Students begin with an image they will analyse and fill in one-two sentences that these people might be saying about the Black Death.<br /> <br /> They will then produce a living graph considering the following things?<br /> 1. This effect happened immediately after the Black Death or would have happened a while later.<br /> 2. Was this effect a positive or a negative effect and for whom would it have been positive/negative?<br /> <br /> Write the different effects onto your Living Graph where you think they fit it. <br /> <br /> There is also an extension task - When your group has completed the Living Graph, decide how significant (important) the Black Death was in England. Did it have a significant effect on the population?<br /> <br /> To end the lesson, students are to engage in a silent debate - whether the Black death was a disaster or not<br /> <br /> HW - On the one hand, the Black Death was a disaster because...<br /> On the other hand, the Black Death was not a disaster because...’<br /> Were you able to:<br /> Name the consequences of the Black Death?<br /> Decide as a group if the Black Death was a disaster or not?<br /> Discuss the significance of the Black Death with your group members?

This can be delivered over two lessons - Students to watch animation video and answer questions and use it to complete a story board. They then look at who was to blame in the second lesson, and engage in a source analysis carousel. Finishing then with an extended writing piece on the events and who was to blame for his death

Lesson begins with an image of a queue of men keen to sign up to war which students will analyse using the focus questions. they will compare this image to the speech of Chamberlain to grasp the mixed reaction to the outbreak of WWII.<br /> <br /> Students will then engage in a group task - they will study different examples of how the British Government prepared to protect the British population - Their task is to study each source and complete the table activity sheet.<br /> <br /> Lesson finishes with a Lie Detector task which requires students to test their partner's knowledge with 3 correct and 2 false statements which they must accurately identify.<br /> <br /> HW task is a source based exam question - Why do Sources E and F have different views about evacuation? [8]

This topic I tend to deliver over two lessons - the first looks at the events of Dunkirk from both the German and British perspectives. Students will watch a video clip and complete the video Qs. they will then study the German reaction and complete the newspaper article task<br /> <br /> the second lesson I have the students look at sources from the British perspective and complete the table activity sheet<br /> <br /> To bring It all together, they then answer the extended writing question - to what extent could the battle be presented as a victory?

Lesson begins with the source of a woman slapping Hitler - gets students to think about their role <br /> <br /> Students then read content form information sheet and complete the questions from the PPT slide<br /> <br /> Using this knowledge, students will complete the question of their choice (A or B) using the sources for support<br /> <br /> To finish, I ask students to feedback their thoughts on the role of women during the war - important role, insignificant role, encouraging class debate

The lesson begins with a settler task - How many of these are genuine words associated with the English Civil War? with students picking from a range on the PPT slide<br /> <br /> They will then watch a video clip and engage in a senses task relating to Cromwell<br /> <br /> Students will then analyse a range of sources regarding the new model army and complete the questions on the PPT slide with an extension task to support HA students - How would this new approach by Cromwell lead the Parliamentarian’s to victory in the English Civil War?<br /> <br /> To end the lesson, I have students engage in a you say, we pay key word task with one student with their back to the board and the class give them clues on their key word until they get it right. Kids love it

Students begin the lesson by looking at the role of each key Nazi figure and decide how he should be punished from the trials. I then reveal their sentence and discuss if students think the right sentence was given.<br /> <br /> Students then watch a video clip on the trials and consider what is happening and what stands out. <br /> <br /> Students then engage in task takeaway - choosing 3 questions to answer<br /> 1 Star * Easy (cake walk)<br /> 2 Star ** Medium (thinking)<br /> 3 Star *** Challenging<br /> Once finished, they peer assess and trade information with their partner, adding further content to make their partner's answer better

Students begin by studying a poem relating to Nazi opposition and aim to answer the focus questions on the PPT slide as a class discussion<br /> <br /> They will then work in groups to study the different forms of opposition the Nazis had and complete the table activity sheet.<br /> <br /> I then stop and do a knowledge audit for students to reflect on their learning so far - identifying <br /> which opposition groups they struggle to grasp<br /> <br /> I generate a debate over whether direct of passive resistance posed the greatest threat to the Nazis with students giving reasons for their answers.<br /> <br /> I end the lesson with last one standing to promote the use of key vocabulary linked to the lesson

The lesson begins with a mind map of ideas of what reasons different countries go to war. <br /> <br /> Students will then engage in a peer teaching task, looking at the different reasons why England and Spain went to war in the Spanish Armada - students to complete grid at each station<br /> <br /> They will then use this information to answer the extended writing question - To what extent was Religion the most important reason the Spanish Armada took place? Levelled criteria on the PPT for peer/self assessment.<br /> <br /> Plenary wheel - review student learning from the lesson

