![Hero image](https://www.tes.com/cdn/app-resource-store/5d51d34/img/hero.jpg)
205Uploads
62k+Views
13k+Downloads
History
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
What were the key features of Roman Insulae / Insula?
This lesson is designed to fit into an hour and guides students, in a very straightforward but detailed way, through the key features of a Roman insula (apartment building) that was the cornerstone of Roman City Life for the average city-dwelling Plebeian.
Roman insulae were subject to collapse, fire damage and unscrupulous landlords and there is a handout included as a slide within the powerpoint file taking students through what different Roman authors had to say about these high-rise apartment blocks.
The final task before the plenary is a more creative one encouraging students to write about insulae in the style of the satirist Juvenal, who famously moaned a lot about them!
Ideal for anyone teaching Classical Civilisation GCSE, the powerpoint is graphically designed in a way that students experience as little cognitive load as possible which my students definitely appreciate - allowing them to more readily access the information they need to embed.
Two video clips are included too (hence the large file size) ensuring students have access to learning about the topic through a a few different kinds of media.
Thanks for taking a look :-)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Y103 England 1199–1272 OCR A Level History course notes (King John, Henry III and Simon de Montfort)
These detailed revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y103 England 1199–1272:
Enquiry Topic: King John 1199–1216
a) John and Normandy
b) The Baronial Rebellion of 1215
c) John and the Church
British Period Study: England 1216–1272
a) The minority and early years of the reign of Henry III 1216–1232
b) Henry’s rule 1232–1258
c) Political Crisis 1258–1263
d) Simon de Montfort, civil war and reconstruction 1263–1272
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Option 2G.1 The rise and fall of fascism in Italy c1911–46 Edexcel A Level History revision notes
These ‘at a glance’ revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 2, Option 2G.1:The rise and fall of fascism in Italy, c1911–46:
1 The liberal state, c1911–18
2 The rise ofMussolini and the creation of a fascist dictatorship, 1919–26
3 The fascist state, 1925–40
4 Challenges to, and the fall of, the fascist state, c1935–46
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
1B Spain in the Age of Discovery, 1469–1598 AQA A Level Revision Notes
These revision notes are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Spain in the Age of Discovery”:
The forging of a new state, 1469–1516
The drive to ‘Great Power’ status, 1516–1556
The ‘Golden Age’, 1556–1598
Spain: The ‘Great Power’, 1556–1598
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
1A The Age of the Crusades, c1071–1204 AQA A Level History 'at a glance' revision notes
These revision notes were created for my students and were intended to give them a comprehensive overview of th four parts of the Crusades AQA A Level specification:
The origins of conflict and the First Crusade, c1071–c1099
The foundation of new states and the Second Crusade, c1099–1149
The Muslim Counter-Crusade and Crusader states, 1149–1187 (A-level only)
The Third and Fourth Crusades, 1187–1204 (A-level only)
They were especially useful for students whose note-taking in lesson wasn’t as good as others, or whose organisational skills meant they were missing notes/handouts on certain topics/areas. They found these notes certainly helped reduce the time it took them to catch up with their peers, and also they enjoyed using them as a checklist of topics to go into further detail.
Hopefully these help to save your students (and you!) some time in the run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
2F The Sun King: Louis XIV, France and Europe, 1643–1715 AQA A Level History revision notes
These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Sun King: Louis XIV, France and Europe, 1643–1715
Part one: The Sun King, 1643–1685
The Regency, 1643–1661
The establishment of Absolutism at home, 1661–1685
Louis XIV and Europe, 1661–1685
Part two: Louis XIV in decline, 1685–1715 (A-level only)
Challenges at home, 1685–1715 (A-level only)
Challenges in Europe, 1685–1697 (A-level only)
rance defeated, 1697–1715 (A-level only)
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Unit Y206: Spain 1469–1556 OCR A Level History full course / revision notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y206: Spain 1469–1556
1) Isabella and Ferdinand: government
2) Isabella and Ferdinand: religion
3) Charles I: government and religion
4) Overseas policies and the economy
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Unit Y203: The Crusades and the Crusader States 1095–1192 OCR A Level History full revision notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y203: The Crusades and the Crusader States 1095–1192
1) The First Crusade
2) The Crusader States in the 12th Century
3) The Second Crusade
4) The Third Crusade
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
AQA GCSE History (AB) Germany, 1890–1945: 'Democracy and dictatorship' full course / revision notes
These detailed course / revision notes were specially written to give AQA GCSE History students a comprehensive overview of the key knowledge from the specification for Unit (AB) Germany, 1890–1945: Democracy and dictatorship
1) Germany and the growth of democracy
2) Germany and the Depression
3) The experiences of Germans under the Nazis
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Unit Y110 From Pitt to Peel 1783–1853 OCR A Level History detailed revision / course notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y110: From Pitt to Peel 1783–1853
British Period Study: British Government in the Age of Revolution 1783–1832
a) Pitt the Younger
b) Lord Liverpool and the Tories 1812–1830
c) Foreign Policy 1783–1830
d) Parliamentary reform and the Great Reform Act 1832
Enquiry Topic: Peel and the Age of Reform 1832–1853
a) Peel and the Conservative party 1832–1846
b) Peel and social reform 1832–1846
c) Peel and pressure groups
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
What role did the Paterfamilias and Patron Client system play in Roman society?
