Here is the lesson I made so you know if they'll fit the bill for you.
Students are to identify similarities and differences between two pictures.
Card Sort activity: Match cards under the headings on the tablecloth.
Plenary: Sell this product! Groups must try and sell Luther’s Protestantism to skeptics Sheet provides a scaffold to help pupils to do this.
Please give feedback on the quality of these resources and any improvements you make.
This is the first lesson in a SOW on the Crusades, with a short assessment in lesson two on why people went on Crusade?
This lesson is based on resources already on TES, but some have been tweaked, changed and new resources have been made as well to fit the context of my school.
Please leave feedback.
This is the second lesson in a SOW on the Crusades. The lessons contains a short assessment in the format of questions that need to be answered based on pupils levels. (The levels refer to the old NC levels and would need updating to whatever assessment system your department is using).<br />
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Lesson also contains true or false cards to as a means of assessing what students can recall from lesson 1 and a range of characters that will be placed around the room for pupils to retrieve information from in preparation for the assessment. I have often found that naming the characters on the sheet (particularly the peasant) after students within the class is humourous and generates engagement with the student as they want to know about why their 'classmates' went on crusade.
I used this lesson at the start of a scheme on the FR. In groups pupils were given no information about their new topic and one at a time had to leave the room and view a drawing (taken from Google images). They came back relayed the information to their group's &'artist&';.
We then fed back as a class what we thought was going on and tried to establish what our new topic and enquiry question might be. Worked well as an oblique ISM, but would work equally well if you're teaching the causes before the Bastille.
Feedback and comments very welcome!
This is a learning grid to try and help pupils write creative Gothic Horror stories. The different grid squares contain a word or picture relevant to Gothic Horror.
Students roll a dice twice which gives them the grid coordinates and they must write a sentence or two in their story about whatever was in that grid square.
This can be done in pair or small groups as well.
A lesson to get students to identify means of attack and defence in WW1 and then use an information sheet on weapons in ww1 to make their own top trump cards.
The picture refers to a drawing of the Somme battlefield which I will try and scan and upload, as with the weapons information sheet.
I've found this lesson works well with nearly all abilities.
The sheets offer students the opportunity to pursue a rarely touched upon area of the Holocaust/Genocide further in three pieces of homework over consecutive weeks (this can obviously be altered to suite your own needs).<br />
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The sheets could be utilised as extension work, independent study lessons (with internet) if preferred to homework. They were designed for high ability KS3, but would be suitable for KS4 and could easily be adapted for KS5.<br />
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The choice element will motivate students to really engage with and produce high quality homework and encourage independent study. The three topics are:<br />
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Other genocides - The Rwandan Genocide<br />
Holocaust Denial (I am still not sure about offering students this option, but included it after watching the 2016 film Denial. The sheet itself addresses the issue as to whether historians should engage with the arguments of denial at all)<br />
Commemoration of the Holocaust<br />
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Differentiation: Within each choice of topic there are three sets of homework tasks which increase in challenge as students progress using Blooms Taxonomy. More or less the tasks take students from identifying material to organising and explaining it before creating or evaluating the content.<br />
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In addition to this, each sheet has books, websites and films/documentaries which students can use to pursue their enquiry/curiosity further. <br />
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The tasks themselves are varied and will appeal to all learning styles, particularly auditory and visual learners. They include making timelines, tables and summary diagrams. Speaking to family members. Individual research to garner information and answer questions and creating a textbook page, memorial or exhibition.<br />
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Finally, each sheet also incorporates an SMSC style questions relating to either freedom of speech, the challenges of future Holocaust commemoration or the failure of the international community to prevent genocide.
