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 to consider what students already know about the Holocaust. Students then draw a mind map to gather ideas about why they study it, what happened and when and to whom. A video from YouTube which consolidates this and allows students to add to their knowledge. A slide then has suggested responses for some green pen work. An activity to study 3 interpretations of the word ‘Holocaust’ and students find common factors between them, making their own definition at the bottom of the worksheet. An introduction to stereotypes and students can annotate the picture of a Jewish stereotype. This will allow later study of German propaganda against the Jews. Students also have some slides to see on modern stereotypes which may interest them, before looking at how the Nazis then portrayed them. A plenary to describe two features of the Jewish stereotype. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

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 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 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 what ‘life choices’ mean and how they might affect the cause and cure of diseases. A discussion of what lifestyle factors affect out health, e.g. sun, alcohol, drugs, fast food, stress etc. This is because this lesson is about how greater awareness of diseases caused by lifestyle factors has helped us in the modern era. An overview of the pioneers of research on lifestyle, including Charles Booth’s original map and report and Edwin Chadwick’s report on the poor. An activity to do guided reading of information to do with lifestyles and complete a series of levelled questions to show their understanding. An opportunity to do an exam question comparing causes of disease in the modern era with another era. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

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 3 page worksheet that can be printed as a booklet (A3 is best, A4 is also fine). Information about the Ridolfi Plot through a video summary and a consolidation activity on the worksheet. The causes, events and consequences are covered. The causes, events and consequences of the Throckmorton Plot, to complete the worksheet, using a combination of on-screen information and a short video clip. The causes, events and consequences of the Babington Plot, to fill out the worksheet, through a mix of a word bank for the gap fill and the information sheet. A summary fo the consequences of the three plots, including the execution of Mary Queen of Scots. A plenary to come up with a phneumonic to remember the sequence of events. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x PDF of all Publisher Worksheets

This lesson contains: A recap of why Mary Queen of Scots posed a threat, to lead onto this lesson’s content. Information on the causes of the Revolt and a video clip from David Starkey (YouTube) about why the Revolt began. An activity to use given information to complete the worksheet organiser about the reasons for the plot, the participants and the plan. A slide on the PPT with an animated map and movement to show a visual account of the Revolt on-board. An activity to write about the reasons the Revolt failed and why, using the information provided. A choice of plenaries: an exam question or a consolidation quiz. Attachments: 1 x Powerpoint Presentation 2 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 comprehensive background into the war in the Spanish Netherlands for context. A discussion task about what Elizabeth should do about the Netherlands. An activity on the worksheet to study the chronology of events leading to declining relations with Spain, categorising them as financial, political and religious. A graphing activity to show the rising and falling of relations as time passed. A consolidation activity to consider which events leading to war were Elizabeth’s fault, and which were Phillip’s. A final activity to read the provided information sheet and complete questions on the fighting which took place with English troops. A plenary to plan (or write) an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter discussion about what Philip should do if he was to attack England. An activity to use the information provided to reveal Phillip’s plan and complete the worksheet. A table exercise to colour-code the reasons for the invasion. A short video and map explaining the events of the actual invasion. An activity to sort, in order of importance, the reasons the invasion failed. A discussion, and consolidation exercise,  on the consequences of the invasion. A plenary to write or plan an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter that looks at the family tree and as you click, it confirms why Mary has a claim. You may with to supplement this with your own activity, but I find this is really good at showing how closely Mary and Elizabeth are linked, but need to emphasise using your own dialogue that Mary is Catholic and what impact her taking the throne might have for England. A few slides dealing with the changes taking place in Scotland and the Treaty of Edinburgh. Before looking at Mary, the lesson introduces that Mary is sent to France to live and meanwhile, Scotland undergoes the change of religion and leadership. There is a video and students answer some questions on the Treaty. This sets the scene because Elizabeth is in a good position in Scotland and doesn’t want that to change. An activity to watch a short video and answer questions on Mary’s life’s ups and downs, including her various marriages. This ends with Mary coming to England. A multiple choice sheet is provided or you can set your own questions. As an alternative, you could ask them to do a timeline as the video plays. A discussion about which marriage provided different benefits or detrements to Mary. A main activity to read statements about why Mary posed a threat coming to England. Students colour-code the severity of each statement and make a judgement about the religious risk posed. A final task to study Elizabeth’s choices and the fit the ‘for and against’ statements to the different choices. Students then make their own judgement about what Elizabeth should do based on historian’s ideas that she needed to make the ‘least worst choice’. A plenary exam question if there is time. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter quiz to recap previous knowledge. You can customise this to suit your needs. Background into the decision to choose good advisors and who the Privy Council were. The slides are pretty straightforward and as you explain, there are questions that students can do from the board to show their understanding. A task to study the roles of the various branches of government and draw a small symbol to remember their main role. An on-board activity where you can use the answer key provided to talk through the structure of the government. This will be done on their worksheets provided and looks good once they are finished. A worksheet that takes students through Elizabeth’s decisions in choosing her Privy Council. Students find the clever choices she made and why, as well as answer some questions about the merits of William Cecil. A chance to practice an exam-style question easily done by looking back at the table and structure they completed. Attachments: 1 x Powerpoint Presentation 1 x Word Document 2 x Publisher Files 1 x PDF Answer Key

This lesson contains: A starter ‘do it now’ task to recap previous learning. An introduction to what a ‘stigma’ is. This leads to a discussion about social stigmas. Then you can introduce the three Elizabeth had against her: legitimacy, gender and marriage. A task to use the information sheet provided to create a mind map with the key information about each of the three problems, emphasising why each was an issue for her. An activity to study a series of sources to discover whether Elizabeth has the force of character to overcome these social stigmas or not. A final task to create a diamond 9 from a set of small info cards, each with a different problem Elizabeth had, which students cut out and stick down, with an extension to explain why they chose the top one she had to try and deal with first. A plenary activity to summarise a point of learning. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File 1 x PDF Scan of the Answer Key

This lesson contains: A starter to consider what the students remember from their studies in KS3 and what they can tell us about Elizabeth’s era. Might get a good discussion going. Some slides giving the background to Elizabethan England and about the dead rate, the harshness of punishment etc. There is an optional quiz if you have time (hidden slides) that have a few true/false questions and students can guess about the population, religion etc. It’s a good way to give an overall impression of the era. A task for students to sort out some cards to show the social groups and a description about them. Students match them, then rank them in social order. It helps them visualise society’s hierarchy. They then use what they have learned to complete the hierarchy worksheet provided and fill in the blanks about towns using the gap fill. A task to then study summaries of the previous 3 monarchs. Students will then judge what mistakes they made that Elizabeth can learn from in her reign. A plenary to consider the most challenging obstacle unveiled so far for Elizabeth. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 2 x Word 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 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 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