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The History Stop Shop

I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted throughout my teaching career.

I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted throughout my teaching career.
How did enslaved women experience slavery?
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How did enslaved women experience slavery?

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How did enslaved women experience slavery? Lo: To understand how enslaved women experienced slavery and begin to evaluate why it was different for them. fully resourced: Powerpoint and word doc hand out included fully editable answers included KS3 or 4 differentiated stretch and challenge This is a complete lesson that delves into the experiences of enslaved womens experiences of slavery in particular. Slavery was cruel to every person subjected to it. However men and women experienced slavery in different ways. It is important to note these differences. This lesson outlines how women experienced slavery in particular. They had different vantage points to men and were in some ways more vulnerable to some of the most horrific parts of the institution of slavery. The activities include reading hand out with knowledge check questions, think/pair/share and source work. Answers are all included.
Slave Rebellion and Resistance (2 lessons)
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Slave Rebellion and Resistance (2 lessons)

2 Resources
fully resourced fully editable differentiated answers included two lesson powerpoints and word docs included. differentiated stretch and challenge AFL and discussion points One lesson on what the underground railroad was and how it functioned, heroes of the railroad. Activities include inference from an image, understanding a diagram of routes, reading comprehension, challenge questions and discussion points. Lesson 2: students will explain how enslaved people resisted & revolted against slavery and evaluate their success in regaining freedom. listen to slave spirituals, sort and categorise methods of resistance and evaluate which were the most effective and how do we measure their success.
How did the underground railroad work?
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How did the underground railroad work?

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How did the underground railroad work? LO: to know what the underground railroad was and describe how it functioned. fully resourced fully adaptable differentiated answers included stretch and challenge powerpoint presentation and hand out included about an hours lesson discussion and AFL points This lesson begins explaining what the underground railroad was including its purpose, its routes and why it was necessary. There is a task based on a graph showing the routes to freedom from the south to the north (answers included) . There is also a reading task with knowledge check questions (answers included). There are challenge questions to stretch the most able. Then follows think and discuss key questions. Then a few of the heros of the underground railroad are introduced like Tubman, Wilson and Meachum. Then the plenary is a true and false section with answers included.
What was Africa like before and after the slave trade?
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What was Africa like before and after the slave trade?

3 Resources
fully resourced- includes slides and hand outs fully editable aimed at KS3 powerpoint presentations and word docs differentiated, support and challenge AFL opportunities think, pair, share discussion points 3 lessons What was Africa like before the transatlantic slave trade? (Benin Kingdom) What was the impact of slavery on Africa (Songhai empire) What is the legacy of slavery? (short term and long term legacies)
What is the legacy of slavery?
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What is the legacy of slavery?

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What is the Legacy of slavery? LO: To know the long term and short term impact of slavery. Evaluate the legacies of the transatlantic slave trade. fully resourced (Powerpoint presentation) fully editable answers included differentiated key words This lesson outlines the short term and long term legacies of slavery. Students use historical skills such as inference, significance and practice writing PEE paragraphs. Long term legacies are shown such as the systemic racism in American history which remains today. Examples of segregation, lynching and Black Lives Matter. This lesson has plenty of opportunities for great discussion and really demonstrates why we study the transatlantic slave trade and why it is so important that we do not forget our histories.
Were the peace treaties of 1919-23 fair? (8 Lessons GCSE)
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Were the peace treaties of 1919-23 fair? (8 Lessons GCSE)

8 Resources
fully adaptable fully resourced (no textbook necessary) differentiated activities answers included Included: lesson powerpoints, hand outs and answers. format: powerpoint presentations and word documents originally for IGCSE History but works for other exam boards too AFL points and exam links throughout source work, interpretations, significance, cause and concequence, inferences etc The scheme of work looks at all the treaties made after WW1 by the Big Three. Lesson 1:Aims of the Big Three Lesson 2: Terms of the treaty Lesson 3: German reactions to the treaty Lesson 4: Political impact of the T of V Lesson 5: Economic impact of the T of V Lesson 6: Was the Treaty of Versailles fair? Lesson 7: Using Sources Lesson 8: Other Treaties of WW1
What other Treaties were made after World War One?
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What other Treaties were made after World War One?

