This highly versatile resource can be used as part of a scheme of work (following on from my Toussaint L'Ouverture resource) or as a stand alone lesson. It is aimed at KS3 but contains sufficient challenge for KS4 and can be adapted down for LA KS3 (students aged 11-16). It has been designed to enable students to meet these objectives: LO: To be able to describe the actions of these freedom fighters LO: To make a comparison of their strengths and weaknesses LO: To evaluate their significance in ending slavery in Jamaica There are a range of activities contained, these include: - a very brief overview of Jamaican history up to colonisation - individual reading task that can be adapted to move students around the room - paired peer to peer teaching task - a worksheet that encourages additional detail to be used in answers (old NC level 5) - opportunity for students to set their own criteria to assess significance - opportunity for debate - ideas for homework task and plenary This lesson is ready to go once downloaded for the majority of learners, just minor tweaks needed if you want to differentiate down, or refer back to the prior learning of your class. Teacher notes included with slides. Feedback gratefully received, Ruth

All necessary resources included, this lesson includes a music based starter, questions on a British Pathe clip, a cart sort exercise, a structured literary task and a guided research homework task that asks them to assess the prediction they made in the plenary. The big question that students can answer following this lesson is 'Why did people migrate to Britain after the Second World War?' The lesson covers both push and pull factors and examines why Britain wanted immigrants to come in the first place. Lesson Objectives: ALL: Will be able to identify reasons why Britain wanted immigrants and why people in the West Indies wanted to emigrate MOST: Will be able to describe the push and pull factors and come to a conclusion as to why people migrated in the 1950’s SOME: Will be able to bring their ideas together to explain why so many people migrated in the 1950’s and predict what effect this might have on communities in the UK Suitable for all KS3, HA KS2 or LA KS4 All activities are differentiated and resourced, this lesson can be a standalone lesson or part of a series of lessons on either migration, race or post war recontstruction.

This resource may be used as a stand alone lesson, or to follow on from other lessons on Toussaint L'Ouverture and Haitan independence (resources for this available in my shop). All activities and resources necessary are on the PowerPoint, although you will want to print some slides to allow students to complete the active listening task and perhaps so they can have the questions/ sources in front of them. Aimed at KS3, (students aged 11-14) the lesson objectives are: * To be able to describe what happened in the slave rebellion in Barbados in 1816 * To be able to find similarities between sources * To be able to evaluate why a source may have one point of view * To demonstrate how newspapers can give one sided information on history This resource includes a variety of tasks including a 'Bussa Bingo' task for active listening while students watch a video clip. A set of questions on the content of the clip, two sources and questions asking students to compare these and use the origin of the sources to explain the differences. Feedback gratefully received, Ruth

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 lesson is great for a brand new year 7 class and requires minimum preparation. You will need a suitcase of your possessions though as the lesson requires students to handle objects and make inferences as to what kind of person might own that stuff. I have done this lesson several times and I take things such as: a travel guide the case to Resident Evil V for Xbox 360 a picture of my goddaughter an old pipe a jar of marmite a caribena a copy of George Orwell's 1984 The better the objects, the better this lesson will go. I once encountered a teacher who used the contents of her handbag and the lesson flopped. You want to create some intrigue and use this lesson as the basis for building a relationship with your students and allowing them to get to know you. The homework task allows students to select their own objects as evidence of who THEY are, all the while making inferences before they even get it drummed into them that that is a skill. Speaking of skills, here are the learning outcomes: ALL students will know what evidence is and how we use it to build a picture MOST Students will be able to make inferences from the evidence and link evidence SOME Students will be able to explain how evidence can lead to misunderstandings

Created with a focus on speaking and listening skills, this lesson gives students the chance to research a character who would have been present at a slave auction in the US which they then have to 'hot seat' in a group of 4. characters: A slave who has just arrived from Africa A slave who was born in America and so speaks English and has a family with them A slave trader who has completed the middle passage with a fresh cargo A slave owner who is looking for a new slave at a bargain price Students have two clips and a large variety of primary sources to research from. Ideally these sources will be stuck up around the room so students can get out of their seats and wander around - ideal for your kinaesthetic learners. Sources range from HA materials of descriptions of exchanges that have taken place between slaves and prospective buyers down to lots and lots of LA pictures and posters.

