Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!
Secondary History lessons years 7-13. I have a large number of lessons not uploaded yet so if you need something get in touch and I’ll see what I can do!!
Modified for Home learning - this was the first lesson my students attempted once schools were closed in March 2020.
Created for the AQA GCSE: Lessons pick up from King Harold’s reaction to the Norman invasion. Examines the problems Harold’s army were faced with after Stamford Bridge and looks at the make-up of the Saxon and Norman armies. Pupils look at the battlefield and advantages of being at the top of Senlac Hill. Lesson uses video clips to cover the events of the battle itself (these can be replaced with other videos or written sources if necessary) and the textbook to look at tactics, events of the battle and the turning points.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
Textbook references:
INVASION, PLAGUE AND MURDER - Oxford
Hodder: Norman England 1066-c.1100 by Helena Clarke
Video clips:1066: A Year to Conquer England
Lesson focusses on the impact of the war on the German people, based around an 8 mark question. There is also analysis of interpretations and inclusion of a ‘why do they differ’ question looking at the impact of the war.
There is printable information on the 2 stages of the war (going well and then not-so-well!) alongside some textbook work. Covers the aspects of rationing, bombing and labour shortages, retaining a focus on the impact of war on the people themselves.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image).
PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS
A revision booklet I put together for my GCSE students focussing on the problems faced by Stresemann, how he addressed them and how successful he was.
Can be used as a revision handout or as part of a lesson on Stresemann - is a good time saving tool if you want to save yourself a lesson as we all know GCSE is a bit tight!
Lesson begins by recapping on the problems caused for Germany by the Kaiser’s actions. There is then a focus on the Kaiser’s Navy Laws before an introduction to a ‘Describe 2’ exam question including an example answer. Class have to complete a linking exercise which assesses their understanding so far before looking at the initial impact of the War on the Kaiser’s popularity. Finishes with a video (youtube link on ppt) which is a quick narrative of WW1. This links to the following lesson on war weariness.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image).
PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS
Lesson begins by examining the popularity of the Kaiser at the outbreak of WW1 and then focusses on the concept of war-weariness and how this affected Germany and the Kaiser’s position. Includes some source work and comprehension and introduces the events of the Kaiser being removed from power.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Sheet referenced on slide 10 is a photocopy of page 13 from the textbook.
References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image).
PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS
One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER TWO of the new GCSE Paper - this example is for in the Health and the People and Norman England sections of the new AQA GCSE history exam.
Easily adaptable for other topics on Paper TWO.
PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below:
01 Study Source A. How useful is Source A to a historian studying ……………………… (8 marks)
With these ‘utility’ (or usefulness) questions, the key thing is to refer to both the content and the provenance of the sources to explain the how/why the source is useful. You might choose to one para on content and the other provenance…
Make sure you don’t describe the source – focus on picking out a few aspects of it and ensure you say WHY IT IS USEFUL. Try to think about what the source shows about attitudes at the time and why this might be useful.
3 Lessons I used to introduce my class to the Historical Environment aspect of the Battle of Hastings and link it into their existing knowledge. Lessons follow the events of 1066 in a chronological way, with specific focus on the build up and events of the Battle of Hastings
Lesson One recaps on previous knowledge regarding the contenders to the throne and focusses on the preparations made for battle by both King Harold and William. There is use of the AQA provided resource pack here - page reference is on the PPT. There are also videos to add to the narrative (resources included with lessons). Lesson ends looking at the Battle of Fulford and what it meant for Harold and William.
Lesson Two begins with a video looking at the Battle of Stamford Bridge and some work around this battle and its impact on later events. I have structured some of this around a ‘write an account’ question just to take the opportunity for some more exam focus!! There is use of more of the provided sources and a focus on the armies and tactics in the build up to Hastings.
Lesson Three makes use of some of the visual sources provided by AQA. Class then, with the aid of video aids, focus on the events of the BoH and the turning point/s of the battle. Lessons finish with a look at the question type and a possible question (I will be uploading an example answer to this question in the future).
