This lesson contains: A starter to check student knowledge about the Empire and where the Empire reached. An overview on the need for the Empire to call up troops from all over the world. A short case study of Khudadad Khan, the first Indian recipient of the Victoria Cross. An overview of the use of propaganda across the Empire and the study of some different types. An activity to study a series of information cards provided to fill in the worksheet mind map for South Africa, Australia, Canada, India, the West Indies and New Zealand. A final activity to argue for or against a viewpoint about the Empire making a huge impact on the victory in WW1. Attachments: 1 x Powerpoint Presentation 1 x Publisher File 1 x Word File

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 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 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 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 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 match up starter to put correct treaty to the correct date. An A3 worksheet (best in A3, works in A4) which is completed throughout each stage. An overview of the growing fears and tensions on the Plains, firstly the fears of the Indians and then the fears of the White settlers. Students have space on their worksheet. A look at the intention behind the Fort Laramie Treaty, including ensuring safe travel for Americans, but also the problems with getting this across to the Indians, such as a lack of translation and the councils not acting for the whole tribe. A task to use the information provided to note down the terms of the Treaty. An activity to determine the consequences of the Treaty on the Indians and on the Americans. An opportunity to practice an exam question for this topic. There is an exemplar to offer further support and guidance and for students to discuss and peer mark. Attachments: 1 x Powerpoint Presentation 1 Word File 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: A starter that discusses the problems Rome has with such large territory. Students explore the idea that the army needed to be large etc. A walkthrough of some of the major threats the Romans faced from abroad. The Iberians, Parthians and Britons are used as examples with a question to answer for each. An overview of the major tactics used. The lesson teases, from hints on the board, at the wedge, testudo and use of catapaults. There are images and video footage to support each, as well as two extra slides with a ballista and seige tower on for extra information. A slide on the importance of roads to the armies too with a chance to discuss it. The main task which asks students to use information sheets provided to complete the worksheet to show how effective the army was. For each section they also rate the effectiveness of each reason to help form a judgement. A plenary gap fill exercise to summarise the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider why people come to Britain today. Students might suggest money, education, work, tourism. This leads on to the theme for this lesson. An overview of where Britannia fit into the Roman’s plans and who lived on the island before the Romans came. An activity to watch a video which briefly summarises the reasons why the Romans wanted to invade, and students make notes on their worksheet. The students then get given a more detailed sources sheet which will then help them flesh out their notes and read contemporary sources to extract the information. This can be extended by considering the main reason and giving a score to each. A task for students to study the two invasions and to answer questions on the board about each. This includes noting why Caesar’s invasion may have failed as well as why Claudius’ invasion was more successful and worked. The students get this information from an information sheet. A set of slides which give a brief overview of the consequences of the invasion using pictures and text. A plenary with a quote from Tom Holland and his view of the reason why the Romans invaded. Students can argue with or against this view using what they learned in the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to study a painting of Caesar being killed. Students speculate what is happening and to who. You can then ask ‘why’ and see if any of them know already the reasons. An activity for students to complete a timeline on the worksheet provided as the teacher goes through the backstory of Caesar. The slides are informative and easy to use and have discussion questions to extend the material further. A task for students to then determine the reasons Caesar was assassinated. They study evidence about him and decide if his actions were tyrannical or not. Then attribute different factors to each piece of evidence before deciding the main reason he was killed. A final activity to study two different interpretations of the manner in which Caesar was killed. Students complete a table to show where they agree and where they disagree. A plenary to create a headline for the assassination and a first paragraph depending on the ‘slant’ of the newspaper writer (themselves). Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter asking students to consider the traits of a good soldier and what they would expect from one. A teacher run-through on the board of the structure of the army. The students use the on-board information to complete the worksheet provided with the structure on. An opportunity to complete the lableling of the soldier on their worksheets using the hints on the board. A series of information about the different soldiers the Romans used in battle, like hastati, standard bearers, aquilifers etc. Students have a gap fill on this to write into their books based on the information. The word bank is provided. The main task about the life of a soldier. The students get a story (created by me) about Gaius, a young recruit, and his life at camp. The students complete the questions on the worksheet provided and identify some of the key Latin vocab words. A plenary to write a postcard imagining they are on their first week in the army and their experiences. Attachments: 1 x Powerpoint Presentations 3 x Publisher Files

