This lesson and pictures focus on what the British found when they entered Belsen concentration camp.This study of Belsen reveals how British soldiers were aghast at what they found when they liberated the camps.

What political ideas in the colonies influenced the American Revolution? On 4th July 1776, the American colonies declared their independence from Great Britain. This declaration of independence from British colonial rule has been explained in terms of anger over taxation, fear of losing rights and liberties, and the idea of fundamental corruption within the colonial administration. This lesson focusses on the political thought that inspired the American Revolution, and the ideas that influenced the decision to declare independence. Use the documents in this lesson to explore the context for the political thought that inspired the American Revolution.

A lesson plan with various suggestions for KS2 or KS3 pupils to learn about the Spanish Armada. Some of the suggestions in this lesson lend themselves to cross curricular links.

This resource provides a propaganda leaflet that is intended to be used as either part of a study of government propaganda over time or as part of a study of the British Empire. It may also be used as an English resource useful in the study of non-fiction texts that are designed to persuade

This lesson is intended for use either as part of a study of the use of propaganda over time, or within the context of work on Elizabethan England and the Spanish Armada.

This collection of photographs from The National Archives’ image library has been collated to provide a resource for English Language GCSE. The images can be used for descriptive or narrative creative writing prompts, allowing students to consider a variety of historical scenes as inspiration for their writing. Whilst the resources have been designed with the English Language GCSE in mind, they can be used for other age groups to develop imagination when considering character and description. Each image has been provided with its original document reference and description to offer some context to the image if desired, such as time period and location. However, the descriptions are deliberately brief and there are no correct answers required in creative writing. The photographs are presented as prompts only and students are not required to write creatively about actual historical places, figures or events.

This lesson focuses on a Scottish First World War soldier, Donald Campbell. The main task requires pupils decide what constitutes a ‘good soldier’ and whether Donald Campbell was a ‘good soldier’.

This lesson can be used with key stage 3 pupils. It considers the story of the Rebecca riots through evidence relating to the nature of the movement, the experience of some of those involved and the reaction of the authorities. hefyd ar gael yn Gymraeg

A lesson based on the World Cup 1966, which may be of particular interest to some students. The lesson refers to the South American protesters who claimed that England, also the hosts, had rigged the whole tournament, with the help of West Germany.

This lesson provides pupils with evidence about Shakespeare that differs from the traditional 'greatest playwright of all time' material that many will be used to. Pupils studying life in Tudor times both from a History and English perspective can learn about Shakespeare as a person rather than a world famous writer.

This lesson involves the pupils in detective work, using three crucial sources about the murder of Lord Darnley the husband of Mary Queen of Scots. Pupils can study individual sources and report back to the whole class to answer the mystery.

This lesson is designed to learn about what happened at the Trimdon Grange Mining Disaster. The lesson has an inquiry led approach to consider the possible causes of deaths in Victorian Britain.

This lesson asks pupils to develop their understanding of evacuation. Through primary source analysis it examines the fate of evacuees sent to Canada. Pupils investigate the organisation and bureaucracy behind evacuation, before looking at details of individual evacuees.

This lesson asks students to examine a set of letters to discover the health concerns of a sample of poor people in the Victorian era. The activity can be done in groups or as a carousel providing the whole class with knowledge of the content of each letter. The letters have been grouped into five main themes related to health allowing you to select the letters most appropriate to your group’s studies. You may also want to pair this activity with the use of our interactive maps on our Voices of the Victorian Poor website where there are over 3500 letters from the victorian poor to explore. There is a curated map on health within the ‘secondary’ student portal, or further health related filters within the ‘research’ portal. Using these maps can allow you to explore health issues in your local area or explore national trends in medical care, sanitary reform or disease outbreaks. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson consists of a large amount of background information on the treaties and the League. The lesson helps to explain why the Second World War broke out when and how it did.

This lesson provides pupils with a glimpse of a medieval village. Pupils can identify the major buildings and make inferences about medieval village life, with reference to a range of medieval maps.

Very few people had the right to vote in the late eighteenth century. Politics and the running of the government was limited to a small number of wealthy people and certain people later called radicals, questioned if this was the best way of government. The most important radical writer at this time was Thomas Paine (1737-1809). Paine was born in Thetford in Norfolk and later moved to America where he played an influential role in drafting the Declaration of Independence. He later travelled to France and became involved in the French Revolution, working with the leaders to produce the ‘Declaration of the Rights of Man’. Paine wrote a book called ‘The Rights of Man’ which said that everybody should have the right to be involved in government. His book sold half a million copies and was read by many more. It was frequently used as the discussion topic for political groups called corresponding societies. Thomas Paine supported the development of corresponding societies, which grew up across the country in the 1790s in Derby, Dundee, Edinburgh, Glasgow London, Perth, Norwich, Nottingham and Sheffield. The societies aimed to gain public support for parliamentary reform including annual parliaments and universal suffrage. Using the original documents in this lesson, find out how Thomas Paine and other radicals demanded change in how the country was to be governed. How did the government respond?

This lesson explores descriptions of the punishment of the Victorian poor in the MH12 collection in The National Archives. It comes in two parts. The first lesson explores punishments given to children while the second lesson examines pauper attitudes to punishments for the general population. It was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

It has previously been assumed that paupers themselves had little knowledge nor understanding of the legislation governed their position, yet letters sent to the poor law commission from across England and Wales challenge this notion. In fact there is evidence that paupers were frequently writing to contest the way that they were being treated, complain about actions of their Guardians and in some instances even quoted specific parts of legislation in an attempt to change their lives. The legal terminology contained in the letters written by the poor, and the inferences that historians can make from this is a fascinating challenge to students of both History and Law related subjects. This resource aims to demonstrate, through a selection of letters and accompanying tasks, how paupers were active in exercising what they believe to be their ‘right to relief’ and were in fact agents who held the Poor Law to account. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.

This lesson will explore the topic of food, placing it within the wider context of the enquiry question of ‘What was life like for a child in the Victorian Workhouse?’. This lesson will allow the children an opportunity to explore a range of primary sources, also to draw comparisons towards Charles Dickens’ ‘Oliver Twist’. This will support the children’s’ understanding of historical interpretation. The key historical aim for this lesson will be to use primary sources to support the understanding of a period in time. They will also be able to draw comparisons between their lives today and understand what life would have been like in the past. This lesson will support an exploration of the Victorians where it is either your post 1066 unit or linked to local history, for example if you have a local workhouse that is now a hospital or converted for other uses. It could also be used if you were exploring children’s experiences through history. This lesson was created as part of the Teaching the Voices of the Victorian Poor Teacher Scholar Programme.