This is a one-page Power point slide (editable) which can be set as a project-based assessment on the causes of slavery. Students are given clear criteria (beginning, developing, expected, and mastery) and a set task with a list of key words which can help them. The slide also has a section to show students how long they have to work on this assessed piece of work. Please note: this assessment task can very easily be edited for any assessed piece of work focusing on the second order concept of causation and works especially well with my lesson resource on the causes of slavery which can be found here - https://www.tes.com/teaching-resource/the-causes-of-slavery-7-page-full-lesson-notes-hexagonal-card-sort-11920311 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

Everything you need to introduce your C.I.E I.G.C.S.E class to the third component of the Global Perspectives course, the collaborative project. In this purchase you will receive my fourteen minute video guide and accompanying power point which covers: How to choose from the given topics How to draw out issues from the topics How to generate an Outcome and aim for the Team Element A suggested guide including word counts for structuring an effective report for the Personal Element Tips on how to hit the top bands using the mark scheme I hope you find this useful and thanks for your purchase. If you have any questions at all feel free to message me. The Global Perspectives course is an excellent one but there is a lot to explain - I hope this resource will make it much easier for you!

My students loved taking part in these STEAM activities which have been designed for Key Stage 2 students. The activities are in Power Point form and instructions are given step by step so the class teacher and students can successfully recreate five different inventions (I have also listed a ‘what you will need’ slide for each activity). I have also put a link in to an example of each activity (You Tube) to show students how the finished activities should look). You can click the links to see what each STEAM activity looks like on completion. Sebastian Lenormand’s parachute (made out of black bin liner) https://www.youtube.com/watch?v=RGobZeXR5OE&list=PLgzcyyWkDljnR_SCk9QRVfPwokv9o8T0a&index=7&t=0s Lawrence de Mole’s tank (with working rubber bank gun!) https://www.youtube.com/watch?v=xJl6-KUKPvc&list=PLgzcyyWkDljnR_SCk9QRVfPwokv9o8T0a&index=24&t=0s Henry Ford’s Model T motor vehicle (propelled by balloon power!) https://www.youtube.com/watch?v=E4WMD1fjeDY&list=PLgzcyyWkDljnR_SCk9QRVfPwokv9o8T0a&index=25&t=0s Isambard Kingdom Brunel’s bridges (made from uncooked spaghetti) https://www.youtube.com/watch?v=baGpVKMGQy4&list=PLgzcyyWkDljnR_SCk9QRVfPwokv9o8T0a&index=22&t=0s And Robert Goddard’s rocket https://www.youtube.com/watch?v=ZpLAOjZA0zw&list=PLgzcyyWkDljnR_SCk9QRVfPwokv9o8T0a&index=9&t=0s All of the activities are fun for students and designed to generate thinking about how significant these inventions are and how they work. Each activity works towards a collaborative element where students test their inventions or participate in a race or game. I really enjoyed creating this series of STEAM lessons and my students loved them more than any other classes that year. I hope you find them helpful with your students too. These lessons are naturally a bit messy but bring out the very best in students and help them develop a love and appreciation of the past.

Ideal for an end of unit fun quiz on the USA in the roaring Twenties and thirsty Thirties … Seventy eight slides with fourteen categories and a whole range of activities to help students think about the key areas in this period. Tasks include anagrams, photo fit faces, chronology activities, dingbats and lots more. You might wish to allow students to use phones or devices to help them throughout the quiz or you may wish them to attempt it without them. I hope your students find this as fun and useful a revision activity as mine do.

I designed this lesson for my IB students and it is pitched at more able students. The lesson begins with a simple starter activity to introduce them to the topic. The hook here is the Socialist Fraternal Embrace and it leads to a discussion of the symbolism of the Breznev-Honeker kiss on the Berlin Wall. From here students read the introductory notes before working through a highly detailed card sort. The cards are coloured to guide those who need it (lighter and darker tones portray positive and negative aspects of life in Brezhnev’s USSR whilst the colours themselves represent factors - domestic, foreign, economic etc). Students then use this information to model a spoken or written responses to the Key Question. The plenary is a fun dingbats powerpoint in which students have to shout out one of the key words or events covered in this lesson and explain its significance. I created this last week and used it with my students for the first time and they really understood the period in so doing whilst showcasing a range of higher order Historical skills. I hope your students can benefit from it also.

Simple but incredibly effective. This one-slide Power Point template is easily editable so you can tailor it to your school/department. I print it for my classroom and ensure students have a copy in the insert of their exercise books so they know exactly what part of their learning journey they are on and where they are going to. My classes can look back and forward to see skills progression and to make links between units.

In this very detailed lesson students have the opportunity to tackle on the of the greatest history mystery activities around! The lesson begins with a Power Point activity designed to captivate the class from the go and they view a short video outlining differences people have on this question. The class then work through a detailed set of background notes to enrich their knowledge before attempting a 26 piece evidence sort. The class work in pairs or individually to place each piece of evidence into a column - they are colour co-ordinated to differentiate where required - some evidence suggests the landings were real and others suggest they were a hoax. Once complete the class use this as a scaffold to write an answer to the question ‘did man really walk on the moon in 1969?’ before voting online in their plenary activity. It really is a lesson (for high school students) which engineers original thought and allows students to discriminate between evidence to arrive at a well thought out conclusion. My students always find this a fascinating lesson and a great part of any Cold War unit or stand-alone activity. I hope yours enjoy it as much as mine do. You can find alternatives on this site which address this question and which cost a tiny bit less but I don’t think they have the level of detail and precision as you will find here :-)

A twenty minute guide in which I talk through tips and tricks for students and teachers on how to produce an excellent IA. The IA has a weighting of twenty percent of the overall grade for Higher Level History and twenty five percent for Standard Level History for the I B course and in this video I have used my teaching and examining experience to piece together advice for students in this crucial piece of work. I hope your students find it just as useful as mine do.

This is one of the most controversial lessons on the curriculum and it always produces excellent and thought provoking history for able secondary students. Students work through detailed information on the bombing of Germany before being drip-fed 41 pieces of precise historical information. They have to compile these in groups into evidence which suggests it was morally right to bomb Germany (it took anti aircraft guns away from the Eastern Front for example) and evidence which suggests it was morally wrong (even Churchill by March 1945 felt the bombing should be reduced). This in turn leads to great student debate. I really hope your classes get as much from this very stimulating lesson as mine do.

In this twelve page lesson pack students engage in a hot seat story telling starter, work through very detailed notes, before attempting a twenty-one piece factor led evidence sort (technology, leadership, tactics) to map out a visual response to the key question, before finishing off the lesson with a craps-style formative assessment game (you just need to provide your own dice). I hope you students get just as much from this lesson as mine do.

I designed this lesson when I taught History in Shanghai and so have used that city as a case study but it works really well in a unit on C21st China. In this lesson students complete an odd one out activity designed to hook them into the topic. They then work through detailed background notes and sources before attempting to complete a range of questions. The lesson concludes with a fun formative assessment task (‘Last Historian Standing’) to test them on the subject knowledge they will have acquired during this lesson. I hope you students get just as much from this lesson as mine do.

My students love this lesson. I created it for a local history unit when I worked in Shanghai but now use it as part of my unit on C20th China. The class begin with an odd one out activity designed to get them thinking about the period. They then work through a detailed set of notes before being divided up into high society and seedy underbelly. Students create a collage of their aspect of society using the card sort and take part in a freeze frame activity. The lesson concludes with a fun game of Dingbats to test subject knowledge.

In this lesson students begin by working through the set of background notes before completing a large diamond 9 activity as a group task. They then fill in their pyramid activity collectively before making recipe equations. I hope your students get as much from this lesson as mine always do.

This 34-page pack is the incredibly detailed and complete set of notes I have written for my students. It is basically an entire course on Why do events in the Gulf Matter? in one pack! Suitable for 16+ including GCSE, AP, A Level, and IB students. Notes are broken down into the following sections: How did Saddam Hussein rise to power in Iraq? What was the nature of Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes of the Iran-Iraq War, 1980-88? What were the consequences of the Iran-Iraq War, 1980-88? Why did the First Gulf War take place? I am confident you will love this resource because there is nothing on the Internet which I have found which offers the same level of breadth and detail on this topic.

In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

This is a very clear and structured approach to ensuring student success in the History IA. The PPT talks students through how to tackle each section of the IA and rubric breaks it down so they know what to aim for in each section. I hope your students find these items as useful as mine.

In this lesson students piece together a linear card sort as a starter activity to understand how US troops ended up fighting in Vietnam. Once this has been achieved the class work through very detailed notes on the nature of fighting on both sides before beginning a model making task to explain US/VC tactics (the model can be a built model, a written model, a picture model or a computer generated model). The lesson concludes with a Dingbats plenary on some of the key terms covered in the lesson (punji trap, domino theory, guerilla tactics). I hope your students enjoy this lesson as much as mine do.

In this powerful lesson students begin with a what’s behind the squares activity designed to get them questioning why an Olympic polo player might have been bloodied. They then work through a very detailed set of notes before completing a 48 piece hexagonal card sort which is colour coded into causes, events, and consequences. This activity is designed to ensure students can identify links and causation as well as encouraging them to select the most compelling piece of evidence. This then leads to a piece of extended written work. Students complete this lesson with a source matrix on a famous Vicky Weisz cartoon from the Daily Mirror to draw out their findings. I hope your students enjoy it as much as mine.

Great activity for revision. There are two different question cards and the battleships are all named after significant ships (eg Hitler’s personal yacht, the Grille). Students take it in turns to guess a square and if they answer the quesiton correctly they are awarded a hit or miss. Needs to be printed back to back. I hope your students enjoy this as much as mine do.