We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
This 60-minute A-Level lesson investigates Robert Peel's economic policies. Briefly look at historiography of Peel. Students to summarise key historians. 10-minute lecture and follow-up quiz. Key points relating to Peel and finance + 10 min lecture with questions for students to answer. Peel responded to the challenges of his age by ‘adapting his policies in the light of reasoned argument and practical necessity’? True? Discussion. Using their understanding of the historical context, students assess how convincing the arguments are in three extract in relation to Sir Robert Peel. Students complete table identifying argument and providing evidence which corroborates or refutes. Sources from provided.
This 60-minute A-Level lesson investigates the reasons why Peel repealed the Corn Laws. There is a presentation and accompanying Source Worksheet and Sources Table. The lessons starts with a recap of Peel and the Conservative Party + brief look at key historian’s view of why Peel won the election of 1841. Why did Peel repeal the Corn Laws? Students use the Sources Worksheet to complete a table (also provided). There is an exam question planning task where they use sources and plan an answer. An example is modelled which shows how to identify, then use specific knowledge and how to corroborate or refute the argument. There is a further opportunity to model using the examples in the lesson. This part of the presentation can also be set as homework.
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 a revision tool as well as an activity to help A-Level students build AO1 knowledge about Gladstone and Disraeli for AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. This 18-question test includes the correct answers. Hand out the test, allow students 15-minutes to revise on their own, 15-minutes to test each others verbally (allowing the study buddy to guide if they don't get it right), and then 20-minutes to complete the test. This resources also includes a blank version for students to complete.
This 60-minute A-Level History lessons can be used for any of the main exam boards for example AQA Industrialisation and the People; OCR From Pitt to Peel: Britain 1783–1853; Edexcel Britain, c1785–c1870: democracy, protest and reform. The lesson explores reasons why the period has been referred to as a 'Golden Age in Agriculture'. Teachers get two main tasks (downloadable worksheets) which the class uses to colour-code and must identify factors and evidence which eventually helps to answer the main enquiry question.
In this part of our series on 20th Century History Lessons, students investigate if Malcolm X was a demagogue or Civil Rights leader. Students work through a range of sources taken from his speeches and then decide by placing them on a Slider, wether Malcolm X was a Demagogue or Civil Rights Leader. All resources including the slider are printable and fully editable.
In this part of our series on 20th Century History Lessons, students investigate sources around the question 'Freedom fighting or Actions of Terror?'. Two case studies are used: King David Hotel Attack 1946 and the suicide bombing of Maxim Restaurant, 2003. The resources is a great opportunity for class discussion!
They have to rate each source and place it on a sliding scale; how they think each source support the idea of 'Freedom Fighting' or 'Terrorist Attack'.
This is a lesson resource that can easily be adapted with more recent acts of terror.
In this part of our series on 20th Century History Lesson, students investigate the first day of the Battle of the Somme. Using a newspaper clipping as the initial stimulus to set the hypothesis, students then research how far the source is accurate in relation to a range of other material. The focus is on interpretation but the lesson gives the class ample opportunities to categorise and analyse sources in depth using a NOPCUR Grid (Nature/Origin/Purpose/Context/Utility/Reliability). There is lots of pair work and independent work too. All worksheets and resources accompany this full KS3 lesson. All resources are fully editable.
If you like this lesson why not check out our 20th Century History Lesson Bundle as well? https://www.tes.com/teaching-resource/20th-century-history-lessons-and-ks3-resources-bundle-1-11562259
In this BUNDLE of our series on 20th Century History Lessons we have included several full lessons and other resources which will SAVE TONS OF TIME and get students EXCITED! Lessons include topics on: the first gas attack / mysteries on the secret police in Russia and another mystery about a boy reporting his dad to the Gestapo in Nazi Germany / Malcolm X / a lesson on the different experiences of ww2 evacuees / Lloyd George stretch and challenge lesson / rationing mystery - why did Peter and his friends stuff themselves with chocolates in 1949?
This 60-minute lesson gets students investigating the witchcraft -craze of the 1600s. The main focus is centred around Matthew Hopkins Witch-finder General and includes a source analysis task as well as a thinking-skills mystery on why the witchcraft craze began. There is a fact and sources sheet which students use to support their learning of new knowledge when completing the source task. The MYSTERY 'Why did old women hang from oak trees in 1645?' could be used as a stand alone activity for schemes of learning on witchcraft and Tudor history as well.
If you like our resources why not check out the other KS3, KS4 or A-Level History resources? Link: 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.
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 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 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.
These GCSE or A-Level History activities ask students to use their knowledge and then categorise information of Hitler’s rise to power by 1933. The first Diamond 9 activity gets the class to place 9 cards in order of most important to least important reason(s) for why Hitler became chancellor of Germany by January 1933. Students then use the factors to write an explanation. There is also a separate interactive and physical Diamond 9 task where groups of three receive a pack of 9 A4 sheets with each of the factors printed on them. Groups organise the A4 sheets into a large physical Diamond 9. At the end of the task they have to give reasons for their collaborative thinking.
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.
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
This 60-minute A-Level lesson explores the question 'How far did Britain suffer a ‘Great Depression’ 1873 and 1896'. This lesson suits most exam board covering Units such as AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. Students start by reading a segment from Oscar Wilde, The Importance of Being Earnest - showing demographic changes due to depression). Revisit at the end of the lesson once they have analysed the effects of the depression. There are several tasks in the lesson, allowing for discussion around evidence 'was there a depression?' to dealing with factors such as demography and socio-economic effects. Students build a case for and against the enquiry question before revising the main question.
This bundle includes 5 full lessons with several resources as well as a comprehensive test (with correct answers). Topics include: Corn Laws, Robert Peel, Disraeli and Gladstone's policies, Great Depression 1870s, Golden Age in Agriculture and more. This bundle covers specs such as AQA Industrialisation and the People; OCR From Pitt to Peel: Britain 1783–1853; Edexcel Britain, c1785–c1870: democracy, protest and
reform.
This is a 50+ page student workbook bundle which should be used alongside the main AQA History text for the course (ISBN: 978-0-19-835453-6). This BUNDLE of our TWO POPULAR BOOKLETS includes learning activities for Pressure for Change 1783-1812 and Government and Changing Society 1812-1832 and a comprehensive TEST! The test includes correct answers so students can revise before taking it. These booklets have been used successfully for Flipping the Classroom: set the work to be completed before the lesson and then work on essays and conceptual knowledge. If a students has missed a lesson, just direct them to the appropriate part of the booklet. It is also accompanied by 'Cunning Questions' sheet which can be printed onto A3. Students use this to make notes on BIG QUESTIONS which supports A*/A answers in the exam. The booklet contains guided questions and activities using AQA’s textbook Industrialisation and the People 1783 - 1885. The booklet includes a range of tasks including comprehension questions linked to specific pages of the book, mind-maps, essay planning tasks, article and sources extracts with follow-up questions, historiography, timeline task and more. The download is fully editable. We also have FULL LESSONS supporting this Unit please see https://www.tes.com/teaching-resources/shop/HumanitiesResources/History
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