The French Revolution The aim of this lesson is to analyse the events of the Storming of the Bastille and the subsequent significance of the Flight to Varennes Students learn through key questioning and some text analysis how and why the Bastille was attacked. There are some brilliant video links to accompany this. They will then be required, using a storyboard, to decipher what happened next and explain how these events led to a new France. They will also learn how Louis XVI and Marie Antoinette attempted to escape to the border and using a cauldron of significance, evaluate which key ingredients ultimately led to their recapture and eventual execution. The Octagon plenary allows the students to summarise what they have learnt in the lesson, from sights and sounds to numbers and actions for example. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to question who supported the French Revolution both internally and externally The lesson begins with the students giving their own opinions as to whether they would support the Revolution. They are then given the context with a literacy challenge, as to how attitudes at the time began to change with the September Massacres of 1793. No lesson is complete without James Gillray’s ‘Un petit Souper a La Parisienne’, which is analysed. Some help with prompts and guidance is given if required. A study of the British reaction is also scrutinised as students learn how opinion became divided with the published works of Edmund Burke and Thomas Paine. The main task is to analyse how different groups within France reacted; these include the Church (with a model answer given on how to complete the task), the Sans-culottes, nobles, Jacobins and Girondins and finally Counter-Revolutionaries. Students can feedback and present their findings to the class. The plenary required a talking heads activities and to distinguish which group would be attributed to the various comments and opinions used. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

The Industrial Revolution The aim of this lesson to assess why and how Britain adopted a police force in the Nineteenth Century. Students will be posed a number of questions throughout the lesson including: Why was there a need for a police force in England and Wales? Why did the Government set up the Metropolitan Police Force which later spread throughout the country? How did the population react to such a force and was there support or opposition to it? How were the police initially equipped o take on their roles and what qualifications did you need to join the police. * Students will analyse these questions through visual images, written prose, a true or false quiz, video evidence, source analysis and a question thinking quilt. They will also evaluate the effectiveness of the police force throughout and by using causational equations at the end of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end 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.

The aim of this lesson is to analyse and evaluate the strengths and weaknesses of the Norman and Anglo-Saxon armies in 1066. There are differentiated questions and worksheets for the students to answer before they make their conclusions as to whose army was the best using some argument words to base their decisions upon. The worksheets include information and visual images to aid the students and are easy to print off for individual or group work. A guess who plenary tests their recall knowledge from the lesson. The resource is therefore differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Suffragettes The aim of this lesson is to evaluate how much the vote gave independence to women in the roaring twenties. Students have to assess how and why women became more confident and empowered with new technology and the introduction of the reckless flapper, shocking society with her wild behaviour. There is video evidence, text mapping and source analysis for the students to complete to aid them in justifying their decisions. Students will also evaluate the role of four pioneering women in a differentiated task by colour coding batteries to rate their contribution to ‘girl power’. There is a chance to complete some extended writing using importance words as well as adding appositives to simple sentences in the plenary. 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 French Revolution The aim of this lesson is introduce the types of Government that existed within Europe in 1780. Students are given a map of Europe in 1780, from which they learn the various rulers and how they each individually ruled their countries, making links and connections between them as well as recognising their differences. They will also study contemporary accounts of France and evaluate the reasons why the seeds were sown already in France for a revolution. The plenary requires students to use their knowledge from the lesson to complete a multiple choice quiz. The lesson comes with differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to understand the social position and place of the three classes or Estates in French society. Students are given information about all three Estates from which they have to categorise their privileges and duties, which they can present in a diagram or in written form. There is some source analysis as well as a brilliant video clip which highlights the class gap between the second and third Estates. They will also be required to explain how each Estate feels with their position in society and which taxes had to be paid as duties. The plenary gives numerous fictitious people from which the students have to identify the Estate they belong to and whether or not they would support the King. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to understand how and why Louis’s financial problems precipitated the storming of the Bastille and the French Revolution The lesson begins by questioning how our present government raises money through taxes, both directly and indirectly. This is then linked to how much debt Louis is in and how he can raise money to run the country (and pay for his extravagances). Moreover, students must prioritise what he should spend his money on and the reasons for this. Students are then given a number of options, from which they have to decide whether this is a good idea to raise money or not and what could be the consequences as a result. This is an evaluative task which will challenge their thinking outside the box, although answers are given or can be revealed to help if required. The true or false plenary will test their knowledge of what they have learnt and check understanding. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to assess whether Louis deserved to be executed Firstly, students have to put a number of events in chronological order leading up to the execution. This can be done wither as a verbal or card sort activity. They are also given a narrative account of Louis XVI’s last day, from which they have to compose a number of tweets, imagining how he might have felt at the time. There is some further source analysis and video links to help them with their learning. The main task is to turn the classroom into a mini courtroom. Students are given information either defending King Louis XVI or opposing him. They will then make choices and decide whether to defend or send him to the guillotine. There is a writing frame to accompany this task with argument words to help if required. The final task is to decide what happened to Louis’ body and why this was done. A find and fix plenary will consolidate their learning from the lesson, with answers provided. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

American Civil RIghts The events and actions surrounding the Little Rock Nine are now infamous in history. This lesson gives the background to the beginning of the desegregation of American Schools with the Brown vs Board of Education case of 1954. Yet Orval Faubus, the Governor of Arkansas found this difficult to accept and unleased a tidal wave of protest from his actions in Little Rock, shown in this lesson through video footage and images from the time. The students are given the context to the events of 1957 and have to decide what is being shouted at Elizbeth Eckford before they predict the actions of Eisenhower. Ultimately they have to evaluate the impact of the Little Rock Nine and how they influenced American society today. They are required to justify their opinions at the end with scaffolding given if required. 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, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change

