In this 21-page PPT students are introduced to the events of 1066 with a short video activity. Lesson objectives are clear and graduated and there is detailed information about the Tapestry which runs through some key moments, including in note form. The main activity asks students to sequences the events in order by matching the heads and tails of the sentences. It also includes extension questions for more able students. The lesson concludes by asking students to evaluate which level they achieved in the lesson objectives. I hope your students get as much from this lesson as mine do. It has been pitched to 11 year old students in mainstream settings.

This lesson explores how reactionary Alexander III was. Lesson objectives are differentiated and very clear and there is an interesting starter activity (about the ‘hippo’ statue of Alexander in St. Petersburg). The 52 page PPT proceeds to discuss the various changes Alexander made to Russia (economy, society, politics and opposition, Russification) and the class then have a two part main task. One is to create a speech as a particular character, and the second is to plot this on a graph to show which groups were repressed, like Jews, Poles, Zemstvos etc and which were doing well like the black clergy and Pobodonostev etc. The lesson concludes with a plenary in the form of ‘Have I Got News For You’ where students test their knowledge retrieval of what they have learned. The lesson also comes with a set of ready-made student notes. I hope you enjoy this lesson as much as my students do. It has been designed for high achieving post-16 students and is written in English, not US- English. Please let me know if you have any questions and thanks so much for your interest in this lesson. Have a great day fellow teachers!! Daniel

This fully resourced lesson begins with two starter activities designed to introduce the topic. First students watch a short video clip about the first McDonalds in Pushkin Square and are asked to guess the price of a Big Mac in four countries in the early 1990s. Russia is by far the most expensive and this leads to a question of why. They then watch a second video clip which shows some of Yeltsin’s eccentricities and they are invited to offer three adjectives. Students then divide a page into four and there is detailed information for the teacher to run through describing economic successes/failures and political successes/failures. An overall crib sheet to summarise is provided also. The lesson concludes with two plenaries designed to test subject knowledge. A fun dingbats game focusing on some of the key words (shock therapy, Chicago school, depression etc) and a fill in the blanks Have I Got News for You style exercise. It is a PowerPoint with 75 slides. I hope your students get as much from mine from this resource. If you have any questions please ask away and I wish you a wonderful day. This resource is written in English and is pitched at high achieving IB / A Level students.

My students love playing this to introduce or recap subject knowledge. Simply cut out and laminate the forty-two dominoes and ask students to match the question up with the correct answer. I hope your students enjoy the activity as much as mine do. Works really well as a starter, plenary or stand-alone activity.

In this lesson your students will read through background knowledge before using this to complete a chronological card sort activity. I hope your students get as much out of it as I know mine do. Leads in ever so nicely to my follow up lessons on failures of the 1930s and allows for students to give more textured and two-sided responses.

In this lesson students read through detailed background knowledge before completing a card sort activity to explain both the terrible aspects of the conflict as well as some of the more positive elements. This is a great lesson because the level of depth and detail acquired is top notch and because it offers students the opportunity to review two sides of an argument. It leads in really nicely to a piece of written or assessed work and I hope your students get as much from it as mine always do. The lesson includes two copies of a 25-piece evidence sort, one of which is colour-coded for students who require additional support.

My students love using these as a revision tool and also as an in class activity. Each card has a key topic about the League 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.

My students love using these as a revision tool and also as an in class activity. Each of the eleven hand-shaped cards has a key topic about the Treaty of Versailles 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.

My students love using these as a revision tool and also as an in class activity. Each of the twenty seven hand-shaped cards has a key topic about Weimar & Nazi Germany 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 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 “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 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 “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.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing resources on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This resource is titled “World Children’s Day – Assembly.” The 63-slide PowerPoint assembly begins with starter anagrams with explanations. Get four students to come to the front with a whiteboard and marker and make it a game. Each is a child who has changed the world such as Malala, Mozart, Ruby Bridges etc. A script is provided so students can read out key information about World Children’s Day. This is followed by a short video from UNICEF. There is then a teacher led interactive true or false quiz featuring 10 questions about the day. The assembly invites students to become active changers and features graduated criteria which are revisited at the end. The assembly concludes with a talk from Audrey Hepburn inviting them to share their thoughts (this can be with post it notes or using the Padlet website). It is a lesson which is designed for 11-18 year old students. I hope your students get as much out of this lesson as mine always do. Before you leave be sure to follow 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 other’s 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 "Rousseau, Voltaire & Montesquieu – Blind Date”, where we delve into the thought that shaped the French Revolution. In this lesson, we embark on a journey through the philosophical influences that shaped the French Revolution, including the thoughts of Rousseau, Voltaire, and Montesquieu. The lesson begins with a Starter Activity, prompting students to engage in discussion with a friend about images which stemmed from these philosophies, using three-sentence prompts. As we progress, Graduated Aims guide the class: all will/most will/some will. Through teacher exposition, background information is provided on each. 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 philosophers, inviting one class member to choose them. Example responses serve as inspiration. It’s a creative and fun way to develop real understanding on a complicated topic. A revisit to our objectives precedes the plenary, where students engage in a 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. And before you leave be sure to follow 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 other’s 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 were the Three Estates of pre-revolutionary France?” The lesson begins with a Starter Activity in which students are asked to draw a triangle and to plot down important people in their own school or education, with the most senior at the top. Examples are given and this leads to an introduction of the Key Question along with lesson aims and graduated objectives (all will/most will/some will). After this there are slides of background information to allow for teacher exposition. The PPT then ask students to suggest Mr. Men and Little Miss characters which symbolize each aspect of the Estates system (they make choices such as Mr. Brave or Mr. Greedy for example) and examples are given although they are encouraged to find their own too. They then use this information to write a three page children’s book to explain the Three Estates using the list of key words provided. The lesson concludes with a fill in the blanks Have I Got News For You style plenary to test knowledge acquired in the lesson. I hope your students enjoy this lesson as much as mine always do. It has been created for high school students but could be adapted to work with slightly younger students too. I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.