This is a one-page Power point slide (editable) which can be set as a project-based assessment on consequences of the Romans. 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 consequence and works especially well with my lesson resource on what the Romans gave to us which can be found here - https://www.tes.com/teaching-resource/how-civilised-were-the-romans-23-page-full-lesson-notes-project-pack-11920978 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel Please note this assessment is designed for Secondary aged Students.

In this lesson students explore the long term causes of the 1905 revolution in Russia. The starter activity invites them to discuss the concepts of revolution from above and below. They are then provided with a bespoke set of notes which break down the knowledge into socio-economic, political, and military reasons for unhappiness amongst the population. Students then follow this with the main consolidation activity which is a card sort (broken down into reasons why military, peasants, urban dwellers and opposition groups might be unhappy) and use this information to write speeches to the Tsar seeking reform. The lesson concludes with a plenary activity in which students tie together their answer to the lesson question. Please let me know if you have any questions about this lesson pack, which has been designed for students of secondary age. I have also included a colour coded version of the card sort for purposes of differentiation.

This lesson begins with a fun starter activity where students view images of Putin and are introduced to the idea that Russians like a tough muzhik style leader (Geoffrey Hosking). They then read through a detailed 4-page pack of notes before completing a card sort where they divide information onto two ‘roads’ - one that suggests Russia was legitimately on the road to reform and democracy, and one that suggests it was on the road to revolution because of a Tsar who refused to give up any power. Students are then expected to write a short response to the overall question before the plenary which shows them two different Historians’ views on this question (Pipes and Morison). The class are asked to vote by standing either on the left or right of the room. I hope you enjoy this lesson as much as I do when I deliver it and please do ask me if you have any questions. The lesson is pitched at high achieving secondary school students.

This is a fully resourced lesson focusing on the second order concept of interpretation. Students watch two video clips (Disney and Alan Rickmann’s interpretations of Rasputin) and complete a VENN diagram as their starter activity to introduce the idea that there are very different views of Rasputin. They then work through a detailed set of notes before rifling through a 50+ piece card sort to identify arguments in favour of him being a Mad Monk or indeed a Holy Man. Students use this information to complete a written task (report for the Okhrana) using the criteria-driven assessment template provided. In the plenary students look through five different images of Rasputin and are invited to shout out their thoughts as the squares are taken away to reveal the picture. Please let me know if you have any questions and I hope your students get as much out of this fully-resourced lesson as much as mine do.

This is one of my favourite lessons. It take a little bit of preparation by the teacher beforehand though, although there is a short cut you can take too. In this lesson you will find six codes to crack and six missions all of which help answer the question ‘how did Rasputin die?’. As the class figure out the codes and complete the missions they fill in the worksheets provided. By the end they will have six different responses which help them understand the Felix Youssopov-inspired version of events but which also leave them questioning this version of events. This lesson works best with a few props (beard, bottle, crucifix etc as well as six boxes and six padlocks) but you can if you prefer simply print off the codes and print them back to back instead. Any questions please email me. This lesson has been pitched towards high achieving secondary aged students and please do be aware there is one image of a dead Rasputin in this lesson. Please include/leave out at your discretion.

This is a one-page Power point slide (editable) which can be set as a project-based assessment for the second order concept of change and continuity (this one about castles). 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 change & continuity and works especially well with my lesson resource on how and why castle design changed across time which can be found here - https://www.tes.com/teaching-resource/how-and-why-did-castles-change-6-page-full-lesson-notes-worksheet-project-12016455 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

In this lesson students tackle the question ‘what were the causes of the February revolution in 1917?’ and complete an assessed piece of work. The lesson begins with a starter activity (short movie clip with comprehension questions to introduce the question). The class then explore some background notes and a range of long and short term reasons on the PPT provided. From this the class digest this information into their own protest boards and these are then compiled by the teacher and either printed or shared digitally so the class can create their own personalised storyboard. After this students are given as assessment rubric (beginning, developing, expected, and mastery is the graduated criteria) in order to help them write a piece of extended written work to the question. The lesson concludes with a quick odd one out plenary. Please let me know if you have any questions about this lesson, which is pitched towards high achieving secondary students.

This is a simple one-slide editable PowerPoint template. Just amend for your own inquiry units/lessons and ask students to glue it into their exercise books. It acts like a contents page for their own learning and ensures the students know exactly where they are in their own learning journey. I hope you find this useful!

This is a four-part lesson in which students tackle the essential question ‘why did Russia do so badly in the First World War?’. The lesson begins with a starter activity in which students pick the odd one out. This is designed to get them thinking about the nature of fighting on the Eastern Front, something they might be less familiar. They are then given a set of detailed notes before attempting a card sort activity which is broken into three categories: socio-economic, military, and political reasons for Russia’s lack of success. The class can glue these into their books and then write up their own summary before attempting the plenary, which is a ‘Find Someone Who Can’ activity where they walk around the class asking peers to help fill in their sheets and in so doing test their own and the class’ subject knowledge. I hope your students get as much out of this lesson as mine do and please don’t hesitate if you have any questions. This lesson is pitched towards high-ability secondary aged students.

