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 which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the bombing of major cities and the purpose of the evacuations. Students looks at some sources and figures of those evacuated and draw assumptions about the meaning or intent behind some of the propaganda behind the evacuation initiative. The main task to study what the experiences were like. Students watch a video and discuss how reliable it is as a source, then look at the sources on the information sheet provided and find positive and negative experiences. Students then write about how lives were changed by the war. A plenary to consider what five items they would take with them if they were evacuated. Attachments: 1 x Powerpoint Presentation 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 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 which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the war and its global impact. Students then see two short examples of why people fought and look at the different experiences of a person from British Africa and British Caribbean. They might speculate as to why these experiences were different. An overview of why people from the empire fought. Students then take notes in a mind map or bullet point format from the board. A main task to study 7 information cards, one from different parts of the empire, and to assess their contributions. They record these on the worksheet. A video and then excerpt to judge whether empire troops received recognition and the respect they deserved for their contributions. The video and excerpt give different interpretations of this so that students can make a judgement. A plenary to support or contradict David Olusoga’s quote about the empire and its contribution. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. An overview of the situation so far in the war and that neither side had won decisive victories. Students are then introduced to the new leaders Fairfax and Cromwell and the idea of a new ‘model army’, why it was created and what the intention was. An activity to then use an information sheet to answer questions on the key information about the new army and then to explain how the new types of troops might help them win. A task to study the rules laid out for the army. Students use the questions on the board to write about what made them religious, disciplined and brave. Students summarise the key provisions while doing so. A plenary to recount key words. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. Background information about James (in case you have not previously done a lesson him). There is also a slide to get the students engaged by showing that the Gunpowder Plot has lot of exciting elements in it. A discussion about the importance of Parliament, before students study an information sheet about the Plot itself and complete a fact file table to record and comprehend the main facts of the event. A few slides on the consequences of the plot and then a few slides to show what happened to the plotters. The main activity to discuss the two main theories about the plot, whether it was a genuine plot, or whether Robert Cecil knew about it all along. The students then use a number of sources to analyse the event and make a judgement about what it shows about the guilt of the plotters. Students note down suspicious information, then make a judgement about whether the plotters were framed. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to consider the traits of witches and what makes them scary. It also tests students’ prior knowledge of the punishment of witches. A task to draw a mind map in their books and then there are four slides of information about what the ‘witch craze’ was all about, based on common myths surrounding witches. The slides include info on how they look, what they go and about sabbats, witches marks and how people tried to ward off witches from their door. A task to study the first page of the information sheet to summarise why people became afraid of witches (based on superstition and fear) and then to find out how the witch craze began and how people started hunting for witches. A case study on five different women who were accused of witchcraft. The students find out what they did that raised this suspicion, and they decide whether there are any modern-day explanations that might explain what had happened. Students then determine, by colouring the small cauldron, how guilty in reality each woman was. The students then find out, from the slides, that all women were executed and this makes them see the injustice of the witch craze. A plenary to have students define some of the key words from the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A video from YouTube which summarises the main events of the war. Students then use the information provided to find out about 4 such battles. The worksheet contains questions to elicit the key information. Students can extend their thinking by discussing what either side might have done differently to get a decisive victory. A chance to take a detailed look at Naseby, the battle which turned the tide of the war. Students are introduced to the location and the alignment of the troops. There is a video summary of the battle and how it was fought, and then the PPT provides a ‘talk through’ opportunity with animation to show the progression of the battle. A task to use the information to complete their worksheets and answer the questions. A final task to colour-code the main reasons why Charles lost the war, and then do a write up to say what the main reasons were. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An on-board overview of the background to the Blitz and some of the statistics, so that students can work out that this war took its toll on civilians much more than the previous war. The slides then take students through the idea that aircraft are now much more deadly in this war, with examples from Spain, Poland and China, and then looking at Rotterdam as well. A discussion task for students to determine where the Nazis might attack given the choice of different targets on the map. Students might choose between cities, industry or military targets, and justify this choice. A main task to work through the guided reading in the booklet to discover what the Blitz was, what the intention was (from sources), and then what the impact of the Blitz was. These exercises are done in the students’ book. It uses on-board information to show the shelters, defense forces and subways being used, as well as a video from Blitz Street on YouTube. A final task to use the sources provided to answer what the cost of the Blitz was, and where this worked in crushing Britain. A plenary to examine photos of London during the Blitz and write how this would have affected the people living there. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of what the Homefront was and how the concept of ‘Total War’ works, with a quote from a historian and examples of how it affects the home front. A few slides where the teacher can explain the adjustments to living that took place during the war, to ease into the main task. Students then use the two-page information sheet to complete the table provided with notes about the impact the war had on people at home. An opportunity to study a quote about total war and give examples of what they learnt that can verify or contradict the quote. A plenary to write a paragraph about life in the war. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do it now’ starter which can be amended to fit whatever you have recently been studying. A background into the emigration of Jews after the changes ot the laws in the 1930’s. it introduced Herschel Grunszpan and his murder of Ernst Von Rath. There is then a video from YouTube to back this up and tells the whole story of Kristallnacht. Students complete a series of questions as the video plays. A small task for students to use the stats on the board to write down the 5 facts that go with them. An additional task to read 3 sources from eye witnesses and to write down what we can learn from them about people’s experiences of the night. A plenary to review an interpretation and what it might mean. 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 task that has questions that can be amended or altered based on what you have been previously teaching. A quick reminder/discussion about why witches were scary to people in Europe at the time and what people worried might happen. An introduction to Matthew Hopkins and his role in the witch craze. Students read the information sheet and use it to answer a couple of questions about him in full sentences. A larger task to use the worksheet to label the different methods Hopkins used to discover the guilt of witches. Students look at familiars, herb use, pricking witches, waking witches, swimming witches, marks and moles and their actions as well. They have some extension questions to follow up on the information they have learned and extend their thinking. An overview of how witches were then punished, followed by the modern cultural depictions of witches. There is then a short activity to read the later Witchcraft Act of 1735 and to summarise how it ended the witch craze, including information on the last cases tried in the UK. A plenary to write a letter making arguments against Hopkins and his use of torture against witches as a way of summarising what they have learned. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task that has questions that can be amended or altered based on what you have been previously teaching. A brief introduction to the start of the war, and then students use the information presented on the PPT to complete the boxes on their worksheet to differentiate between the Roundheads and the Cavaliers, who they supported, what they wore and what their aims were. An activity to study the information sheet and find out about the different way in which musketeers and pikemen fought, as well as then labelling the two different soldiers based on the descriptions on the sheet. An activity to find out about the difficulty faced by soldiers when choosing sides. There are four large sources and for each, there is a question that analyses what is being said. The students answer these questions in their books with an extension to explain two reasons why soldiers found it hard to choose sides. A plenary activity which can be done as a whole class on the board. There is a summary task on an interactive website from British Civil Wars. It is a drag and drop activity which can be done as a whole class discussion. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: An introduction to the word ‘presecution’ and what this means for the holocaust. An overview of the Aryan Race ideals and the idea of who was undesirable in Germany. Students make notes on the different categories of undesirable. An overview of racial beliefs held by the Nazis, including eugenics and racial purity, with a gap fill to consolidate their knowledge. An activity to study the stories of different people in Germany and how they were persecuted. Students will study the information provided and will come to see that it wasn’t just Jewish people, but a wide variety of people who were affected. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter with a quote about Jews and how they were ‘to be condemned’ - most will think this is from Hitler but is in fact from Martin Luther. This starts the idea that antisemitism has a longer history than just Nazi Germany. Background information about the long history of antisemitism and what the word means. Students write a defintion from the board. An overview of the word ‘scapegoat’ and how this might apply to the Jewish people through history. A main activity to study a series of information cards, each about a different country through history, and for students to make notes on their worksheet about how the Jews were treated, and why. This leads to a deeper discussion about patterns and trends we can see through history about the reasons why people persecuted the Jews (greed, blame, religious differences etc.) and how this links to Hitler’s persecution. There is a consolidation activity for students to do using guidence on the board. An activity to now compare these views with Hitler’s views in Mein Kampf and draw comparisons. A smaller, colour-coding activity to note why antisemitism may have been on the rise in Germany even before the Nazis assumed power. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A ‘do it now’ starter which you can edit as needed to revise concepts you have previously taught. An introduction to the word ‘refugee’ which students discuss and can write a definition of. They can discuss why children may have been refugees in the 1930’s from Germany. A background tot he Kindertransport program, including the reasons after Kristallnacht, the British hesitation and then their eventual offer of help. The students consolidate this by filling in a gap fill once you have gone through the slides. A short look at the experience of Stephanie Shirley by watching a video interview with her and discussing her difficulties in the kindertransport program. The main task to study a series of sources containing experiences of different youths who came the Britain. Students then use this to complete the diagram and questions on their worksheets to show the experiences of the journey, arriving and whether they felt welcome. A plenary to discuss how we remember this event, and to re-review their definitions of refugees and summarise the experiences they learned about. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do it now’ starter that can be edited to reflect past learning you have been covering. An overview of Hitler’s invasion of Britain, in particular the Channel Islands. There is a video from YouTube that summarises the situation in the Channel Islands. Students learn about the four camps that were built on Alderney to house prisoners, two of which were concentration camps with European Jews and political prisoners. As the teach works through the slides on each, students annotate their maps of each camp and who was held there. A main activity which is a guided read about Norderney Camp. Student use what they have read to complete the worksheet with the key consequences of its existence on the people held there and on British citizens. A review task to design a suitable memorial. Attachments: 1 x Powerpoint Presentation 1 x Word File 2 x Publisher Files

This lesson contains: A starter to consider what Roosevelt meant by his speech about a ‘day in infamy’. An overview of the Pacific Theatre from the invasions of the Japanese and domination of the islands with a gap fill activity to note down the declining relations between the U.S. and the Japanese. An overview of the location of Pearl Harbour, importance and the reasons it was a good target for the Japanese. A YouTube video to watch some scenes from the Pearl Harbour Film, then an activity to study a series of sources and what we can learn about the attack and the consequences.  A plenary to write a news report from the American perspective of the attack. Attachments: 1 x Powerpoint Presentation 2 x Publisher File

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