This lesson contains: A starter to consider two images of Rome and consider what has happened to Rome in between them, and why. A background into the problems the Roman Empire was facing. Students watch a brief YouTube video for context and then use the sources sheet provided to complete questions on the board to evidence the different problems the Romans faced (i.e. invasion, corruption, less food to feed the people etc.) A task to study a series of events in the fall of Rome on the info cards provided. Students put the cards in order then complete the timeline. The point here is to write in each event higher or lower, according to the axis, depending on whether each even had a minor, some, major or devastating effect on Rome, giving students an opportunity to make a judgement as they set up the timeline. They can extend this by colour-coding the events that came from inside Rome, and those form outside, to provide for a discussion. A background of the Empire after the fall, including the survival of the Eastern Empire. Students then do a plenary to discuss a quote from Dan Snow about the main reason for the fall. Students argue for or against Dan Snow’s view, using evidence from the lesson. Attachments 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter which looks at a map of the Mediterranean and asks students to study the Roman and Carthaginian lands. Students can discuss the potential benefits of their relationship and the potential negatives. The teacher can then introduce the idea that there were 3 wars between them, to set up the lesson. A teacher-talk overview of Carthage, its location and a bit about them as people. There is an embedded YouTube video that shows what their city might have looked like. A task to listen to the teacher give a 4-5 slide overview of the first Punic War with on-board animated movement and coloured maps which are customisable. Students use what they heard to complete a simple comprehension gap fill. An activity to study the rise of Hannibal and for students to watch two videos and complete part of the provided worksheet to talk about Hannibal’s army and elephants. The students then use a double-page info sheet to complete questions on Hannibal’s journey and invasion. They can answer the questions around the map, which I had made myself. A plenary/review to answer about the consequences of the Punic War against Hannibal. Students will study the map and a quote from Appian, then summarise the consequences for Rome. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider the characteristics of a ‘good’ king. An introduction about the founding of Rome and an opportunity to go through the Romulus and Remus story if you already taught it. the seven kings are introduced and there is an editable map I have made. A discussion of what a ‘tyrant’ is and what makes a person such. This leads on to the tasks identifying tyrannical behaviour. A task to study the first 6 kings. Students make brief notes from the information cards provided. They note down the good things each king did, and any actions which made him tyrannical. The point here is for students to identify that the kings got more greedy as time went on. An introduction to the last king, Tarquin, and students are given a passage from Livy and need to identify how he came to power and the problems of this. Students then colour-code the actions he took as king and note any good ones, poor decisions and tyrannical ones. They then summarise an argument for the removal of this king. An overview of the end of the kings by Brutus and a plenary asking students to consider what new form of government should take its place to prevent one man becoming that powerful again. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A discussion activity to discuss Ancient Rome and for students to share what they know using the picture prompts. An overview of what public health means. An activity using the on-board information and the info sheet provided to complete questions on the importance of the army and how the army helped medical progress. Discussion of public health measures used by the Romans, followed by info and an activity on the uses and effectiveness of aquaducts, toilets, sewers and Roman baths. A plenary to use a radar graph to determine the most important parts of Roman public health. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

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 to consider the merits and demerits of democracy vs dictatorships and what problems or benefits they may bring. This leads on to the switch today from kings to republic and how it was structured. Information about the founding of the Republic and the symbols it had. Students then consider what a ‘citizen’ is. They then summarise what a person had to do to be a Roman citizen. They also find out about women and slaves. An activity to read about Patricians and Plebs before answering consolidation questions about everything taught so far. A task to study the structure of the Republic and answer questions on their worksheet provided showing the role of the different parts of government. An activity on the Twelve Tables. Students study the information provided and answer some questions about the laws, before considering which protected the poor and which empowered the rich. A plenary to consider whether the republic benefitted everyone. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to discuss the image of Romulus and Remus being nursed by a wolf. Students make judgements based on this. A task to consider what a legend is, using examples on the board, and drawing out the meaning to work together to form a definition. Students then get background, on the slides, of where the legend of Romulus and Remus takes place and how important ‘origin stories’ are to cultures. A video from YouTube recounting the story, followed by an activity to read the story and answer questions down the side. Students must consider what parts of the story are truthful and which fall under the definition of a legend. A plenary to consider Bettany Hughes’ view about the story being false, and asking students to support or reject her view based on their learning. Attachments: 1 x Powerpoint Presentation 1 x Publisher File