In this lesson students begin with a starter activity which reveals Marco Polo believed in some odd things, including men with dogs’ heads! From here they work through some background information including the views of historian Dr. Frances Woods who believes Marco Polo never really made it to China after all. In the main activity students sort evidence from a card sort into two columns, things that suggest he did go to China (the accuracy of his descriptions of things like currency for example) and evidence that suggests he did not actually visit China (his book was ghost written and he makes no mention of things like chopsticks or the Great Wall etc.) The lesson concludes with a plenary where students vote on their beliefs. It is a great lesson designed to get students thinking and can be taught as part of an Ancient China/Mongol Empire unit or as a stand-alone lesson. Please note this lesson has been pitched towards high achieving secondary aged students. Please do ask if you have any questions and I hope your students get as much out of this lesson as mine always do.

In this lesson’s starter activity students are introduced to some of the weird ideas that existed before Marco Polo’s travels (such as headless men and women with single giant feet) and there are graduated learning outcomes provided (all of you will/some of you will/most of you will). Students are then provided with background information about Marco Polo’s voyage and are given a list of key events on slide 14. The main activity is that students are asked to use this information to create an Instagram style storyboard to narrow this down to the ten key events of his life (examples are given). The lesson concludes with a Dingbats plenary designed to get students to shout out some key words relating to Marco Polo’s voyage. I hope your students enjoy this lesson as much as mine and thanks for your interest. Please be aware this lesson is pitched at high ability secondary aged students (11+). I hope your students enjoy it as much as mine do (I teach in China so this is always an extremely popular lesson with my students!) and please let me know if you have any questions.

In this lesson students begin with a quick starter activity to see how many Rolls-Royce owning celebrities they can identify - they’re usually rather surprised to see that Lenin is one of these! The lesson has learning objectives which are graduated (all of you/most of you/some of you) and the class then work through a very detailed set of background information/notes focused on Lenin’s big promises of peace, land, and bread. The main activity is then for students to collate information on how well he achieved his aims in these three areas by creating a ‘school report card’ on him. A completed example is also included. The lesson then concludes with a simple voting plenary which asks students to answer the lesson’s question and to support it with evidence (ie did he achieve his promises of peace, land and bread). This lesson is aimed at high achieving secondary students. Please do ask if you have any questions and thanks for popping by. I hope your students get as much out of this activity as mine do.

This is a one-page Power point slide (editable) which can be set as a project-based assessment on interpretation of whether Emily Davison died deliberately. 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 interpretation and works especially well with my lesson resource on Emily Davison which can be found here - https://www.tes.com/teaching-resource/suffragette-emily-davison-10-page-lesson-pack-11920338 Thanks for your interest in this and I hope it helps you ! Best wishes, Daniel

Students are given one of the 26 different character cards ranging from Kaiser Wilhelm to Gavrilo Princip to lesser known players such as Leopold Lojka. Once students have got to know their character they then get into teams of fellow countrymen and attempt to find evidence to answer the question as to why the war began. There are 31 pieces of evidence for them to sift through, all greatly detailed and colour-coded for differentiation. This is one of the lessons I’m proudest of and it always leads to powerful debate (such as from those students pictured - they have placed the evidence around their tabards!) and empowers students with extremely high levels of subject knowledge from which to begin extended written responses to one of the biggest questions in History. I hope you enjoy it as much as my students do.

If you teach a six period day like me I hope you enjoy this simple, editable resource. Just amend the timings, text, and colour code your lessons. Feel free to swing by my shop to have a look at hundreds of other resources.

A very detailed set of notes with questions based on these which will cover the persecution of groups during the Holocaust in Nazi Germany. This lesson also comes with an appropriate starter and plenary activity to ensure students understand this very important period of history. If you have any questions please let me know. Thank you.

This is a simple but effective way to spruce up any History display. Key terms and words. Just print and stick on your displays. Et voila! Have a wonderful day.

This 61-page PowerPoint is a full lesson to the Key Question ‘why did the Spanish come to the Philippines?’ The lesson begins with clear and graduated lesson objectives (all will, most will, and some will) and proceeds to a lesson starter which is designed to build on existing student knowledge (students match up five dominoes with the correct question and answer). There is then background information in the PPT explaining from the Battle of Mactan in 1521 through to Spanish conquest. The slides then deal with four key factors - the role of economics (and the proximity of the Spice Islands in particular), the role of key individuals (not least King Phillip II who lends his name to the island chain), changing technology (Spanish galleons), and religion (missionaries). From this, students are placed into groups of four and asked to create a short role play to answer the key question. Students are reminded of the lesson objectives to see which level they have achieved. The lesson concludes with a DingBats plenary where students are invited to figure out a key word from the lesson based upon some picture clues (maritime trade routes, canon ball, Spice Islands etc). Thanks for your interest in this lesson which is written in British-English and is pitched at high achieving mainstream high school students. It is one of a series of lessons I’ve made on the history of the Philippines so please do feel free to look through the rest of my store.

This lesson includes clear and graduated aims and objectives (all will, most will, some will) and begins with a starter activity in which students have to identify which major groups came to the islands first (the order is Negritos or indigenous peoples, Austronesians, Spanish, Americans) in a Play Your Cards Right Activity. They are then given background information as well as cards and pictures. Using these students create a day in the life of a Negrito by adding the cards to an emotional rollercoaster (discerning between positive and negative aspects of life). They then conclude with a voting plenary. During this lesson they learn about the lifestyle of the nomadic and semi-nomadic Negritos (a word coined by the Spanish colonisers later) and explore such things as the Angono petrogylphs, the Tabon Man, and lots more. I hope your students enjoy this lesson as much as mine.