This topic I deliver over two lessons. The first lesson focuses on the features of a medieval village. Students are to study an image and look for specific features from the list on the PPT slide. They will then study the poem of Dunstan and they feedback on what they think about life in a medieval village. to end lesson 1, students are to find their match of a job and its description - this can be tricky so you can give them clues if you feel it would suit your class. <br /> <br /> The second lesson looks at sources from the time period and complete a Venn diagram comparing life then to life today in a modern town. As a plenary from the task, students are to pick something that happens in the towns, e.g. selling goods, slipping on mud, herding sheep, building, throwing out dirty water, and freeze-in that position. As a class they will try and guess what it is - great way to end the topic and kids really enjoy it

The lesson is focused around the events and outcomes of the Jarrow march. <br /> <br /> the lesson begins with an image reveal with focus questions to challenge students to feedback what is happening and why it may be taking place<br /> <br /> Students will then watch a video clip on the Jarrow march and then discuss the concerns the government may have had from the march<br /> <br /> Students will complete a worksheet of factual questions as well as the bottom section which requires then to consider the success/failure of the march. This information can be found from the clip.

Lesson begins with a key word register to recap student knowledge of witch hunters - I have this lesson uploaded also.<br /> <br /> Students then engage in a quick on the draw activity to introduce the topic of the trials.<br /> <br /> Students will then do a role play - Selected students will be asked act out the role of one of the women accused of being witches and are being held on trial. The rest of the group must listen carefully to their statements and decide if they are guilty or not guilty!<br /> <br /> I also choose 2 students from each group to be the judges who will reveal the actual judgement on each suspect.<br /> <br /> To measure knowledge and understanding, students will answer a levelled question of their choice from the PPT and to finish, students will engage in a scrabble plenary to encourage the use of key terms linked to the lesson.

The lesson begins with a video clip with students recording 3 facts that you have learned from the video <br /> <br /> Students will then, in learning groups, study source material and highlight important information that tells you why the English won, using this information to fill in their table<br /> <br /> Students will use the source info to complete task 3 - Why did Henry V win the Battle of Agincourt in 1415? (Writing frame available)<br /> <br /> to end the lesson, students will engage in Last 1 standing to encourage recall of key words from the lesson

Students will look at the important role religion played during this time. They will read through the hand out on Native American beliefs and create 10 challenging questions for their partner. Once their knowledge is secure, they will write a paragraph that explains the attitudes towards religion of the Plain Indians, thinking about both their nomadic lifestyle and their religious beliefs.

The lesson begins with a quick questionnaire for students to complete to determine what kind of slave they are - would they be passive or would they challenge authority<br /> <br /> They will then engage in a card sort - deciding which actions carried out by the slaves were passive or active resistance <br /> <br /> To finish the lessons, students will look at the underground railroads and decode some messages using the code support sheet

This lesson focus on why Black Americans followed The Exoduster Movement. Students begin the lesson by watching a video clip from you tube relating to the movement. They will answer focus questions in groups relating to the video content. <br /> <br /> Students will then look at a range of cards relating to motives behind the Exoduster Movement and categorise reasons for the desire of black people to move to Kansas in the 1870s.

The lesson begins with a source for students to analyse and focus questions to answer<br /> <br /> Students then engage in a peer teaching activity, studying the various features of the Beveridge report and completing their mind map sheet<br /> <br /> To assess students learning of the report, they will do a 10 mark plenary quiz which I have them peer assess and discuss any common misconceptions

This lesson looks at the various reasons why parliament won the Civil War. They will In pairs, work together to categorise the reasons why Parliament won the English Civil War based on leadership, the military, money and support<br /> <br /> They must use the information to answer the extended writing task - Why did Parliament win the Civil War?

This lesson is focused around developing students empathy skills. They are encouraged to first of all work in groups to re-create a trench diagram from memory. They will then engage in a senses task to study a particular sense based on trench conditions and complete the relevant sections on their worksheet. The lesson ends with a game of you say, we pay plenary<br /> <br /> Any feedback would be much appreciated

This lesson is built around the new Edexcel textbook for the American West 9-1. Students to use the textbook to complete the WS. They will then complete an exam style question on the treaty and review sample exam answers and mark them to identify the strengths and areas for improvement in the answer provided and compare to their own piece

Students to begin lesson by deciding which side they would support in the civil war based on a questionnaire. They will then create a recruitment poster based on their choice to recruit others to join up. In doing this, they learn the characteristics of each army involved