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.

Because they’re too often forgotten! A lesson with allows pupils to research a woman of their choice, from Elizabeth Woodville, Jacquetta of Luxembourg, Cecily Neville, Anne Neville, Lady Margret Beaufort and Margaret of Anjou. A little information is provided about each to help them get started/choose. Includes some nice extension activities too.

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.

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.

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.

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.

8th and final/assessment lesson on The French Revolution -begins with a recap; what did people want from the revolution? key words activity illustrating what life was like in France after Napoleon and the return of the monarchy. Students must colour code whether each factor shows a positive change, or a bad/no change. There is a HA and LA version of this activity Finishes with a GCSE ‘How far do you agree?’ assessment qustion HA has a planning grid which will allow them to also think about aspects from throughout the scheme of work. -LA helps to pick out a piece of evidence for each side, and provides a writing frame

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!

A lesson designed to get pupil's thinking about their own reactions to Kenendy's choices at the CMC. Pupils the sheet to look at the pros and cons of each choice, before writing an 'action plan'. This is informed by real time 'bulletins' of information - does this alter their choices? The action plan is then compared to Kennedy's choice.

A resource to help students make notes on the purpose of Nazi economic policy. For the Edexcel A Level: Germany and West Germany 1918-89 Part 3: Economic development and policies 1918-89 This sheet requires the Pearson ‘Nationalism, dictatorship and democracy in 20th century Europe’ text book.

This is a free resource. Begins with a 'which of these promentant figures do we recognise?" task - some discussion into each of them can be done. Main task - research and present in some way, a key figure from Black history. Gives a big list of examples of both men and women to cover a range of interest areas, but others can be chosen. There are also some optional extension tasks which prompt pupils to look at the 1960s Civil Rights movements in the USA, and the British Race Relations Acts of 1965 and 1976.