What does the case of the Tolpuddle Martyrs tell us about crime and punishment in the early 19th century? The Tolpuddle Martyrs lesson requires students to complete a worksheet based on a video clip about the event which forms the case study for the period. There is an information sheet which includes the necessary information for the spec. Students use and information sheet to add additional knowledge before analysing the event to determine its importance in the history of crime and punishment.

The first lesson for the last unit (C1900-present: crime, punishment and law enforcement in recent times). An easy to follow lesson which introduces students to a range of crimes (some new and some old but carried out using new methods). Students are issued with one crime which they use to make a teaching poster. They then teach other students about their crime. Plenty of opportunity for discussion e.g. which factors have influenced present day crime the most etc. There is a table to complete for 12 crimes before an exam style question.

A lesson on the key factors that led to the end of public executions in 1868. Students anaylse an image of a public execution and complete a was sheet with four different activities. Following this they extract key factors from a worksheet and determine which factors they feel were most significant in ending public executions through a table activity which they use to create a mind map. There is a source based question to develop skills and deploy knowledge before resounding to an exam style question (literacy support included). This lesson comes as part of the Unit 3 Crime and Punishment c1700-c.1900 Bundle which can be found through my shop https://www.tes.com/teaching-resources/shop/planmylesson

The last lesson in the Crime and Punishment Unit of Work. Students learn about the significance of the Bentley execution by assessing evidence and different points of view regarding the details of the case. An active student led lesson with a range of activities with an extended response question.

A lesson that looks at some of the challenges faced by the Weimar Republic between 1919-1923. Students need to build a tower out of lollipop sticks and blue-tack. However, there are rules to this game which makes the game quite tricky. Students use teamwork to build this tower, whilst developing their knowledge of the problems faced by the new government. Follow up questions ensure students reflect on the lesson and the game. Resources needed: Lollipop sticks (around 30 for each group) and blue tack.

A creative and engaging lesson that introduces students to Hitler and the key events from his early life. Students extract information to create a timeline of key events (extension tasks ask the students to consider the importance of these events), label key stages of his life and . create a front cover for a book about Hitler’s life. They annotate this to explain the relevance of their chosen illustrations and the plenary requires them to write a blurb to advertise the book. Student led and teacher friendly.

A lesson that looks at the increase in vagabondage and the factors that led to its increase and why witchcraft became a serious crime . Students need to identify factors and priorities evidence to make a judgement before answering a 12 mark how far question.All resources included, such as card sort, diamond 9, worksheet activities, mind mapping and exam questions and advice.

A lesson that focuses on the changes to policing in the period 1700-1900, which sets students up for a question 6 style question (Policing became much more effective in the period 1700-1900’. How far do you agree? ). This lesson includes a card sort and diamond 9 activity, activities linked to the changes and continuity of policing in the period, an activity that requires students to assess a response to the question and outline what went well and even better if, an exam style question and literacy support. A step by step guide is included

The first lesson for the Weimar and Nazi Germany unit, Edexcel (9-1) specification. Students start by completing a citizenship questionnaire to get them thinking about the Big Picture and key themes in Nazi Germany. The focus on the lesson is Germany post WW1 and the problems faced by the government. Students work through several activities, such as card sorts, ranking/ prioritising information, learning about the birth of the Weimar Republic before applying their knowledge to produce a written report into the problems faced by the government in 1918. There is a Paper 3, Section A: Question 1 exam question to attempt (markscheme included), as well as a key word grid for the unit and a question type table for the entire unit.

Easy to follow lesson that examines the impacts of Jazz music on the USA. Lesson encourages independent learners through cad sorts, selecting and prioritising information and writing up ideas with a literacy focus. Differentiated materials and literacy support provided,

This lesson examines how the growth of towns led to growing crime rates in the early modern period and the role of town constables and night watchmen (and thief takers) in response to this. Students work through various activities to make a judgment about the effectiveness of urban law enforcement. Differentiated worksheets and resources included. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

An easy to follow lesson on the development of law enforcement 1700-1900. Students are introduced to some mug shots (use of technology) and have to match criminals to their crime. The main task is creating a detailed timeline to show the key developments to law enforcement for the period ( a success criteria, key questions and headings are given on the powerpoint). Following this students will need to create a cartoon strip to show how policing has changed since 1700 (town watchmen etc). The plenary looks at the changing role of local communities throughout the whole period of study. This lesson is great preparation for a Q6 practice. Pearson textbook pages 88-91 are needed for the timeline info. All the activities come as part of a work book

A lesson on the changes to the death penalty in the 20th century. Students analyse the laws/ changes and assess the reasons for these changes in law, which they attempt to attribute to a factor e.g. individuals. They must also decide which factors are most important and respond to an exam style question. They use the factor cards to complete a living timeline on the changes to capital punishment during the period of study. There is also an activity which looks at 3 controversial executions in this time period and the significance of these.

Easy to follow lesson on the different methods used by the police during the Ripper investigation and the problems they encountered. A source based activity is also included. This lesson concludes the Whitechapel Unit. All the 6 lessons cover the entire specification.

A double lesson that focuses on the economic problems 1919-23, the causes and consequences. A range of student led activities, such as a card sort, sequencing exercise, creating flow charts and analysing sources to determine the causes and effects of the economic crisis in 1923. The second part of this lesson sets students up for an 8 mark source based exam question (mark scheme and preparation activities included).

A lesson that looks at the key factors behind the failure of the Munich Putsch. Students review a text to create a mini fact file of events (differentiated). They are then introduced to a clip from the Rise of Evil directed by Christian Duguay. Whilst watching the clip they need to jot down the reasons given in the clip for the Putsch’s failure. Following this they each have a source which explains a reason why the Putsch failed. they need to match this to a card (placed on classroom wall). They complete a matrix for their source before exchanging evidence with other students. The main task requires the students to write a letter to the director of the film to explain what they agree with and how the sketch could be developed. Exam question included for homework (12 mark explain question). Fully resourced with high-quality differentiated worksheets and clear instructions throughout

This lesson looks at the main factors for the Reformation in England. Students create a fact file on Henry VIII. They watch a Horrible Histories clip and jot down the reasons given for the break with Rome before analysing sources, exchanging data. The main task is to write a letter to the BBC to explain what they think of the sketch and how they would improve it. Clear step y step instructions included.

This lesson looks at the key events that led to worsening relations between east and West in the period 1945-46. Students are introduced to the idea that the BBC are creating a documentary about the causes of the Cold War, with 5 key events being examined. They study these and plot their importance on a radar graph before finishing with an annotated timer to explain how the events should be split over a 60 minute documentary based on their significance in contributing to tension between the USA and Soviet Union. This lesson completes unit 1.1. As always there are clear step by step instructions and high-quality differentiated resources.

Students begin by creating a caption for a cartoon of JFK. They then categorise knowledge cards before producing a SWOT analysis for Cuba for Castro in 1959 before he launches his revolution. They use their knowledge of Cuba and fresh evidence cards of the main incidents following the revolution to create an annotated heart beat graph for President Kennedy. This is then used to respond to a series of questions. There is a homework activity on the causes of effects on the Bay of Pigs incident. The lesson concludes with students refining their cartoon captions. As always there are step by step instructions and high quality resources.

Another active student led lesson. This time Students analyse a quote by President Truman. This quote seems to suggest that NATO will make the world a safer place. The students work through role play cards, meeting characters from the Cold War era to determine if their views correspond to that of the US President. Completing a role play response grid they jot down people's views before returning to questioning and then writing a response to Truman's quote. Homework task included. As always there are clear step by step instructions and high-quality resources.