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: abolition, American Civil War, auction, slave, branding, captive, emancipate, flux, Guinea coast, Harriet Tubman, Indentured servants, lynching, manumission, Middle Passage, plantation, profit, repatriation, resistance, shackles, sharecropper, slave colony, tight pack, Triangular trade, Thomas Clarkson, trans-Atlantic, underground railroad, William Wilberforce. 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 to what extent were the elites, workers women and young people affected by war between 1939-45 in Germany. The students analyse and evaluate the roles played by these different groups in turn during the war and assess how each group were impacted. Key questions are asked throughout and students are required at the end to prioritise which group was the most affected and why. The lesson may be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required. 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.

The aim of this lesson is to challenge the assumption that Henry broke with Rome on account of his faith. This lesson explores this argument using a 2p coin, which brings the lesson some relevance today with its inscriptions. Students complete reading a script, or can opt for actors’ voices. They then have to complete a card sort activity, prioritising Henry’s reasons for his decision to become the Supreme Head of the Church. In their final task, they are required to write a letter to the Pope explaining in no uncertain terms their reasons for the break with Rome. There is an excellent writing frame to complete this task if required. They also have to justify their choices on a timeline, whether it was love or faith alone which had the final say in his religious decisions. 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 sets out to question whether the reason that Henry broke from Rome all along was due to money. His expensive tastes, his wives, his need to build up his navy and coastal defences and to show Europe his prowess all took a toll on his bank balance. The monasteries with their wealth proved all too easy pickings for his Chancellor Thomas Cromwell in his ‘Valour Ecclesiasticus’. The lesson therefore allows the students to build up a picture of his need for money. Through some investigative work, they will shockingly find many ‘abuses’ and ‘vices’ in the monasteries, giving Henry the excuse to close them down and take their money for himself. They also have to complete their own report on the reasons why Henry broke from Rome with these new findings and some deliberately falsified accounts. 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 assess the impact and legacy of the Roman Empire upon Britain. Students begin by deciphering some key words and then analyse a map of Roman Britain. They are given some context to the Romans in Britain as well as the reasons why they left. The main task is to research what the Romans left behind in Britain, from bathhouses, to villas, language, roads and towns. There are some excellent video links as well as some extended writing to complete if required. The plenary will check understanding with a multiple choice quiz. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Crime and Punishment The aim of this lesson is judge how effective the punishments were against the crimes committed in Norman 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, 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

Crime and Punishment The aim of this lesson is judge how effective the police were in investigating the Jack the Ripper murders in Whitechapel. Students begin the lesson by analysing the reasons why poverty, unemployment and rising tensions in Whitechapel, London were the catalyst for high crime rates in the area. A thinking quilt will allow the students to learn some key issues affecting policing and which were the biggest problems facing the police in the 19th Century. Students will also judge how effective investigative techniques were at the time, without the use of modern technology now at the disposal of the police. Some causational equations will help students consolidate their learning at the end of the lesson, as well as some question practice. 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. Please note this lesson does not look into the details of the murders of Jack the Ripper or who he might have been.

Crime and Punishment The aim of this lesson is evaluate why the case of Derek Bentley can be classified as a miscarriage of justice and ultimately led to changing attitudes towards the death penalty in Britain. Students begin the lesson with the background of Derek, his early life growing up and his troubles at school. They are then given some source scholarship with tasks to complete. The details focus on the events of the night of 2nd November 1953, when Bentley was involved in the shooting of a policeman. Students use this information to decide if it was right to sentence him to death, despite not firing the shots which killed Constable Sidney Miles. Some key information of the case has been left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are then told about his severe learning difficulties and metal age.) Students also complete a diamond nine activity, rating in order of importance the impact and significance of the case. The lesson ends with some differentiated questions around the subject of the death penalty and a heart, head, bin, bag plenary to consolidate their learning. 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. This lesson is ideal as an introduction to Crime and Punishment if you are teaching it at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. The resource can also be used as a stand alone lesson to question the morality of the death penalty, which links to Citizenship, PHSE and Religious Education topics.

Crime and Punishment The aim of this lesson is evaluate why the case of Ruth Ellis can be classified as a miscarriage of justice and ultimately led to changing attitudes towards the death penalty in Britain. Students begin the lesson with the background of Ruth Ellis, her childhood experiences and growing up in London. They are then given some source scholarship to complete with some hinge questions posed to analyse the text. The details of the killing of her boyfriend David Blakely are then given; students use this to decide if it was right to sentence her to death, which was the law at the time and if she was guilty beyond question of the crime. Some select information of the case is left out deliberately to then challenge the students to see if they wish to change their minds. (For example they are told that the verdict was given after only a day and a half.) Questions at the end are therefore raised about the fairness of the criminal justice system at the time, gender issues in sentencing, domestic abuse awareness and mental health considerations. 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. This lesson is ideal if you are teaching Crime and Punishment at GCSE or if you wish to add an interesting unit of work to engage and challenge the students. This lesson can also be used as a stand alone for subjects such as PHSE and Religious Education which question the morality of using the death penalty.

