Approximately 15 lesson Holocaust SOW (give or take, depending on whether you choose to show a longer clip from either “The Pianist” or “Schindler’s List”), including a SOW with LO breakdown, PPts and resources (mainly on Word, with one PDF). There are two possible assessments included - based on the new GCSE source questions and 8 mark question. Mixture of ideas, from fantastic things already here on TES and resources from the HMD Trust.

2 lessons building towards an assessed piece of writing - "Was the dropping of the Atomic bomb on Hiroshima justified?" Lesson 1 covers the end of WWII in Europe, and highlights America's role in WWII and the island hopping campaign - excellent video from Crash Course World History is hyper linked. Students will need to watch the BBC worldwide documentary on the dropping of the Atomic bomb, which should be available in clips on Youtube. Lesson 2 gives a significant amount of focus to AFL and preparing for an assessment, students work in pairs to analyse and level paragraphs and then create a bubble-map which will help them to come to an ultimate decision about the dropping of the Atomic bomb. A homework task is included, assuming that Lesson 2 will take a class over two (possibly 3) lessons.

Lesson(s) that could follow on from English Civil War topic. Students are introduced to the idea of putting a King on trial, the main activity is then to recreate the trial, which has been divided up into 5 scenes. Students will need time to rehearse, make props and even learn lines - although I always let them use the scripts! Students then watch the whole play and fill in observer forms to put together the whole picture. Students can then decide/debate whether Charles ever had the opportunity of a fair trial. The lesson continues with Charles’ execution, a worksheet to complete using source analysis and a creative final task.

Introduction to and investigation into the destruction of Pompeii in 79 C.E. Straight forward carousel activity (print the instruction sheets and create four information stations for students to visit, they make a record of new information in their books). The instructions are differentiated into ‘must’, ‘should’ and ‘could’, but all tasks should introduce students to new and interesting information.

Lesson that could follow on from Oliver Cromwell topic. The first lesson gives students an opportunity to consolidate the story of the demise of Cromwell and the unlikely rise of Charles II, with an activity on the subject of the Declaration of Breda. The second lesson gives focus to Restoration England and the changes brought in under King Charles II. (Students seem to particularly enjoy creating the invitation to his birthday party.) This then leads on to the Glorious Revolution, in which students create a simple comic strip of a simplified version of events during the GR, gathering the information from the Ppt which moves on and circulates without being clicked, which frustrates students intensely but does get them to focus on the story and help each other. - NOW with the 6 changes Charles II brought in!

Two lessons (both of which were observed) introducing students to the need for rationing in Britain during WWII, and the way that rationing was marketed to the general public. To accompany the first lesson I brought rations of sugar, bacon, milk etc into school (in blank containers), which encouraged and engaged students to guess the amount of rations - although, I used a fake egg, to avoid potential disasters. The second lesson was a highly praised observation that engages students with team work, team captains and a creative challenge to create a propaganda slogan and poster of their own - the results are usually pleasantly surprising and often hilarious.

Lesson that could be taught as part of WWII topic. Students are prompted to debate what causes wars, are introduced to the actions of Japan at Pearl Harbour and analyse Primary and Secondary sources. As part of the lesson, you could show a clip from a Japanese propaganda film, which was shown to the Japanese public following the attack, which could prompt discussion about the intention of propaganda. Additionally, one of the sources is a short clip from Michael Bay's "Pearl Harbor", which is available on Youtube. Plenary recaps starter question about the causes of war, with optional final slide of comparative images, the first being the destruction at Pearl Harbour followed by the flattened city of Hiroshima.

Instruction sheets for major homework projects for students in Years 7 to 9. The projects could be set alongside the study of ancient Rome (year 7), the Tudors (year 8) and World War II (Year 9). Feel free to customise and adapt, especially the Year 9 homework proj (which mentions how my local area - Hebburn/Jarrow - was changed by WWII!), I just hope they might be helpful/useful as a starting off point.