I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students.
It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display.
The slides cover the following words and their definitions:
Cat and Mouse Act, conciliation, constitution, discrimination, Emmeline Pankhurst, equality, Emily Davison, enfranchise, Epsom Derby, Force feeding, franchise, hunger strikes, Married Women’s Property Act, Matrimonial Causes Act, legislation, militant, Nancy Astor, patriarchal society, petition, propaganda, subordinate, suffrage, suffragette, suffragist, W.S.P.U., World War 1.
The slides come in PowerPoint format so they are easy to change and adapt.
This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students.
It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display.
The slides cover the following words and their definitions:
Cavalier. Commonwealth, confess, controversial, civil war, defence, ducking stool, Divine Right, evidence, interregnum, Matthew Hopkins, negotiate, New Model Army, Oliver Cromwell, Puritan, Republic, resonant, Restoration, Roundhead, Rump Parliament, scaffold, scold, ship money, Stuarts, treason, trial, tyrant, witch.
The slides come in PowerPoint format so they are easy to change and adapt.
This key word literacy display on World War I has been designed to be used on classroom walls (or on display boards outside) when introducing this new History topic to the students.
It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display.
The slides cover the following words on the First World War and their definitions:
Alliance, armistice, arms, barbaric, bellicose, conscientious objector, cowardice, desertion, escalate, imperialism, inevitable, Jerry, Kaiser, militarism, munitions, nationalism, naval, propaganda, stalemate, trench foot, tommy, shellshock, shrapnel, trenches, Triple Alliance, Triple Entente, Victoria cross, warfare.
The slides come in PowerPoint format so they are easy to change and adapt.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the problems for Ebert in the very early stages if the Weimar Republic.
Students begin at first by assessing the value of a speech given by Philip Scheidemann. This is an introduction to the source based question and using a COP technique, with help given if required.
They are then introduced to Friedrich Ebert and have to prioritise the biggest problems he faced as leader. Students are also introduced to the Ebert-Groener Pact. They are then given numerous scenarios of which they have to decide why he needed the help of the army and justify their choices.
Finally students have to decide which events posed a threat from the left or right wing. This culminates in the Spartacist rising from which they answer questions and predict the consequences for the Republic.
The plenary is a true or false task on the elections to the constituent Assembly.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to understand the political vacuum left in Germany after the abdication of the Kaiser and the political consequences for Germany.
Students begin with a definition task using some key words and phrases linked to the Treaty.
They are then introduced to the political machinations of Ludendorff and the implications of the Peace Note.
A chronological and multiple choice task as well as a ‘Am I a robot?’ exercise allow students to grasp the consequences of the abdication of the Kaiser and analyse the political parties vying for ascendancy in the Republic.
Some exam question practice completes the lesson using sources, with a model answer given if required.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the strength of the Weimar economy under Stresemann.
Students recap in the Ruhr crisis before they had to complete sentences to predict how the economy will fare under Stresemann.
They are given a exam question to plan and prepare using the information provided – they will need to focus on the economy’s short and long term strengths and weaknesses.
The thinking hats plenary uses differentiated questions for the students to decide the extent of the recovery.
A final source exam question can be used for a homework with a planning sheet and generic markscheme provided.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to judge how rebellious the youth of the Weimar Republic really was.
Students are required to complete some source scholarship and evaluate a range of information to make up their minds before tackling an exam practice question.
They analyse how they were educated and the provision of schooling along class lines as well as there affinity to youth groups and youth gangs.
The plenary however challenges this negativity and gets students to think of positive aspects of youth culture.
Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and a generic markscheme.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the impact of Albert Speer in armaments production.
The lesson begins with a recap of the policies previously mentioned of Hjalmar Schacht and Goering in his Four Year Plan. Students will assess how much of an impact their policies had preparing Germany for war and if the German economy was on the verge of collapse before from 1942.
Students will learn about the background of Speer and how he implemented reforms and efficiency to turn the economy around with his appointment as Armaments Minister and War production.
There is some source analysis to complete together with a true or false quiz at the end of the lesson.
The exam practice will allow students to evaluate the successes of Speer’s policies as well as questioning deep rooted divisions and problems within the economy, which were unreconcilable and ultimately led to its collapse with the defeat of Nazi Germany.
The lesson is quite literacy heavy and may have to be delivered over two lessons.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
Crime and Punishment
The aim of this lesson is assess the effectiveness of Tudor and Stuart punishments against the crimes committed in this era.
Students have to plot the different crimes in this era from vagrancy, treason, heresy and witchcraft and how the punishments took on a brutality to an attempt to deter the crimes.
There are key questions asked throughout the lesson and some source analysis of the gunpowder plotters, with prompts and help given if required.
An odd one out plenary to finish will consolidate the learning from the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
The aim of this lesson to find out about the hidden messages in Elizabeth I’s portrait paintings.
