Students then use the timeline to find evidence to test his claim that he worked with his enemies, rather than fought against them. They end the lesson with a paragraph answer to this debate.

This KS3 lesson provides an overview of events and then analyses the reasons for the Allied victory in WW1. The Power Point leads students through all of the activities. After a brief introductory video, the students rate the level of the Allies’ success through seven closing stages. Having gained an overview of events, students then carry out a range of analytical activities using the cause cards provided. They are asked to group the cards into Allies’ strengths vs. German’ weaknesses, long vs. short term and then group them into social, military and economic. After reading a worked example of an explanation of military reasons, students select either social or economic reasons and produce an explanatory paragraph to demonstrate their understanding.

This KS3 unit should take 2-3 hours to complete. The Power Point leads the students through all of the activities with accompanying resources included. Advice on writing technique is also included. Aims and Objectives: To know the main events of the Battle of Hastings. To understand the main reasons why William won. To reach a verdict on which reasons were more or less important. To be able to write up your ideas as an essay. Activities include a starter which asks students to draw inferences from the Bayeux Tapestry, followed by a short video which recaps prior events and then shows the key events of the battle. Students use this knowledge to cut out the jumbled events and match/stick them onto the storyboard. There is an extension on source bias using William of Poitier’s account. Initial on why William won are recorded in a thought-shower. Students then complete a card sort activity, categorising the reasons why William won into William’s strengths, Harold’s weaknesses and luck. There is an SEN version of simpler cards with a sorting grid included. Essay writing and PEEL paragraphing is then introduced with a worked example of poor-good paragraphing using PEEL. Students write their answers in essay style using the writing frame provided. A mark scheme is included.

This KS3 lesson introduces the concept of propaganda and censorship. The Power Point leads students through all of the activities with accompanying worksheets. The famous Lord Kitchener poster is used to introduce the methods used in propaganda. Students define propaganda and censorship before thought-showering types and availability in WW1. In small groups they freeze-frame a range of propaganda images and discuss their messages/methods. With livelier classes at the end of the day, I’ve sometimes gone straight onto the worksheet analysis and left this part out though. Students then make their own propaganda posters using the techniques they have learnt. I use this as a competition and display. This will either take one lesson and a homework or two lessons.

This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.