Designed to be the first lesson of the Edexcel GCSE 9-1 History American West course. This lesson takes information from the Pearson Edexcel GCSE 9-1 History American West textbook. This lesson is designed for a 1 hour tutorial, or 90 minute classroom lesson. The topics within this lesson include: Who were the Plains Indians? Main tribes and location of the American Plains. Plains Indians’ society Chiefs and Council & attitudes towards governance compared to whites Warrior brotherhoods & attitudes towards defence compared to whites Attitudes towards women & comparison Methods for survival on the Plains Importance of buffalo and horses Practice Importance Question with model answer Beliefs about nature Beliefs about land and property Attitudes towards war

1 hour revision lesson on the OCR Making of America GCSE topic. This lesson is also suitable for students studying the American West with Edexcel in terms of topical content. This revision lesson covers types of questions encountered on the exam paper with commentary from OCR and topical information to help the students answer the questions within the lesson. It features topical content on: the causes of the American Civil War, the impact of railroads, migration to the West, and the destruction of buffalo herds and the impact this had on Native Americans. Images taken from Google.

This resource includes information on the Scramble for Africa and the takeover of Egypt through the Suez Canal. The lesson is introduced through discussion activities on the European nations which took over African land. The lesson then moves on to motivations for colonising Africa and the various reasons for this, inc. religion, competition, territory, economy. Following this, there is a discussion on the attitude of Cecil Rhodes towards Africa - focusing mostly on racial motivations for colonisation. This is followed by another discussion activity on what students’ think was the most significant motivating factor for European expansion in Africa. To conclude the lesson, there is an exam practice activity which includes two sources. The current question reads ‘How useful are Sources A and B to a historian studying attitudes to European expansion in Africa?(8 marks)’ but this can be modified to suit other exam boards. This lesson was designed for a 1 hour KS3 (high-ability) lesson but can be adapted for various modules across GCSE level. This lesson uses information and images from the textbook ‘Thematic Studies, Oxford AQA GCSE History’.

Who was Edward VI? Overview of Edward and his reign. This lesson features the following: Recap of Henry VII and Henry VIII’s reigns (optional starter activity for students who have previously studied these monarchs) Emergence of the Seymours and Edward’s birth and childhood How Edward was able to become king over his two half-sisters Historical vocabulary practice (words associated with the Tudors) The Somerset Protectorate The Northumberland Protectorate Features of the Edwardian Church (and how this changed from the reign of Henry VIII) There are opportunities for exam practice (sources, ‘outline’ & ‘explain why’ questions) within this lesson. How much time you spend per question is up to you, as this lesson can be adapted into a 1 hour or 2 hour lesson. (Images taken from Google)

Who was Mary I? Overview PowerPoint aimed at both KS3 (higher-ability) and KS4 to give a general overview of the main parts of Mary’s reign. This includes: A recap of Edward VI’s reign (you can find the lesson on Edward elsewhere in my shop) Edward’s ‘devise for the Succession’ and the appointment of Lady Jane Grey The actions of Mary Tudor and the Duke of Northumberland immediately before the reign of Mary Reasons why Mary’s popularity waned throughout her reign including, Persecution of Protestants Unpopularity of the Spanish marriage War with France and the loss of Calais It then finishes by asking students to judge which factor they believe to be most significant in the decline of Mary’s popularity. (Images taken from Google)

This is a booklet designed to give students an overview of the long-term causes of tension between the Middle East and the West, then leading up to more recent conflicts in the Middle East between nations within the Middle East and Western nations. It features information on (but is not limited to) such sources of tension such as: The Sykes-Picot Agreement First and Second Gulf Wars Imagery taken from ‘Exploring History: Trenches, Treaties, and Terror’. Information taken from, and influenced by this textbook. Designed for upper KS3 (e.g. Year 9) studying conflict and tension in the Middle East, or as an overview for GCSE pupils studying the above topic.

A specific lesson on the AQA ‘How Convincing’ GCSE question aimed at high-ability pupils (targeted grades 7-9). This lesson provides in-depth tuition on how to break down the question, gives samples of what to do and what not to do, and gives the pupil an opportunity to reflect on their own exam skills and then apply them to sample questions. This lesson focuses on the Norman England component of the AQA, and contains sample material focused on this topic. This lesson is ideal for those teaching Norman England, but the topical material could be replaced with interpretations and subject matter from a different topic within the British Depth Study. The author has been trained by AQA in how to approach and mark this question.

A PowerPoint designed for a 1 hour lesson. Includes the option of printing off a worksheet. This lesson considers four of the factors which contributed towards the outbreak of the American Civil War. This lesson is designed to encourage students to think analytically about the causes.

A complete lesson bundle including PowerPoint and resources. This lesson is designed as a ‘murder mystery’ on the disappearance of the Princes in the Tower. Students have to decide who out of the contemporary suspects they think is most likely/guilty for the two boys’ disappearance. This lesson includes PowerPoint and resources designed for a 1 hour lesson. Aimed at KS3. All images taken from Google. Presentation and worksheets are my own.

