This 120-minute lesson is also about the development of the first organised police force (Bow Street Runners) but is framed around the issue of highway robbery as it was a significant problem and symptomatic with crime in the mid-1700s and the work of the Fielding brothers was one reason why highway robbery disappeared. The starter gets students to explore the 1860 painting by William Powell Frith “Claude Duval’ (prompt questions included). The next task asks students to become GCSE Examiners and they have to mark and feedback on an exemplar answer. This quick 5-6 minute activity looking at the issues of Early Modern policing (e.g. weak constables, watchmen) and what the Fielding Brother did to improve law and order (Bow Street Runners). Two further tasks: a NOPCUR Source Analysis Task on the Bow Street Runners - could be a good assessment (resource included); Diamond 9 task examining reasons why highway robber disappeared (this could be a homework task!). These two lessons work well for any Early Modern, Crime and Punishment schemes of learning and the source analysis resource could become an assessment piece as well. If you like these resources please take a look at our other resources: https://www.tes.com/teaching-resources/shop/HumanitiesResources

This is a 50 minutes Year 7 History Exam on the Crusades. The exam is based solely on sources and challenges students to answer questions ranging in difficulty, for example from ‘What reasons can you see why people wanted to go on a crusade? 4 marks’ to ‘How useful is Source E to historians studying the history of the Crusades? 9 marks’. There is a ‘Help box’ (help sheet) for each of the questions should the students wish to get a helping hand. There is also a teacher mark scheme. Good source analysis assessment.

The impact of World War upon Surgery: The pioneering work of Harold Gillies This reading comprehension task deal with ‘the impact of World War upon Surgery’ and the work of Harold Gillies, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate page), but it could also be used as homework, a lesson task or a cover resource. Resources included: Reading Comprehension Word and PDF versions Instructions and Peer Assessment slide with Correct Answers Key knowledge covered: Gillies background Plastic Surgery ward at Aldershot Hospital Treatment of Wille Vicaragre and William M. Spreckley Tubed pedicle

This is an extensive A-Level revision or lesson resource for Y13 or Y12 History studying Britain during the 1780-1880s. The resource provides specific information for the theme of ‘ECONOMY’ across the whole time period. Students use the booklet to revise or learn new knowledge. They can then test each other, followed by a written test of the information. The task could either be used across two lessons or if homework is set, one lesson consolidating the theme of economic development. Statistics, individuals, inventions and much more are included for example: industrial revolution, Cartwright, water frame, Samuel Crompton - the ‘Mule’, Hargreaves - Spinning Jenny, golden age of agriculture, impact of enclosures, Free Trade/Laissez-faire, development and impacts of the railway, Robert Stephenson, Isambard Kingdom Brunel, Great Exhibition.

This 60-minute lesson explores the most interesting inventors of the Industrial Revolution and challenges students to discover who they believe did the most for Britain. The lesson includes several engaging tasks as well as a final write-up of their research into a structured paragraph (PEEL). There is also an exemplar PEEL paragraph students can peer-assess! Tasks and activities include: - Research Task + Resources - Writing Task + Scaffold - Peer Assess Exemplar Paragraph - Video clip + Questions & Answers - Match-up task Concepts and individuals appear: Crompton, Arkwright, Davy, Davy Safety Lamp, James Watt, Steam engine, converter, crompton's mule, water frame, Henry Cort, Bessemer, Newcomen and stephenson and MORE!

**Reading Comprehension - Homework - or Lesson Activity ** This task deal with ‘Medical Advancements during WWI’, linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and suggested answers (on a separate document), but it could also be used as homework, lesson task, or cover resource. Key knowledge covered: Aseptic surgery X-Rays Blood Transfusions The resources comes with the following files: HPA/MPA version LPA version Suggested answers

**What was it really like onboard the Titanic? ** Discover with this resource pack what it was really like onboard the Titanic. The pack includes: Reading Comprehension: a full article about the different areas, social classes, life before the voyage, life onboard the Titanic, social contrasts. The Reading Comprehension also includes a differentiated version for LPA students. There are double-sided PDFs and single-sided PDF of the article too. Reading Task Worksheet: this accompanies the reading comprehension. Students read the article again and scans the text for information about each of the classes onboard the Titanic. There is a PDF and an editable Word version. Voices from the Titanic: An Interview Across Classes. This task gets students to take on one of three characters who resided onboard the Titanic and complete a task together as a group (or individually). The fourth student becomes the journalist leading the interview. Character Cards: as part of the interview, students receive a ‘Character Card’ to discover what their individual was all about: John Astor IV: A first-class passenger and one of the wealthiest men aboard. Lawrence Beesley: A second-class passenger and later an author of one of the most famous firsthand accounts of the sinking, “The Loss of the SS Titanic.” Annie Kelly: A third-class passenger and an Irish immigrant.

This 60-minute A-Level lesson/lecture will guide students through the Russian economy between 1881 to 1904. Each section has a Key Point which summarises the main issue students should consider. This is an excellent resource to introduce students to Russian economy across a period or to consolidate knowledge. This lecture has opportunities to use some of the slides as tasks, just print them off and get students to test themselves. This presentation is also suitable for all the major exam boards specification on Russia including Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–19642N; Revolution and dictatorship: Russia, 1917–1953. OCR: Russia 1894–1941; Russia and its Rulers 1855–1964.

This 60-minutes full A-Level lesson teach students about historian's views on how far Disraeli was committed to social reform; get students to identify arguments, support with evidence and contextual understanding (printable resource included). The second part of the lesson explores the question 'How Democratic was Britain by 1867' and starts with a chronology task on political reforms after 1867. A series of tasks and teacher exposition build up students understanding and the lesson culminates with an Exit Ticket where students conclude their thinking around the issue of how far Britain was indeed a democracy by 1885. Editable.