Video resources
Lesson One includes a Youtube video linked in the PPT.
Lessons Two and Three make use of BBC - '1066: A Year to Conquer England feat. Dan Snow - We have a copy at school - should be available on the internet somewhere, if not, it can be replaced - the videos focus on the Battles of Stamford Bridge and Hastings: there are lots of variants on youtube if you can’t get hold of ‘A Year to Conquer’.
Written resources
Lesson One uses the resource pack provided by AQA
I have included (and edited) some of the sources provided by AQA at certain points.
Textbook references are for Oxford AQA History for GCSE: British Depth Studies c1066-1685 (Norman, Medieval, Elizabethan and Restoration England). These can be substituted for AQA GCSE History: Norman England, 1066-1100 by Helena Clarke or another text.
Created for the new AQA GCSE. Lesson begins by looking at the key points about the Domesday Book (lesson 21) and then a summary of William’s attempts to keep power. This then leads into looking at the problems with the church at the time of the Norman Conquest and the issue of Archbishop Stigand. Class examine the 4 major problems in more detail, developing an understanding of why the Normans wanted to reform the church.
Lesson 2 introduces the key character of Lanfranc and focusses on the key reforms to the church made by the Normans with focus on a ‘explain what was important’ exam question. After building understanding of the key changes, the class will be in a position to answer the question.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
Lesson uses textbook:
Hodder: Norman England 1066-c.1100 by Helena Clarke
Coaching powerpoint I used last year and have adapted to suit this year’s (2019) upcoming exam.
Takes the pupils through the paper with visual examples and looks at each type of question on the exam in a simple fashion with some hints and tips for answering each question.
I used a similar powerpoint for Paper One on Monday and the students found it very helpful and informative without being overwhelming so close to their exam.
3 lessons created for the new AQA GCSE
Lesson 18 begins a homework linking in to the previous section on Norman towns. This is followed by an introduction to the role of the sheriff in Saxon and Norman society and and then a focus on a source related to the legal system. This source will be revisited over the next 2 lessons. There is a short video and information before a focus on the law courts under Saxon and Norman rule - focus here is on change and continuity.
Lesson 19 revisits the image from lesson 18 and focusses attention on a ��write an account’ question. There is an example paragraph here for students to annotate (paragraph included in PPT). Then, after information on the PPT, the class have to write the second paragraph in response to the exam question.
Lesson 20 focusses on the trials and punishments and starts with a video (link included on ppt). Pupils then focus on the different types of ordeals and punishments before revisiting the image from the previous 2 lessons. This time the image has been added to and class are now asked to consider a ‘how convincing’ question. After class discussion there is an example answer (included in PPT) for pupil annotation and reference.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
Slides are clear for printing. All tesxtbook references are for:
Hodder: Norman England 1066-c.1100 by Helena Clarke
Created for the new AQA GCSE: Lesson is an easy-to-use look at the National Government focus of the Norman Course. Lesson begins with a focus on the military aspect of William’s rule (bridging the gap between Feudal system and National Government, before focussing on the ways the Normans adapted the Saxon governing systems, including the key terms of PRIMOGENITURE, CENTRALISATION and PATRONAGE.
Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory.
Lesson uses textbook:
Hodder: Norman England 1066-c.1100 by Helena Clarke
Lessons and resources I used to teach the Historical Environment of Pevensey Castle and link it into students’ existing knowledge.
Lesson 1 recaps on previous knowledge and gets class to think about the best locations for a castle to be built and justify their decisions. The lesson then looks at the site and building of Pevensey (I’ve tried to ‘drip-feed’ as many of the provided AQA sources as possible). There is a labelling task (I’ve tried to mix up the tasks as much as possible otherwise these projects can become very dry and lecture-like).
Lesson 2 - focusses more on Pevensey and examines WHY William chose that particular spot. Pupils then look at why the Normans kept an interest in Pevensey and actually improved it. There is some group/paired work to begin with and then some comprehension work using some of the provided sources - I’ve tried to pick out the key bits from the sources and provide them in an easier-to-digest way - the sheets are all included for use/editing.
