A lesson looking at how Elizabeth use portraits (and symbols) to control her image. Pupils will use a grid system that will help them step by step to dissect two portraits (rainbow portrait and Armada portrait), which will have them first label the symbols, then what they mean, and finally what the message/intention of the source is. They can then make a judgment as to how well they think Elizabeth controlled her image. Includes a copy of the source grids that is both blank and has heading prompts - you can choose which is best suited to your group. Also includes a homework which discusses differences in authorship.

A nice involved lesson where pupils look into why Henry VII won the Battle of Bosworth. Lots of information on his background, a documentary to watch, and an information sheet which pupils can then use to write up an answer. Sets up ready to learn about the Tudors. This lesson works best following my WOTR scheme of lessons, but can work on it’s own. Includes optional extension acivities at the end.

Third lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ This lesson focuses on the role of the Privy Council. Notes provide a brief overview for the reigns of Henry VII and VIII, and then introduces a research task. Lesson includes links to research articles to give to the students - this will just save you/them some time! They cover the structure and changes to the council, as well as some of the key members.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 6 - looks at first the events, and then the impact of the My Lai massacre. Introductory details and maps provided. An investigation style lesson, complete with a video clip, ultimately tracking towards to the role of the media and waining public support for the war. Lesson also includes a 4 mark source question as a plenary, using a pictorial source.

An extensive lesson using a variety of methods and evidence to determine why Mary was called ‘Bloody Mary’ , and how fair that judgement was (interpretation skills). A task where students match up the reasons that Mary was unpopular, and the reasons why (word document provided) A source task where students assess a range of contemporary and modern opinions on Mary (first introduces some arguments to suggest she might not have been ‘bloody’) Sources and recording table included. A REALLY fun group activity where Mary is put on the stand by the class. The class collectively selects 5 ‘accusations’ from a set of 7 as to why she may be called ‘bloody’, and then assess Mary’s defence against these claims. (check the notes on the PPT, it will help with how to navigate this accurately). Finally, pupils write an up answer, based on the evidence, to decide whether or not Mary really deserved to be called ‘bloody’. Classes always love this one - may take 2 lessons, especially if class enjoys group discussion.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 4 - a research led lesson to explore the tactics used by the US Army and Vietcong. Pupils will produce a booklet based on their research. Details are provided on the slides as a start point for discussion once the booklet has been completed. Finishes with some indepth questions to apply this knowledge, including an exam style question.

Introduces a grid system to help pupils with how to look at pictorial sources. This system can be used again and again! Looks at the purpose of portraits and why historians must be careful when using them. Uses two specific portraits to see how Henry used them to convey an image of himself to the people.

First lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ This introduction looks at the nature of Tudor government with a comparrison with modern government, what changes were happening and why they were needed. Very detailed notes. Also offers an overview of the assessment styles of the module.

A nice investigative lesson where pupils will consider how unfair or accurate the popular interpretation of Richard III is. This works best following the other WOTR lessons I have uploaded, as it will finish a chain of thinking about Richard III. Starts by looking at depictions of him, and proves he wasn’t a hunchback. So if that’s wrong - what else might be? Word of warning: It will take a lot of discussion to help pupils remember they’re looking at if HISTORY has been ‘unfair’ or ‘accurate’, and not looking at whether each piece of EVIDENCE is ‘unfair’ or ‘accurate’. If you choose to watch the documentary as part of a lesson, there’s also a sheet for pupils to fill in to collect evidence.

Fourth lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ The lesson looks at the changing role of the secretary across the breadth period studied, as well a list of all the secretaries and which monarch they served under, before focusing on some key individuals themselves. Looks at: Cromwell, Wriothesley and Sadler, William Cecil, Walsingham, Davison and Robert Cecil. Includes a worksheet that students can add to, using the lesson notes, textbook and potentially further research themselves.

4th lesson in this scheme of work. This lesson focuses on historical interpretation, asking ‘does history have it right?’ There is a short video to get information about the storming. Students must then compare details given for the storming based on accounts by the rioters, and historians, looking for differences in the stories and assessing why that might be the case. There is a good scope here for discussion on differing accounts, utility and reliability. There is then a writing frame for students to assess which account they believe is the most/least accurate and why.

1st lesson in the French Revolution scheme of work - a nice mixture of tasks including some songs/videos. Introduces some initial key words, including what exactly a revolution is. Uses ‘Can you hear the people sing?’ from les Mis and ‘La Marseillaise’ as a good way to introduce some concepts of why people might want a revolution in France, and which people in particular. ALso features a group discussion on what might drive people to overthrow a government. Tasks then introduce the Ancien Régime and people’s attitudes toward the monarchy to look at frustrations there in. All tasks are well structured with writing frames, and there are instructions in the powerpoint notes.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 3 - Focuses on how Johnson was able to escalate US involvement in 1964. This is a really fun lesson, running as a debate where pupils will debate whether the Gulf of Tonkin incident, or the 1964 presidential election, was the biggest factor. Lots of information provided, but students can do their own research too. Very detailed instructions as to how to run the debate. My classes always LOVE this lesson, so I hope yours will too!

Lesson 16 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 4 of 3.2 - Gaining Control of the Localities. Lesson focuses on the history and role of the JPs, with good detail on their role in local government, the influence they could have and as such, what qualified someone to become a JP. Finishes with a timeline task, tracking the evolution/importance of the role of the JPs between the reigns of Henry VII, Henry VIII and the later Tudors. Uses the Edexcel Pearson textbook