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 is a lesson for HA year 7 students. It gives them the opportunity to write an essay aiming to hit the old NC levels 5,6 and even 7. I have had a 7A essay handed in using this lesson and most were L6 so if you want to challenge your HA, give this a go. Be aware though that this resource covers three lessons and is mostly concerned with essay structure. I haven't indicated in the PP at which point the students write the essay, so here is how I did it: Lesson 1: students use a card sort to examine the consequences of the black death, they work in pairs and groups to find the most significant/substantial change and the least significant/substantial change. They then choose three pieces of evidence that show significant change, three that show medium change and three that show no change. These will make up their paragraphs. Lesson 2: Students look at a dummy essay on how much school rules changed life for students. I have labelled a paragraph with structural necessities such as 'point, evidence, explanation' and they use highlighters to spot where the author of the essay has done this. Students get started on the essay, aim to finish one paragraph in class, then set one for homework. Lesson 3: You can allow students to peer assess each other's essay so far (in the same way they highlighted the dummy essay), or you can just give them half an hour to finish the essay. They need to have completed their third paragraph before you show them how to write the conclusion. There is a conclusion to the dummy essay that students analyse the structure of before having a go themselves. Most likely, you will want to set this for homework as if your HA class are like mine, they are crazy perfectionists. Please note, this lesson is not differentiated. You would have to approach this essay in a completely different way for a class that is targetted L3-5 and a L4 student would need support to access it. But if you want to push your HA, this resource is really strong. Learning Objectives: ALL students will be able to Describe some of the ways in which life changed using some detailed evidence. Write a conclusion to say how much life changed. (L5) MOST students will be able to Explain how the black death changed the lives of peasants by thinking about the short term and the long term effects of the changes. Supporting all comments with detailed factual knowledge (L6) SOME students will be able to use a lot of detailed factual knowledge to analyse how much change has taken place. This means that you really pick the facts apart to show how much life changed. (L7)

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

Too often do year 7 arrive in my classroom having learned the basics of the 1664 plague at primary school and so thinking they already know about the 1348 plague as the symptoms were the same. This creative writing task and role play revitalises what can for some students be a surprisingly well trodden topic. NB: Primary school teachers - this task is equally appropriate for KS2 when covering the 1664 plague, although I imagine you will want to add more structure to the writing task. Melton Task: Students will write a short story detailing the events in the fictional village of Melton when the Plague arrives. The story will be in three distinct stages that are already prestructured for students: What happens when the Black Death reaches Melton, how the villagers respond and what happens to the survivors. Melton Background - this is the beginning of the story, or the prelude. You can get students to read this, read it too them or do a 'knock and read' to keep students following along. (This is where you begin to read and circle the room, knock on the table of a student you want to read next, then keep walking and knocking so as many as possible get to read. the uncertainty of knowing who is next makes all students keep up with the reading in front of them.) Melton Role Play - the second part of the play asks students to detail a discussion the villagers might have had in the village church when they knew what they were up against. This task allows students to role play in groups, you will want to prompt them to be finding solutions - what 'cures' were on offer? What did people believe caused the Black Death? Finally students will write up their story, most likely they will do this for homework. There is great potential for you to use your own success criteria to generate a relatively painless level for this work. Thanks to Paul Durnall who gave me these.

This quiz was designed for my year 12 class, so students will be asked for specific details about a range of civil rights events and their accompanying Supreme Court cases. It is quite challenging, so if this covers topics you haven't spent as much time on, you may decide to allow a time limited textbook grab (60 seconds for students to locate information would be reasonable, and would improve index using skills) There are three rounds, one for civil rights movements, one for supreme court cases and one picture round. I usually get my class to split into teams and name their teams, its a great activity for a class who are stressing about an exam on this topic and need some lighter revision. You should also get a prize! My classes usually take about 35 minutes to complete this.

This PowerPoint includes all of the resources to run either a single, or a double lesson on Mansa Musa. It is aimed at Year 7 and provides support for students working between L3 and L6 on the old NC Levels. Lesson objectives: L3 - To identify facts about Medieval Mali and Mansa Musa L4 - To describe Medieval Mali and Mansa Musa L5 - To make inferences from sources about Medieval Mali and Mansa Musa L6 - To explain what Medieval Mali and Mansa Musa would seem like to a time traveller, drawing inferences from sources to support their points. Activities include: * A task where students work in pairs, one looks at an image and describes it to his/her partner. The partner draws the image. * Fact generation, teacher models how to get facts from the source, students compete. * Using written sources to gather information * Creating a Time Traveller's Guide to Medieval Mali

A complete lesson - ready to go if you’re in a hurry, or full of tasks to pick and choose from if you have time to personalise this for your class. All resources included on the Power Point to make it easy to access and print the necessary parts. Aims to cover these objectives: * To understand how segregation came about * To give detailed descriptions of segregation * To explain the attitudes towards race that made segregation so pervasive * To predict the challenges faced by civil rights campaigners Includes a variety of tasks, classroom discussion with additional information for the teacher to support questioning, group work task with opportunity for students to move and a 7 minute clip of a primary source for students to evaluate. Includes ideas for differentiation for each task and so is suitable as a stand alone resource for KS 3 and KS 4, a great intro to the topic for KS 5 but would need to be accompanied by a textbook on the topic to support the research task. Originally designed to support teaching of Edexcel AS Level D5 Civil Rights module.

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