This is one of my most important lessons because not only is the content very precise but it refines student’s ability to consider significance as an historical concept. The lesson begins with a starter activity which invites students to consider the basest aspects of Nazism and then leads into a detailed set of notes. The class then complete a ‘clever cross’ activity where they measure who gained the most and in which they complete a numerical exercise. The lesson concludes with a powerful plenary in which students are introduced to Anthony Partington’s criteria for measuring historical significance and this is linked directly back to the Key Question. I hope your students gain as much from this skills and content based lesson as mine do.
The lesson begins with a game of Bingo to see how much they already know (there are 30 different cards and a list of 61 key questions to read out with answers such as Article 231, Woodrow Wilson, 100,000 etc). The winner is the first to get a line crossed off and to shout out Bingo. A second starter activity then leads to students address the views of Harold Nicolson who said the treaty was “neither just nor wise” with historian Alan Clark who argues that this view “needs to be abandoned.”
Lesson aims and objectives are introduced and these are graduated (all will/most will/some will).
Students then proceed to work through a very detailed set of slides (teacher talk) which is broken into for and against arguments. Arguments that it was justified include the Kaiser’s September programme, the harshness with which Germany had treated Russia at Brest-Litovsk, and the need to crush German militarism after the invasions of France in 1870 and 1914. Arguments given that the Treaty was not justified include how it created the stab in the back theory, German expectations based on Wilsonianism and the 14 Points, the argument that Germany might not be solely responsible for the First World War, and of course the economic and political instability it caused in Germany.
Students then complete a 14-piece card sort activity (there is a colour-coordinated version for purposes of differentiation if required) and they then fill in and glue on the explanation cards.
The lesson concludes with a Blockbusters game plenary. Students choose an acronym and the teacher reads out the clue. If they get it right they continue. The winner is the person who makes a continuous line from top to bottom or from left to right.
The final plenary asks students to revisit the debate between Nicolson and Clark and to vote with their feet.
This lesson is pitched at high achieving secondary aged students (16+) and is an interpretation based lesson on Khrushchev. The lesson begins with clear differentiated learning objectives and a starter activity which invites students to question why this Soviet leader was not buried in the Kremlin Wall as with the others (he is buried in Novedivichy Cemetery in the south-west of Moscow - well worth a visit!). From here students work through background info on his rise to power before attempting the main task, a 29-piece evidence sort (with some images to spruce it up). These need to be broken down into those factors related to domestic policy (five year plan, Virgin Lands programme, abolition of MTS etc) and also foreign policy (not least Berlin, Cuba, and Hungary). Students then divide these into sub sections to ascertain if each was a triumph or failure for Khrushchev’s leadership. This can be a paired or individual task but the content is extremely precise and detailed and includes some perspectives (Thatcher Vs Taubman). There is also a differentiation version for students who need a bit more structure (colour coded). This will mean students effectively create a large essay map to answer the Key Question which I personally like to set as a homework. The class concludes with a thoughtful plenary in which students are invited to come up with a fitting statement for the tomb of this Soviet leader as well as a class vote on the Key Question.
I hope your students get as much out of this lesson as mine always do. I take real pleasure in providing resources to the awesome community of History teachers out there. If you have any questions please contact me.
My students love using these as a revision tool and also as an in class activity. Each of the eight hand-shaped cards has a key topic about the Collapse of Peace on it and each finger has a name/date/quote/statistic/fact on. Students learn precise supporting material which really boosts examination success. These aides can be reversed so students can test each other by reading the answers first and guessing the topic also. Once cut out and laminated they make a very handy and mobile revision aide and knowledge on them is extremely precise and exact.
This lesson is titled “What were the causes of the French Revolution?”
The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of three and given a one slide fact file on either social, economic, or political causes. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills.
Wishing you a terrific day.
This lesson is titled “Why was Gallipoli such a disaster?”
The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in five groups and given a one slide fact file on either planning and intelligence, bad leadership, logistical issues, challenging terrain, and stalemate and the nature of fighting. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills.
Wishing you a terrific day.
This lesson is titled “Why was Boudicca’s Revolt unsuccessful?”
The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of five and given a one slide fact file on either leadership issues, the superiority of the Roman Army, strategic mistakes, organizational issues, and internal divisions. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills.
Wishing you a terrific day.
This lesson is titled “What can we learn about the Spanish Civil War from Guernica?”
The lesson begins with a Starter Activity in which the class are told the story of a Nazi officer’s visit to Picasso’s wartime studio in Paris and asked to come up with a reply to a question posed on the artist. Picasso’s clever reply is thus revealed. This introduces the Key Question, lesson aims, and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The main activity is an artistic piece which supports historical learning, so its fun if you can liaise with your art department and get some paints and brushes. Students cut out a 12-piece card sort of the major features and devices of the painting as they relate to the Spanish Civil War and attempt to create their own Picasso! The lesson objectives are revisited, and the lesson concludes with a plenary in which students peer assess with three others against the given criteria and answer the Key Question. I hope your students get as much from this as mine always do.
Wishing you a terrific day.
This lesson is titled “Why did so many people die in Pompeii in 79 CE – Escape Room.”