This is an A-level History revision tool as well as an activity to help A-Level students build AO1 knowledge about Political Development for the whole period of 1783-1885 - AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. This 21-page REVISION resource also includes QUESTIONS + ANSWERS as well as a BLANK TEST. Students go through all the questions and answers for each ‘Section’. Then, with a study-buddy, test each other verbally. Students then take the written test, swap with their partner and peermark. There is also a timeline activity where students add all their SPECIFIC KNOWLEDGE and annotate! The test includes events and knowledge such as demographic setup of the House of Commons, the franchise, pocket borough, rotten borough, mince-pie administration, parliamentary reform, Pitt, Peel, Prime Minister Liverpool, Liberal Tory Government , Whigs, Liberal Party, Conservative Party, Reform Act of 1832 , Great Reform Act, Ladies of the Bedchamber incident. Specific questions such as 'Why did Peel win the 1841 election?', What other issues (aside from Corn Law repeal) had triggered the breakdown of the Tory Party? , Why did Robert Peel's Maynooth Grant proposal help destroy his political career.

This 60-minute lesson investigates how far the middle ages were lawless and violent using primary sources. The class also examines a case about the mediaeval justice system to decide if someone should be punished for the death of a villager. Students then explore the types of punishments used during the period. Students will consolidate their understanding by planning a history documentary (plan template available). The lesson concludes with the class discussing which source is more useful to historians investigating if the Middle Ages were lawless and violent. The sources and guidance are all included in the presentation. Keywords: trial by ordeal, trial by hot iron, consecration, hue and cry, tithing, utility.

How did the events in Montgomery and Little Rock help to shape the Civil Rights Movement? This 60-minute A-Level or GCSE Civil Rights lesson investigates the events that took place at both Montgomery and Little Rock and provides guidance how far the two events helped to shape the 'movement'. The starter/initial task challenges students to consider a photograph of Elizabeth Eckford and the circumstances surrounding the famous photograph. Students will explore the question ' How far is it true to say that the Montgomery Bus Boycott was the most significant campaign of the 1950’s?' and a mind-map is discussed by the teacher comparing: - Montgomery - Brown - Little Rock There is a link to a documentary freely available online. This beautifully filmed and gripping documentary is also accompanied with a task for students. Please bare in mind that if viewing with a GCSE group that there are a scenes of violence e.g. when members of the public attacks African-American during their sit-in. Success criteria Can explain which major event(s) helped shape the Civil Rights movement Can analyse event was the most significant.

This 60-minute lesson for either KS3 or KS4 will teach students about how the Tudors dealt with vagrancy and what policies they introduced. Students will use Nature, Origin and Purpose (NOP) to analyse sources material to find out about issues around poverty. The class explores the question 'Why did the number of poor people increase during the Early Modern period?' and will use a handout to complete a research task. Finally, students complete a Living-Graph to investigate the treatment of the vagabonds in the Tudor period. They decide whether the treatment became increasingly harsh or soft as the period progressed. This is an engaging lesson which challenged students to think hard.

How Did the Depression and the New Deal Affect Black Americans? This A-Level or top ability GCSE History lesson will challenge students to consider the impact the depression and New Deal had on African-Americans. This is a full 60 minute lesson including all the resources you need to actively engage your students to think hard. The lesson gets A-Level students up from their seats, quizzing each other whilst learning new knowledge. The final main task includes a Venn Diagram which asks students to categorise information. The lesson ends with the class consolidating their understanding in a Tweet! This has been used in 'review' and 'observation' lessons with 'exceptional feedback'. Success criteria: Can give examples of what the New Deal did for black Americans. Can analyse what factors affected black Americans the most.

This 60-minute A-Level lesson consolidates knowledge around three questions: Why did Russia declare war against Japan? What were the reactions to 1905 and what the the causes? Why did Nicholas II issue the October Manifesto? The lesson also includes a TASK where students categorise reasons for the October Manifesto, colour-coding into LONG/SHORT and IMMEDIATE reasons. This A-Level lesson is suitable for exams groups and specifications such as Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964

In this part of our series on 20th Century History Lessons, students are taught about the different experiences of world war 2 children and the various experiences of being an evacuee. The lesson starts with a riveting video showing thought-provoking images (with beautiful music from Elgar 'Nimrod') which will have students thinking right from the start of the lesson. The lesson gets students exploring why world war 2 children were evacuated and there are two further activities challenging the class to consider why experiences for ww2 child evacuees were so different. Great for Key stage 2 and Key stage 3.

In this part of our series on 20th Century History Lessons, students will be taught about life in Britain during world war 2. Students investigate an image of a young boy eating chocolate; they are asked to consider question they would wish to ask in order to fully understand the topic. Students then work in pairs or in groups of three to solve a mystery. The lesson ends with a brief video clip showing why the boy at the start of the lesson stuffed himself with chocolate! Other issues and concepts are also raised as part of the mystery: rationing, Digging for Victory, ww2 child evacuees, Phoney War, impetigo and world war 2 children.

This 60-minute A-Level lecture deals with the opposition to Alexander II in great detail. The information is suitable for the following exam boards and topics: Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964. Why not try our other Russia resources? https://www.tes.com/teaching-resource/a-level-russian-history-war-with-japan-1905-revolution-october-manifesto-11528690

GCSE: The American West This is a lesson activity that would be useful to consolidate work