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LO: to be able to describe the other peace treaties made after WW1 and explain their impact. fully resourced no text book needed answers included fully editable differentiated challenge and support aimed at GCSE AFL This lesson shows students what other treaties were made after WW1 and what the impact of the treaties was. There are key word match ups, chat completing activities, true and false questions and an explanation activity.
Using sources: Treaty of Versailles
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Using sources: Treaty of Versailles

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LO: to know how to describe and analyse a historical source. fully resourced no text book needed fully editable hand outs included Differentiated This is designed to help students understand how to use historical sources. How to describe what they see and interpret messages. One T of V source is done as a class and then students try alone with other Tof V sources. Then there are example GCSE source questions and asked to write a GCSE answer.
Was the Treaty of Versailles fair?
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Was the Treaty of Versailles fair?

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Was the Treaty of Versailles fair? Lo: describe the strengths and weaknesses of the Treaty of Versailles and evaluate its fairness. fully resources and fully editable answers included aimed at GCSE level ALF, differentiated, support and challenge no textbook needed Sudents will recall the terms of the treaty, understand the reactions of the allies and evaluate if they think the treaty was fair or unfair. Activities: card sort for strengths and weaknesses, categorising them, use prior knowledge to complete a sheet with evidence on each side for if the treaty was fair or unfair. Students are encouraged to be particular with which terms of the treaty they think were fair or unfair and explain how so.
What was the economic impact of the Treaty of Versailles?
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What was the economic impact of the Treaty of Versailles?

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What was the economic impact of the Treaty of Versailles? LO: describe the economic impact of the Treaty of Versailles and explain why Germany experienced hyperinflation. Fully resourced and fully editable. Answers included on slides. Support and challenge throughout, differentiated activities, key words focus, AFL points and reading activity. Aimed at GCSE level no textbook needed The lesson includes, key words match up with answers, comprehension activity with answers, discussion points etc.
What was the affect of the Treaty of Versailles on Germany?
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What was the affect of the Treaty of Versailles on Germany?

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What was the affect of the Treaty of Versailles on Germany? Lo: To understand the political differences between communism and capitalism and explain the political impact of the Treaty on Germany. This lesson is fully resourced with powerpoint, fully editable and has answers included. It is differentiated, challenging and has AFL opportunities. No textbook needed This lesson aims to give a solid understanding of what communism and capitalism is. The students are required to sort the features of communism and capitalism on a ven diagram. They will also organise political events in Germany in order, then sort political problems into Right and Left. The plenary is a PEE paragraph answering the key question: What was the political impact of the Treaty of Versailles on Germany? It suits IGCSE or any GCSE course which includes post WW1 treaties.
What were German reactions to the Treaty of Versailles?
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What were German reactions to the Treaty of Versailles?

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What were German reactions to the Treaty of Versailles? Lo: to describe German reactions to the Treaty of Versailles and begin to evaluate if it was justified. This lesson is fully resourced with powerpoint and hand out, both fully editable and has answers included. It is differentiated, challenging and has AFL opportunities. No textbook needed The lessons activities are based around investigating how the Germans reacted to the Treaty of Versailles and why. It also encourages the students to think critically about if the terms of the treaty were justified. It suits IGCSE history but also any GCSE course which includes post WW1 treaties.
What were the terms of the Treaty of Versailles?
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What were the terms of the Treaty of Versailles?

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What were the terms of the Treaty of Versailles? Lo: to know the terms of the treaty and explain if the leaders got what they wanted. This lesson is fully resourced, fully editable and has answers included. It is differentiated, challenging and has AFL opportunities. The lessons activities are based around discovering the terms of the treaty of Versailles and what aspects of them would each leader have liked and disliked. It suits IGCSE history but also any GCSE course which includes post WW1 treaties.
Aims of the Big Three: Did they get what they wanted?
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Aims of the Big Three: Did they get what they wanted?