A lesson focused around feedback and making improvements to the sample question “How significant was employment for the promotion of a stable Soviet society in the years 1953–85?” as featured in a previous exam paper. This lesson is designed to be an hour long, and intended for A-Level students of the Edexcel course ‘Russia 1917-1991: From Lenin to Yeltsin’. Sample material from Edexcel has been used for the making of this PowerPoint.

This 1 hour interactive lesson is designed for low-ability students at KS3. As the League of Nations is quite a heavy topic this lesson gets the students to act out what happened with the League of Nations, and also why it did not work out as well as originally hoped. Each student performs the role of one of the countries. I taught this lesson to a low ability KS3 group and they retained the knowledge from it very well.

This lesson begins with an introduction to India before British arrival under the Mughals. It then focuses on early settlement of India by the British from trading stations under the EIC to territorial gains. It then discusses the reasons why Indians were unhappy with British rule by 1857 (Sepoy Rebellion). The lesson then switches to how India was governed by the British from 1858 onwards, asking the students to examine different factors such as economy, industrialisation, education, and healthcare. The students will judge whether they think British rule over India was overwhelmingly positive or negative. The lesson then asks the students to evaluate interpretations of the impact of British rule in India in line with the GCSE Edexcel History exam paper ‘Study Interpretations 1 and 2. They give different views about the impact of British rule on India. What is the main difference between these views? (4 marks)’ and also contains a miniature version of the 16 mark Q found on Edexcel paper 3 ‘How far do you agree with Interpretation 2 about the impact of British rule on India? (4 marks)’. There is an optional homework consolidation quiz at the end of the PowerPoint. This lesson can take between 1 hr to 1.5 hr depending on whether one of the source questions is used as a discussion question. Ideal for those teaching British Empire at KS3 who are currently training pupils to answer Edexcel style questions. Some information taken from Oxford AQA GCSE History and Exploring History - a pathway to Edexcel GCSE History. Some images taken from Google.

What problems did Queen Elizabeth I face in her early reign and how successfully did she deal with them? This lesson features information on the following problems facing Elizabeth when she ascended the throne: Succession Legitimacy Religion The economy Rebellions Mary, Queen of Scots This lesson is a fun and interactive take on the above topic. It allows students to make multiple choice decisions based on the problems listed above. Students put themselves in the shoes of Elizabeth and decide what they would do about each problem. They then compare this to what Elizabeth chose to do in history. The students then make a judgement on which problems they think Elizabeth dealt with most effectively.

Double-sided A4 page, recapping some of the main aspects of the First World War. This knowledge organiser contains: Causes of WW1 Why men joined up Weaponry of WW1 Battle of the Somme & Haig’s failures

This lesson is based on Crime from the Early Modern section of the course ‘Crime and Punishment through time 1000-present’ on the Edexcel specification. This lesson should be used in conjunction with the Pearson Edexcel GCSE History textbook as much of the content is influenced by it. This lesson was written as a tutorial lesson and so incorporates a lot of factual information about crime during the early modern era. It also offers opportunities for applying this knowledge to exam style questions found on the Edexcel GCSE. This lesson can be adapted to suit a classroom environment by practising the exam style questions based on factual information gained from this PowerPoint.

First lesson in a scheme of work centred around ‘Power, 1500-1750’. This lesson focuses on Henry Tudor (VII). It features information on how he was able to take power and how he was able to maintain and hold onto that power once achieved. It showcases Henry’s family tree (his claim), information on those who helped him take power, the importance of certain factors in maintaining his hold on power, and an interpretation analysis of different perspectives of Henry. Ideal for a 1 hour recap lesson or introduction to Henry Tudor.

A 1.5 hour lesson on punishment through time, aimed for the Edexcel GCSE specification. This was designed as an online tutoring lesson so is information heavy, but can be tweaked to provide handouts for students. It has examples of exam style questions which students can practice. It provides a chronological guide to the main aspects of punishment through time seen on this specification. This lesson was designed with the aid of the Pearson Edexcel textbook and student workbook.

A 1-2 hour lesson containing information on Henry’s ‘Great Matter’ and the Dissolution of the Monasteries. It can be succinct and both can be covered in one lesson or you can choose to split it into two. This lesson contains information on: Why Henry wanted a divorce, and why the Pope would not allow him a divorce, key terminology match-up activity, Catholic & Protestant beliefs, roles of Thomas Cranmer and Thomas Cromwell, impacts the reformation had on the English Church, the functions of monasteries, motivations for the dissolution, and contemporary sources relating to the Dissolution of the Monasteries. Ideal for an introductory lesson at KS3 or for those studying ‘Henry VIII and his ministers’ for Edexcel GCSE.

Designed for a KS3 mixed ability class. Lesson is designed for an hour long lesson. PowerPoint includes a recap of causes, and then looks at what happened to society after the Black Death in England. Includes exam skills work. Presentation is my own, images taken from Google. Contains a YouTube link to a short video.

Murder mystery lesson designed for an hour long lesson. Students have to study evidence and reach their own conclusions (as detectives) about who was responsible for the death of William Rufus. Interactive lesson which can be teacher or student led. Students can work in groups to begin with then write down their own conclusions. Whole class discussion at the end. All round a very engaging lesson. Presentation is my own; images taken from Google.