This is a differentiated homework or unit plenary literacy activity. Students link the events that led to the outbreak of war with arrows, writing appropriate connectives on the arrows to explain the relationship. In the first version, the story is broken down into two halves to make it more accessible. Students should link the white boxes first and then try and link the dark boxes and join the two halves of the story together. The 2nd version is more complex as no indication of chronology is provided. the third version is more complex still as vital parts of the story are removed.

GCSE style source questions using 3 sources about current news stories (Grexit / Shooting in USA / Criticism of online review sites). The intention is to separate out the skills of source handling from the secondary challenge of understanding the history - hopefully by using sources which relate to stories in the news today, they will feel confident in the material and be able to focus on the skills.

ppt for an inset on differentiation

Poem about the Italian invasion of Abyssinia plus additional factual material. Activity designed to generate knowledge about the Italian Invasion of Abyssinia, one of the 3 principle failures of the League in the 1930s (along with the Japanese invasion of Manchuria and the failure of the Disarmament Conference). Also included exam-style cartoon interpretation[Please note that any classification of this resource as related to the USA is generated by TES not me.]

investigation into the Trojan War. half term scheme of work Sept 2012 - I had a company called Enrichment through Archaeology in to do a workshop with my Y9 to support this SOW yesterday. They were fabulous - very well prepared resources, lovely people and a great day - best of all, was perfectly tailored to suit this SOW, which I sent Dr Parker Heath in advance - just what you want from a workshop! Would heartily recommend.

Although this is all on one powerpoint, I used it in 2 halves, as an intro to Somerset and then as an intro to Northumberland. Spaced learning works on the principle of repeating an activity to enhance recall. I do the first run through explaining the content. then there is a 5 minute break for juggling (or simon says, or…) then we repeat - they give as much info as they can and I clarify through questions or reminders break 3rd and final run through they have to give me all of it - I sometimes run this as a competition ‘me vs. them’ - every time I have to tell them something they lose a point from a starter of 10 and I gain one from a starter of 0. Lastly they need to test themselves independently - you can do this by a written ‘quiz’ or by giving them a copy of the ppt slides and requiring them to annotate them

Full title: How useful is the movie Gladiator for investigating the power of the Roman Army ? Extended source evaluation really. Half a term’s work (at 1.5hrs per week approx). Students look at the opening scenes of gladiator and identify the interpretation within the movie. They study the Roman Army and then compare their findings to the movie, concluding with a formal answer to exam style question on reliability/utility (adaptable).

Group activity - 'running dictation'. Teacher has flash cards on which are events that lead to the end of the war. One student from each group comes to the front and looks at the card for 30 seconds, has to remember it and then take it back to the group, who all record it. Full instructions provided with plenary activities. By the end students should know what happened and be able to explain why Germany surrendered

Students use (differentiated) set of cards provided to investigate the consequences of World War I. They use this information to create a circles diagram to explore how the war was won, but the peace was lost. Notes provided about how to construct the diagram.

Requires students to interpret a range of sources about the events at Wounded Knee. Students then to synthesis information to create a chronological account. Higher attaining students have the opportunity to develop and integrate their evaluation skills. Prior knowledge of the Ghost Dance and the death of Sitting Bull required.

simulation to help students understand the issues of overspeculation and overproduction that led to WSC

Was browsing an old Teaching History and saw an article by Steve Garnett which have immediately stolen! It’s really simple and really effective. Basically, a large circle in the centre of a page represents a concept, e.g Bismarck’s foreign policy (Steve’s example) or the Break with Rome (my example attached). Other circles placed strategically, in terms of size and location, represent key influences on that issue. Could also be used for effective essay planning.

I always find it difficult to create activities for kinaesthetic learners, but devised this with my students to help remember Hitler's foreign policy aims, and steps that he took to achieve those aims, in the correct order. easily adaptable - you could easily show this to your students and have them adapt it so it resonates with them

To help students avoid logical fallacies in their public speaking and to recognise the features of effective communication easily adaptable for younger children and isn't subject specific

From a SOW I'm currently writing about Henry II and Becket. This board game is about the medieval church. A priest, a noble and a peasant have to get to heaven. Journey by way of church courts and indulgences, to set the scene for the specific church privilege which caused conflict between Henry II and Becket and also the indulgences issue which is a long-term link to a planned future unit on the reformation.

I use this activity in Year 7 to help students to understand the relationship between church and state. Christianity is what I think of as the ‘big idea’ for Year 7 studies, and is the context within which most of the medieval period can be understood. I think it is important for students to be able to comprehend the political nature of the church in this period, and the symbiotic relationship between spiritual and secular powers. So this is one of the first activities I do in Year 7. Of course, it can be done in Year 8 before studying the Henrician Reformation instead, but if done in Year 7 students still remember it in Year 8. Having the photographic record also helps students’ recall.

Dice-based game. Objective of the game is to 'be Germany and avoid stalemate'. Students will explore how stalemate developed and counter-factual alternatives and, therefore, be able to identify turning points. Follow up activities provided

Resources for teaching immigration section of the British Depth Study 1939-1975 for OCR GCSE.

students think through opponents to 'the reformation', using the analogy of sharks to create a graph showing nature of opposition and level of threat to Henry

Tells you what is tested and what the scores mean.