Double-sided A4 page, recapping some of the main aspects of the First World War. This knowledge organiser contains: Causes of WW1 Why men joined up Weaponry of WW1 Battle of the Somme & Haig’s failures

An overview quiz to be used in conjunction with the topics studied in the geog.1 textbook (Gallagher, Parish, & Williamson) Quiz includes 5 questions on each of the following topics: Planet Earth Map Skills The UK Glaciers Rivers Africa

A PowerPoint containing an overview of the themes of ‘Nationalism’. Includes information on the thinkers: Jean Jacques Rousseau Johann Gottfried von Herder Giuseppe Mazzini Charles Maurras Marcus Garvey Expansionism vs nativism, inclusive vs exclusive nationalism, nationalism vs ethnicity, and rational vs romantic nationalism. Designed as a brief overview for students already experienced with the Nationalism topic as listed in the ‘Political Ideologies’ component of the A-Level Government and Politics course (AQA & Edexcel). Specifically focused around Section C.

1 hour lesson which enables students to study the factors leading up to the downfall of Cromwell, and to assess which they think are most convincing. This includes information on: Position in 1539 Cleves marriage Influence of the Howards Execution and aftermath Includes an Edexcel style 16 mark question: ‘‘The Cleves marriage was the main reason for Cromwell’s fall from power’ How far do you agree? (16 marks)’ and a consolidation quiz at the end of the lesson (possible homework activity).

Based on the ‘Social Media Investigated’ online course for KS3 pupils. Topics within the booklet are: Introduction to Media Literacy and the Language of Persuasion Media and gender constructions Media and body image Information taken from ‘Social Media Investigated’. Images and clips from videos taken from Google and YouTube.

THIS RESOURCE IS TO BE USED IN CONJUNCTION WITH THE PEARSON EDEXCEL (9-1) GCSE HISTORY TEXTBOOK ‘ANGLO-SAXON AND NORMAN ENGLAND C1060-1088’. This resource is designed as an accompaniment to the above textbook. It contains a series of activities to consolidate knowledge within the ‘2.1 Establishing Control’ section of the above textbook. I designed this to be used as a homework resource. It contains comprehension Q&As, practice exam questions, and model answers. The aim of this resource is to consolidate knowledge of the 2.1 ‘Establishing Control’ topic, and to apply said knowledge to exam technique and skills practice. You could set this as a series of homework or introduce elements of it as activities within your ‘Establishing Control’ lessons.

Designed to be the first lesson of the Edexcel GCSE 9-1 History American West course. This lesson takes information from the Pearson Edexcel GCSE 9-1 History American West textbook. This lesson is designed for a 1 hour tutorial, or 90 minute classroom lesson. The topics within this lesson include: Who were the Plains Indians? Main tribes and location of the American Plains. Plains Indians’ society Chiefs and Council & attitudes towards governance compared to whites Warrior brotherhoods & attitudes towards defence compared to whites Attitudes towards women & comparison Methods for survival on the Plains Importance of buffalo and horses Practice Importance Question with model answer Beliefs about nature Beliefs about land and property Attitudes towards war

This is a booklet designed to give students an overview of the long-term causes of tension between the Middle East and the West, then leading up to more recent conflicts in the Middle East between nations within the Middle East and Western nations. It features information on (but is not limited to) such sources of tension such as: The Sykes-Picot Agreement First and Second Gulf Wars Imagery taken from ‘Exploring History: Trenches, Treaties, and Terror’. Information taken from, and influenced by this textbook. Designed for upper KS3 (e.g. Year 9) studying conflict and tension in the Middle East, or as an overview for GCSE pupils studying the above topic.

What problems did Queen Elizabeth I face in her early reign and how successfully did she deal with them? This lesson features information on the following problems facing Elizabeth when she ascended the throne: Succession Legitimacy Religion The economy Rebellions Mary, Queen of Scots This lesson is a fun and interactive take on the above topic. It allows students to make multiple choice decisions based on the problems listed above. Students put themselves in the shoes of Elizabeth and decide what they would do about each problem. They then compare this to what Elizabeth chose to do in history. The students then make a judgement on which problems they think Elizabeth dealt with most effectively.

A 1 lesson on the short and long-term causes of the Spanish Armada. This lesson provides students with some context on King Phillip II of Spain. It then moves onto the historic and recent tension between Phillip and Queen Elizabeth I. Students to use their judgement for the main exercise to determine which factor they think most likely contributed to Phillip launching the Armada against England. Determining short and long-term factors are another skill which is tested in this lesson. Students to consolidate their newly gained knowledge with a written consolidation task. Some images taken from Google.

Why did Catholics want to kill Queen Elizabeth I? Chronology lesson centered around how the Elizabethan government grew progressively more hostile towards Catholics during Queen Elizabeth I’s reign. Students to recognise the turning points in religious tension during Elizabeth’s reign, and the long and short-term factors leading to this tension. Designed for a 1 hour lesson. Suitable for KS3 or for a GCSE in-depth study of Elizabeth. Some images taken from Google.

1 hour revision lesson on the OCR Making of America GCSE topic. This lesson is also suitable for students studying the American West with Edexcel in terms of topical content. This revision lesson covers types of questions encountered on the exam paper with commentary from OCR and topical information to help the students answer the questions within the lesson. It features topical content on: the causes of the American Civil War, the impact of railroads, migration to the West, and the destruction of buffalo herds and the impact this had on Native Americans. Images taken from Google.

