Fairly straightforward game for consolidating knowledge at the end of a unit, or for revising for a test. Board game is already assembled, students need a dice and a counter to represent them. Depending on what they land on, the game either gives a fact about factory conditions and instructs them to move further or back, or it prompts them to ask a question in order to advance one space. I have provided a question sheet, but you may want to supplement it with your own specific revision/ consolidation questions or get students to make up their own. A huge thanks to Paul Durnall who gave this to me :-)

A source based lesson on life in cities during the industrial revolution focusing on making and supporting inferences. A mixture of picture sources and written sources are used and a homework suggestion is included. The Learning Outcomes this lesson targets are: ALL will be able to use sources to find out information (L4), MOST will be able to make inferences from the sources (L5) SOME will be able to explain our inferences by linking the sources to each other, or our own knowledge (L6)

It was the end of term, my lovely year 7 asked me for a drama lesson, so I wrote this play. We rehearsed and performed it within just one lesson, minimum props needed. The play is several very short chunks that allows up to 32 students to have a named part. Each scene is written for between 2 and 5 students and there are 10 'scenes' so lots of people get to be Henry and lots more get to be various wives. I provided yellow cardboard crowns and some cardboard swords and we used our imagination for the rest. After each group had had 15 minutes to rehearse, to plan their entrances and props and actions etc, I gathered them all into an arena shape with a half circle of chairs in front, several tables behind so all could sit and all could see. The groups performed the scenes in order as I called them, it was a beautiful farce that was lots of fun, and lots of clapping. The most memorable part was when a group of boys enacted Jane Seymour giving birth.. lots of ad libbing! I hope you enjoy this as much as we did, I will definitely be using this again. NB I wrote it with a mixed ability class in mind so the reading isn't too challenging. To beef it up you could have a selection of keywords, or historical terms on the board and give points for groups that include them.

These assorted resources are designed to support your own teaching and provide a basis of knowledge for students to build on. They are not 'download and go' material, but do provide straightforward activities, an assessment and a research based homework task that are great if you are feeling a little frazzled. I'll talk you through what is included: * 'Evacuation Research Homework' gives students a URL and a series of questions to answer based on what they read on the webpage. * 'Evacuation Question and Answer matching task is extremely straight forward, you could use it as a starter or with an LA group it might be fun to cut out the questions and answers and ask the student to find their match. * 'Evacuation Experiences Living Graph' and 'Evacuation Experiences Events' are a worksheet and a PP that give students 5 events in the journey of the evacuee and they flip a coin to decide if they get the positive experience or the negative experience. They plot these experiences on a living graph. * 'Evacuation Accounts' is a real gem here, 11 primary source accounts of evacuation of a decent length to challenge your HA. Accounts range from recollections of evacuees to government leaflets. There is no accompanying task for this resource, but it is highly adaptable and extremely useful as a base of study. You would probably need about 2 mins to set questions from this resource and you would want to use only 3 or 4 of the sources at a time. Many Thanks to Paul Durnall who gave me these

This lesson should follow on from either your own lesson on factory conditions, or my other lesson on factory conditions. The focus of the lesson is not new learning, it is practising the skill of assessing reliability based on the caption of the source. It doesn't go as far as NOP but allows students a more organic, paired or group discussion on whether a source is reliable. First you analyse reliability together, then students pass round sources and add their own notes to the bottom before completing a worksheet task. NB. This lesson does not use the word 'bias' when examining sources as in my opinion, this leads students to stop analysing once they have decided that the source is biased. If instead they examine reliability, they are more able to take a balanced view on source reliability. Learning Objectives: To know how to make inferences from the source (L5) and to know how to use the caption to decide how reliable the source is (L6)

This lesson is designed to be used with Access to History:‘Prosperity, Depression and the New Deal: The USA 1980-1954 by Peter Clements, but could be used with another resource if your resource is: * of A level complexity or above (lesson skill focus is finding information in text) * details the Supreme Court challenges made against the New Deal * is no longer than 2 sides of A4 The skill focus is on finding information in text with a view to increasing student confidence in using the textbook and other more complex sources more independently. Tasks include 'skim it/scan it/scope it out' exercise, rephrasing complex concepts into student own words to improve comprehension, and differentiated tasks as per Blooms. Students will also be fully informed about Supreme Court challenges to the New Deal and able to analyse the changing relationships within the US Federal government.

ALL Will be able to describe the key features of McCarthyism MOST Will be able to explain how this impacted on American politics and culture SOME Will be able to use detailed evidence to analyse the threat posed by McCarthyism to the American government Self contained lesson with all resources contained, differentiated questions and a homework paragraph structure.

