For the AQA ‘Industrialisation and the People: Britain c1783-1885’ course. This PPT contains all the important information, and includes a topic summary chart at the end. This lesson information can be adapted, allowing you to add your own tasks.

For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course A very detailed powerpoint covering this topic, including revision/lesson activities throughout.

From the AQA History A Level course: "Industrialisation and the People: Britain c1783-1885’. Detailed information from chapter 22 on economic developments, including lesson/revision questions and activities at the end

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This lesson is part of Section 2 "Government and a Changing Society 1812-1832’. It is a bumper lesson that includes Grey, Melbourne and the Tories in opposition. There are revision/lesson activities throughout. At the end, there is a list of exam questions taken from past papers and the text book that can be used as a revision tool. You can edit/remove/add to this as best suits your group.

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This is 2 lessons and a homework; an initial introduction to Lord Liverpool and then a more detailed look into the Acts passed whilst he was PM. There is also a source question at the end which can be adapted for AS level. Although this is aimed at A level, it does only use 2 extracts rather than 3.

For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course This is from Part Two, Section 3: Political change and social reform 1832-1846 A VERY detailed PowerPoint covering topic information, complete with discussion points and revision/lesson activities

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This fits with Part Two, Section 3: Political change and social reform 1832-1846 A VERY detailed lesson covering the whole of chapter 15. Includes a revision/lesson task, as well as an accompanying essay plan

For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course This is from Part Two, Section 3: Political change and social reform 1832-1846 A detailed PowerPoint covering the relevant knowledge for the topic. Includes a source discussion and an essay plan as a learning/revision tool

For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course This is from Part Two, Section 3: Political change and social reform 1832-1846 A detailed look at the impact of the railways and the Corn Laws, complete with several revision/lesson activities at the end

For the Edexcel A Level: Germany and West Germany 1918-89 Part 1: Political and Governmental Change 1918-89 This lesson looks at the specific reasons behind the failure of the Weimar republic by 1933; it focuses specifically on whe the Weimar failed now, when it survived the issues of the 1920s. The lesson culminates in a timeline task. This lesson requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.

A lesson looking at the battle of Tewkesbury and it’s importance (this is important where I teach, as it’s in our county!) Pupils will look at what happened during the battle, and why it was important. It’s very important to stress here that the last legitimate Lancastrian heir died during the battle. The task asks them to write a diary entry as either a Yorkist or a Lancastrian. They can do further research to help this.

Further looking at interpretations, two documentaries that give two different accounts - the first looks at Lady Margaret Beaufort, and the second Henry VII himself (along with Jasper Tudor). Gives a writing frame to write a balanced account at the end.

Lesson 9 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. This lesson looks largely at the Puritan threat, and a sheet is given to guide student notes. A filled-in version of this is included to aid subsequent class discussion. The final task asks student to compare the 1539 and 1554 settlements. This can be done in class or would make an excellent homework (the next lesson will start with a discussion based on this work)

Lesson 8 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. Lesson provides detailed notes on the issues/opposition regarding the Acts of Supremacy and Uniformity, followed up with a student lead activity on the details of the Act of Supremacy. The lesson finishes with some summary questions which could be delivered as a class quiz, quick-fire session or group discussion.

Lesson 7 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. Provides detailed information/knowledge on the background and details of Henry VIII’s 1534 Act of Supremacy. Includes a sheet which can be filled in to help organise notes, and a final task to assess the significance of the different factors of the Act.

Lesson 11 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Defines the key terms of Sovereignty of statute law and Parliamentary Privilege. Contains student led questions, which can simply be written or could be used as team game etc. Summary statements at the end.

Lesson 13 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. First lesson of 3.2 - Gaining Control of the Localities. Focuses outside of London, looking at and defining the localities. Gives some background on Wales and North, followed by some questions for students to investigate, and a comparison of the two areas. Lesson also looks in depth at the Law in Wales Acts of 1535 and 1542, and the 1537 re-establishment of the Council of the North. Concludes with some summary discussion questions. Layouts/sheets provided for stuents to use to fill in their notes if desired. Uses the Edexcel Pearson textbook.

Lesson 15 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 3 of 3.2 - Gaining Control of the Localities. Begins with a fun tasks of attempting to read an original document; highlights the importance of literacy and the growth of literacy during the Tudor period. Looks at the growing number of Grammar/English schools,and Oxbridge, as well as examining illiteracy rates and the trends for women. Very detailed notes with examples beyond the text book. Finishes with some key questions to answer. Uses the Edexcel Pearson textbook.

3rd lesson in this scheme of work on The French Revolution This lesson instroduces the main revolutionary groups (Sans Cullotes, Moderates and Peasants), looking at what they wanted from the revolution and exploring why those wants might be different. There is good scope for discussion on why not everyone in a revolution wants the same thing, and why that might be problematic for the revolution. There is also a source activity focusing on Tallrand, exploring why some nobility might also have supported the revolution.

6th lesson in the scheme of work, looking at The Terror. Lesson begins with ‘Empty Chairs and Empty Tables’ from les Mis - what direction does this make the revolution appear to be going in? There is also then a reference sheet to stick in with the key groups/some key names as a learning aid, and a short video introducing The Terror. There is a living graph timeline activity to track how extreme the events were, followed by a source activity asking HOW and WHY the interpretations differ (these match the AQA GGSE History style questions - good preparation). This could make a good homework activity. Plenary asks pupils to discuss whether or not the Terror was actually neccessary.