Lesson 3 - works a bit as a recap/introduction to the events after William I’s death - this was useful for my class before their mocks and also linked in the idea of primogeniture. The task also then links back into the importance of Pevensey and why it was involved in the clashes between William’s sons. The lesson then looks at the exam question, how to approach it and I have given the class a few questions I think might be likely (on the ppt) and asked them to plan around them in pairs
Lesson 4 - acts as a recap and link to previous knowledge of both castles in general and to work on Pevensey. The lesson then focusses onto Pevensey and tries to establish uses for castles, both specific to Pevensey and also to general Norman castles. There is some source work here to support (attached here). Lesson finishes with a look at an example question and uses the source work to begin to plan a framework of an answer.
Lesson 5 - focusses more on Pevensey and tries to apply to factors identified in lesson 1 to the specific Historical Environment. Pupils are encouraged to look at the later events surrounding Pevensey to add to their answer. There is focus on a specific question, advice on how to plan the answer and then focus on an example answer (included).
There is also another example question I have thought of on the last slide - this could be developed further depending on time.
All sheets referred to in the PPT are attached - As mentioned previously, I have tried to adapt the sources given to us by AQA into something more manageable - these can be used as they are or edited to suit.
The textbook referred to in Lesson 1 is AQA GCSE History: Norman England, 1066-1100 by Helena Clarke.
The Video referred to in Lesson 2 is from the BBC - '1066: A Year to Conquer England feat Dan Snow - We have a copy at school - should be available on the internet somewhere, if not, it can be replaced/missed out - the clip shows the weather and conditions William faced as the Normans tried to invade - it’s included in the lesson to again, try to mix it up a bit!
Following on from my earlier lessons on Pevensey - the final 2 lessons used firstly to recap and then focus on exam work based on the Historical Environment of Pevensey Castle.
Lesson 1 - acts as a recap and link to previous knowledge of both castles in general and to work on Pevensey. The lesson then focusses onto Pevensey and tries to establish uses for castles, both specific to Pevensey and also to general Norman castles. There is some source work here to support (attached here). Lesson finishes with a look at an example question and uses the source work to begin to plan a framework of an answer.
Lesson 2 - focusses more on Pevensey and tries to apply to factors identified in lesson 1 to the specific Historical Environment. Pupils are encouraged to look at the later events surrounding Pevensey to add to their answer. There is focus on a specific question, advice on how to plan the answer and then focus on an example answer (included ON THE POWERPOINT SLIDES)- this is the same as the example answer I have uploaded seperately so don’t buy both!!)
There is also another example question I have thought of on the last slide - this could be developed further depending on time.
All sheets referred to in the PPT are attached - As mentioned previously, I have tried to adapt the sources given to us by AQA into something more manageable.
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Example Question and full answer for the Historical Environment 2019 Pevensey Castle topic.
I have used this resource with my classes this week in order to give them an idea of how to structure an answer and how to link it to the historical environment.
Two lessons looking at Hitler’s watershed action of Remilitarising the Rhineland.
Lesson begins with an 8 mark exam question for class to complete (includes example answer for students) which consolidates previous learning.
Main task focusses on the remilitarisation itself (this spans over the end of lesson 1 and the beginning of lesson 2) before looking at the consequences and getting pupils to decide for themselves the most important consequences for the future. There is also some comparison work looking at the Rhineland vs. the Saar. Lesson finishes on whether the Germans could/should have been stopped in 1936 and why.
Worksheet is included in the PPt and is directly printable (I do this on A3)
Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)
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Set of three revision lessons I have used over the recent weeks for my Year 11s, focussing on the Norman England, c1066–c1100 topic.