This resource for KS5 looks at the challenges faced by Reagan in exerting his power as president, and looks at whether the Presidency was 'imperilled' and power disseminating to Congress. The resources in this pack support students to achieve the first two of these Learning Objectives, the third objective is a holistic objective that asks students to consider their previous learning on Nixon, Ford and Carter. If they haven't learned this, they will still have access to the first two objectives. ALL: Will be able to describe how it was difficult for Reagan to use his power MOST: Will be able to explain how the obstacles Reagan faced would impede his policies SOME: Will be able to make links between these obstacles and the failures of the previous presidents to explain how the Presidency had become ‘imperilled’

This game is great for consolidation of a 20th C unit, or as part of a series of lessons on change and continuity, looking at the differences between the world in 1900 and the world in 2000. You will need a dice and a coin, students move along the board encountering either multiple choice questions on 20th c trivia such as 'which house hold appliance was invented in the 1910s?' (toaster). There are also events squares where students flip a coin to decide which event will take place and how many squares they will move as a result. eg 'If you throw a heads you land in the middle of the war between Russia and Japan in 1905 – miss a go. If you throw tails you witness the signing of the entente-cordiale between France and Britain in 1904 – have another go.' Many thanks to Paul Durnall who gave me this.

This resource contains a great game of 'Reagan bingo' where students listen to Reagan facing off against Carter and note off the issues as they arise. This is a good task to introduce students to Reagan, to understand his policies and note the absent topics. There is also a note making task using the Vivienne Sanders textbook (link at the bottom of this blurb) but any decent textbook on this topic will do. http://www.youtube.com/watch?v=_9qDRZ6pSRE&safe=active

Includes instructions for how to make a board game that includes elements of luck and elements of testing knowledge. This activity needs to follow at least one lesson on the home front so students can set their own questions. Essential Resources needed: Large pieces of paper, pens. dice Desirable Resources: coloured paper and card, scissors, coloured pens This is a fun lesson for the end of a unit, feel free to make your own board game as an example, or to model what other board games look like. I have attached a list of questions if your students are a little stuck on setting their own, the answers have a star next to them

Intended to give a very quick overview of Tudor England for students in KS4, this lesson gives students the key information they need to begin to study the crimes and punishments of Tudor times. Learning Objectives: ALL Students will be able to recall key facts about life in Tudor Times MOST Students will be able to consider how these facts impacted on the monarch of the time SOME Students will be able to predict what kind of laws the monarchs would have brought in to deal with threats to their rule.

This is an active lesson that meets the following objectives: ALL will be able to detail events of the scare MOST will be able to explain why Americans were threatened by Communism SOME will be able to predict its ramifications on the political system. I taught this to my year 12 class two weeks ago and it was easily the best lesson I have taught so far this year, they loved it and they refer back to it still to inform their understanding of the fear of communism in the US. There is no writing involved in this lesson, it is purely talking and listening, questioning and thinking. It allows students to move around the room, investigating like in a murder mystery, and ad libbing for their own characters. Overview of the lesson: Set up the classroom like a 1920's speak easy, or at least create a big space in the middle with some chairs around the edge. Students get a character card, these include steelworkers, anarchists etc. They are allowed to tell the truth about their character, but they aren't obliged to - they can lie as much as they like. They have to find out who the communists are in the room and they do this by making conversation. One student is a journalist and this student moves events along by informing other students. You give them each event as it happens (eg bombs in the post) and they have to stir up a fuss with other students. All other instructions are included in the downloads including the character cards, events, and questions for you to use to consolidate learning and pull out the themes necessary to help students achieve the objectives. I will admit I used chocolates to get students going, but motivation really wasn't a problem - they got fully into their characters and the whole witch hunt. enjoy!

Looking for a pen free stand alone lesson with KS3? This one has flipped learning, a kinaesthetic task, group work and absolutely no pens! (Unless you want them to fill out a self assessment) If you want FREE access to these resources, drop me an email at ruth.messenger@yahoo.com and I will send them through to you in exchange for a review of what you thought of it below. No prior knowledge required, but it is essential that you set the homework in this PP in the previous lesson as students will be making their own paper boats to re-enact the events of the Spanish Armada. By the end of this lesson: ALL will be able to re-enact the story of what happened – L3/4 depending on detail MOST groups will be able to say why they think the Armada failed and include this in their re-enactment – L4/5 depending on whether they can explain their reason SOME groups will be able to keep referring to why the Armada failed throughout their re-enactment, making connections between their reason and what happened next. - L5 EXCEPTIONAL groups will be able to make links between the reasons, showing that they all had an impact, but that one reason stands out as the main reason the Armada failed. L6+ depending on depth of analysis NB. To make this lesson even more exciting, use masking tape to mark out a rough shape of the British isles on the floor before the lesson. Students can use this as their map for their re-enactment. Alternately, go and make friends with the geography department and ask if they have a big map students could use.

