In this lesson, students will have an opportunity to study several written and visual sources about children’s working conditions during Britain’s Industrial Revolution. They will use these sources to form their own opinion about the conditions and challenges that children faced in a variety of jobs such as in the factories, textile mills and mines. Students will then be guided to think about the usefulness and reliability of the sources they have studied. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims Slide 3: Lesson Warm Up – A quick quiz and discussion about the rules which impact young people working today Slide 4: Background information and discussion – What jobs did children do during the Industrial Revolution? Slide 5: Background information and discussion – Why did so many children work during the Industrial Revolution? Slide 6: Starter Activity: Source Inference – a visual source about the conditions in mines Slide 7: Background information – An overview of working conditions and the role of ‘pauper apprentices’. Slide 8: Background information – An overview of working conditions Slide 9: 9 sources covering the topic of children’s working conditions Slide 10: Single source analysis activity and instructions Slide 11: Printable table for students to complete their analysis Slide 12: Source Analysis Task 2 Instructions and model examples Slide 13: Usefulness and reliability help sheet Slide 14: Follow Up Challenge Questions Slide 15: Learning Review Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

This lesson is suitable for teaching the important skill of chronology to KS2 or KS3 (Year 7) students in History. Students are introduced to the term chronology and then have a task to place various key periods of British history into chronological order. The lesson also includes knowledge of key terms such as decade, century, post, pre and circa. This power point includes all the resources needed to teach a lesson about history and chronology with printable worksheets and a crossword. UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

Thank you for viewing my resources. This lesson contains a variety of activities and tasks which will allow students to understand the key events of each crusade as well as some of the individuals involved. This pack includes: 1 x A4 Fact Sheet about the crusades (colour free for photocopying) 1 x A4 Fact Sheet about the crusades (in colour if required) 2 x A4 Worksheets about the events covering key terms, sources and an analysis of the events. (including challenge questions) 1 x Main Power Point Presentation: Slide 1: Title slide - To examine the main events and key people of the crusades Slide 2: Animated, clear and engaging background information giving a brief background to the crusades Slide 3: An overview of Pope Urban II’s speech which called for the First Crusade Slide 4: My own designed map of the main routes and areas of the crusades Slide 5: Why there was more than one crusade Slide 6: An overview of the main fact sheet needed for the lesson Slide 7: A table based activity for students to pick out facts such as dates, people and events from each event along with an analysis of if the crusaders were successful or not Slide 8-9: A recap quiz with answers revealed for students to self assess (mainly based on key individuals and places). UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

In this lesson, students will be able to learn about the arguments which were used during the 1800s to support and argue against reforms to improve working conditions in the mines, mills and factories of the Industrial Revolution. In addition, students will then learn how some of the reforms set out to help workers. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Lesson Warm Up – Class discussion about how laws today make sure people are safe and looked after in their workplace. Slide 4: Source Inference Task Slide 5: Source Inference Task 2 Slide 6: Think & Discuss – What are ‘Reforms’? How does Parliament create new laws? Slide 7: Think & Discuss – Arguments for and Against the reform of working conditions during the Industrial Revolution Slide 8: Background information – The public reaction and outrage at finding out about working conditions Slide 9: Background Information – Who were the ‘Reformers’ and what did they call for? Slide 10: Activity 1 – What would the Reformers want to do to help improve working conditions? Slide 11: Activity 1 – An alternative way to think about what the reformers would want to do to help improve working conditions Slide 12: Activity 2 – Students given a choice of written or creative tasks linked to their learning so far. Slide 13: Activity 3 – Organise the facts about the reforms worksheet instructions Slide 14: Printable worksheet Slide 15: Organise the facts answer sheet Slide 16: Follow Up Challenge tasks and questions Slide 17: Learning Review Activity Pyramid. I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

In this lesson, students will be able to use factual information as well as the views from historians and historical sources to help them form their own opinion to the question – is the British Empire something we should be proud or ashamed of? As always, the lesson is fully resourced and contains a number of printable resources, engaging activities and information. The lesson presumes that students already have a knowledge of what the British empire was although this is quickly recapped at the start of the lesson. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Recapping the British Empire – includes a British Empire map and discussion questions Slide 4: Starter Discussion based on an old Indian saying about the British in India. Slide 5: Source analysis activity 1 Slide 6: Source analysis activity 2 Slide 7: Source analysis activity 3 Slide 8: Printable worksheet/question sheet based on the sources used in the previous slides Slide 9: The two historical interpretations about the British empire Slide 10: Activity 1 – How have attitudes to the British empire changed in recent years? Slide 11: Activity 2 – Documentary clips about the legacy of the British Empire Slide 12: Activity 3 - Instructions Slide 13: Activity 3 - printable information sheet which includes sources and interpretations about the British empire. Slide 14: Activity 4 – What is your opinion? Slide 15: Activity 5 – Based on a higher level question about the difference in two historical interpretations. Slide 16: Printable worksheet based on the two interpretations about the British Empire Slide 17: Learning Review discussion. I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

In this lesson, students will be able to understand the various reasons why there was a ‘witch craze’ in the mid-1600s in England. Students will discuss the meaning of the term ‘witchcraft’ before studying the various factors that led to the witch craze such as the role of Matthew Hopkins, attitudes towards women, the English Civil War, the influence of monarchs and the influence of the Church and religion. Students will then have an opportunity to evaluate the impact these factors had. The 23-slide lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students. Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

