A lesson featuring a chronology activity for students and an opportunity for extended writing and source analysis. Students can cut up the cards and have students arrange them into the correct order. Answers: B, F, E, A, G, C, H, D YouTube link covers causes more than events - but a great lead-in. Potential questions to ask students either orally or as written answers:- Questions – answer in any order: Do you think that the peasants were right to march to London and attack the city? Or should they have protested differently? Why? Was there a point where it became a real threat to the monarch’s power? Why? / why not? What do you think of King Richard tricking the peasants at the end? Why? Should the peasants have gone home when they were promised what they wanted? Why? / why not? This could be turned into a storyboard or article afterwards.

This is a card sort designed to allow students to categorise and prioritise reasons that the Peasants’ Revolt started. More able students can use the cards to explain their thoughts on the most important reason for the revolt. It could be done as a venn diagram using the second sheet.

A lesson on the development of Medieval Parliament. Students begin by discussing what they know about Parliament today. They then look at information on the slides, which should be printed off and stuck around the classroom. They fill in thee activity sheet as thy look around.There are extension questions for the more able students at the end of the activity sheet. Students complete a judgemental paragraph at the end of the lesson. There is a writing frame and key words to help less able students.

This is a source based assessment in which students look at a source about King John, and decide how accurate it is. A writing frame and mark scheme is included. The mark scheme applies NC levels, but can easily be converted to GCSE-style grades.

A lesson on the development of thee British Empire. A blank copy of a world map is attached for a labelling exercise of the colonies of the Empire. Students complete card sorting activity on the reasons for the development of the empire. They can be challenged to come up with their own categories, or those on the table in the PowerPoint can be used. It can be done as a diamond 9 activity for more able students. There is a differentiated copy for lower-ability students. Students can decide on the key reason(s) and give their own explanation. It could also be one as a venn diagram using the venn diagram template, Finish by explaining the main trading routes, and have students draw these on their blank map.

A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

This is a lesson for Key Stage 3, looking at the events of the First World War. It is designed for near the end of a module on the First World War. Students place events on a timeline and decide whether each event was a victory for the Allies or Germany. They reach an understanding of how the war unfolded and why it did so. They are challenged to think of a turning point. Students then look at a range of memorials, and think about why they are developed in such a way - location, design etc. They can then design their own memorial.