Students learn about how Elizabeth manipulated her Tudor portraits and added symbols, each of which had a hidden meaning.
The introduction to the lesson looks at anachronisms and modern day symbols put into portraits to get the students thinking how pictures should not always be seen and taken at face value. Thus inference skills are high on the agenda in this lesson.
Students are then given information about each of her paintings and have to analyse and evaluate their meanings and various symbolic codes.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
The aim of this lesson is for students to recognise and evaluate how theatres changed under Elizabeth in Tudor England.
They will analyse their early days as travelling performers with a poor reputation playing in pubs and fields to purpose built theatres such as the Globe, paid for by wealthy Patrons such as the Earl of Leicester.
Students know through their links to their English lessons quite a lot already about Shakespeare and this lesson taps into their knowledge and builds upon it with a thinking quilt to examine how theatres developed.
Furthermore there is a focus on Shakespeare’s plays and inspiration as well as an analysis of the Globe theatre.
There is some excellent video footage to complement the learning tasks.
The lesson finishes with an odd one out task which will revisit the aims of the lesson and how Tudor theatres and plays still have an impact on society today.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
This lesson aims to find out the real reason for the sinking of Henry’s flagship, the Mary Rose.
The lesson starts with Henry crying (literally) and students have to decode a message to find out why.
Students are then given four options as to why the Mary Rose sank, from which they give their initial opinions.
Further analysis of video footage and written evidence will allow them to form their own judgements to be able to complete an extended writing task.
This lesson uses Henry as a talking head, discussing how it was impossible to sink it in the first place, due to his genius and finally responding to the students’ evidence in a witty plenary.
This lesson is engaging and fun and gives a different perspective of looking at Tudor seafaring and what was aboard the ships of the time.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
The aim of this lesson is to understand why Henry VIII is always judged to be larger than life Tudor.
It focuses on four portraits of Henry VIII from the early years until his death.
Students will aim to write a descriptive piece about Henry by using each other to write it.
When they finish, they will have a masterful descriptive paragraph which has been co-constructed by a number of them (with help from a word list). This activity is great for differentiation and team work.
The lesson also attempts to banish the perception that Henry was always a large person who ate a lot. This is shown through video evidence and a thinking quilt.
The plenary gets the students to summarise Henry’s match statistics and what he ‘should’ be remembered for.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.
The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
AQA GCE A Level 2O: Democracy and Nazism: Germany 1918-1945
This 49 page Revision Guide is broken down into two main sections: Weimar Germany 1914-1933 and the Nazi Dictatorship 1933-1945
This Revision Guide includes practice exam questions on both types and gives examples and tips on how to answer each.
I have been inspired to write this Guide by my students after they had complained about the difficulty of accessing and understanding the content provided by other Revision Guides and resources.
The Guide is therefore clear, concise and content driven. It will enable all learners to achieve the higher grades with clear guidance on how to achieve them.
The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching.
This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format.
Any reviews on this resource would be much appreciated. This Guide also compliments the lessons I have put on TES for the delivery of the whole course.
Please feel free to email me if you have any questions. My email address can be found by visiting my shop at TES: https://www.tes.com/teaching-resources/shop/PilgrimHistory
The aim of this lesson is to judge how powerful Doom Paintings were in Medieval and Norman England.
Students will be posed questions to answer, such as why was the Church so important in medieval society and why did people find it so hard to ignore its messages of doom and gloom?
Students will learn how Doom paintings were a powerful propaganda tool in the Church’s message over its illiterate masses.
Students will examine various paintings and video footage to give an in-depth analysis of their messages.
They will then be required to transport themselves into the medieval era and create an extended written piece to express the impact these Medieval Doom paintings were having on their way of life.
There is a peer assessment activity to complete and success criteria to help them if required.
The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning.
The resource comes in PowerPoint format if there is a wish to adapt and change.
I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Crime and Punishment
The aim of this lesson is judge how effective the punishments were against the crimes committed in Anglo-Saxon times.
Students will also decide throughout the lesson if many of the crimes committed and punishments dispensed were continued or changed under the Normans .
Students begin the lesson with some context of Norman society and then introduced to the new punishments of the Forest Laws and the Murdrum Fine.
They analyse the punishments given by the Norman and then have to categorise the crimes committed from the descriptions given (such as treason, theft, poaching, the forest laws and so on).
There are some key questions on the role the Church played in crime and punishment before the students can complete some extended writing practice with a markscheme given if required.
The plenary is a multiple choice quiz to consolidate the learning from the lesson.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies
The Holocaust
The aims of this lesson are to explain how discrimination and persecution of Jewish people within Germany led ultimately to their extermination and genocide.
Therefore this lesson must be delivered with care; it is also recommended that it is taught and delivered over two lessons.
