This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An overview of the situation n 1939 after Hitler had invaded Poland and started WW2. Students then find out that Jews were forced to move into ghettos. Students define the word in their books. There is then a short video from YouTube to reinforce this idea. A closer look, in particular, at the Warsaw Ghetto. Students find out where it was, how many went there and how it looked. This is a video from YouTube that reinforced this information and gives some insight into life in the ghettos, as well as an optional clip from Schlinder’s list which I have edited with questions across the screen to consider as it’s playing. The main activity for the students to study 4 source ‘packs’. Each info card has 2-3 pieces of information and images, as well as ‘prompts’ for them to consider and help them make notes about what life was like in their worksheet tables. There is an extension activity on the board. A slide which goes over the major consequences of the ghettos for students to add to their notes if they didn’t get them. A plenary to get students to consolidate their learning with some simple questions. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to review the previous lesson on Mussolini but this can be edited to cover whatever you have recently covered. A brief overview of Mussolini’s position now that he is in power, but how limited his power actually was at the start. this includes some analysis of the methods he will go on to use to maintain his power, including comparisons to the Roman Empire fascis, salute, architecture etc. A video which explains how Mussolini increased his own powers and turned Italy into a dictatorship. The video has been edited by myself to include the check points of how dictators strengthen their control, and the video ticks as it plays through. A main task to study 5 information cards about Mussolini and to write 2-3 pieces of info from each onto the A4 scale provided. Students rank the information to show that Italians supported, were convinced or were forced. A plenary to consider the views of a historian about how persuasive Mussolini was. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: Background about the situation in the war and the Nazi invasion. Students consider why the Nazis invaded Russia using the on-board prompts. A run through of Hitler’s intentions for Russia and his message to the troops. A discussion of why the Blitzkrieg failed in Russia, in stages, with images. An activity using the information provided to complete a fact file page to record the statistics and the events. A small study of Stalingrad. A colour-coding activity to decide the most severe consequences of the attack for Germany and the war. An opportunity to decide if it was a turning point and study some sources which provoke thought. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson includes: A starter activity to recap previous learning. An on-board introduction to Henry II becoming king and the kings that came before him starting with William I. Students learn about the Angevin Empire and the extent of Henry II’s power. An on-board explanation of the rising power of the Church and Henry’s frustrations with Church courts. Students find out about the ways criminals could escape justice through Sanctuary and Benefit of the Clergy. This is followed by an exercise to summarise what they have learned so far. An activity to read the story of Henry and Becket and to complete a questions on the timeline worksheet provided. This is extended by asking students to identify 1-2 moments where both men were responsible for the falling out. A plenary for students to reflect on the mistakes made and how things may have gone differently. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider what assumptions we can make about a fictional person based on the criteria on the board. This gets students into the thinking of using evidence to make guesses. An image of the Tollund Man and gets students discussing what may have happened to him. Background about the story of the Tollund Man, followed by a YouTube video on bog bodies and the Tollund Man himself to give the background. A task for students to use the information booklet provided to note down the facts. This helps them seperate theory from fact. Once they have what they know as fact, they can then use the sources to add a bit of flavour to their notes. Students are then asked to consider their theory of what happened from an option of murder, religious sacrifice and execution. The students use the facts and the source evidence to come up with a theory about what happened and defend it with historical reasoning. This is good fun and they also get to use historical skills and PEE etc. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

LESSON 1: An overview of the short, medium and long term reasons for the Munich Putsch. A discussion of the plans for the Putsch and a YouTube video to give a good overview of the Putsch. An activity to write reasons why it failed. A colour-coding activity to discover the consequences for Hitler and the Nazis. A plenary quiz. LESSON TWO: An overview of the events of the Putsch. A chance to study two differing interpretations on the success or failure of the Putsch. An activity to go over with students how to correctly answer the interpretations question and a guide to answer it in full. A handout with the two interpretations and space to write.

This lesson contains: A starter to consider some images of the uprising to prompt student guesses about the lesson content, then a quote from Obama about the uprising which can form a debate. An overview of where Hungary is and the reasons the people were upset with Rakosi. There is a brief YouTube video to support the on-board info. Students complete a gap fill using the info they hear and read on the information sheet provided. A background to the invasion and Imre Nagy’s reforms. A discussion of the reforms and which would be accepted and which wouldn’t. A YouTube video to give an overview of the events of the uprising, then a task to use the info provided to complete a timeline of the events with extension questions. A task to study the consequences of the invasion and to colour-code categories. An opportunity to attempt the narrative question, with on-board advice to help. A plenary quiz. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A recap quiz about the Catholic plots. An overview of the spy network of Francis Walsingham with a video (YouTube) about the torture methods used in Tudor Britain and gives some insight and brings it to life. An additional video, this time on the use of code breakers under Francis Walsingham, which adds insight into how he cracked the Babington plot. A worksheet and activity to study the methods in more detail (i.e. spies, informers etc.) and to rate the effectiveness in keeping Elizabeth safe. A final summary activity to judge the severity of each of the plots. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which asks students to consider who MLK was an his role in Civil Rights. This can be building on a previous Civil Rights lesson, or can just be open ended, as many have heard of MLK. An overview of where Selma was on the board with maps and information. There is a YouTube clip from the 2015 film, Selma, showing the lack of access to voting people had, to really drive home the injustice. A task for students to study sources on the information sheet provided and pick out the main reasons why Selma was chosen for the marches. An activity to read information about the major marches and summarise what occurred during those, including Bloody Sunday itself. A task to study the consequences of the marches on the Civil Rights Movement and to summarise, in their own words, the main impacts. There is an optional printout that also allows this to be a colour-coding activity based on the importance of each point. A final look at the Voting Rights Act in more detail. Students note down the objective and the effects of the Act. A plenary to note down the importance of the event as a whole. Students might even discuss its impact today after studying the image of Obama recreating the march on the 50th anniversary. Attachments: 1 x Powerpoint Presentations 2 x Publisher Files