The lesson begins with a Who Wants to be A Millionaire style question in which the class are invited to place the greatest volcanoes recorded in order (Pompeii is the fourth on the list). The Key Question is then introduced along with graduated learning objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The class then begins their main activity, which is an Escape Room. There are six clues to figure out, meaning students can unlock the six tasks. They read the information about their character and complete the sheet as a team. If they complete all six, they attempt the final Boss Box. The lesson concludes by revisiting the stated aims and a plenary activity asking students to add to a hexagonal grid reasons and evidence that answer the Key Question (they will have acquired this knowledge by completing the info grid as they open all six boxes).
This lesson has been pitched at high school students. I hope your students get as much from it as mine always have.
Wishing you a terrific day.
This lesson is titled “Was Oliver Cromwell a hero or a villain?”
The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Cromwell). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do.
Wishing you a terrific day.
This product is titled “Transition Day – Editable PowerPoint.”
I created this resource when asked to lead our school’s transition for Grade 6 students moving to Year 7. It is a PowerPoint which can be edited to suit your own school and includes advice based on common student questions (uniform, transport, lessons, friendships etc). It also includes ideas such as the layout of the day and a Treasure Hunt quiz (both need to be adapted to suit your own school).
I hope you find this resource as much use as our Year 6 parents and students did. It does need to be personalised but provides a good route through planning the day and ideas of what to discuss with parents and students.
Wishing you a terrific day.
This lesson is titled “How was Franz Ferdinand assassinated in Sarajevo in 1914?”
The lesson begins with an Odd One Out activity designed to introduce the class to the concept of political assassination. The Key Question is shown along with aims and graduated learning objectives (all will/most will/some will) before slides of background knowledge to enable teacher exposition. The class are then set a heads and tails card sort activity which they cut and glue into their books to tell the chronology of the assassination. They are then placed in groups of six (or less) and given their own character cards. From here the main activity begins. A four scene role play is explained to them and they have to work together to create a role play involving their characters. A summary of the four acts is provided on one single slide for ease of reference. Students revisit the learning objectives as they act out their performances. The lesson concludes with a flower plenary in which they are invited to add eight pieces of newly acquired knowledge to 8 petals. This lesson has been designed with high school students in mind and I hope your students get a much from it as mine always do.
Wishing you a terrific day.
This lesson is titled “What can we learn about Mughal India from its architecture? A journey to the Taj Mahal.”
The lesson begins with a Starter Activity in which students close their eyes whilst the teacher reads a short story, after which students are asked to sketch what they have heard. The Key Question is then introduced along with lesson aims and graduated lesson objectives (all will/most will/some will). There is then a series of slides of background information to allow for teacher exposition before the main task is introduced. Students create a visual, written or other model and explain these to the group. The lesson concludes with a plenary activity in which they are invited to come to the board and add a post-it note to explain what can be learned from the Taj Mahal in terms of three factors. I hope your students get as much from this lesson as mine always do. It has been written for independent-minded high school students.
Wishing you a terrific day.
This lesson is titled “Why did Babur win the Battle of Panipat?”
The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the battle which gave rise to the Mughal Empire. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories (leadership, technology, strategy, and alliances). The class are then given a 15 piece card sort and divide the information into these categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this lesson as mine always do.
Wishing you a terrific day.
This lesson is titled “Did Akbar the Great deserve his nickname?”
The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Akbar). They work together to sift through 12 evidence cards to decide if the evidence suggests he was or was not deserving of the epithet ‘the Great’. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to work together to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was or was not deserving of his nickname Akbar the Great). I hope your students get as much from this lesson as mine do.
Wishing you a terrific day.
This lesson is titled “Why did the Mughal Empire collapse?”
The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in groups of six and given a one slide fact file on either regional fragmentation, external invasions, European powers, internal problems, weak succession, or economic decline. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills.
Wishing you a terrific day.
This lesson is titled “What really happened to Marilyn Monroe?”
The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about Marilyn Monroe. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite (because it has four points) which has four quarters labelled with the key theories behind her death (accidental death, murder, cover up, and medical negligence). Please be aware this is obviously a lesson which needs to be taught sensitively and not to younger children or those with mental health issues. The class are then given a 21 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case anyone needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act this TV debate out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired.
Wishing you a terrific day.
This lesson is titled “What really happened to the Roman Army’s Ninth Legion?”
The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the Ninth Legion that mysteriously disappeared. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a pizza (because it has three points) which has three corners labelled with the key theories (that it was defeated in battle and wiped out, that it was reassigned, or that it assimilated with local people). The class are then given a 15 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of four and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given using real historians so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the three sided object they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do.
Wishing you a terrific day.
This lesson is titled “What really happened in the Gulf of Tonkin Incident?”
The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the fateful incident. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite which has four quarters labelled with the key theories (that it was a genuine attack, misidentification, False Flag Operation, and provocation theories). The class are then given a 15 piece card sort and divide the information into these four categories. A colour coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do.
Wishing you a terrific day.
This lesson is titled “What really happened to the Lusitania?”
The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the fateful ship. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a kite which has four quarters labelled with the key theories (that it was destroyed as part of Germany’s unrestricted U-Boat warfare campaign, that it was torpedoed because of a case of mistaken identity, that it was attacked because it was deliberately provoked, and that it was sunk because it was carrying weapons cargo). The class are then given a 21 piece card sort and divide the information into these four categories. A color coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of five and are tasked with producing a chat show discussion explaining the main theories and they act these out. An example is given so students can see a model of what their work should look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the kite (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do.
Wishing you a terrific day.