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 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. 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: 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 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

This lesson contains: A brief background to Henry, which is done via a slide and then an information page where students read about his early life and answer some questions on the board. A main activity to study the different ways Henry kept control and to complete a graph. On the graph, the students will make a note of Henry’s solution and write in accordance with what problem he solved. This is something that students enjoyed doing but can also be achieved by giving them a table too, or having them make notes. A judgement task to weigh up how well Henry was able to solve his problems. Students have an opportunity to make a judgement and evaluate using explanations. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to get students talking about why diseases spread, and then hopefully they will apply that to this lesson about the Black Death. A background info slide about the spread of the plague. Students then use on-board images to discuss what actually caused the spread. There is a gap fill exercise which can be completed to consolidate the knowledge. An on-board discussion about how people attempted to stop the plague. Students are asked to complete a small, optional sheet (it could just be a discussion, up to you) with each, matching them with the associate image, then decide the the one that they think would work the most, and which would not. A few slides with sources about the impact the plague had on England. Students read and discuss what they think each author is saying about the impact. A card-sort activity where students are given lots of small statements about the plague and they have to separate them into positive and negatives. Then they choose the 3-4 best the write about in their books. This can then be extended into a writing task to make a judgement about whether the Black Death was terrible for everyone. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

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 which is based on having studied something about Hitler’s road to war or conquest of different nations, which leads on to a discussion of appeasement. You can edit this to suit whatever you have previously studied. Background information about Hitler’s progress through Europe, taking land and building resources. The students then discuss what ‘appeasement’ means using source. A video from YouTube with a set of multiple choice knowledge questions to answer after it has played to check understanding. A main task to study the reasons for an against appeasement on the worksheet and to colour-code the arguments. This is then followed by a writing task to discuss whether it was the right policy or not. Attachements: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which asks students to discuss the difference between two modes of transport and then the advantages and disadvantages of both. An introduction to early maps of English roads and then an overview of why people travelled. Students study 4 sources on the board and write down, for each, what we can learn about the reasons people travelled the roads. An activity for students to study 7 sources and write down what we can learn about the difficulties facing travellers. Students also note, for each source, what evidence in the source told them this by either describing the picture source, or giving a quote. A task to study attempts to fix the problems on the roads and note down some of the attempts. This can be extended by students noting whether this was actually effective, and also considering the use of rivers instead. A plenary to write a short letter from a foreigner’s perspective about the roads and transport in England. 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 that asks students to study a source image of Jews cleaning the streets. they are asked analytical questions about it and will return to the image later. An overview of the key words for the lesson, which are ‘perpetrators’, ‘collaborators’, ‘bystanders’ and ‘resisters’. There is then a chance for students to make notes on each as you go through the next 4 slides with images. A task to return to the source and judge who they believe in the picture fall into each of the categories. The extension is to consider why it’s sometimes hard to decide on the difference between those doing and those collaborating. A colour-coding activity to look at a series of scenarios and judge what category of guilt they are to be placed in. An extension of this task to then map the numbers of each scenario on a plot graph to note the impact of each and the level of ‘active’ or ‘non active’ each scenario showed. this can lead to greater analysis of the consequences of different peoples’ actions. A review of the learning. Attachments: 1 x Powerpoint Presentation 1 x Word File

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 ‘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 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 starter with a ‘math’ question from Nazi Germany to get students thinking about the effect that such messages would have had on the acceptance of violence towards Jews. An activity to complete a knowledge organiser worksheet as you lead them through the powerpoint, covering: * The Prophecy speech * Increased number of Jews under Nazi control * Madagascar Plan * The Wannsee Conference (with 2 videos from YouTube that shows what happened and what was decided). * Where the Holocaust took place * What happened at the camps * Death through work and gas chambers * Auschwitz as a short study. * A final plenary to consider the human impact of Auschwitz. 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 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 ‘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 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