What happens at a slave auction? How are the slaves prepared? Who attends the auction? Who is chosen and why? This lesson attempts to answer these questions and more; from branding to advertisements and the auction itself. Students also learn of the heartache and pain of those who are sold and how and why slaves are sold at different prices. They are also challenged in a task to think who would be more expensive and why. By the end of the lesson, students have to give examples in a true or false quiz of what they have learned in the lesson, including having to decide the worst aspects of the slave auction. 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 examines the different punishments that the slaves endured on the plantations. Different sources are analysed showing the positive and negative aspects of plantation life as students have to extract fact from fiction. Students then look at the different forms of resistance from passive to active resistance and decide the best and most effective form of resistance and justify their reasons. There is also a chance of being more interactive as students are selected to take on some forms resistance which the class have to find out and decide. 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 Industrial Revolution This lesson aims to analyse the changing population demographic and the reasons why these changes were happening at the time. The lesson begins with a high tempo start, revealing what’s behind the boxes and follows onto a true or false quiz using a clue mat. Each student is also given a character card and they analyse how their person impacts upon the population changes happening. They have to explain these changes using various learning tasks, including an extended writing piece with help given if required Finally students have evaluate the various reactions people would have felt at the time and justify their decisions. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end 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.

The lesson introduced the concept of slavery and how it has been active throughout the centuries. Students have to categorise the reasons why the transatlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons for their views through differentiated tasks. They also analyse a number of sources about slavery from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. The lesson is linked to the latest historical interpretations, video clips and debate. 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 British Empire The aim of this lesson to investigate the causes and consequences of the Boer War (1899-1902) for the British Empire and the character of Lord Horatio Kitchener, appointed Commander of the British Army in South Africa. Students are required to analyse and make judgements on his character by deciding how heroic he was, before, during and after the war by rating each of his actions. They are soon shocked to find his underhand tactics of trying to win the Boer War through initial incompetence to devastating ruthlessness as the war progressed with his scorched earth policy and the setting up of concentration camps. They also learn how the war impacted upon the Government at the time, culminating in the Liberal Reforms and evaluate how these measures helped improve public health which left a lasting legacy on Britain. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lessons are fully adaptable in PowerPoint format and can be changed to suit.

The Industrial Revolution The aim of this lesson is to question how far the Factory and Mine Acts went to reform working conditions. Students have to decide how much credit the Government of the day should receive for reforming the conditions of workers in the factories and mines. Furthermore they will evaluate how effective the laws were that were passed and were they adhered to. Finally they will judge how much credit should be given to a number of dedicated and philanthropic individuals who were ahead of their time This lesson explores these questions by examining the evidence of children and discovers how factory owners like Titus Salt in Bradford were determined to help their workers themselves to create a harmonious and thriving community. Students have to think which Acts applied to whom using numbers as well as evaluating how much lives improved as a result of the Factory and Mines Acts. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end 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.

The British Empire The aim of this lesson is to discover who the Zulus were and how and why their fighting left a lasting legacy on the British Empire. Students will also find out why the British army, allegedly the best and most disciplined fighting force in the world at the time be defeated and humiliated at the Battle of Isandlwana? They will also analyse how within hours they were heroically defending their lives at Rourke’s Drift in one of the most unlikely ‘victories’ in British military history. Students evaluate both battles, creating headlines and writing articles, using argument words and second and third tier vocabulary. They finally appraise the events of 1879, concluding how both battles should be viewed overall in history and their legacy. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

American Civil Rights This lesson starts with the Bob Dylan song ‘The death of Emmett Till’. The question is posed as to why Emmett’s mother had an open top casket at his funeral? Students are given sources to piece together the story before they find out what happened to him (the story is differentiated according to ability). Embedded video footage of his short life from the time reinforces their learning. Students then have a choice of answering some differentiated questions or completing an extended piece of writing. The plenary questions the impact of his death upon the Civil Rights Movement and help is given on how students can justify their reasons. 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, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is to analyse African American experiences in the Civil War. The lesson begins by students exploring the reasons why the law changed, allowing black people to join the US army Some video footage and statistics give an insight into some of the experiences black people encountered, before students complete a thinking quilt linking key terms to events in the Civil War as well as challenge questions. Students also have to evaluate the significance of black regiments by analysing a quote from Frederick Douglass at the time and deciding which statements apply and fit the criteria, before justifying their choices. An interactive blockbusters plenary questions their knowledge from the lesson and checks understanding. 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 British Empire The aim of the lesson is to assess the importance of apartheid in South Africa both politically and economically. The lesson begins by giving the context of South Africa being part of the British Empire and it move toward independence and the introduction of apartheid. Students have a quiz to complete as well as source scholarship on its introduction in 1948. They also evaluate the restrictions it imposed on the non white population of South Africa, where they are required to give their opinions on it as well as the significance at the time, overtime and nowadays. The lesson also focuses on the impact of the ANC and Nelson Mandela’s contribution to a modern South Africa and the part he played in ending apartheid. There are some excellent video links to his life and work as well as the Soweto uprising of 1976. The lesson concludes with a diamond nine activity to prioritise the main reasons why apartheid came to an end. The lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.