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History
Slave Punishments
Designed to teach pupils the meaning of the word consequences - reflection of the command words for new specification at GCSE.
Why were slaves treated brutally?
How were they punished?
What actions were punishable?
Consequences of misbehaving.
Transcontinental Railroad (American West (Edexcel history 9-1))
Transcontinental railroad lesson with skills building narrative account section.
Fully supported with differentiated worksheets to allow lower ability pupils to access learning.
Kings and Earls comparison (Edexcel 9-1: Anglo Saxon and Norman England)
This lesson has been designed to embed comparison skills needed for the 16 mark question in paper two Anglo-Saxon and Norman England.
Pupils will:
WALT: Explore the power of the King and his earls.
2-3: Recall information on Anglo Saxon society.
4-5: Describe the power of the English monarchy.
6-7: Explain the role of the Witan in English government.
8-9*: Compare the power of the King with that of his earls.
Tasks include:
a carousel
comparison worksheet in which pupils catagorise their ideas and develop comparative thought.
16 mark question with support for PEEL paragraph structuring.
AFL and differentiation throughout
What is Slavery? Introduction
What is slavery?
Comparison activity of slavery - Egyptian, Medieval, Empirical and Modern
Source analysis
Level 3-6 (NC) differentiation
Homework activity - pupils to research the four periods and draw a picture to represent slavery during that time period.
Slave Rebellion and Opposition 18th-19thC
Carousel task including:
Stono Rebellion
NY City Conspiracy
Gabriel's Conspiracy
German Coast Uprising
Nat Turner's Rebellion
Investigation of interpretations
Peer assessment
Worksheets as hidden slides
Who was Henry VIII?
Introductory lesson for Henry the Eighth. Pupils compare reasons Henry is remembered as a good and a bad king to come to a conclusion as to how they think he should be remembered.
Pupils also answer an interpretation question - training for the new GCSE reforms.
WALT: Explore the type of king Henry VIII is remembered as.
Level 3: Identify what makes a good king.
Level 4: Describe the type of person Henry VIII was.
Level 5: explain how features of Henry’s personality made him a good king.
Level 6: assess the main difference between two interpretations.
American West Key Words
two age document with key words for the unit on it - in line with Edexcel 9-1.
I went through the Pearson textbook and included all of the key words from front to back of the textbook.
Early Government Acts (American West (Edexcel history 9-1))
Indian Appropriation Act
Indian Removal Act
Indian Trade and Intercourse act
All explored in detail within the lesson.
Homework included (narrative account of early government actions)
Mock and Feedback Lesson (American West (Edexcel 9-1))
An American West mock that follows the new specification, questions cover a breadth of knowledge and target pupils to answer questions about key developments of the unit. I plan to deliver this half way through teaching (after cattle industry) and will follow it with another at the end of the unit.
There is a full feedback lesson included that focuses on pupils ability to answer and understand the examination questions, could be used as a walking talking mock for GCSE revision.
In addition, there is a narrative account homework included (differentiated) to link to the last task.
The Lean Years 1924-28 (Weimar and Nazi Germany: Edexcel 9-1)
WALT: Evaluate why the Nazi Party only received 2.6% of the vote in 1928.
Identify the meaning of the phrase ‘ Lean Years’.
Describe features of the period 1924-28.
Explain why circumstances in Germany lead to little support for the Nazis.
Evaluate why the Nazi Party only received 2.6% of the vote in 1928.
Starter: Pupils complete a freya model with the meaning of 'lean years’
Task one: Describe features of the period 24-28 - pupils complete a carousel task, differentiated worksheet and answer sheet provided
Task Two: Explain why circumstances in Germany lead to little support for the Nazis (see cover photo for activity), WAGOLL and answer slide provided to go through with pupils
Task three: Evaluate why the Nazi’s received 2.6% of the vote: Explain why exam question with sentence starters for PEEL structure.
REVISION STARTER ACTIVITIES: Entire unit quizzes, Weimar and Nazi Germany (Edexcel 9-1)
These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons.
The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention.
The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher.
Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie.
I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).
