“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This 47-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a coin showing Greek and Roman influences are used to represent the Ptolemaic Dynasty, her Royal Scarab to represent Cleopatra VII’s reign etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Ancient Egypt” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, but it can work for slightly younger students too, and it works well to introduce a topic on Ancient Egypt or to conclude it. This lesson is written in UK English.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This 42-slide PowerPoint begins with a Starter Activity in which the class is invited to guess the top 6 things a museum exhibition requires to be successful (this is done in the form of a Family Feud-style game). This leads to a discussion of the purposes of a good exhibition with a clear theme/concept and quality content displayed in an accessible manner. This introduces the lesson title and graduated aims (all will/most will/some will). The class is then invited to consider some key areas of the period, and an example of each is given (e.g., for example a pair of handcuffs are used to represent the Great Purges, a Soviet victory flag to represent the Second World War etc). The class then create their own exhibitions, ensuring they only select a maximum of 8 items and explain and analyse them as they relate to the period. This takes a couple of lessons. When they present, the class peer-assesses using the criteria on the sheet (which link back to the Starter Activity). The lesson aims are revisited before the lesson concludes with a plenary in which the class is invited to take on the role of “Voices of Stalin’s USSR” or “Voices of the Future” and discuss their thoughts on a range of artifacts (these are provided in one slide, but it works best if you use those that students came up with themselves in their own exhibitions). I designed this lesson for high-achieving high school students, and it works well to introduce a topic on Stalin’s USSR or to conclude it. This lesson is written in UK English.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan Welcome to “Exploring Ancient Chinese Philosophy”, where we delve into the rich tapestry of thought from ancient China. In this session, we embark on a journey through the philosophical influences that shaped ancient Chinese society, including Legalism, Confucianism, and Daoism. Our class begins with a stimulating Starter Activity, prompting students to engage in discussion with a friend about images which stemmed from these philosophies, using three-word prompts. As we progress, our Graduated Aims guide us: all will/most will/some will. Through teacher exposition, we provide background information on Legalism, Confucianism, and Daoism. The main activity, introduced thereafter, takes the form of Blind Date Style Responses, where students, grouped in threes, prepare and share responses embodying one of the philosophies. Example responses serve as inspiration. It’s a creative way to develop real understanding on a complicated topic. A revisit to our objectives precedes the plenary, where students engage in a lively vote on the most compelling ‘date’. I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This 42-slide PowerPoint commences with a Starter Activity, inviting the class to speculate on the top 6 requisites for a successful museum exhibition, presented in the form of a Family Feud-style game. This initiates a discussion on the objectives of an effective exhibition, emphasising the importance of a clear theme/concept and the presentation of quality content in an accessible manner. Subsequently, the lesson title and graduated aims (all will/most will/some will) are introduced. The class is then prompted to explore key aspects of the period, with examples provided for each (e.g., aggra beads for slave capture and bilboes for the Middle Passage, etc.). Following this, students are tasked with creating their own exhibitions, limited to a maximum of 8 items, and are required to explain and analyse them within the context of the period. This activity spans across a couple of lessons. During presentations, peer-assessment is conducted using criteria linked back to the Starter Activity. The lesson aims are revisited before concluding with a plenary, wherein the class assumes the roles of “Voices of the Triangular Trade” or “Voices of the Future” to discuss their perspectives on a variety of artifacts. Although provided in one slide, it is suggested to incorporate artifacts selected by students for their own exhibitions. This lesson, designed for high-achieving high school students, serves as an effective introduction to or conclusion of a topic on the Triangular Trade. It is written in UK-English.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This 25-slide PowerPoint begins with an odd one out Starter Activity in which students pick out one misconception about the Han Dynasty. They are then introduced to the lesson title and graduated aims (all will/most will/some will). There is then some background information to enable teacher exposition. This is followed by a series of slides in which 12 people offer reasons for the collapse, some of which relate to internal problems (taxes, loss of traditional values, etc.) and some of which relate to external pressures (bandits on the Silk Road, attacks by nomadic tribes such as Xiongnu, etc.). Students act as journalists and jot down notes from these characters before using the information to create a newspaper to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary in which the class is asked to come up with eight reasons for the collapse of the Han Dynasty and to write them on a flower with eight petals. I created this lesson while I taught History in China, and it was designed for high school students. It is written in UK English.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What impact did women have on the Civil Rights movement?” This lesson begins with a What’s Behind the Squares Starter Activity which reveals a work of art entitled ‘The liberation of Aunt Jemima.’ It is an assemblage piece created by Betye Saar, a female artist, and features Black Power symbols. It introduces the class to the importance of the role women played in the Civil Rights movement. The PPT then explains the title of the lesson and aims and objectives are graduated into all will/most will/some will. There are then slides of background information to allow for teacher exposition. These include examples of women in terms of leadership, activism, media and communication, protest songs, grassroots work, legal cases, as well as inspiration for the future. Following this the class are told they will begin their main task which is to research one important woman and create a speech explaining their importance and impact to the class. They must include and analyse at least one source relating to them, and examples are provided. They are told to try to include 5 x people/places, 4 x dates/events, 3 x statistics, 2 x quotations, and 1 x opinion. The class peer assess using the template provided. The lesson concludes with a plenary in which they are invited to place a post-it note on a pentagon on the board – the more central they place their notes denotes how important they feel each groups’ person was. I hope your students get as much out of this important topic as mine always do. It has been designed for older high school students with good research skills but can be adapted to meet the needs of younger learners.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What really happened to the Princes in the Tower?” This lesson begins with a Starter Activity in which the class are invited to discuss four methods of execution which have become part of the mystery surrounding the Princes and are asked to explain which they feel is the grisliest. Most will choose the hot poker (!) and this leads to a discussion about why, if that was how the Princes died, anyone would want to kill them so brutally. There are then slides of background information to allow teacher exposition and the lesson title is introduced along with aims and graduated objectives (all will/most will/some will). The first main activity is a 20 piece card sort whereby students divide information into that which suggests the Princes’ uncle, Richard III, killed them, and evidence which suggests they may have escaped. From this they then complete the second main activity which is to create a 3-5 minute TV news report explaining what they feel happened using the evidence they have handled. The class then present these before the lesson plenary in which they are asked to stand up and walk to the side of the room they agree with in a class vote. I hope your students get as much from this History Mystery as mine do. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The title of this lesson is “Why did the USSR lose the Afghanistan war?” The lesson begins with an Odd One Out Starter Activity in which students are invited to review four lesser known facts about the Soviet-Afghan War and to identify the incorrect one. After this, the title is introduced as are aims and graduated objectives (all will/most will/some will) and two different perspectives on the Key Question are offered (Yousuf and Gorbachev). These are revisited later. There are then background information slides to allow for teacher exposition to introduce the topic. The main activity then begins. This is a Gallery Walk activity. The class are broken up into groups and each group is given various roles (coordinator, recorder, timekeeper, researchers, presenter, and proofreader – students can carry out more than one role). Students then walk around the room and read each of the 15 pieces of evidence in the Galleries (these need to be printed and stuck up around the room, or corridor if you want to get your class out and moving around school). As they do so they complete the grid provided and are then asked as a group to create a TV news report to answer the Key Question. Following this there is a voting plenary in which the class are asked to vote on their answer to which of the earlier interpretation they mostly agree with. They stand to the side of the room that represents where they fit into the historiographical debate and explain their position to another student. And before you leave be sure to bookmark Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Who was the most important prison reformer?” The lesson begins with a Starter Activity in which students are invited to spot which of four statements about pre-reform prisons is untrue. This then leads into the lesson title which is introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. Following this, students are placed in a group of four and given character cards about key prison reformers (Howard, Fry, Dickens, Bentham). They then need to eliminate one and create a TV chat show segment arguing which of them is the most important reformer (an example is given for them to act out for inspiration.) The lesson then concludes with a plenary activity in which the class come up to the board and place a post-it note on a four-pointed kite to signal their answer to the Key Question. This lesson was written for high achieving high school students and is written in UK English. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Why were the Tolpuddle Martyrs treated so badly?” This lesson begins with a Starter Activity in which students are invited to discuss what punishments they feel are appropriate for six given crimes. This then leads into the Key Question and the lesson aims are introduced along with graduated criteria (all will/most will/some will). There is then background information slides to allow for teacher exposition. After this, students are paired up and given a character card (Judge Williams/George Loveless). They then complete a Diamond 16 activity before creating a blog in the guise of their character. The lesson concludes with a Have I Got News Style fill in the gaps Plenary to check for understanding. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The title of this lesson is “What was the relationship between smugglers and the authorities in the 18th and 19th centuries?” This lesson begins with a Deal or No Deal style Starter Activity where they are asked to write down what number they think is in two boxes (one is for today’s tax levels and one for 18th century). This introduces them to the Key Question and there are clear aims and graduated criteria (all will/most will/some will). From here there are slides of background information to allow for teacher exposition. Students are then placed in a pair and asked to cut out and break down 12 cards – half of these show ways smugglers tried to evade the authorities and the other half show ways the authorities tried to crack down on smugglers. There is a colour-coordinated version also for those who need a little more help. From this they work together as a pair to create a role play to demonstrate the cat and mouse interaction between criminals and the state (an example is provided). The lesson concludes with a plenary in which students are invited to come to the board and to place a post it note with an answer to the Key Question under the appropriate rubbish bin. Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan Over 200 revision flash cards based on key people and events from Weimar and Nazi Germany. Simply print, cut out, and fold. These took me forever to create but they are my number one ‘go to’ revision tool for my exam classes and have had wholly positive feedback. Also works extremely well as an end of unit activity whereby students can use the cards to create a visual mind-map / layout of the course. Give them to your students before exams to ensure their subject knowledge is spot on!

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This is one of my most popular lesson activities. Here students will collate information to both sides of the historiographical debate and make links between their factors to create a visual map which they can use for an extended piece of written analysis. I am especially proud of the level of precision and detail in the historical content here as this is a niche area of mine formed whilst working for the Royal British Legion on the Somme a few years ago. The 60 cards are broken down and colour-coordinated for differentiation purposes into personality, tactics, technology, and politics in order to promote a factor-led response. I really hope you enjoy this activity and that your students get as much from it as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this project! In this 14 page pack you will find background information on the Industrial Revolution as well as information cards on 20 different inventions ranging from John Kay’s Flying Shuttle through to James Watt’s Steam Engine. Students need to research their invention and make a case for its historical significance using specific criteria (durability, importance at the time, number effected etc). The class then present to the Dragon’s (for me its usually SLT). This mini-project really brings the past to life and is one of the highlights of my teaching career. I hope you enjoy it as much as my students do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin with a ‘what-would-you-do?’ style starter activity in which they score point according to their reactions to losing their freedoms. This stimulates discussion over how enslaved people might react and leads into the main activity which is a card sort. Students divide up the very precise 13 cards into examples of passive and active resistance and try to explain how they prioritised them. So for example was Nat Turner’s revolt much more high risk than say kicking a cow? Students then go on to use this card sort as an effective scaffold for a piece of extended written work before finishing the lesson off with a plenary about cultural appropriation (in particular whether it is right for a slave-trading nation like Britain to use a slave spiritual ‘Amazing Grace’ in its sporting fixtures). My students always find this a really powerful life lesson and one which hones their historical skills fantastically well. I hope you find it useful with your students too.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students read detailed background knowledge before attempting to handle 9 very carefully selected source on the Suffragette movement. There are a range of written questions which students are asked to respond to. This is a powerful lesson which always generates a healthy level of debate in my classes.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students read through background information before reading through the extremely detailed evidence cards which they break up into the following factors : the role of abolitionists, economic reasons, and the role of enslaved people. From this scaffold students can then create a piece of extended written work and this lesson works really well as assessment preparation also.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan During this lesson students work their way through a fantastically precise and detailed set of background notes before completing a 33 piece evidence sort. Students are asked to arrange the evidence firstly into industrial and agricultural, and then into successes and failures. This is a brilliant lesson which suits many learners’ needs and in particular which appeals to high-end learners. I hope your students get as much from this set of activities as mine do. If you watch the short video clip attached you can see some of my students putting this knowledge to good use.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This is one of my absolute favourite lessons. Students read through the background knowledge/notes before working their ways through a 21 piece evidence sort to answer the question ‘Who killed Kirov?’ Students then place the card sort information into piles which suggest Stalin was guilty of the murder and evidence that suggests he was not, before arriving at an opinion abotu why the 1st December Law and the subsequent purges and period of Yezhovschina occured. My students truly love this lesson and I really hope yours do too!