This nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.

This KS3 lesson introduces the concept of propaganda and censorship. The Power Point leads students through all of the activities with accompanying worksheets. The famous Lord Kitchener poster is used to introduce the methods used in propaganda. Students define propaganda and censorship before thought-showering types and availability in WW1. In small groups they freeze-frame a range of propaganda images and discuss their messages/methods. With livelier classes at the end of the day, I’ve sometimes gone straight onto the worksheet analysis and left this part out though. Students then make their own propaganda posters using the techniques they have learnt. I use this as a competition and display. This will either take one lesson and a homework or two lessons.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the impact of anaesthetics and antiseptics on surgery. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers where useful along with advice on exam approach. Activities include a mystery image starter, key terms, thought-shower, annotated timeline (cut and stick or event ordering), analysis of achievements comparing Simpson and Lister, ranking of arguments against change and a final 12 mark explanation essay question followed by peer assessment.

This lesson analyses the reasons why Churchill was such a great war leader. The starter asks students to consider a range of fabulous Churchill quotes and select their favourites and consider those which would be the most motivating in war time. Having established the popular view of Churchill, students then analyse factual information about the leader, categorising this into evidence that he both was and was not a great leader (the point being that he was not perfect). Students then listen to the famous “Fight them on the beaches” speech an annotate their own copy to appreciate the techniques at play. Using this knowledge, they then write their own motivational speech in the style of Churchill.

This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.

Two lessons which firstly consider why the US took the decision to drop the A-bomb and then whether they should have done it. The first lesson introduces Hiroshima and Nagasaki by considering a series of mystery images. Students then learn the key facts using sources and video footage. They then complete a source-based activity analysing possible reasons for dropping the bomb. There are three versions of this activity including a more detailed G&T version and an SEN colour-coding version. The second lesson evaluates whether the USA should have dropped the bomb by considering a range of arguments both for and against. This leads into a final hot-seating activity whereby a panel of representatives from the US government defend their actions against the critical journalists.

This lesson uses contemporary sources, including photographs, news reel and written accounts to investigate the Blitz and whether “Blitz Spirit” was real or simply an example of propaganda. In the starter, students contrast images of “Blitz Spirit” with an account of the true horror of the Blitz. They consider the propaganda content of a British news reel clip. Students then complete a card sort activity by placing sources in a line to consider those which support the idea of “Blitz Spirit” and those which discredit it. They can then write-up their overall verdict. The home work activity asks students to study a range of WW2 images, considering which they would censor and which they would publish.

The two objectives of this lessons are to emphasise the extreme dangers involved in the D-Day landings but also to introduce KS3 students to the new type of source utility questions at KS4 (focus on Edexcel “How useful is… for an enquiry into…” but can also work more generically for source evaluation in general). The starter is a WW2 prior knowledge quiz which reveals panels of a mystery image for students to guess. This quiz may need to be adapted depending upon students’ prior knowledge but the questions are quite standard causes/events of WW2. Students then use a fantastic 3 minute video to answer who, what, why, where when? questions about the event. To gain the necessary contextual knowledge to effectively evaluate the sources, they read a passage an highlight “Dangers faced by soldiers”. There is then an introduction to a source evaluation technique we call COP (content, own knowledge and provenance). Students evaluate the usefulness of a first-hand account of a landing on Omaha. They then write up their evaluation using a writing frame if required (SEN support). As an extension, students can try to apply the COP technique to a completely fresh photograph source. Alternatively, this extension activity makes a good homework. In the plenary, students hear some extracts from a high-level answer and have to idenify them as either content, own knowledge or provenance.

The lessons starts by testing the students’ prior knowledge of the plague from general knowledge or previous work on the Black Death. They then link the “Ring a Ring o’ Roses” nursery rhyme to the plague. After going through some key knowledge, students label a diagram of a plague doctor and consider which parts of his costume might actually have protected him. They then answer some comprehension questions on Samuel Pepy’s diary extracts to gain a sense of life at the time. The main activity is to create a public information poster to help citizens of London stay safe using only the knowledge available at the time. For the plenary, students consider how this poster would be different if they could have used modern-day knowledge.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit nominally covers 2 lesson but in practice will take at least 3-4 depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the work of the RAMC and FANY. The system of transport, stages of treatment and underground hospital at Arras. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides worked examples and exam advice. Activities include an ordering of the four stages of evacuation starter, a listening exercise with student diagram, independent note-taking, an 8 mark source evaluation exam question, a plenary of medical scenarios whereby students decide how far to pass the student along the chain of evacuation and when to award the sought after “Blighty” award, a cloze exercise with source extension on the work of FANY, and a four mark follow up question.