This resource provides a one lesson overview of the slave revolt on St Dominique (later Haiti) and asks students to make a judgement as to how far it was the actions of Toussaint L'Ouverture that gave Haiti its independence, and how far it was events in and ideas coming from France. Tasks include: source based starter living graph identifying information to make an argument with speaking to persuade in pairs writing a structured paragraph that has been differentiated for learners between L3-L6 and may easily be adapted for SEN, or be part of an extended essay for the most able to achieve L7. If you download this, please review! I'd love so WWW/EBI so I know what works well.

This lesson follows from my 'xfactor contenders' lesson, but so long as students have been introduced already to William, Harold and Harald, they will have easy access to this lesson. Target Skill - Cause and Continuity Learning Objectives: ALL: will be able to describe who the armies fought for at Stamford Bridge and begin to say who should win MOST: Will be able to make predictions based on evidence SOME: Will be able to use connectives to explain how one advantage or disadvantage would lead to the victor winning. This lesson features a brief teacher talk (with numeracy element), then a sorting task and a writing task with self-assessment.

This is my absolute favourite lesson to teach to year 8 - I hope you enjoy it! It is quite a long one though, so either keep the pace up, use fewer sources, or break it into two lessons. Lesson objectives: LO: To know the story of the Gunpowder plot LO: To use evidence to find out more about the Gunpowder Plot LO: To use evidence to question whether the story as we know it is true. LO: To decide whether Guy Fawkes was innocent or guilty and use the evidence to prove it This lesson works best if you have students working in groups of 4, but I have done this in pairs and it works fine as well. You will need a focus on good group work, praise for groups that are working well together and rewards for groups who are really discussing and getting into the evidence. One year, I did have to set this lesson as cover so I have also included that as a resource in case you need a quick cover, or need work for a student in inclusion. Enjoy! Ruth

This resource is designed for a KS3 class and covers the following lesson objectives: LO: To find out information from primary sources LO: To describe the underground rail road using detail LO: To make inferences from combining sources LO: To explain significance using PEE It may be used as a standalone resource, or in combination with other resources on freedom fighters such as Toussaint L'Ouverture, Nanny of the Maroons, Sam Sharpe or Bussa. It contains a variety of tasks such as source analysis, and links to literacy objectives of using metaphors, clarifying the meaning of words using a partner, and refining a PEE paragraph. US teachers - this resources is designed for UK students who have little existing knowledge of the underground railroad and haven't heard of Harriet Tubman. As such, it provides an overview rather than an in depth examination of Tubman which you might want to go to if your classes have a higher level of pre-existing knowledge. NB I have made a map for students on which I have roughly drawn borders and rivers freehand. In case this isn't precise enough, I included a hyperlink to an online map with more precise borders - I didn't use this in the first instance because my whiteboard isn't too great and I don't think many students will be able to see the borders. All feedback gratefully received! Ruth

Straightforward lesson on factory conditions with the following tasks: A picture source starter, a 6 minute clip with accompanying questions, then a source analysis of a grisly factory death. Its totally gross, but year 8 love this disgusting source, particularly the bloodthirsty ones! Learning Objectives: ALL students will be able to describe how factories were dangerous for children MOST students will be able to explain why factory owners employed children and how the children ended up there. SOME students will be able to analyse the caption of a source to assess reliability.

This lesson should follow a previous lesson on peasants as this lesson highlights the differences in gender roles. Learning Objectives: ALL: Will be able to describe the traditional roles of men and women in medieval times MOST: Will be able to do so in detail SOME: Will make inferences from a source that they will include in their detailed description. This lesson is highly visual with pictures and a matching task for LA students. There is an element of numeracy in interpreting two graphs on the causes of death of each gender, and a literacy based task in which students write a diary entry of a peasant. I usually allow them to pick their gender, but it would be equally more valuable to make them all be women. I've put on two PowerPoints as I taught this to two classes of differing abilities. There are no monumental differences. If you like this lesson, have a look at my other Medieval Resources in my shop - I have a big chunk of resources that could form a large part of your scheme of work.