The aim of this lesson is to analyse why slaves escaped from their masters and evaluate the significance of Harriet Tubman. The lesson begins by asking why slaves ran away and how would they prepare for it. Some source scholarship focuses on an advert placed in 1838 to retrieve a runaway slave. Key questions on inference require students to analyse and read between the lines on why the owner was desperate to recapture the slave. The second part of the lesson examines the underground railroad and the roles of those who helped the escapees and relocate to the northern states. Harriet Tubman was instrumental in this and students undertake an extended written piece on her significance. Finally some famous escapes are highlighted and debated by the students as to which were the most daring, interesting, lucky and famous. 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 analyse life in a slave plantation. What was a typical day like? How hard was the work? Was it made easier by the invention of the cotton gin? How did they relax if at all in the evening and what were their living quarters like? Learning tasks include comparing a day in their school life with the day of a plantation slave and recognising the hardships endured. Students also have to use a number of sources, which are differentiated according to ability and challenge a statement which suggests a slave’s life wasn’t really that bad. The plenary asks them to use four letters and come up with as many associated words as they can from their learning. The lesson comes with a retrieval practice activity, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

This lesson is split into two parts; the first part explains the triangular trade and the various goods and transactions that occurred in the slave trade. Students are required to find this out through documentary and video evidence before plotting it on a table. A mini plenary checks their understanding and uses a ‘what if’ question to challenge their thinking. The second part analyses the story of Olaudah Equiano and how his life was before and after he was captured. However the students are challenged to question his version of events and how there is conflicting evidence in his account. The final part of this lesson analyses how the slaves were captured by whom, prioritising which were the most common forms of capture and using sources of evidence to extract further information. 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide Henry’s priorities on becoming King of England Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why. Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid. The plenary requires them to write down the questions to the answers provided during the lesson. They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded. They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided. 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 and includes suggested teaching strategies.

American Civil RIghts This lesson sets out to ask the question if Abraham Lincoln was the ‘Great Emancipator’ that history claims him to be. By analysing his statue at the Washington memorial and using video evidence as well as a brief summary of the 13th Amendment and the American Civil War, students are given evidence (which is differentiated according to ability) from which they question this belief. Their ideas are then presented on a Venn diagram and presented to their peers. A true or false quiz at the end will attempt to consolidate their learning as well as questioning how emancipated the slaves were after the amendment became law. 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 Industrial Revolution This lesson aims to describe and explain the conditions of Victorian prisons through the eyes of a young person awaiting trial. Students learn how a poor diet, pointless tasks and a payment system for every amenity meant a miserable existence for inmates. So why did things begin to improve? How did key prison reformers change attitudes and make the government of the day reform the prisons? These questions and more will explored through prose, quizzes, video links and knockout tournament competitions to see and judge how far the prison reforms went and how effective they were. 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate how much society changed in Tudor England under Henry VIII. Students begin the lesson by recalling how society was structured under Henry VII. They are then required to predict how much society will change, before rating how much change there actually was (using a rate ‘o’ meter gauge). They will then be able to evaluate how much change or continuity Tudor society underwent and why and for which social groups. The plenary asks what is the question from the answers given, using information from the lesson There is some exam practice to complete with a writing frame, some prompts and a markscheme to use if required. There is an enquiry question posed during 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 A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the success of Mary’s marriage to Philip of Spain and the significance of the Wyatt rebellion. Students begin by deciding the pros and cons of marrying Philip and what Mary should consider before entering a union and alliance with a powerful Catholic ally. Furthermore they will be given details of the marriage and all its clauses and evaluate who benefited more from it both personally and politically. Students will also analyse the consequences of the marriage with the subsequent Wyatt rebellion and decide how significant and threatening it really was by plotting their thoughts on a grid. The plenary uses some differentiated questioning to check understanding and challenge their understanding in the wider context of the political situation at the time. There is an enquiry question posed at the start 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.