These lessons continue from my previous set of three entitled *AQA GCSE History 2019: 3 Norman England Revision Lessons - Battles, Challenges & Control
Each of the three lessons has a specific exam focus, with content built around these questions, including example answers:
Lesson 1 - focussed on:
“Write an account of the ways in which the feudal system changed under the Normans” (example answers with marks)
“How convincing is Interpretation A about the Norman legal system?” (with example answer)
“Write an account of the ways in which the Normans used the legal system to control England.” (with example answer)
Lesson 2 - focussed on:
“How convincing is Interpretation A about life in a Norman village?” (with example answer)
"Write an account of why towns grew under the Normans"
Lesson 3 - focussed on:
“Write an account of the ways in which the Church changed under the Normans”
“Explain what was important about Lanfranc’s reforms of the Norman Church”
"Explain what was important about the reforms of the monasteries for Norman England.”
Lessons include information, tasks (There are some tasks involved but my class preferred lecture-style lessons so much of these PPTs are presented in this way).
Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable.
Lesson 2 makes use of the AQA GCSE History: Norman England, 1066-1100 textbook but is easily replaceable with another resource.
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Lesson used to introduce GCSE students to the utility question.
Works through the question step-by-step, looking at the structure of the exam paper before introducing what students should be looking at when analysing the utility of a source (using a handy acronym!). Also uses markscheme headers to introduce what examiners are looking for
Class then practice their technique using a source focussing on Aneurin Bevan, studying first the provenance (attached for printing) and then the content of the source itself before attempting to answer the question.
My pupils tend to struggle with this type of question the most - I have found this year that breaking it down step-by-step using this lesson has resulted in more structured and generally better answers.
Source and question are included at end of Powerpoint for printing and provenance is attached separately for ease of printing.
PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!!!
Set of three revision lessons I have used over the recent weeks for my Year 11s, focussing on the Norman England, c1066–c1100 topic.
Each of the three lessons has a specific exam focus, with content built around these questions, including example answers:
Lesson 1 - focussed on ‘Write an account of the problems caused by the death of Edward the Confessor in 1066’
(includes example answer)
Lesson 2 - focussed on :
’“Explain the importance of the Norman castles”
“How convincing is Interpretation A in showing the Harrying of the North?”
“Explain the importance of William’s actions in dealing with the rebellions and establishing Norman control”
(includes example answer)
Lesson 3 - focussed on:
“Explain what was important about the Norman changes to the Feudal System”
“How convincing…” examples from textbook.
Lessons include information, tasks (There are some tasks involved but my class preferred lecture-style lessons so much of these PPTs are presented in this way).
Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable.
PLEASE LEAVE A REVIEW EVEN IF IT IS ONLY ONE LINE!
Two lessons looking at the events of Hitler’s early life, focussing on his rise to leader of the Nazi Party, the failed attempted to take Munich in the Putsch of 1923 and the short-term consequences of this action.
Lessons are video-based (links and timings in the ppt), requiring pupils to complete work based upon what they have seen in the clips.
I have used this lesson many times and the video clips really engage the class and help them to visualise the crucial event of the Putsch while also allowing them to get an idea of why Hitler was so successful in his rise to power - video shows them examples of his oratory and also the themes he used in speeches - this links well with previous lessons on WW1, Versailles, Hyperinflation etc.
Lesson is presented in a clear and self-explanatory way. Works for all abilities of Year 9 pupil and I sometimes use a variant of this lesson for Year 11 when looking at the Putsch.
I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!
Year 9 introduction lesson/lessons to the subject of Hitler. Lesson makes use of video resources (links embedded to Youtube) to explore the early life of Hitler.
This is then supported by a timeline task and comprehension work enabling pupils to get an idea about the background of Hitler, where his ideas came from, and how he ended up in charge of the Nazi Party.
The lessons finish with a consolidation exercise which introduces the terminology of one of the new GCSE questions - the ‘write an account’ question.
Lesson is presented in a clear and self-explanatory way and makes use of the Technology, War and Identities, (1st edition) textbook. This is easily adaptable depending on the resources at your school.
Links to Youtube video are included in the ppt. Depending on the class I sometimes substitute this video, or parts of it, for the Rise of Evil (Robert Carlyle)
I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!