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)

Examination command words created to support pupils with understanding expectations of all three papers.

This homework/revision activity is aimed at getting pupils to consider all of the content they have learnt over the course and get it onto one sheet. They then colour code progress, stagnation and regression to support with the explain why and how far do you agree questions. On the back of the sheet is a WAGOLL, instructions and some example questions for pupils to use to support their revision. Aimed for use with the purple revision guides (pearson) but can be easily adapted for pupils to do from memory, or other revision guides that your school are using.

Lesson aimed at KS3, poverty and the poor laws in Tudor England. describe why people were in poverty Define the terms able-bodied and impotent poor Explain how these people were treated and why these categories were necessary at the time. evaluate how fair these categories were and why.

This lesson allows pupils to explore the terms of the Treaty of Versailles and the affect that the terms had on Germany. Pupils define key terms like League of Nations, Armistace, and Big Three. define the term armistace watch the video and record the terms of the TOV (green pen task follows) Class creates a diamond 9 together, what had the biggest/smallest affect on Germany Written task - was the TOV fair? fully differentiated, sentence starters and must/should/could. Source examination - how useful question. Set as homework after discussing and beginning in class. Differentiated for HA/LA on the worksheets. Homework attached as part of the lesson bundle. Differentiated for HA/LA how useful question using the execution of Germany source.

Part of a series of revision sessions that provide pupils with an overview of the American West unit prior to examination. As part of this revision session pupils will revise: Changing role of the Cowboy Rise of cattle industry and key individuals Decline of the cattle industry Johnson County War: Causes, conduct, consequences Possible examination questions

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.

Suitors lesson in which pupils study ‘dating profiles’ before creating a speech to deliver to a ‘real life’ Elizabeth in a hot seat style activity. Pupils can then vote on who is the most convincing match or the pupil pretending to be Elizabeth can choose. Pupils will explore reasons why Elizabeth didn’t want to marry and why her advisors pressured her to do so as well as exploring who wanted to marry her and why. All tasks fully differentiated for LA, MA and HA.

A whole lesson with worksheets and fully differentiated that compares Tojo, Hitler and Stalin. Pupils identify what a dictator is and who the three men are They describe/explain how a dictator is able to rise to power Compare similarities and differences between the three men Evaluate who changed the most things in their country and why we remember their atrocities rather than the positive changes they made to their countries. I use this as an introduction to a unit on WW2 to provide pupils with some context into the political landscape of the world prior to the start of the war.

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.

Consolidation: Pupils will match up key acts and treaties as a quick recall activity Then they will create two narrative account timelines for Mormon and Exoduster movements. Consider consequences of the Gold Rush before explaining in detail why each feature of the Boom Towns lead to law and order problems. Finally, pupils will evaluate how far things had changed for the Indians using acts and treaties to explain whether there were any significant turning points. Mock attached, follows next lesson.

This lesson is set up as a pupil led investigation, pupils explore the ‘cave’ to find as much evidence as possible before they run out of time. They then have to use they evidence they have been able to collect to work out what has happened to the Mayan ice mummmy - this lesson is part of a series of lessons that build upon use of sources, interpretations and finally a baseline assessment. These can be found separately or as part of a bundle in my tes shop. WALT: Investigate the mystery of the ice mummies to come to a conclusion.L3: identify questions historians need to ask in order to learn about the past.L4-5: describe key features of the ice mummies and explain what you can learn about the ice mummies from the sources and what clues might mean. L6: hypothesise what might have happened to the ice mummies. L6: Create a narrative account analysing the experiences of the Ice Maiden and how she felt.

This lesson builds on knowledge gained during the BIAS (WHAT IS HISTORY (KS3)) lesson which is available in my TES shop. WALT: use sources to explore Mayan culture and explain how they are useful to a historian.L3: Recall key facts we learnt last lesson about the Mayans. L4: describe two things you can infer from a source. L5: explain why sources written by the Spanish are limited to a historian. L6: Evaluate sources written by the Spanish to explain why they are useful as well as limited. Pupils use sources to develop skills to analyse utility. Pupils are provided by WAGOLLs and heavy support to enable them to access the skill - worksheets are available for LA, MA and HA.

This lesson has been designed to be delivered at the end of the unit prior to assessment. My class has a range of pupils targeted from grade 2-9, therefore my lessons are differentiated with this in mind at all times. Pupils: identify features of the feudal system through a starter activity Describe the rebellions William faced (video and then hexagon revision activity) Explain how William kept control of England (fully differentiated table, method of control and how it helped him keep control) Analyse how far Lanfranc’s reforms increased William’s power (colour coding task, differentiated challenge for grade 4-6 and grade 7-9)

This baseline assessment follows the conclusion of the ‘What is history’ scheme of work that can be found in my tes shop. It is set up to mimic the question types of Paper 3 Edexcel 9-1. This assessment includes all interpretation type questions - 3b, 3c, 3d.