The first part of the lesson is to explain the increasing persecution of the Jews within Germany as students analyse the events of Kristallnacht and evaluate its significance as a prelude to the holocaust.
There are worksheets to accompany and excellent video footage explaining the carnage that followed.
The second part of the lesson focuses on the Nazis change of direction on the Jewish question as war prevails and the Jews are rounded up and put into Ghettoes.
Students study the Human Rights Act of 1998 and prioritise which are the most significant and meaningful rights to them. They then apply these right to what happened in the ghettoes and focus on which rights were taken away from the Jews living in them, much to their horror and anger.
The final part of the lesson looks at the Wannsee Conference and the different ways the Nazis tried to exterminate the Jews.
The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust?
Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe.
There is an accompanying source task and more excellent video links to life in the ghettoes and the Wannsee conference of 1942.
The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated.
I have also included suggested teaching strategies to deliver the lesson.
Crime and Punishment
The aim of this lesson is to judge to what extent have crimes changed in the 21st Century.
Students begin the lesson by deciding which crime are new in the modern era (change) and which crimes have stayed the same (continuity).
They then analyse some key details in various crimes in the modern era, from terrorism to smuggling, cybercrime, race crime and the use of Class A and B drugs.
There are tasks to complete including a true or false quiz and video links to help.
A mood board will hep consolidate the learning at the end of the lesson as well as some extended writing practice, with help and a suggested markscheme to use if required.
There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated, fully resourced and includes suggested teaching strategies.
These lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the struggle between Church and crown, Magna Carta and the emergence of Parliament.
This bundle addresses key historical skills from the outset: What made a successful Medieval Monarch? Why did King Henry II want more power over the Church and why was he forced to publicly say sorry? What were the differences and similarities between the reigns of King Richard and his brother King John? What were the causes and consequences of King John signing the Magna Carta? What was significant about the Peasants’ Revolt or Edward II’s promotion of his favourites? Did Richard III really murder the Princes in the Tower?
These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives.
Moreover this bundle allows students to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims on the reputations of King Richard and King John in the Middle Ages.
The lessons are broken down into the following:
L1 Medieval Monarchs introduction
L2 The murder of Thomas Becket
L3 Was King Henry II really sorry?
L4 King Richard the Lionheart
L5 King John
L6 The Magna Carta
L7 The siege of Rochester Castle (free resource)
L8 The Peasants Revolt
L9 King Edward II
L10 Genghis Khan
L11 The Princes in the Tower (Bonus lesson)
These lessons are designed to be fun, challenging, interactive and engaging.
The lessons are enquiry based with a key question using a lightbulb posed at the start and revisited at the end to show the progression in learning and who held the power in Medieval England.
All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations from the BBC and other sources.
The resources come in PowerPoint format if there is a wish to adapt and change.
These lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the Norman Conquest.
This bundle addresses key historical skills from the outset using historical enquiry and evidence:
Why was England a good place to invade in 1066 after the fall of the Roman Empire? What was the significance of Alfred the Great? What were the causes and consequences of Edward the Confessor dying? What were the similarities and differences in the claims of contenders to the throne? What was significant about the Battle of Stamford Bridge and how was William the Conqueror able to win the battle of Hastings?
Who was William the Conqueror and how did he establish and maintain his rule in England? What were the causes and consequences of Castle building throughout the British Isles? What were the similarities and differences between the role of the Church, monks and nuns and Doom Paintings? What was significant about the Black Death and its effect on the population of Britain and Europe and how dangerous and unhygienic were Medieval towns?
These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives.
The lessons are broken down into the following
L1 Baseline Assessment Test
L2 What is History
L3 Historical Sources
L4 Roman Britain
L5 Alfred the Great
L6 The Anglo-Saxons
L7 Contenders to the throne
L8 The Anglo-Saxon and Norman armies
L9 The Battle of Stamford Bridge (free lesson)
L10 The Battle of Hastings
L11 Why did William win the Battle of Hastings
L12 William the Conqueror
L13 Castles
L14 The Domesday Book
L15 The Feudal system
L16 The Church (free lesson)
L17 Doom Paintings
L18 The Medieval Church (free lesson)
L19 The Bayeux Tapestry
L20 Medieval Towns
L21 The Black Death
L22 Crime and Punishment
L23 The Crusades
Due to restrictions placed on bundle resource, please download The Battle of Stamford Bridge, the Medieval Church and Monks and Nuns separately (which are free resources.)
These lessons are designed to be fun, challenging, interactive and engaging. The resources come in PowerPoint format if there is a wish to adapt and change.
All the lessons are enquiry based with a key question using a lightbulb posed at the start and revisited at the end to show the progression in learning.
They are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations of the conquest from the BBC and other sources.