<p>A standalone lesson that I planned and taught as a part of a wider enquiry about the Civil Rights Movement. The lesson involves the students working in small groups to “interview” witnesses and suspects to the murder that have been taken from real testimony. The murder of Emmett Till can be drawn back into the wider Civil Rights Movement using the questions and additional resources included in the presentation.</p>
<p>Resources includes a sheet on which students can documents the information they collect in order to reach a judgement what happened to Emmett Till and who murdered him?</p>
<p>Another resource is an exit ticket used as a plenary to register what students had learned in the lesson(s).</p>
<p>The joy of this is that it can be scaled up into an unforgettable lesson as we used it. We used crime scene tape, a white tape body outline and a range of artifacts at the crime scene to engage students and pique their curiosity. Rather than students reading the sheets containing testimony to find out the narrative, we had older students learn the testimony and be interviewed to find out their story, challenging students to ask the correct type of questions (closed/open).</p>
<p>All the materials needed for a Key Stage 3 (likely Year 7) enquiry around the question: How historical are my assumptions about the Past? or What is History? building up students understanding of the fundamental knowledge and skills of the discipline of History.</p>
<p>The enquiry is broken down into the following sub-questions taking 1-2 lessons each:</p>
<ol>
<li>How do historians measure our distance from the past?</li>
<li>Who were the first historians?</li>
<li>What makes the discipline of History so special?</li>
<li>What is historical empathy and how does it stop me from making mistakes?</li>
<li>How do historians classify the types of history that they study?</li>
<li>The Raw Materials: What types of sources are available to historians?</li>
<li>The Raw Materials: How do historians decide how reliable a historical source is?</li>
<li>The Raw Materials: How useful are oral sources in History?</li>
<li>The Raw Materials: What happened to the Tollund Man?</li>
<li>ASSESSMENT: How do historians engage with the past? Knowledge Cube (including detailed marking/success criteria)</li>
</ol>
<p>The enquiry is fully resourced including a Knowledge Organiser / Additional Materials Sheet that can be used to point students towards fiction / non-fiction / TV and film / podcasts / websites and YouTube videos to extend and deepen their understanding and a ready made workbook that mirrors the lessons exactly and can be adapted. Moreover, answers are included as well as model examples where appropriate.</p>
<p>I taught the enquiry as it stands to a mixed ability Year 7 class. It is ambitious in scope, skills and knowledge (especially the 8th lesson on oral history and oral tradition) being based in part on John Tosh’s book <em>The Pursuit of History</em>, but with enthusiasm on my part the students coped well with it. The resources were made on Google Slides, but uploaded in PowerPoint. If anything doesn’t change format adequately than contact me and I can share you into the Google version (<a href="mailto:a.whybro@bist.ge" target="_blank" rel="nofollow">a.whybro@bist.ge</a>)</p>
<p>All the resources needed to teach a historical enquiry about the Scramble for Africa based on the causation question: Why did Europe ‘Scramble for Africa’ between 1880 and 1900?</p>
<p>The lessons are backwards planned from an essay assessment of the enquiry question with each lesson teaching students of a different causes or themes that could explain why Europe’s powers acquired African colonies in the period.</p>
<ol>
<li>What was the ‘Scramble for Africa’?</li>
<li>How far did economic factors drive the ‘Scramble for Africa’?</li>
<li>How far was fear of losing out a cause for the ‘Scramble for Africa’?</li>
<li>What was the role of ‘men on the spot’ in the Scramble for Africa?</li>
<li>What was the role of technology in the ‘Scramble for Africa’?</li>
<li>ASSESSMENT: Why did Europe ‘Scramble for Africa’ between 1880 and 1900? (Including detailed assessment criteria based around both the knowledge and procedural skills that need to be demonstrated)</li>
</ol>
<p>Each lesson is fully resourced including answers and model responses where appropriate. Practice of writing is built into the enquiry before reaching the assessment so that students have drafted several paragraphs by the time they reach the summative assessment in the “Me, us, you” format of modelling.</p>
<p>A student workbook is included that mirrors the lessons, as well as a Knowledge Organiser of the core factual knowledge to be memorised and at student’s fingertips, a Scheme of Work and an Additional Materials List of fiction, non-fiction, websites, film, TV, podcasts etc that students can use to go deeper and broader into the topic of European imperialism in Africa.</p>
<p>A 7-10 lesson enquiry underpinned by the second-order concept of causation concerning the death of Satsuma Rebellion leader (and previously focal point of the Meiji Restoration) Saigō Takamori.</p>
