How did conditions change for women in the 19th century? (Women’s Suffrage) This resource contains: 1x PowerPoint 3x Information Sheets This lesson focuses on the secondary order concept of ‘change over time’ and questions how did conditions change for women in the 19th century. Students use the information sheets to create a timeline of the key changes in four key areas and then assess how much change there was and whether the change was positive or negative.

How was Rome’s Hierarchy Structured? - Lesson 3 (Politics of the Late Republic - NEW A-Level) This resource contains: 1x PowerPoint 1x Worksheet 1x Information Sheets 1x Homework Research Worksheet These lessons work well with the OCR Classical CIvilisation textbook - ‘Politics of the Late Republic’. This lesson introduces students to how ancient Rome was structured socially and reflects the similarities and differences between society today. Students first think about how a school is structured and about the power each group has. Next students use the information sheets to complete their worksheet on Roman social hierarchy. Finally students question what problems this social hierarchy could cause in Ancient Rome. A homework worksheet is used in this lesson. It provides the content for Lesson 5.

What political factions were present in Ancient Rome? - Lesson 5 (Politics of the Late Republic) This resource contains: 1x PowerPoint 1x Revision Quiz 1x Homework sheet (required to be completed for the lesson) This lessons work well with the OCR Classical CIvilisation textbook - ‘Politics of the Late Republic’. This lesson reflects on what students have learnt about Ancient Roman society and politics. Students are to discuss their findings from their homework research task and think about the impact on the senate and the people of Rome and other consequences. Finally students are handed a table with the different ‘factions’ in Rome and are required to put Romans they know about in each category. This lesson works well with lessons 3 and 4 on politics of the late republic which can be found here: How was Rome’s Hierarchy Structured? - Lesson 3 How was the Roman state structured? - Lesson 4

How was the Roman State Organised? - Lesson 4 (Politics of the Late Republic - NEW OCR A-Level) This resource contains: 1x PowerPoint 1x Worksheet 1x Information Cards This lessons work well with the OCR Classical CIvilisation textbook - ‘Politics of the Late Republic’. This lesson first reflects on the key terms and social groups which students learnt in the social hierarchy lesson. Next a diagram of the government of the United Kingdom is shown to explain how someone has to work their way up to become a Prime Minister, just like they did in Rome. Students then use the information cards to complete their worksheet on the Roman state. Finally a homework task is set to reinforce what the students have learnt in this lesson and provide an ancient Historian’s view which is needed for the essay questions in the exam. This lesson follows the lesson on the Roman social Hierarchy which can be found here: How was Rome’s Hierarchy Structured? - Lesson 3

This resource contains: 1x PowerPoint 1x Key Terms Glossary 1x Key Terms Test 1x Essay Planning Sheet This lessons work well with the OCR Classical CIvilisation textbook - ‘Politics of the Late Republic’. In this lesson students recap all the information they have learnt about the background to the Politics of the Late Republic and write an answer to an essay question. First students recap the key terms they have learnt by completing a key terms test. After students plan an answer to a question about the political powers of the people outside of the senate. Students do this by splitting into groups and going through their notes and then team teach other groups. This lesson works best with my other resources created on the Politics of the Late Republic, these can be found here: How was Rome’s Hierarchy Structured? - Lesson 3 How was the Roman state structured? - Lesson 4 What political factions were present in ancient Rome? - Lesson 5 Why was patronage so important in Roman life and politics? - Lesson 6

This resource contains: 1x PowerPoint 1x Information Cards This lessons work well with the OCR Classical CIvilisation textbook - ‘Politics of the Late Republic’. In this lesson students are introduced to the idea of patronage and the significance it played in Roman politics and their daily life. Students first discuss what patronage is and then use the information cards to create a mind-map on the importance of patronage in Roman politics and daily life. Finally, students use their mind-map to answer the lesson question. This lesson works well with my other resources created on the Politics of the Late Republic, these can be found here: How was Rome’s Hierarchy Structured? - Lesson 3 How was the Roman state structured? - Lesson 4 What political factions were present in ancient Rome? - Lesson 5

Homer’s Odyssey – Book VIII: The Phaeacian Games (key events) This resource contains: 1x PowerPoint Presentation 1x Key Events worksheet 1x Demodocus and Oral Poetry worksheet This lesson introduces students to Book VIII (The Phaeacian Games) of Homer’s Odyssey first by recalling the promise Alcinous gave Odysseus in Book VII. Students are then required to summarise the key events question the impact of Book VIII on the plot and audience. Finally students develop the theme of oral poetry through focusing on the character of Demodocus.

