This lesson has been carefully crafted and refined to help students understand why the Normans built Square Keep Castles after the Battle of Hastings in 1066. It also looks at their key features, military strengths, weaknesses and gets students to compare them to Motte & Bailey Castles. This lesson could be used as part a unit of work on medieval castles or as part of the theme on how did William keep control. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on medieval castles from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes two pages of information and sources as well as a third activities page with two different options of tasks for low or higher ability students. The twenty slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, graphic organisers, thinking skill templates and a plenary. The aims and objectives for these resources are as follows: Theme: How did William keep control? Know: What were the main features of a Square Keep castle? Understand: Why did the Normans build Square Keep Castles? Evaluate: What were the military strengths and weaknesses of a SQ Castle? Skills: Cause and Consequence, Source Analysis WILF: What Am I Looking For this lesson? Identify and Describe: The key features of a Square Keep Castle Explain: Why did the Normans build Square Keep Castles? Analyse: What were the main military strengths of a Square Keep Castle? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students understand why the Normans built Motte and Bailey Castles after the Battle of Hastings in 1066. It also looks at their key features, military strengths, weaknesses as well as why historians sometimes find it difficult to find evidence of what they looked like. This lesson could be used as part a unit of work on medieval castles or as part of the theme on how did William keep control. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on medieval castles from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes two pages of information and sources as well as a third activities page with two different options of tasks for low or higher ability students. The nineteen slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, graphic organisers, thinking skill templates and a plenary. For your convienance, we have also unloaded all the files as PDFs and added in a bonus crossword puzzle on Motte and Bailey Castles. The aims and objectives for these resources are as follows: Theme: How did William keep control? Know: What were the key features of a Motte and Bailey castles? Understand: Why did the Normans build Motte and Bailey Castles? Evaluate: What were their military strengths and weakness? Skills: Cause and Consequence, Source Analysis WILF: What Am I Looking For this lesson? Can You Describe: The key features of a Motte & Bailey Castle. Can You Explain: Why did the Normans build Motte and Bailey Castles? Can You Analyse: What were their military strengths and weaknesses? If you like this resource then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

These beautifully illustrated resources are designed to help students understand why the Normans built castles after the Battle of Hastings in 1066. This lesson could be used as an introduction into a unit of work on medieval castles or to provide a quick overview as part of the theme on how did William keep control. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on medieval castles from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes two pages of sources and information and a third activities page with two different options of tasks for low or higher ability students. The fourteen slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, templates and a plenary. The aims and objectives for these resources are as follows: Theme: How did William keep control? Know: Why did the Normans build castles? Understand: How did castles help the Normans control the land they ruled? Evaluate: What was the most important reason why the Normans built castles? Skills: Cause and Consequence, Source Analysis and Judgement. WILF: What Am I Looking For this lesson? Identify and Describe: Why did the Normans build castles? Explain: How did castles help the Normans control the land they ruled? Analyse: What was the most important reason why the Normans built castles? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students understand how the First World War changed womens lives. It looks at the different types of jobs they did both before and during the war and how they changed not only how women saw themselves, but also men. This lesson also looks at the social, economic and legal changes that took place to women lives in the immediate aftermath of the war. It is designed to be used with middle and upper ability students and is illustrated throughout with a range of different and exciting historical sources to help engage learners and capture their imagination. At each stage of the lesson, there are a series of questions which can be used as prompts for discussion or for consolidation work. When you purchase this resource you will receive a fifteen slide PowerPoint which includes a starter, information slides, historical sources,tasks, activities, questions and a plenary. The resource is fully editable and can be customised to suit your style of teaching and the context of your school. For more information, please see the preview sample. The aims and objectives for these resources are as follows: Theme: The First World War Know: What roles did women play during the First World War? Understand: How attitudes towards women changed as a result of the war? Evaluate: How did women’s lives change as a result of the war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The roles played by women during the First World War? Explain: How attitudes towards women changed as a result of the war? Analyse: How did women’s lives change as a result of the war? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity on the Home Front during the First World War is designed to help students assess both its significance as well as how civilians were affected by the war. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. As you can see from the detailed preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. As an additional layer of differentiation, I have ragged or traffic lighted the information slides to help direct students. Once students have gathered the information together they can either share it in a class discussion or answer a series of question, create a mind map or attempt an extended writing task. When you purchase this resource you will receive a twenty one slide PowerPoint which includes an optional ‘snowballing’ or a ‘buzz and go starter’, introduction, the market place activity and information slides on the Home Front. You can then choose to consolidate what your students have learnt through a class discussion, heads and tails quiz or a post-it note continuum exercise. The extra resources section includes templates and writing frames to support an extended writing tasks on: ‘How important were the different roles that women played in helping Britain to win the World War II?’ We have also included a homework and word search activity. Everything has also been uploaded as a PDF file and a Microsoft Office file so that you can easily sequence and edit the lesson to suit your students and the context of your school The aims and objectives for these resources are as follows: Theme: The Home Front Know: Why was there a shortage of ‘manpower’ during the war? Understand: What roles women played during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Can You Describe: Why was there a shortage of ‘manpower’ during the war? Can You Explain: What roles women played during the Second World War? Can You Analyse: How important were these roles in helping to win the war?