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This lesson is fully resourced, completely editable. Answers included on slides. Challenge, support, differentiated activities. The lesson should take an estimated 1 hour. It was designed for IGCSE history course but would also work well with any GCSE history class studying the treaty of Versailles. LO: to be able to know, describe and explain what the ‘Big Three’ wanted at the Treaty of Versailles. The lesson activities follow the Learning objective by introducing the Big Three, who they were and what their aims were and the reasoning behind them.
Tudor Queens
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Tudor Queens

3 Resources
Included: 3 powerpoints all with clear instructions, key words, hand outs/work sheets, clear Learning Objectives, AFL opportunities, stretch and challenge. Three lessons: Who was the nine day queen? (A lesson design to investigate who Lady Jane Grey was, how she ended up on the throne and why Mary had her beheaded.) Does Mary deserve the nickname ‘Bloody Mary’? A lesson where we learn who she was, what she did and if her actions mean she is deserving of the nickname . It includes use of historical sources and practice constructing PEE paragraphs. Why do we remember Queen Elizabeth? Here we learn who she was and her main accomplishments. The students evaluate which are her most significant accomplishments and question why she is remembered.
Who was the Nine Day Queen? (Lady Jane Grey)
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Who was the Nine Day Queen? (Lady Jane Grey)

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LO: To know who Lady Jane Grey was and explain why she was Queen for 9 days. Included: powerpoint with clear instructions, reading hand out. The presentation has key words, AFL, stretch and challenge elements, comprehension activity and moments for class discussion to extend the learning. The students will learn who LJG was, how she came to be on the English throne and why Mary had her beheaded. Discussion questions such as; Was LJG right to sit on the throne? Who was the legitimate heir? Was Mary right to have her beheaded? Was LJG a victim of her fathers decisions and forced into taking the crown?
The Transatlantic Slave Trade
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The Transatlantic Slave Trade

11 Resources
A full SOW with all powerpoints and hand outs included. Key words, support and challenge questions in each lesson. This SOW is aimed at developing essential historical skills such as source work, significance, interpretations and more while teaching the history of slavery in an accurate and well researched manner. Its intent is to develop an understanding of key second order concepts while gaining a knowledge of a significant part of world history. The lessons are: What part did Britain plan in the transatlantic slave trade? What was the impact of slavery on Africa? (Benin case study) What was the impact of slavery on Africa? (Songhai case study) Triangle trade and horrors of the middle passage Slaves lives in the Americas (Auction) Life on the plantations The Road to Abolition How slavery was abolished Rebellion and Resistance What is the legacy of slavery?
Slave Rebellion and Resistance
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Slave Rebellion and Resistance

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Slave Rebellion and Resistance Lo: Explain how enslaved people resisted & revolted against slavery and evaluate their success in regaining freedom. Key words: Mutiny Rebellion Revolt Maroon Spirituals included: lesson ppt with all instructions. Work sheet hand out. The students learn about the various types of resistance and revolt against slavery. They are to then evalute which they think is the most effective way to gain freedom and end slavery.
Why was slavery abolished?
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Why was slavery abolished?

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Why was slavery abolished? LO: to analyse the different interpretations for why slavery was abolished. Key words: popular movement Nonconformist Petition boycott Interpretations lesson: This lesson comes with the powerpoint and hand out outlining the 3 different interpretations of why slavery ended. It lends itself to debate among students and is a great way to help them develop their explaining and reasoning skills.
Who were the Abolitionists and what did they do?
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Who were the Abolitionists and what did they do?

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Who were the Abolitionists and what did they do? LO: know important abolitionists, describe some of their work and achievements. Evaluate who had the biggest impact on ending slavery. Key words: Abolition Enlightenment Campaign parliament This lesson contains student led learning activities where they are introduced to key abolitionists and they are to complete key facts sheet about them. Then they are to evaluate which had the biggest impact on ending slavery and who they think had the most effective. The last task is creative where the students choose one abolitionist and create a movie pitch about their lives and why they are worth making a movie out of.