Homer’s Odyssey – Book VIII: The Phaeacian Games (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Characters & Themes Worksheet 1x Plot, Language and Theme Homework Revision Questions This lesson examines the characters and key themes in Book VIII (The Phaeacian Games) of Homer’s Odyssey. The students focus on the character of Odysseus and link the characteristics he shows in Book VIII to the key themes of the Odyssey. Finally students begin to question the importance of the Phaeacian episode to the Odyssey as a whole.

Homer’s Odyssey – Book X: Circe (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Characters and Themes Worksheet This lesson examines the characters and key themes in Book X (Circe) of Homer’s Odyssey. The students first reflect on the key events of Book X by playing matching pairs to link characters and events together. Students then examine the Odysseus’ leadership, the character of Circe and the theme of Xenia. A worksheet is included for students to map out their ideas in an effective way.

Homer’s Odyssey – Book XII: Scylla and Charybdis (key events) This resource contains: 1x PowerPoint Presentation 1x Key Events worksheet 1x Plot, Language & Theme Homework Questions This lesson introduces students to Book XII (Scylla and Charybdis) of Homer’s Odyssey. Students first recap the events of Book XI through pictures and then summarise the events of Book XII using the worksheet provided. Finally, students reflect on why Odysseus would spend the time telling this story and prolonging his journey home to Ithaca.

Homer’s Odyssey – Book XII: Scylla and Charybdis (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Characters & Themes Worksheet This lesson examines the characters and key themes in Book XII (Scylla and Charybdis) of Homer’s Odyssey. The students first reflect on what key themes are shown in Book XII and then examine how they are developed by Odysseus’ actions. Students finally examine the leadership qualities of Odysseus and question whether or not he is to blame for the death of his crew.

This resources consists of 11 lessons focusing on the origins of the Cold War. These have been created for the new AQA History GCSE and will require a textbook to provide some information (I have used the prescribed Walsh textbook). However, these can be easily edited with different page numbers for the tasks. All of the lessons have clear differentiated outcomes and expectations and the lessons are as follows: 1) What is meant by the Cold War? 2&3) What happened at the wartime conferences? 4) How significant was the bombing of Japan on East-West relations? 5) How did Communism spread across Europe? 6) What was the Iron Curtain Speech? 7) How did America react to Communist expansion in eastern Europe? 8) Soviet Reply: COMECON and COMINFORM 9) Why was Berlin blockaded? 10) What were the consequences of the Berlin Blockade? 11) Who was to blame for causing the Cold War?

A PowerPoint and series of worksheets which cover the Battle of Marathon in 490BC, the interwar period and the Battle of Salamis in 480BC. Most of the worksheets can be completed with any textbook which has information on the Persian Wars (I used Pamela Bradley - Ancient Greece) and a single worksheet of questions is based on Herodotus' account of Marathon. All the worksheets can be edited to fit your classes ability but they are automatically differentiated with different sections in which different pupils fill out to teach each other (some harder than others).

A series of PowerPoints and worksheets on Solon's reforms and their consequences. The topics covered are: Problems before Solon in Athens; Why Solon was and his background; Solon's aims in his reforms; Solon's economic and political reforms; the consequences of Solon's reforms and a multiple choice test to check the pupils knowledge on the reforms. All PowerPoints have written comments in the notes section when certain sheets or ideas could be used. The books used to find the information for the worksheets are Pamela Bradley (Ancient Greece) and Thorley (Athenian Democracy) - these are core texts for the AQA Athenian Democracy specification. However, these sheets and PowerPoints can easily be adapted to fit other textbooks.

This is a revision guide created for the AQA Athenian Democracy AS Level Course, however it is good for any exam board covering Athenian Democracy. Also, top end GCSE students. This booklet covers how Athens was before the reforms of Solon, the reforms of Solon, the Peisistratids and Kleisthenes. It has key information and is set out in a way that is extremely friendly.

This resource consists of two lessons on the Berlin Wall: 1) Why was a wall built to divide Berlin? This lessons introduces the reasons why the USSR built the Berlin Wall and also recaps the problems already encountered in Berlin between 1945-49. It introduces the topic through an excellent source and gets the students to think of what could have happened to explain that source. 2) Who came out of the Berlin Wall incident the best? This lesson gets students to assess who came out of the incident the best by getting them to group a number of different consequences. After that they use their grouping to write an answer to the question using the writing frame on the Ppt. Finally, students recap the Berlin Wall issues by creating a poster to go onto the Wall from either a Soviet or American perspective showing different interpretations - developing these for their exams.

This resource is to work in unison with the musical-movie of Les Miserables. It has sheets on all of the main characters and gets the students to analyse them and how their portrayal changes throughout the musical. Through this the teacher is able to discuss and link back to prior learning of the French Revolutions about the reasons why the 'people' were planning to revolt against the new king of France.