The American West, c 1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the strengths and weaknesses of the Homestead Act of 1862. What was the Homestead Act and who could apply? How did the US Government make it easier for US citizens to become Homesteaders from what had happened previously? Students will also be required to think and judge who really benefitted from it. Was it all US Citizens who benefitted or did anyone else? Were the Plains Indians considered when this Act was passed and how did it affect them? There are notes on the slides to help. Students are required to complete a GCSE ‘importance’ practice question and are challenged to think why each specific term was significant. The plenary requires connecting and linking key words and dates. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using an odd one out activity. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to introduce the Fort Laramie Treaty and how the Government began to force the Plains Indians into fixed territories. Students have to decide and justify why conflict and tension grew between the Plain Indians and white settlers, with some red herrings thrown in for challenge. The terms of the Fort Laramie Treaty are given, which the students should learn and a printable worksheet is provided. They also have to rate the success of each term and/or facts about the Treaty by colour coding a battery and then deciding the problems each might cause. A quick fire quiz also will reinforce their learning. There is some GCSE question practice on the consequences question, with some help given if required. A play your cards right plenary (complete with music) will test chronology and understanding from this and previous lessons. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included on the first slide on treaties. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse some of the problems the early settlers faced moving west onto the Great Plains. Students have to work out the initial problems and challenges of settlement through various images and think through how they could solve these. They also have to decide how to deal with the swarms of locusts that descended on the Great Plain such as in 1874 when an estimated 120 billion grasshoppers devastated over 300,000 square kilometres of land. There is some GCSE exam question practice on the consequences question with some help given if required. The plenary requires students to use dice to pick and link key words together to create sentences. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice with talking heads is also included on the front slide. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson focuses on the impact of Pacific Railroad Act of 1842. Students analyse maps and original advertisements to evaluate how effective the railroad companies were in encouraging people to move west and the difficulties involved in building a railroad in the first place. They focus on the effects of the American Civil War and judge the economic impact of the railroad in terms of travel, immigration, the rise of towns, farming as well as the growth of the cattle industry. They also have to determine the negative impacts the railroad had on the Plains Indians and the Buffalo. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary requires thinking around the popular head, heart, bin and bag activity. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included using a spider diagram. It comes in Powerpoint format if there is a wish to adapt and change.

The Holocaust This lesson explores the significance of two shoes found at the Auschwitz extermination camp. Students begin to ask questions about them, relating to their state, gender, laces and condition to finally decide what we know for sure about the owners. There are differentiated questions to accompany the task. Students are also given the testimony of Rudolf Hoss, the camp commandant of Auschwitz and have to decide which parts of it are the truth or not as the case may be. They are also given the chance to learn why badges were given out to certain inmates or why Primo Levi testified as to how he was able to endure and survive the brutality of Auschwitz until its end. Richard Dimbleby also gives his harrowing account of his first impressions of entering Bergen- Belsen extermination camp. A prioritisation exercise at the end will check recall, retention and understanding at the end of the lesson. 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. 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.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879, known as Exodusters. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to assess the importance of Billy the Kid in the continued problems of law and order in the Wild West. Students learn about his story from a young age to him acquiring his notorious reputation as an outlaw and have to emoji rate each part of it to judge how bad he really was. They have to give reasons for each of their judgements before they give an overall assessment of his life. There is an excellent link to a documentary to reinforce the learning. There is some follow up exam question practice using the ‘importance’ question worth 8 marks, with help given if needed. The plenary uses key letters of the alphabet to link to the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking their prior knowledge of law and order in the towns It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the significance of the Johnson County War and the consequences of the range wars between Homesteaders and Cattle Barons. Students are given the context of the range wars, before they have to predict what might happen as they are given 12 key scenarios ranging from the growth of the WSGA, the killing of Ella Watson and Jim Averill and the beginning and end of the Johnson County war. The plenary is a horse race team game where a series of questions are asked. Correct answers allow their horses to progress around the course. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks with help given if required. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included using a talking heads activity. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to recognise the implications of the passing of the Dawes Act of 1887 and the final assimilation of the Plains Indians by the US Government. Students begin and end the lesson with a retrieval wheel using key words they have to define, which have been used throughout the course. Students are also challenged into deciding which policies went before or after 1887 and what constituted this new change in direction. They analyse the Dawes Act in detail and make inferences from it before they evaluate its impact on the Plains Indians. There is also some source analysis to complete as well as colour coding a thinking quilt linking key terms and their definitions. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.