This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day in two sides of A4. This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything they have been taught! This resource can also be used for interleaving and homework. This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is assess the change and continuity in government between Henry VIII and his father before him. Students will analyse the workings of government in both Henry’s reigns and decide how much control their had, using a ‘control o’meter’. Students are also introduced to his ministers for the first time in a model answer from which they can complete some exam practice and allocate marks accordingly referring to a markscheme. This will also enable them to see how differently Henry VIII ruled the country in comparison to his father. The plenary using some animated flashcards which the students have to link to Henry and his ministers. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge the significance and impact of the Pilgrimage of Grace. Students begin by studying the events of the Lincolnshire Rising and deciding the most important reasons for its causes. They are then required to analyse the motives of the key figure of Robert Aske and the significance of the subsequent Pilgrimage of Grace as well as its banner and its impact upon the north as well as the government of Henry VIII. Students will then be required to map out the resistance of three figures on Henry’s break with Rome and then question why there was in fact such little opposition to Henry at the time. There is an evaluative pyramid to complete for the plenary, before students tackle some exam question practice, with an accompanying planning sheet and markscheme 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the impact of humanism and the arts on Henry VIII. At first glance and with a title in some literature of Henry as ‘the Renaissance Prince’, it would be easy to assume he fully embraced humanism and all the new ideas from Italy, However, an in depth analysis from this lesson will bring this view into question. Students begin with a reminder and recap of the Renaissance and the humanist influencers of Erasmus, Colet and More. There are some excellent podcast and video links to further enhance student understanding of their ideas and beliefs. Students are then required to justify the view that Henry fully embraced humanist ideas with a focus on education, paintings, tapestries and music. This can be then tackled in some exam question practice, with help given and a markscheme supplied. The plenary requires the completion of some multiple choice questions to check 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question whether Edward was fit to rule from the start. Students are given some context into previous child Kings of England and their problems as well as some analysis of his Chronicle, which show him to be somewhat cold and callous. Some excellent video links make reference to Edward’s early years and growing up. Students are also challenged to predict what Edward might have done if he had ruled on his own. There is some guided reading to complete with a focus on Edward’s attitude to kingship, his personality and character and main influences. The plenary tests their knowledge in a real or rubbish activity and which also aims to dispel some popular myths about Edward. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is assess the success or failure of Somerset’s domestic and foreign policies. From the beginning students learn about the financial crisis left by Henry VIII and how the Scottish war (including a case study of the Battle of Pinkie) meant that Somerset merely exacerbated rather than solved it. They then have to rate how ‘disastrous’ his foreign policy was in Scotland. They will also evaluate the significance of the Western and Norfolk rebellions by examining their causes, events and Somerset’s response to both of them. Students will then be required to judge his leadership skills. The plenary uses the octagon to discuss the learning from the lesson. There is some exam practice to complete if required, together with a planning sheet, markscheme and prompts to help the students. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the skills of Thomas Cromwell as Henry’s chief minister. Students are given the context to Cromwell’s rise to power, before they have to rate and justify the various talents he displayed, particularly in securing the divorce for Henry. They will also make comparisons with Cardinal Wolsey and judge their similarities and differences in office. A noughts and crosses game gets the students thinking and recalling knowledge at the end of 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess and judge the strength of the economy under Henry VIII. Students begin by recapping Henry VII and the measures he undertook to deal with a changing economy. This is then compared to Henry VIII as the students have to test the judgement made by John Guy who said England was ‘economically healthier, more expansive and more optimistic at any time since the Roman occupation’. Students are also required to give an efficient rating on Henry VIII’s policy on the economy and explain if he could have been more efficient (as with a household energy rating). The plenary asks students to expand their explanations, which is a brilliant idea taken from @MrFitzHistory There is some exam practice to complete with a supplied writing frame and 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The purpose of this lesson is to introduce Henry VII’s foreign policy aims. Students are introduced to a map of Europe in 1485 and have to make comparisons and connections to countries on a map of Europe today. They will learn who the major players were in Europe at the time, such as France and evaluate the threats they posed to Henry VII. Students learn the three main aims of Henry’s foreign policy and have to justify which one is being applied to the various treaties and agreements reached with various foreign powers. The plenary checks their understanding of the lesson using a talking heads activity, as they have to decide which European leader would make the given statements from the screen. 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question preconceived ideas of Henry being a strong and successful King. Students will need to analyse video and source evidence as well as complete some multiple choice questions to decide how much of a strong and successful king he really was. They will also study the Tudor family tree and explain why he might have had a more secure and legitimate claim to the English throne than his father did. There is a missing word activity for the plenary as students work out the correct answers to what they have learned 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate if Mary’s religious changes helped or hindered the return to Catholicism in England. Students begin by recapping on Mary’s key people and her possible thought processes on a return to Roman Catholicism. They will also learn her views on religion and discuss to what extent Mary was prepared to go to reassert the Pope’s authority over the Church. Students are also given a number of scenarios from which they have to assess the consequences to possible actions taken by Mary and her government such as the repatriation of monastic lands. The final learning task requires some decisions to be made over if Mary used a successful carrot or stick policy and the obstacles facing her for a full return to Rome. There is some exam question practice to finish, complete with a writing frame and markscheme to help 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 and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question if Mary I was fit to rule as a queen and as a woman. Students are given the context to Mary’s succession as Queen Regnant and are challenged in some differentiated questions to predict what will happen in her short reign. Using evidence from her background, some guided reading and source extracts, students have to evaluate how and why the historiography of Mary has changed over time. They are also introduced to her key people and advisors and decide who would have said what in talking heads plenary. 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 and includes suggested teaching strategies.