This is a manipulative Introduction task for a Theory of Knowledge History lesson or as a lesson starter in a Diploma History class. The task involves manipulating the class by giving them sources and asking them to identify the individuals by the source. The class often get shocked at the end when trying the guess the source that best describes Adolf Hitler.

This is the first lesson of the Roman's Unit. In this lesson students will find out about the story of Romulus and Remus. Using a YouTube video, the students will cut out and stick in the Romulus and Remus story into their books. There is a critical thinking task afterwards where students should incorporate why Cicero's account of the founding of Rome has the symbols such as a wolf, a shepherd, a brother killing his twin etc. A lesson plan is attached.

This is a set of detailed commentary notes on the Communist Manifesto. Ideall for A Level students or IB Diploma students studying the Communist ideology for Paper 2, Single Party and Authoritarian states. The resource has an evaluation of the limitations of Marxism. This is a challenging resource for an able class. I often give this to students as an independant reading after I have taught them the concept of Marxism.

A great task for starting a unit on the French Revolution. Every member of the class is given 10 Divine Right Points and must complete a set of Scenarios as King Louis XVI. The goal of the task is to stay in power and prevent a revolution by keeping as many Divine Right Points as possible. This activity focuses on the decisions of King Louis XVI throughout the French Revolution. This is a unit starter task to introduce the French Revolution. It is best suited for a GCSE class, MYP 4-5 Class or a Key Stage 3 class. This is a decision making task that can take up to 30 minutes. Students should also be encouraged to justify their decisions. As an extension task, a class discussion on the nature of the French Revolution; how much of the revolution was actually preventable from Louis XVI's perspective is recommended. There are two files in this set, one is a powerpoint to be used in the lesson and the other is a set of instructions.

Second lesson as part of the Roman Unit This unit requires students to research and complete a map of the growth of the Roman Empire. There is a Plenary and Homework task assigned.

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 the 14th lesson in the Roman Unit In this lesson, students work through a list of factors that explain the collapse of the Roman Empire. They complete two sorting tasks, one into the categories of factors and the second into a hierarchy on which factors are the most important. As a lesson plenary, students have to recall the factors for a chance to win some starburst.

This is the first lesson in an expanding series on the Northern Ireland troubles, it is suited to 15-16 year old class. I am an IB teacher and therefore tailor these lessons for an MYP audience, I teach the Northern Ireland conflict as a model for conflict resolution in other civil conflicts. However some of the series may well be useful for GCSE students. This introduction lesson is tailored for students who are not from Northern Ireland and therefore in this lesson, symbols, language and flags used to identify the two communities are taught in this lesson. Students will research numerous symbols used in Northern Ireland, as well as the key words used in the Northern Ireland conflict. The students will also research the complex issue of flags and must identify the communities that identify with the flags in Northern Ireland. The Plenary of the lesson is a short 5 minute video that explores Belfast murals.

This is the 10th lesson in the Roman Unit. In this lesson students must use a series of sources on each Roman Emperor to determine if they were good or bad emperors. The students must then quantify their data by giving a score to each emperor and present their information onto a graph using Microsoft Excel. The lesson ends with a game of Jeopardy that revises previous lessons on the Romans. A lesson plan is 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.

This is the 12th Lesson on the Romans unit. This lesson is for an MYP Unit on Ancient Civilisations or a British Curriulum Unit on the Romans. The learning objectives are (Not stated in the powerpoint) 1. To understand the events surrounding the death of Julius Caesar. 2. To be able to analyse a list of sources to determine a historical narritive. 3. To be able to support a viewpoint with evidence. This activity involves a scenario where the students are Prefect Investigators who have to determine who was responsible for the murder of Julius Caesar. It also introduces students to source work as they must go through a list of Police Exhibits to determine the events around the death of Caesar.

