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 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 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 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.

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 an introduction lesson designed for Paper 3, HL IBDP History. "Balkan conflicts in the 1990s: reasons for, and consequences of, the conflicts; role and policies of Milosevic" as part of the unit, 'Post War Central and Eastern Europe' The lesson requires students to read the long term causes of the conflict going as far back as the Slavic settlement of the 7th Century. The conflict requires students to answer a series of 6 short questions on the information using the IB History Key Concepts. Finally students have to colour in a map of the Six Republics and Yugoslavia and research on the numerous ethnic groups inside of Yugoslavia.

This is the second topic in an MYP 4 unit on 'Why do people riot?' This is a double lesson which compares the crowd theory of Sigmund Freud and Gustave Le Bon, Both lessons offer an explanation of why people riot from the perspective of both psychologists and in both cases, the students have to apply the theories into real life situations. The sources are very comprehensive and students should be able to work through them on their own but the weaker students may need assistance from the teacher.

This is a short introductionary Unit that is taught over two lessons for the Year 7/MYP 1 class. The unit requires students to explore the difference between a Primary and Secondary source as well as to arrange a series of events in the correct chronological order. The second part of the lesson requires the class to write articles that could go into a time capsule. As an interesting project over several years, I get the class to archive their articles onto a google site and let each year compare their articles to see if any major changes have happened in fashion or music. This mini lesson includes a Task brief that has a short stage by stage guide to completion as well as a Lesson plan and assessment rubric (In the MYP format)

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 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 13th lesson in the Roman Unit In this lesson, students take on the role of Journalists and take notes in a 'hot off the press' style scenario as journalists. In the second part of this lesson students will type up a Newspaper article the reports the events of the Third Servile War. The lesson begins by eliciting from the students their knowledge of Spartacus. The plenary follows up on this by asking the students to discuss verbally their knowledge of Spartacus now that the lesson has taken place.

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 the 11th lesson in the Roman Unit In this lesson, students work through a handout that examines the organisation and equipment of the typical Roman legion, the lesson also includes discussion of the benefits of joining the Roman Army. There is a short IB influenced exercise where students must compare and contrast the benefits of being a Roman Legionary with two advertisements for the UK and US forces. As a lesson plenary, students create recruitment posters for the Roman Army.

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 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 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 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 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.