<p>Using the hook of the final battle scene from the film The Last Samurai (in which Ken Watanabe plays a character based on Takamori) students will seek to deepen their understanding of Tokugawa Japan and the restoration to nuance the obvious answer that Takamori died because he killed himself. Much of the content for the lessons is drawn from the first 40 pages of the easy to purchase and read Oxford short introduction to Modern Japan. A comprehensive SoL is already written up including a description of lesson activities, opportunities for AfL, differentiation to stretch as well as scaffold, opportunities for different types of independent study and tier three terminology.</p>
<p>The overarching enquiry question is broken down into several sub-questions that give students the opportunity to build up the necessary context of the place, period, person and first order concepts using a range of active learning lesson activities, many inspired by Russell Tarr’s two books. My personal favourite is the Google Earth tour students take using key locations from the life of Saigō Takamori to chart how successful he was in achieving several aims he had (This file type .KMZ was not supported for upload by TES so please email me at <a href="mailto:a.whybro@BIST.ge" target="_blank" rel="nofollow">a.whybro@BIST.ge</a> for a copy, as well as for the PDF scans of the Graphic Novel).</p>
<ol>
<li>How did Saigō Takamori die according to Hollywood?</li>
<li>Who ruled Japan before the Emperor?</li>
<li>How did the arrival of the ‘Black Ships’ trigger revolution in Japan?</li>
<li>Who was Saigō Takamori?</li>
<li>What caused the Satsuma Rebellion?</li>
<li>What happened at the Battle of Shiroyama?</li>
<li>Assessment - What caused the death of Saigō Takamori?</li>
</ol>
<p>The series of lessons was planned and delivered to high ability Year 8 students in an international school and as such could be delivered to students who are one or two academic years above with minor tweaking. The planning had to take into account staff who did not know the period well and so many models and answers are included, often in the slide notes. It was very much a labour of love based on a period of study from my undergraduate level course, so feedback would be much appreciated.</p>
<p>This WebQuest is an excellent way of doing having students work independently to achieve something meaningful using the internet, but in a highly structured way so that teacher input isn’t required and the vastness of the internet is restricted to allow students to focus on the necessary content.</p>
<p>The WebQuest draws from the content on BBC Bitesize that is written for GCSE learners as well as clips from British Pathe and the BBC documentary Nazis: A Warning from History. I’ve tried to incorporate some historiography as well, especially Alan Bullock.</p>
<p>The Webquest could be used in Year 9 or GCSE level and will take students around 90-120 minutes to complete.</p>
<p>Questions are differentiated to both high attainers and those needing further support; including slow-writing criteria and must use words.</p>
These resources are designed for two peer teaching lessons looking at the two Jacobite Rebellions.
I set up the lesson as follows; card sort starter to recap on other events in the Stuart period.
Each pupil becomes an 'expert&' in one aspect of the &';15 in lesson one and '45 in lesson two. They are given time to produce a teaching sheet which may contain only 10 words max, but as many pictures as they like.
Jigsaw three experts together and they teach each other and complete the table.
Enjoy! Give me feedback on the resources.
Lesson 1 in a SOW which culminates in an assessed piece on interpretations of King John.
Based on some resources already out there on TES, but with some new additions, amendment etc. to fit the context of my school. I've also included the unofficial SOW for these lesson.
Please leave feedback.
A lesson examining the diversity of reaction to the execution of Louis XVI. I've tried to incorporate a wide range of responses to the execution using a cross-section of people from French society. Students go and hunt information from these characters and write an answer to the enquiry question receiving points for their choice of language.
This was for a higher ability class, but can be easily differentiated down.
Please leave feedback.
The final lesson (4/4) in an interpretations SOW examining how different people see King John and what factors have influenced the way their interpretations have been formed.
Please leave feedback
Here is a simulation on Mary Queen of Scots. Pupils take the role of Elizabeth I and are confronted with a series of problems with 3 outcomes for each decision.
Depending on their response pupils gain 10, 5 or 0 points. If they can justify their response these points are not set in stone and challenges pupils to justify their actions.
Please leave feedback as this is my first attempt to create anything like this and I would like to know how it goes.
Lesson 3 in an interpretations SOW looking at King John. This lesson examines a range of sources about John; whether the author thinks he is a good or bad king and then students can begin to assess and explain how the authors bias.background may have affected their interpretation of King John.
Please leave feedback.