This is great lesson get your students talking for weeks and doing extra homework projects. This beautifully illustrated resource is designed to help students assess what life in the trenches was like for soldiers in the First World War as well as what the greatest daily dangers or challenges. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability. This resource is designed to be a standalone lesson, but it can be also used alongside any mainstream text book on this topic. I usually project the slides, tasks and activities on the board, but some of activities can also be printed off and placed around the tables in the classroom. The resource is full editable so you can easily sequence the lesson to suit your students and the context of your school. I usually supplement this resource with relevant clips from Your Tube from films like ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ When you purchase this resource you will receive a twenty three slide PowerPoint which includes an optional ‘snowballing’ or a ‘buzz and go starter’. The next section of the PP then includes information slides and activities on life in the trenches including sleeping accommodation, food, mud, trench foot, health and hygiene, body lice, enemy action, shell shock. These are then followed up by a series of consolidation exercises culminating in a thinking skills review triangle. I have also included relevant questions and addition slides with useful templates to use alongside this resource. For more information, please see the preview sample. The aims and objectives for these resources are as follows: Theme: The First World War Know: What was everyday life like for the soldiers in the trenches? Understand: How did they overcome their daily problems? Evaluate: How reliable are the official images of life in the trenches? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How did soldiers cope with everyday life in the trenches? Explain: How did the overcome their daily problems? Analyse: How reliable are the official images of like in the trenches? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra homework projects. This beautifully resource is designed to help students assess which was the most deadiest weapon of the First World War. If you are looking for a more collaborative enquiry, then why not check out my market place activity on this topic, which can also be purchased from the TES. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability. They can be printed and placed around the tables in the classroom off or simply beamed onto the IWB . You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’. The next section of the PP then includes information slides and an activity on why there was a stalemate as well as some contextual information on the use of WMD use in recent times in Britain and Syria. This is then followed by seven information slides on the different weapons that were used as well as a thinking skills review triangle consolidation exercise on which was the deadliest weapon. You can then choose to decide to do a mind map or extended writing activity with your students to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity is designed to help students assess which was the deadiest weapon of the First World War. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’, information slides and activity on why there was a stalemate, the market place activity itself as well as a thinking skills review triangle consolidation exercise. You then choose to decide a mind map or extended writing activity to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources have been designed to help students understand how William consolidated his control over England after the Battle of Hastings in 1066. The lesson resources focus on William’s problems in 1066, rebellions against his rule and how he managed to eventually persuade the English to accept him as their King. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but could also be used at KS4 if you are studying the Norman Conquest at GCSE. When you purchase this resource, you will be able to download a 18 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, questions, predictive tasks, consolidation exercises, information slides and links to appropriate video clips. The second resource is a three page worksheet, which is designed to work alongside the PowerPoint and includes information, historical resources and tasks and activities. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: How did William keep control? Know: How did William take control of the rest of the country? Understand: Why did the English continue to resist the Normans? Evaluate: Why did William ‘harry the North?’ Skills: Cause and Consequence WILF: What Am I Looking For this lesson? Identify and Describe: How did William take control of England after 1066? Explain: Why did the English continue to resist the Normans? Analyse: Why did William destroy the North of England? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

After several requests, I have uploaded this classic lesson which has been designed to help students develop their critical source analysis skills for KS3 and KS4, whilst studying the Battle of Hastings as part of the Norman Conquest. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but this resource has been designed to prepare students for the source analysis skills that they will need at GCSE so could easily be used at KS4 if you are studying the Norman Conquest at GCSE… When you purchase this resource, you will be able to download a 24 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides about the death of King Harold and the origin, nature and purpose of the historical sources describing his death. The core tasks are designed to get students to compare the sources on Harold’s death and assess their reliability by looking at the evidence and especially the controversy over the origin of the Bayeux Tapestry and its nature and how it has been edited or repaired over the past 1000 years. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings?. Know: How did King Harold die? Understand: How do historians check the reliability of sources? Evaluate: How reliable are the sources describing Harold’s death? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: How did King Harold die? Explain: How do historians check the reliability of sources? Analyse: How reliable are the sources describing Harold’s death? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students assess how influential was Pasteur’s Germ Theory in Britain. It addresses a key element of the GCSE Medicine Through Time syllabus that many students find quite challenging. The vehicle of the card sort helps students to review the key information and then decide upon the level of its significance, whilst building up a body of notes that they can revise from. In order to add a additional level of challenge, I have also included a continuum which could be used by higher level students. Alternatively, students could have a go at classifying some of the statements into long and short term significance be creating a key When you purchase this resource you will be able to download a PowerPoint which includes aims, objectives, starters, plenaries, activities and photocopiable templates to accompany the card sort which is supplied in a single page Word Document. The aims and objectives of this lesson are: Theme: Medicine Through Time Know: What was Germ Theory? Understand: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? WILF: What Am I Looking for? Identify & describe: Louis Pasteur’s Germ Theory Explain: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? If you like this resource may want to want to check out my other resources on this topic in my TES shop.You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson is designed to help students studying the Battle of Hastings as part of the Norman Conquest. The PowerPoint has been written to work alongside any main stream text book on this topic, but I have also included a worksheet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7. When you purchase this resource, you will be able to download a 30 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides and historical sources. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. Please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened during the Battle of Hastings? Understand: Why did William changed tactics? Evaluate: Who was the better leader ? Skills: Cause and Consequence, Source Analysis. WILF: What Am I Looking For this lesson? Identify & describe: What happened during the Battle of Hastings? Explain: Why did William change his tactics? Analyse: Why did William win the Battle of Hastings? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The Renaissance played an important role in challenging the old ideas of the past. New scientific discoveries challenged old ideas, there was a new spirit of enquiry and individuals like Thomas Sydenham and William Harvey played key roles in pushing back the frontiers of knowledge. Meanwhile, respect for tradition, the Church and the ideas of Galen still influenced the everyday lives of the vast majority of the population. This innovative and creative activity has been carefully designed to help students understand how far Renaissance influenced ideas on medicine and the causes of disease through a simple card sort. It is designed to work alongside any main stream resource on this topic, whilst the nature of these resource will appeal to the full spectrum of ability. When you purchase this resource you will be able to download a single page Word Document which contains an learning objective, instructions, six heading cards labelled ‘Government’, ‘The Church’, ‘Science & Technology’, ‘Individuals’, ‘Respect for Tradition’ and ‘New Spirit of Enquiry’ as well as sixteen cards which describe the key factors influencing medical ideas during this period. Students can cut out the cards and sort them under the headings and then have a go at an extended question on this topic. This activity makes a great starter, plenary, revision or consolidation exercise. The aims and objectives of this less are: Theme: Change and Continuity in Medicine in Britain Know: What changed and stayed the same in Renaissance medicine? Understand: What fact factors influenced medicine and the causes of disease during the Renaissance? Evaluate: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? WILF - What Am I Looking For? Identify and describe: What changed and stayed the same in Renaissance medicine? Explain: What factors influenced medicine and the understanding of the causes of disease during the Renaissance? Analyse: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest by giving them a decision making challenge. It focuses on the problems facing King Harold when he arrived in London, shortly after having won the Battle of Stamford Bridge. Students have to review the pros and cons of rushing down to Hastings in order to face Duke William and then write a speech explaining why Harold should rush into battle. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, and historical sources. The lesson opens with a selection of starts before moving onto setting the scene for Harold’s war council. Students are then given a series of statements to sort into a graphic organiser setting out the pros and cons of marching immediately south. Once complete they then review a speech arguing caution and then have a go at writing a speech arguing immediate action to tackle Duke William. The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What were Harold’s options after the Battle of Stamford Bridge? Understand: Why did Harold decide to rush into battle? Evaluate: Was William a better leader than Harold? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: What were Harold’s options after the Battle of Stamford Bridge? Explain: Why did Harold decide to rush into battle? Analyse: Was William a better leader than Harold? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest. It focuses on the Battle of Stamford Bridge in 1066, which brought to an end the Viking invasions of Britain. The resources have been designed to work alongside any main stream text book on this topic, but I have also included a worksheet from my Norman Conquest booklet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, historical sources and an appropriate video link. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. The range of tasks include DART exercises for the less able, summary tasks, Venn diagrams comparing Viking and Saxon warriors, questions and an optional newspaper report on the Battle of Stamford Bridge The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened at the Battle of Stamford bridge in 1066? Understand: Why was Harold’s army able to catch the Vikings by surprise? Evaluate: Why did Harold win the Battle of Stamford Bridge? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened at the Battle of Stamford Bridge? Explain: Why was Harold’s army able to catch the Vikings by surprise? Analyse: Why did Harold win the Battle of Stamford Bridge? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Welcome to my corner of the TES. These outstanding and popular resources span ‘two’ lessons and set the scene for the Norman Conquest by looking at the claims of the main contenders for the English Crown in 1066. They have been carefully designed to suit for the full ability range and are primarily aimed at Year 7, but could be easily adapted to suit older or younger students. The tasks and activities have been carefully refined over 26 years and are based upon the best practice for teaching this topic. When you purchase these resources you will be able to download two Microsoft PowerPoints and an accompanying worksheet. The PowerPoints include all the starters, plenaries, activities, differentiated tasks, information slides and links to video clips that are necessary to accompany the worksheet. Lesson one looks at the claims of Harold Godwinson and Edgar, whilst lesson two looks at the claims of Harold Hardrada and William, Duke of Normandy. Both lessons, begin with a choice of starters, but lesson one also includes a brainstorming activity around what whats a good King? Both lessons include source analysis tasks which get students to access the respective claims, but lesson two also includes a summary table which can be used to help students structure their PEE’d paragraphs explaining who they think should be King. I have included the preview files for the first lesson to give you a taste of the quality of these resources. Please note that the TES preview does sometimes ‘play around’ with how resources appear. The aims and objectives for these lessons are: Theme: Why was England invaded twice in 1066? Know: Who were the contenders to the throne? Understand: Why did each contender think that they should be King of England? Evaluate: Who had the best claim? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: Who were the contenders to the throne? Explain: Why did each contender think that they should be King of England? Analyse: Who had the best claim? Once all the tasks and activities have been completed, this final outcomes or extended writing exercise on ‘Who should be king?’ could be used as an assessment task to help check progress and decide upon setting. These lessons can also be purchased as a bundled item called ‘The Norman Conquest Scheme of Work with resources.’

Welcome to the History Academy. This classic first lesson for use with Year 7 at the start of KS3, has been one of the biggest downloads of all time amongst history teachers. It is designed for the full ability range and has been updated into its current format with a few extra tweaks, video links and information slides. This resource can be used alongside pretty much any textbook on this topic and be easily customised for your students. The aims and objectives of this lesson are: Theme: How do historians find out about the past? Know: What different types of evidence do historians use? Understand: What is the difference between a primary and secondary source? Evaluate: Evidence and decide whether it is a primary or secondary source? Skills: Source Analysis, Evaluation and Judgement. WILF – What Am I Looking For? Identify & describe: The different types sources that historians use. Explain: The difference between a primary and a secondary source? Analyse: Evidence and decide whether it is a primary or secondary source? The lesson begins with a choice of starters, snowballing or buzz and go. I’ve then linked in some information slides, tasks, activities and video clips about the role of historians and archaeologists. This in then followed up with an explanation of what a primary and secondary source is and finished off with a choice of drag and drop activities from either Medieval or Roman times on Primary V Secondary Evidence. I’ve also included some PEE or PEEL writing frames as additional tasks to help some classes explain in their own words what a primary or secondary source is. This is designed to be a fun lesson where you outline key historical skills and expectations on how to set work out and write extended answers. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This lesson is designed as an KS3 introductory module called ‘Invaders and Settlers AD43 - 1066’. It provides an overview of the Viking invasions and their impact on Anglo Saxon England. There is also a focus on the decline and rise again of towns and education, which is a theme which is returned to in other KS3 modules on medieval towns and industrialisation 1750 - 1900. The tasks and activities included in this module are suitable for the full range of ability at KS3 and are designed as a bridge or transition from KS2. One of the activities is on the origin of place names and makes a nice rounding off activity for the theme invaders and settlers, before starting the Norman Conquest. The aims and objectives of this lesson are: Theme: Why was England invaded and settled from 40 AD to 1066? Know: Who were the Vikings and why did they come to Britain? Understand: : How did Alfred the Great defeat the Vikings? Evaluate: What impact did the Vikings invasions have on Britain? Skills: Cause, Consequence, Evaluation and Judgement WILF – What Am I Looking For? Identify & describe: Who were the Vikings and why did they come to Britain? Explain: How did Alfred the Great defeat the Vikings? Analyse: What impact did the Vikings invasions have on Britain? When you purchase this resource you will be able to download a twenty five slide PowerPoint Presentation which includes starters, plenaries and a range of interactive resources and activities. These include a snowballing stater, buzz , information slides, the origin of place names, summary tasks, Venn diagrams and links to video clips on the Vikings and their impact on Anglo Saxon England. Everything you need to photocopy is include in the PP> You will need access to You Tube in order to access the video clips. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy