Source interpretation exercise leading up to an assessment Find a couple of sorrow songs such as swing low sweet chariot to start as students enter the room. Have a few cotton wool balls on each desk that have been rolled in leaves and twigs a bit for them to 'clean'. Also put out a paper cup otherwise it is very messy

This lesson includes literacy and numeracy in History and is aimed at year 7. It covers the main effects of the Black Death and introduces factors of change. I suggest you download the song rather than just read the lyrics to make the lesson more interactive.

How much opposition was there to the Nazis within Germany during the war years from young people? This lesson involves the teacher sharing 'secret files&' on opposition from young people with students and questioning their usefulness and reliability as sources.

This colour codes levels sorted by concept and processes. Teachers are able to use this to write differentiated lesson objectives and tasks. This is for key stage 3 but can easily be adapted.

This is one part of my 'Measly Middle Ages' innovation experience. Students create a meaningful artefact to treasure whilst learning some facts about heraldry along the way.

L/O To be able use evidence to decide whether or not the police were to blame for not catching Jack the Ripper. I created this resource in order to use the documents from the National Archives http://www.nationalarchives.gov.uk/museum/default.asp

This is an interpretations exercise. You need to compare two views before making your own To know how aspects of medieval life are interpreted in modern films To review your knowledge of this unit and highlight key findings To use your knowledge of the Middle Ages in a structured report Watch the beginning clip in a knights tale which shows a joust with peasants enjoying themselves. Then watch 'bring out your dead' from the Holy Grail.

Learning Objectives: All To be able to DESCRIBE method used by Hitler to become dictator MOST To be able to EXPLAIN methods used by Hitler to become dictator SOME To be able to JUSTIFY the most important method used by Hitler to become dictator. With this resource I produced a video of myself as a reporter asking the students how each event helped the Nazis rise to power. You can do this yourselves using a board marker as a microphone! Act it out as seriously as possible!

This lesson serves to act as a case study to help students answer the question: 'What does this source tell you about the attitude of the authorities to the crime of treason?' We focus on why the authorities felt threatened in the 16th and 17th centuries? Some sources come from the National Archives an excellent resource which is a good place to start for the source exercise.

Extension unit 1. Unit 1 Edexcel Crime and punishment through time. I used Folens notes for this resource.

Follow the revision power point for revision ideas for the final strand of the D3 Russia in Revolution Spec. I used the excellent decision making game hosted on the King George V School and there are many other really valuable lessons hosted on here. John D Clare and even BBC Bitesize are also excellent revision places to visit for ideas for any Russian History teacher!

This is used as an assessment lesson Objectives: To know there are many reasons why William won the battle of Hastings. To be able to choose the most important cause and explain why

This revision activity was created for a holiday catch up session and reminds students about Medieval and Tudor punishments to get some practice on change and continuity, before looking at the rise and decline of the bloody code. Students will then need to complete work on prisons, transportation and the end of the death penalty for a complete overview.

This is for the struggle for the plains lessons unit 2 American West

This lesson is focused on life 1750-1900 especially surrounding the Croydon area

Learning Objectives: To use the film Schindler’s list to be able to… List several aspects of Nazi persecution of Jews Describe a concentration camp and a ghetto Explain how treatment of the Jews changed and possibly suggest why.

This resource introduces students to some typical exam questions and provides some structure

This lesson was designed for a year 7 class to use and interrogate the sources already widely available on the Tollund Man using the interpretations line as a basis for making and supporting judgements.

This lesson examines the blitz spirit - keep calm and carry on as well as the darker and more criminal side to life during the Blitz. It is an interpretations exercise

Unit 1 Crime and Punishment. Students have covered up to the twentieth century. They looked at crimes which have changed and stayed the same and this week moved onto policing. Students wrote an assignment on the technological advancements in policing in the previous lesson hence the started activity suggested here.

This resource allows students to look at causes and symptoms of plague before examining what the Stuarts did about the plague. They should comment whether they think these changes would have been successful or not.