This lesson contains: Background information about James’ ascension to the throne and some of the issues his reign might cause, such as him being Scottish, the son of an executed traitor, having a wife that favours Catholicism and his beliefs about Divine Right of Kings. Students discuss each point as you move through the slides. An activity to study two quotes by different historians who see James differently. Students will return to these quotes later as they decide whether James was a popular king or not. A short video from YouTube about James’ life and reign for background information. A main activity for the students to study a double sided information page containing lots of information about James. Students complete the worksheet to show his policies and decisions about different matters. This task is extended by considering things that would have made James popular, and things that wouldn’t have. A plenary to return to the quotes and to choose which side they are on by writing up their own judgements about James. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap previous taught knowledge form the course. An introduction to surgery noting the improvements to bleeding and infection, then starting with the problem of pain, from laughing gas to ether. An overview of the role of James Simpson and how he discovered the use of chloroform. A consolidation exercise to complete the gaps, then a colour-coding exercise to note the effect. An introduction into the world of antiseptics and Listers role. A video from YouTube to give an overview of the discovery of carbolic acid and a consolidation activity. Students then use the information provided to answer questions about Lister’s impact on antiseptics and aesceptic surgery. A plenary to consider which one had the bigger impact. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to study a source and analyse the message. Background information on the rise of Hitler and how things began to change while the Nazis were in power. A chance to write down some key words, such as persecution, genocide and pogrom. A video giving the background of changes in Nazi Germany with footage from the time. A main activity to sort 18 cards in chronological order, then write them onto the timeline of persecution over time. This is different from other timelines as you also have to write them onto the timeline higher or lower based on severity, with an extension to colour-code the different types of persecution (economic, political etc.). A review task at the end by agreeing or disagreeing with a historian’s views. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to study an image of the devastation caused by the Black Death. Students can discuss the scene and share any knowledge they know about the event. The next slide has some broken down info and follow up questions. Background slides about the spread of the disease and its origins, where the name comes from etc. Students then study the info sheet and work out 5 symptoms of the Black Death. A task for students to watch a YouTube video which enriches the previous activity, then use the info sheets to complete a table about the two types: pneumonic and bubonic. A final activity for students to study 4 sources and summarise what people believed caused it. A plenary to discuss what each student would do to avoid the plague. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An introduction to the idea of resistance and how it manifests. Students can explore types of resistance that can be done other than force. They then get introduced to some images of resistance in the ghettos, then discuss a ‘word wall’ with different ways the Jews resisted. Students categorise them as giving hope, morale or those preserving values and beliefs. An overview of the difficulties faced when trying to escape from concentration camps. Students examine an excerpt and write down 3 reasons escape was hard. They then give specific examples from the next slide. A guided reading task on the Warsaw Ghetto Uprising with questions around the outsides, differentiated to show where the information can be found. A plenary to explain what resistance meant to Jewish people and what it means to them also. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter with a quote from Polybius about the nature of Roman religion. Students discuss the importance of religion in the Roman world. An overview on the board of religion in Rome, including the nature of polytheism, the pantheon of Gods, the temples and importance of festivals, the use of augurs and shrines. Students then complete a gap fill, with a word bank, to show their learning. A task to match the most famous Roman gods with the roles they played. A discussion of what tolerance is before a main task to use the information sheet to complete the worksheet to show how the Romans treated the Druids, the Jews and the Christians. Students shade an amphora to show to what extend they were tolerant, or not. A final plenary to weigh up the overall tolerance of other religions. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter task to consider the England football team bade and the symbolism there. The Lions and the roses are a mix of medieval and Tudor history. Kids discuss what they know about the symbols. A couple of slides of background which explains and guides students through the causes of the War of the Roses, from Edward III’s death, Richard the II’s murder and the resulting line of kings to Henry VI. Within this, students consider who they think should be king after Edward, and the different variety of answers is evidence that no one really can decide who deserves it more…and they understand the origins of the war An activity to complete a short guided read about Henry VI and why he was unpopular, and this gives the students the short term causes of the War. A main task to sort 8 info cards about the key events into chronological order. The students then use these cards to do a timeline on the worksheet; they put Yorkist victories on one side and Lancastrian ones on the other, showing the turning tide of events down to Henry Tudor’s victory at Basworth Field. A plenary to consider what Henry, as the new king, needs to do to make sure he now ends the War and keeps hold of the Crown. The students can write this up based on what they have learned. Attachments: 1 x Powerpoint Presentations 3 x Publisher Files