This KS3 lesson is part of our work on The Stuarts and comes at the start of the course. We therefore introduce King James I with some source work. However, if the lesson is to be completed in the lead up to Bonfire Night, then this first part can simply be removed, leading you straight into the Gunpowder Plot itself. It will take between 1-2 lessons depending upon how many tasks are completed. Aims and Objectives: To use sources to think about what type of king James I was (CAN BE LEFT OUT). To know the key events of the Gunpowder Plot. To understand why some people think the plotters were set up. The lesson starts with the option of some source analysis to investigate what type of person King James I was. There is a more detailed version of this source sheet and a simpler SEN version. We then introduce the Gunpowder Plot with the Horrible Histories clip. The students then use this initial overview to cut out the jumbled events and order them. These are stuck onto the storyboard which is then illustrated (I’ve set this as a homework and competition). The following lesson we look into the conspiracy theory using a range of sources supporting both sides. Students produce a balanced written answer on whether they agree that the plotters were set up before reaching their final verdict.

This KS3 topic covers a single lesson and introduces the course on The Tudors by providing students with a complete overview of the monarchs. It’s simple but effective and I’ve had fantastic justified reasons from students when I’ve used it. Aims and Objectives: To know the Tudor family tree and the order in which they reigned. To know a few basic facts about each of the Tudor monarchs. To compare their reigns and make a judgement on who was the greatest Tudor monarch. The starter focuses on the family tree and establishes the order and reasons for reigns. We then work through each of the monarchs, whilst students rank them on a continuum from worst to best. I’ve always made them note down two reasons for each but the information sheet could equally be adapted into cards for them to order. Students are then asked to make an independent judgement on which monarch was the greatest and we discuss the choices at the end.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the historical context of medicine in the early 20c: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. To learn about experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai. The two Power Points lead students through all activities with accompanying worksheets. They also provide feedback at intervals and advice on exam approach. Activities include a fact recall quiz, independent note-taking, information prioritisation, analysing the effectiveness of treatment, a four mark follow up question, preparation for the 4 mark factual recall question with a carousel activity.

IMPORTANT: Some of these worksheets and activities refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the new approaches to prevention: the development and use of vaccinations. Case Study: Jenner The Power Point leads students through all activities with feedback and accompanying worksheets. These include a mystery image starter, storyboard and knowledge recall activity, analysis of reactions to and impact of the vaccine, cut, sort and stick on the development of vaccinations. The key assessment is a 12 mark explanatory question “Explain why there was rapid change in the prevention of smallpox after 1798.” This includes exam technique guidance and the opportunity for peer assessment.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers at least one lesson, depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the Public Health Act 1875. The Power Point leads students through all of the activities with accompanying worksheets and activities. These include a short video/recall starter giving an overview of changes, comprehension questions, card sorts and class discussion on impact.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the fight against lung cancer in the twenty-first century; diagnosis, treatment and government action. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides feedback and answers at intervals. Activities include paired and class discussion, individual research and note-taking and a card sort on government action with venn diagram.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c 1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about new approaches to prevention: mass vaccinations and government lifestyle campaigns. The Power Point leads students through all activities with answers/feedback and exam technique advice for answering 12 mark questions. Activities include a source inference starter, note-taking and weighing up of improvements v. continuing problems in treatments and access to care. This leads into a 12 mark exam question “Explain why there was rapid progress in disease prevention after c1900.” An essay planning sheet is included. Students are encouraged to review each others’ plans and peer assess the written answers.

This KS3 lesson asks students to evaluate the reasons for Elizabeth I’s successful reign. It will take two lessons to complete. The Power Point leads students through all activities with accompanying resources. Aims and Objectives: To know what type of person Elizabeth was- her personality and skills. To understand what problems she faced and how she tackled them. To assess how well she dealt with these problems. After a quick starter using the Armada portrait, students use a collection of sources to learn about Elizabeth’s personality. They then analyse why these aspects made her a successful monarch. We then focus on three key problems and her handling of each of them; Mary Queen of Scots, the Spanish and religion. There are three information sheets on each of these topics. Students complete a summary table explaining how she responded and how successful this was. An SEN cloze version is included (which I’ve also used if short of time- I’ve also divided the class into three and given each group one topic for the same reason). Students finally show their understanding of Elizabeth’s reign through writing a eulogy. This can be set as a homework task.