This complete lesson plan with image based resources can be used to explore how the language of these government posters is used to persuade and inform.

This lesson is based on the story of the sinking of the Titanic. Using the sources pupils can find out about the passengers on the Titanic to find out about those who drowned and also the survivors.

This lesson encourages pupils to examine and investigate the British reaction to the outbreak of the French Revolution through the use of primary source evidence.

This lesson asks pupils to develop their understanding of the war on the Home Front. Through primary source analysis it examines how those involved on the Home Front were encouraged to deal with the war and the problems that shortages and uncertainty created.

This lesson offers graphic evidence of the cruelty on which enslavement was based and considers details about the way enslaved African society worked and how they were punished.

A lesson plan on Victorian homes. Pupils are gradually introduced to sources on Hackney, starting with a small map section, then photographic evidence, concluding with the census.

A lesson plan which enables pupils to learn about the plague and to learn how the lives, beliefs, ideas and attitudes of people in Britain have changed over time.

A lesson plan and resources for children to learn about the life and work of Florence Nightingale.

A lesson plan with resources to study The Gunpowder Plot.

The lesson plan and sources helps pupils to look at conflicting evidence and assessing their reliability and to develop an understanding of the various ways Hitler is portrayed.

This lesson could be used in the context of the history of Crime and Punishment, or as an illustration of one aspect of life in Victorian Britain.

This lesson asks pupils to investigate the early contact between Europeans and Native Americans. Using primary source diary extracts, pupils are able to understand and appreciate the first encounters between European settlers and the indigenous people of North America.

This lesson could be used for History at key stage 3, within the development of Church, state and society in Medieval Britain 1066-1509. The activities also support the key stage 3 literacy strategy for the development of writing. Students can attempt to locate the English words within the Latin original, and consider the development of the English language. The simplified transcript aims to add some clarity to the meaning of the document but does require some explanation or class discussion. Finally, the questions could also be used with key stage 2 pupils, fitting in with studies of Edward the Confessor as well as contributing to the key stage 2 numeracy strategy.

This lesson can be used ofr KS1, KS2 and KS3. It looks at the story of the fire of London through evidence relating to some of the key characters - Thomas Farrinor and Charles II.

It has previously been assumed that paupers themselves had little knowledge nor understanding of the legislation governed their position, yet letters sent to the poor law commission from across England and Wales challenge this notion. In fact there is evidence that paupers were frequently writing to contest the way that they were being treated, complain about actions of their Guardians and in some instances even quoted specific parts of legislation in an attempt to change their lives. The legal terminology contained in the letters written by the poor, and the inferences that historians can make from this is a fascinating challenge to students of both History and Law related subjects. This resource aims to demonstrate, through a selection of letters and accompanying tasks, how paupers were active in exercising what they believe to be their ‘right to relief’ and were in fact agents who held the Poor Law to account. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson will explore the topic of food, placing it within the wider context of the enquiry question of ‘What was life like for a child in the Victorian Workhouse?’. This lesson will allow the children an opportunity to explore a range of primary sources, also to draw comparisons towards Charles Dickens’ ‘Oliver Twist’. This will support the children’s’ understanding of historical interpretation. The key historical aim for this lesson will be to use primary sources to support the understanding of a period in time. They will also be able to draw comparisons between their lives today and understand what life would have been like in the past. This lesson will support an exploration of the Victorians where it is either your post 1066 unit or linked to local history, for example if you have a local workhouse that is now a hospital or converted for other uses. It could also be used if you were exploring children’s experiences through history. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson explores source material in the form of letters written by Paupers which were sent to the Poor Law Commission in London, generally complaining about the treatment and conditions the pauper children were enduring. The pupils will analyse up to 3 individual letters (see below) to gain an understanding of some of the things which happened to children during this time. This lesson focuses on Schools and is part of a series of lessons which include a focus on Southwell Workhouse followed by two other lessons focussing on clothing and food. You can choose to do individual lessons , or all of them, depending on your context and objectives. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This resource is designed for a KS3 year 8-9 class with prior knowledge on the Victorian Workhouse. It could be used as a partner lesson for the already existing source lesson using the 1837 poster. The lesson examines the Victorian Poor in their own words and seeks to address the common misconception that the Victorian Poor were helpless when in the workhouse and accepted the consequences of becoming a pauper and being institutionalised. This resource is designed as a full lesson and has a section for lower-ability students, depending on whether you wish to differentiate. This lesson would best be used as part of a scheme of work on the Victorians and life during the Industrial Revolution. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson and sources focus on the experiences of immigration of West Indian people to the UK between 1948-1970 including the Windrush.

Very few people had the right to vote in the late eighteenth century. Politics and the running of the government was limited to a small number of wealthy people and certain people later called radicals, questioned if this was the best way of government. The most important radical writer at this time was Thomas Paine (1737-1809). Paine was born in Thetford in Norfolk and later moved to America where he played an influential role in drafting the Declaration of Independence. He later travelled to France and became involved in the French Revolution, working with the leaders to produce the ‘Declaration of the Rights of Man’. Paine wrote a book called ‘The Rights of Man’ which said that everybody should have the right to be involved in government. His book sold half a million copies and was read by many more. It was frequently used as the discussion topic for political groups called corresponding societies. Thomas Paine supported the development of corresponding societies, which grew up across the country in the 1790s in Derby, Dundee, Edinburgh, Glasgow London, Perth, Norwich, Nottingham and Sheffield. The societies aimed to gain public support for parliamentary reform including annual parliaments and universal suffrage. Using the original documents in this lesson, find out how Thomas Paine and other radicals demanded change in how the country was to be governed. How did the government respond?