This is a simulation designed to introduce students to some of the key concepts of the Industrial Revolution. It involves them working in the Domestic Industry and then a Factory System.

Turn your classroom into a World War I battlefield for a School Open Evening.

<p>A revision lesson covering medicine in the nineteenth century. It is not the best lesson ever but does cover all the key events and there is quite a lot of independent work throughout.</p>

<p>This is a lesson for Year 7 on Matilda of Flanders (the wife of William the Conqueror). The lesson has a short timeline event sort activity, followed by a story to read about her life and then a writing activity to tie it all up.</p>

<p>A good exemplar answer that can be analysed by the students.</p>

<p>A whole lesson that can be used as an overview of Nixon and his involvement in Vietnam or to be used at the end of that topic. The lesson has a literacy focus.</p>

<p>This is a lesson covering Zengi and the Fall of Edessa. There are a set of cards that can be ordered and sorted and tasks based around a reading activity. The source to be read and analysed is a primary source detailing the fall of Edessa.</p>

<p>An overview activity where students need to read about the main events relating to the crusader states and RAG their situation. A follow up activity is a graph plotting the relative security of the states.</p>

<p>Everything needed for a single lesson on Medieval Crime. It is a good overview for KS3 or revision for GCSE. This has been on TES for a number of years and received good reviews but I have just changed it to a small payment resource.</p>

<p>A set of 42 cards to use for teaching the Battle of Hattin. They can be arranged chronologically and then grouped as supporting evidence for Big Reasons.</p>

<p>There is long overview of the crusades with comprehension questions and then a ‘Living Graph’ activity where students plot crusaders happiness at particular times. The events on the graph relate to the reading.</p>

This lesson looks at the life story of a man called Gustav who voted for Hitler in 1933. It can be used to add evidence to work on why the German people voted for Hitler in 1933.

Students take on the role of medieval villagers and after interviewing each other have to decide who is the most important person. The objective is to develop their knowledge of who lived in a village and the relationships between people.

This is a simulation based around the Leagues of Nations and the Abyssinian Crisis.

Simulation 2 of 4. The aim is to get students to think like the nations involved. Part 1 is a simulation about setting up the LoN and parts 3 & 4 Manchuria and Abyssinia.