This lesson begins with an introduction to India before British arrival under the Mughals. It then focuses on early settlement of India by the British from trading stations under the EIC to territorial gains. It then discusses the reasons why Indians were unhappy with British rule by 1857 (Sepoy Rebellion). The lesson then switches to how India was governed by the British from 1858 onwards, asking the students to examine different factors such as economy, industrialisation, education, and healthcare. The students will judge whether they think British rule over India was overwhelmingly positive or negative. The lesson then asks the students to evaluate interpretations of the impact of British rule in India in line with the GCSE Edexcel History exam paper ‘Study Interpretations 1 and 2. They give different views about the impact of British rule on India. What is the main difference between these views? (4 marks)’ and also contains a miniature version of the 16 mark Q found on Edexcel paper 3 ‘How far do you agree with Interpretation 2 about the impact of British rule on India? (4 marks)’. There is an optional homework consolidation quiz at the end of the PowerPoint. This lesson can take between 1 hr to 1.5 hr depending on whether one of the source questions is used as a discussion question. Ideal for those teaching British Empire at KS3 who are currently training pupils to answer Edexcel style questions. Some information taken from Oxford AQA GCSE History and Exploring History - a pathway to Edexcel GCSE History. Some images taken from Google.

1 hour lesson designed for the Crime & Punishment module of the Edexcel specification. This lesson includes information taken from the Edexcel revision guide. It specifically focuses on similarity and difference in law enforcement and change and continuity in law enforcement over a 1000 year period. Designed as a revision lesson.

Crime, punishment & law enforcement, 1900-present. Designed as a 2 hour tutorial lesson - perfect for a revision session. An extensive, knowledge-rich lesson which includes information on the following: Crime: Definitions of crime Attitudes towards social crimes Old crimes resurfacing as new crimes 16 mark question practice on the above topic Law enforcement: How policing changed Developments in science and technology in police work Crime prevention Specialism within the police 4 mark question practice on the above topic Punishment: Capital punishment & changing attitudes towards it Derek Bentley Punishment of juveniles Changes to the prison system Reform and rehabilitation 12 mark practice question Case study on conscientious objectors and 4 mark practice question & consolidation quiz on the information in this PowerPoint. All information in this PowerPoint taken from the Pearson Edexcel GCSE (9-1) History: Crime and Punishment c1000-present textbook.

This lesson introduces/recaps the Reform of Parliament breadth study component of the Edexcel A-Level History course ‘Protest, Agitation, and Parliamentary Reform in Britain, 1780-1928’. This lesson includes information on: The political situation in 1780. This includes the county franchise, the borough franchise, size of the electorate, and elections and interests. The pressures which existed for change and the reasons for resistance. This includes the impact of the French Revolution and post-war unrest, 1815-30. This lesson tests skills such as: Recall of key words Judgement line on the political situation - to what extent did each represent the people of Britain? Comparison on pressures and resistance - which was the most significant? Knowledge quiz This lesson includes images sourced from Google.com, and extracts taken from the textbook ‘Protest, Agitation, and Parliamentary Reform’ by Peter Callaghan, Edward Gillin, and Adam Kidson (Pearson Education Limited, 2016)

For use with papers 1 + 3 (AQA A-Level Sociology) Designed as a 1 hour revision lesson. It tests and recaps the students on: Qualitative v quantitative Interpretivists v positivists validity, reliability, objectivity, and representation advantages & disadvantages of primary & secondary data The next part of the lesson is student led: in pairs or small groups they are to assess strengths and limitations of each type of data. To consolidate their learning within this lesson there is a practice exam Q at the end of the PowerPoint: ‘Outline and explain two problems of using primary qualitative methods in sociological research. (10 marks)’ There is also a mark scheme included from AQA so there is the possibility of peer-assessment within this lesson. There is an optional homework activity included also which is a quiz which tests the students’ knowledge from this lesson.

This resource includes information on the Scramble for Africa and the takeover of Egypt through the Suez Canal. The lesson is introduced through discussion activities on the European nations which took over African land. The lesson then moves on to motivations for colonising Africa and the various reasons for this, inc. religion, competition, territory, economy. Following this, there is a discussion on the attitude of Cecil Rhodes towards Africa - focusing mostly on racial motivations for colonisation. This is followed by another discussion activity on what students’ think was the most significant motivating factor for European expansion in Africa. To conclude the lesson, there is an exam practice activity which includes two sources. The current question reads ‘How useful are Sources A and B to a historian studying attitudes to European expansion in Africa?(8 marks)’ but this can be modified to suit other exam boards. This lesson was designed for a 1 hour KS3 (high-ability) lesson but can be adapted for various modules across GCSE level. This lesson uses information and images from the textbook ‘Thematic Studies, Oxford AQA GCSE History’.

A specific lesson on the AQA ‘How Convincing’ GCSE question aimed at high-ability pupils (targeted grades 7-9). This lesson provides in-depth tuition on how to break down the question, gives samples of what to do and what not to do, and gives the pupil an opportunity to reflect on their own exam skills and then apply them to sample questions. This lesson focuses on the Norman England component of the AQA, and contains sample material focused on this topic. This lesson is ideal for those teaching Norman England, but the topical material could be replaced with interpretations and subject matter from a different topic within the British Depth Study. The author has been trained by AQA in how to approach and mark this question.

This lesson is based on Crime from the Early Modern section of the course ‘Crime and Punishment through time 1000-present’ on the Edexcel specification. This lesson should be used in conjunction with the Pearson Edexcel GCSE History textbook as much of the content is influenced by it. This lesson was written as a tutorial lesson and so incorporates a lot of factual information about crime during the early modern era. It also offers opportunities for applying this knowledge to exam style questions found on the Edexcel GCSE. This lesson can be adapted to suit a classroom environment by practising the exam style questions based on factual information gained from this PowerPoint.