The main focus of this lesson is for students to decide if King Charles II of England deserved the nickname, the ‘Merry Monarch’. Students will be provided with background information about the transition of rule between Oliver Cromwell and Charles II and then be given a set of facts about Charles II’s reign to help them decide if Charles II was more focussed on ‘business’ or ‘pleasure’. Other tasks in this lesson include an activity about the ‘Great Frost Fair’ of 1683. The lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students. Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

This is a pack of revision materials needed for the Edexcel Paper 1 Crime and Punishment with Whitechapel. Included in this revision pack: An overview sheet for each historical period (Medieval, Early Modern, Industrial, Modern). They have been produced in colour and black and white for easy photocopying. Each sheet contains wider historical context, religion, Crimes and Laws, Law Enforcement and Punishments. There is also a focus with continuity and change with the case studies also included. A 4 sheet revision handout for the Whitechapel Historical Environment which also includes a section on the types of evidence which could be used for the follow up question. Loads of revision cards which can be simply photocopied, cut out and used as a revision card game in class. I have uploaded one slide of each in the preview boxes but it is all included in a 23 slide Power Point for ease of use.

In this lesson, will learn about the harsh working conditions of the children who worked in the textile mills and factories of Industrial Britain. They will be able to describe a typical working day for the children and make comparisons with their own typical school day. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Lesson Warm Up – Students will use the images to help them identify the various jobs that children did during the Industrial Revolution. Slide 4: Lesson Warm Up - Answers Slide 5: Starter Activity: Students will look at a map showing the location of various industries and features of the Industrial Revolution – prompt questions provided. Slide 6: Starter Activity 2: Source analysis of a child worker in a textile factory – with prompt questions Slide 7: Photograph of children working in a textile mill and prompt questions Slide 8: Photograph of children working in a textile mill and prompt questions Slide 9: Printable lesson fact sheet in the style of an illustrated storyboard. Slide 10: Task 1: Instructions of how to complete a mind map Slide 11: Printable mind map for students to write on Slide 12: Activity 2 – Students to write their own interview with a child in a textile mill Slide 13: Activity 3 – A 60 minute documentary with task – links to the documentary are hyperlinked and in the notes section Slide 14: Activity 4 – Students create their own 24-hour timeline of their own typical day and compare this with a 24-hour timeline of a child in the textile mills. Slide 15: Learning Review Quiz – Filling in the missing terms Slide 16: Learning Review Quiz answers I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

This lesson presents a number of tasks for the student to complete to gain an understanding of the events which led to the Cuban Missile Crisis and the consequences of the crisis for the development of the Cold War. A two page fact sheet can be found at the end of the presentation which can be printed off for your students to replace the text book and present an easier to follow narrative of events. RECAP: Class clip from BBC Bitesize and map showing the location of Cuba in relation to the key areas of the Cold War so far. BACKGROUND: 12 clearly presented slides covering the main events which led to the Cuban Missile Crisis if you would like to take the students through this in presentation format. Each slide animated to bring in information step by step. Each slide begins with a connective phrase which will be useful for the students in their narrative accounts. **TASK SHEET 1: **A basic comprehension sheet for students to either fill in or use to show their understanding in their book. (Printable). **TASK SHEET 2: **A storyboard style sheet which includes 10 boxes with key terms for each stage which students can use to analyse the links between the events. (Printable) **TASK SHEET 3: **A worksheet which asks the students to think about the consequences of the Cuban Missile Crisis and develop an explanation for each one. An example is given for the students to see the difference between their ‘point’ and the ‘explanation’ of this point. **EXTENTION TASK: **Students asked to identify and explain key turning points in the events which led to the Cuban Missile Crisis. EXAM QUESTIONS: 3 example exam questions which can be based around this topic (Consequences, narrative account and importance). **PLENARY: **Students handed a storyboard of events which has been mixed up - they should correct the order of the events. UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

In this lesson, students have the opportunity to use a range of historical sources and the views of historians to decide how far Queen Mary I of England deserved the nickname ‘Bloody Mary’. The lesson includes: A range of starter and learning review tasks Engaging background information about the reign of Mary I A link to a great ‘Bloody Britain’ documentary about Mary I with a worksheet for students to complete while they watch A Source sheet gives a variety of written and visual opinions about Mary I An opportunity for students to complete their own summary about their view UPDATE 2023: Please note that all images (clipart/vector/illustrations/photographs) are in the public domain and are therefore classed as Creative Commons 1.0 unless otherwise attributed in the notes section of each slide. If you believe there are any errors, please email me directly in the first instance to resolve the issue.

This lesson examines the case study of the Great Plague and has a focus on a comparison between the events of 1665 with the Black Death. The lesson includes: Clear learning aims and achievements Recap task: A recap of the 1348 Black Death quiz and sorting activity Starter activity: Sources about the Great Plague. One is an inference and the other a text taken from the National archives about the rules given out by Charles II. Background information: Baic facts about the Great Plague. Learning Task: A range of activities for all abilities including optional extension tasks. Exam focus: Examples of exam questions and an example answer of the 4 marker similarity and difference question. Challenge Question: Students to think about the similarities with the recent Covid-19 epidemic. Plenary: Students to discuss which aspects changed the most and why. FACT SHEETS: Every lesson comes with a fact sheet which can be given to the students as a replacement for a text book. This means you will not need any other resources for the lesson unless you feel you would like to offer more… Please be kind enough to leave a review if you have found this resource effective. 2023 UPDATE INFO: To take into account copyright, photographic and cartoon images have been attributed where appropriate and are, to the best of my knowledge, all in the public domain. Images created by myself using Power Point tools have also been noted as creations of RAResources. Please contact me in person if you see any errors.