This is a lesson that takes a full double period to complete. The purpose of the lesson is to provide students with an oppertunity to reenact the Congress of Vienna. I find this to be a more interesting way of learning of the objectives of each country rather than explaining it. The objective of the lesson is to understand the goals of the main countries represented at the Congress of Vienna, it requires students to debate scenarios based on the goals of their assigned countries. The lesson starts with a short VOKI avatar, the link is provided on the lesson plan sheet, VOKI is a free website, I am not the owner, but I am providing the link to a Metternich Avatar that I have made for this lesson. I play the Avatar to introduce the lesson. In five groups, the class are assigned a country and given an information sheet from that country. They prepare an opening speech highlighting the objectives of their countries. Secondly using the powerpoint, a series of scenarios are played out and the class will offer solutions from the perspective of their countries. The outcome becomes that the class get to develop an understanding of the objectives of the Congress based on the responses of their peers. Some of the scenarios however come from the Concert of Europe period and not exclusively from the Congress of Vienna. As an extension I usually ask the class for homework to write a paragraph about each country present at the congress to discuss what their objectives are. The plenary of this lesson is a link to a website summarising the outcomes of the real congress of Vienna. Students usually find it interesting to see how their reenactment matches up with the real congress.

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 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.

Often in my classroom I have a Humanities challenge wall for students who have completed all tasks in class. I often put together puzzles or tasks for students to work on for 'House Points' or merits. Usually the more able students end up working on the challenge wall but it gives them a good oppertunity to be competitive and to get a little more stretch when they have gone through all of the activities and extension tasks. This resource has at least 24 different challenges around History, Geography and Religion. They can be printed out and put on a wall in one section of the classroom, as soon as you have students who have completed all work, send them to the challenge wall. Some of the challenges are quite difficult as they are aimed for the Gifted and Talented students. But generally speaking my students like to get onto the Challenge Wall. All challenges come with the answers, except for some which require students to find as many varients of a particular answer as possible.

This is a two part lesson for IBDP History Paper 3 HL: Post War Central and Eastern Europe (1945 - 2000) I use Romania as my case study for Political, Social and Economic changes to one Post Communist Country in Central or Eastern Europe. Part 1 of the lesson: - Features a timeline of the Romanian Revolution and students have to answer questions regarding the 11 days of the Romanian revolution. - On the powerpoint students watch two videos of Ceausescu's last speech in Bucharest as well as Ceausescu's execution on the 25th December 1989. - The students finish by considering historian's views on the revolution and they must write a small narrative of the revolution to support one of the historical viewpoints. (rubric for the task is not included) Part 2: -Students complete a note taking template while the teacher goes over a powerpoint that comprehensively outlines the political, economic and social changes to Romania. - The second task is to get the students to put their notes in to an essay. Learning objectives: 1. To understand the Romanian Revolution and its events. 2. To be able to discuss the Political, Economic Social changes that took place in Post War Romania. 3. To be able to evaluate the successes and failures of Illlescu.

This is the 15th and final lesson within the Roman's unit. This material is for a Roman's summative assessment in which students must critically identify aspects of Roman influence in the modern world today. This assessment requires research which will be presented in the form of a research booklet/paper. The assessment criteria is set up for the IB MYP Individuals and Societies criteria, but the rubric can be used in other school systems as this assessment contains three criteria, A, C, D which each have a maximum mark of 8 marks. In this set, the following is included. An assessment cover sheet in the MYP format, that has a teacher and student reflection box. An assessment brief with an assessment frame and an assessment rubric. A sample assessment (Which achieved 4, 4, 3 out of 8 on the assessment criteria)

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 a scheme of work and lesson materials for the first 6 lessons in my Cambridge IGCSE class. Lesson 1: Causes of the 1848 Revolutions. Lesson 2: Leaders of the 1848 Revolutions. Lesson 3: Why did the Revolutions fail? Lesson 4: The Aftermath of 1848. Lesson 5: The unification of Italy. Lesson 6: The unification of Germany. The worksheet is available in both Word format and PDF with lesson plans for each lesson. They are colourful, I don’t print them but hand them out using Microsoft One Note where the students work on them using their laptops… For this reason I haven’t made them ‘printer friendly’.

This is the second lesson on a short unit relating to the Northern Ireland Troubles. The lesson examines the long term causes of the Troubles. The students will need a laptop to access the electronic worksheet which will also require research using the Internet.