This is the 6th lesson of the Romans unit. This lesson teaches the class how to take notes using the Cornell Note taking method. Using Cornell, the class will take one page of notes on Roman Entertainment and use the notes to create a leaflet for the Roman tourist board promoting the potential 'recreational activities' of Ancient Rome. There is a lesson plan attached.

This is the 5th lesson of the Roman unit. In this lesson students research and take notes on Roman foods and dining etiquette. There is a research task for the entire class involved where the class research a recipe each and it all goes into a collective folder to become a 'Roman Cookbook' Not included in this lesson, but something I like to do is cook a Roman dish and serve it to the class after. There is a lesson plan attached.

This is the 7th Lesson of the Roman Unit. In this lesson the class use the case study of the Roman fortress of Isca (Caerleon in Wales), as a basis of investigating Roman town planning. The formative assessment here is to complete a archaeology report on the Roman town of Isca. For those living nearby, I recommend a field trip to complete the report in person. There is a lesson plan attached.

This is the 8th Lesson as part of a Roman Unit. In this lesson the class should focus on completing a worksheet on Roman housing, The second part of the lesson involves the class forming into groups and completing a display of a typical Roman House. There is a lesson plan attached.

This is the 9th lesson in the Roman Unit. This lesson is based on the TV Show American Inventor. In this lesson, the class receive some notes about some Roman Engineering, afterwards the class split into pairs and each pair must research a Roman invention and make a 'pitch' in the format of the show American Inventor. Each group must produce a power point and a cardboard model of the invention and attempt to sell it to the judges. Some face masks are included to represent the judges from the show. I usually give some chocolate to the class who make the best pitch. This lesson primarily aims to give students an opportunity to make and present an argument. A lesson plan is included.

This is a second lesson in a series on Ulster Heritage where students use sources to formulate their own understanding of events in History. This resource is a pdf that should be printed and stapled into a booklet. The lesson involves analysising a series of sources on a real individual “Hugh William Quinn” of Loughinisland, County Down and investigate throught different schools of historical interpretation as to why he gave up his life in Loughinisland and headed to Belfast. Tasks are embedded in the resource: Part 1: Note taking on each source. Part 2: Using sources, identify Hugh’s cousins, list all of the jobs that he has occupied throughout his life and draw a diagram of his house using evidence from the 1911 census household return. Additionally a search on the Irish Civil Records Archives for Hugh’s birth register. Part 3: An extended writing task where students must write three paragraphs which each individually explains why Hugh went to Belfast but each time from a different school of historical thoughts, (Intentionalists, Structuralists and Annales). An assessment rubric is present in the resource. I use this resource as part of a bigger resources which teaches Geneology. This source will also be useful as part of a Unit on Ulster Heritage.

This is a two part lesson on the Sovietisation of East Germany followed by a look at the policies that were put in place in East Germany. This lesson is designed for IBDP History Higher Level Paper 3 - Post War Central and Eastern Europe 1945 - 2000

This is the fourth lesson on the Roman Unit Students use the music of George Handel's The Planets to describe the personalities of the Roman gods mentioned in the suite. The second part of the Lesson focuses on the change that Christianity brought to the Roman Empire. There is a lesson plan attached.

This is an introduction lesson to introduce the twentieth century. It is based on Eric Hobsbawms description of the 20th Century being 'The Short Twentieth Century' and/or the Age of Extremes. This lesson is ideal for the beginning of a GCSE course on 20th Century History, or an MYP 5/ IB Diploma lesson to introduce the twentieth century. The lesson has 4 tasks. Starter: With photos of scenes from across the 20th Century students must decide what the 20th century will be most remembered for. Task 2: Students follow a powerpoint and complete a cheat sheet - note taking template. Task 3: A research task where the students will research and colour in a map that highlights a theme of the twentieth century. Plenary: To discuss again what the twentieth century will be most famous for - Some guiding questions that focus on the learning objectives. Learning objective: Note present in the powerpoint. All must be able: To understand the global processes of the 20th Century. Most should be able: To think about why the 20th Century was so bloody. Some Could be able: To apply the historiography of the twentieth century, how it followed Hegel's view of dialectical movement of time.