Exoduster Movement (American West (Edexcel history 9-1))
Exploration of the significance of the Exoduster movement as a case study.
All tasks fully differentiated, carousel with gap fill for weaker pupils and every task must/should/could to support and challenge.
Cattle Industry Decline (American West (Edexcel history 9-1))
Lesson that explores the consequences of the end of the cattle industry.
Includes differentiated carousel and exam question (two consequences of…)
Norman Conquest (Edexcel history 9-1) Norman Invasion of England: troops
This lesson compares housecarls, knights, fyrdsmen and footsoldiers.
Lesson is fully differentiated with tasks based at different grades to stretch and challenge learners, there is also polish differentiation attached with the tasks and key words translated for EAL pupils.
Were the slaves really free after the Emancipation Proclamation?
To follow American abolition lesson.
Differentiated carousel task that considers the positive and negative developments that faced freedmen following the E.P:
Jim Crow, Black Codes, etc.
Carousel hidden slides to print
Full lesson, build up towards a how far do you agree question.
Gate Fulford 1066 (full lesson with animated battle strategy)
Full lesson aimed at KS3 examining that battle of Gate Fulford.
WALT: Examine the events of Gate Fulford.
WILF 1: Identify key things that happened at Gate Fulford. L3.
WILF 2: Describe what happened at Gate Fulford. L4.
WILF 3: Explain why Edwin and Morcar lost the Battle of Gate Fulford. L5.
Fully animated battle strategy.
Discusses Tostig, Hardrada, Edwin and Morcar - lesson has been aimed at preparing KS3 to study Normans at KS4 through the Edexcel examination board.
Differentiation and worksheets as hidden slides within the powerpoint
Edward the Confessor (Edexcel 9-1: Anglo-Saxon and Norman England)
This lesson is designed as a skills building case study to help introduce the Normans unit.
Pupils will be introduced to life in Saxon England and the power of the house of Godwin.
They will build towards answering a how useful question to embed paper one and paper three skills.
Gives later opportunity to compare when analysing the control of William. Edward didn’t raise taxes or take land from the earls, so a good link to allow pupils to understand why Saxons were so upset and angry following 1066.
Treaty of Versailles: sources group work/how useful (Weimar and Nazi Germany: Edexcel 9-1)
This follows a lesson I have posted about the Treaty of Versailles.
Pupils will examine sources in small groups through use of a carousel activity where each group adds to the last groups ideas (making it harder as they progress around the room and meaning they have to pick out smaller features of sources).
They will then use this skill to analyse a skill themselves, before feedback to the class (AFL slide included).
Following this pupils attempt a fully differentiated how useful question with options for two different structure strips and either two sources or one.
Once completed pupils peer assess their work to explain what is good about their work and how they can move forwards next time they see that question type.
REVISON 1066 with 'Question Pong' game and exam skills (Edexcel 9-1: Anglo-Saxon and Norman England)
WALT: Revise the events of 1066 and apply to an exam question.
WILF 1: Identify events of each battle.
WILF 2: Explain why William won the Battle of Hastings
WILF 3: Evaluate how far you agree with a statement to come to a clear judgement.
As with all of my revision lessons this lesson is accompanied by a single A3 sheet so that pupils do not require exercise books.
task one: identify key events of each battle by labelling key features
task two: question poing - 15 questions covering claim to the throne, Gate Fulford, Stamford Bridge and Hastings
Task three: scales task planning 16 mark question
task four: How far do you agree question with focus on integrated judgement (pictured)
REVISION Rebellions and exam skills (Edexcel 9-1: Anglo Saxon and Norman England)
WALT: Revise the rebellions against William and evaluate how big of a threat they made towards his reign
Identify reasons people were upset with William’s leadership
Describe each rebellion.
Compare rebellions to explain how William responded to each threat.
evaluate how far you agree with a statement to come to a clear judgement
As with all of my revision lessons the worksheets cover all tasks so that pupils do not require their exercise books.
Task one: what did people have to be unhappy about?
Task two: Video task
Task three: line task (pictured as cover image) alongside information sheet to help pupils remind themselves of key content.
Task four: Exam question from past paper fully planned on slides to support pupils