This lesson focuses on two key aspects of Roman Society: The paterfamilias and the patron-client system.
The first half of the powerpoint focuses on the paterfamilias and the second half focuses on the patron-client system. All the information pupils need for GCSE Classical Civilisation: Roman City Life is contained in here, although anyone not studying the GCSE will get all the information they need from this lesson too.
The final part of the powerpoint focuses on which of the two things played a greater role in the functioning on Roman society and why.
The powerpoint would ideally b delivered over two hours, although could be delivered in a single hour if you cut out some of the written tasks which are included so students can synthesise their learning and demonstrate their levels of understanding.
The resource is fully dual coded which we have found helps reduce the cognitive load for our students, allowing them to focus and retain knowledge more easily. There is also a coloured overlay on each slide (which can easily be deleted if you don’t need it) to aid learners with dyslexia / Irlen’s.
Video clips are also embedded within the resource to help elucidate the two pertinent roles in Roman Society that the lesson focuses on.
Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Doric, Ionic and Corinthian: The architecture of a Greek Temple
This lesson takes students through the basic differences between Doric, Ionic and Corinthian Greek Temples.
HD examples are included of a variety of temples from each ‘order’ of Greek Architecture.
Blank templates are included so students can have a go at drawing their own columns for each order.
A differentiated homework task is included at the end of the lesson to encourage further research and thinking.
This lesson would be ideally suited to KS4+5 students who are studying Greek architecture for whatever reason for the first time.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
How and Why did events in Cuba (1959-62) become an international crisis?
This lesson is aimed at getting students confident in answering a 8 mark 'chronological narrative' question for the new AQA GCSE paper.
For this lesson it is assumed that students will have studied events in Cuba from 1958-1962.
The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!)
Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'.
3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question,
A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident!
The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
How significant and how accurate is Herodotus?
This lesson is designed as a stand alone lesson for students of any age 13+ who studies Herodotus. It acts as a great introduction, covering who he was, what he was writing and why he was writing it.
The lesson begins with a series of images asking students to try and work out what the lesson will be about. In order to demonstrate progress the same images are used at the end in a plenary where students are encouraged to show how each image links to their learning.
The lesson proper begins with a discussion of what ‘accuracy’ means based on students coming up with their own synonyms.
Students are then introduced to who Herodotus was through a handout (included as a slide within the .ppt file) which has a literacy focus and some challenge questions attached.
A short passage from Herodotus’ History is then included with students being encouraged to draw inferences from the passage (with prompt questions down the side to promote discussion). Students then address issues such as ‘how could Herodotus possibly know this happened’? etc.
There is another handout (included as a slide) explaining the degree to which Herodotus is accurate and students plot Herodotus’ accuracy on a target (based on their own opinion, formulated throughout the lesson).
A link to the TEDed video discussing Herodotus is also included with encouragement for students to add to their notes and then finally (before the plenary) there is a task where students have to agree or disagree with a ‘verdict’ given by a Historian on Herodotus’ accuracy/reliability.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Who was Alexander the Great and was he really that great?
This lesson is aimed at KS3/4 students embarking on a study of Alexander the Great.
It was designed with the OCR Ancient History Spec in mind but can also be used as a stand alone lesson as its aim is to introduce students to the debate surrounding Alexander and his ‘greatness’.
The lesson begins with a quick-fire drawing game based on the Alexander Mosaic from the House of the Faun in Pompeii. Students are then given Mary Beard’s views on Alexander and discuss whether she believes Alexander is ‘great’ etc.
It then moves onto a look at a timeline of his life with students encouraged to identify what might have been they most significant events in his life and why. There is then a task where students have to decide whether key events in his life were either positive or negative and draw conclusions about his greatness from this. They are then encouraged to compare their analysis with Mary Beard’s opinion, followed by Philip Freeman’s.
The final task involves looking at a map of Alexander’s empire at the time of his death and the routes he took. Students then use this to feed into their gradually evolving opinion on Alexander which they can explain at the end and link to the lesson’s success criteria. This lesson should ideally cover around 2 hours, but could be reduced to 1 if necessary.
Reading is included which students do as homework following the lesson with an accompanying short written task.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Who were the Achaemenid (Persian) Kings?
And how well did each one rule the Persian Empire?
This lesson has been designed as an ‘opening’ or ‘overview’ lesson for OCR Ancient History GCSE students, embarking on their study of the Persian Empire/ Achaemenid kings (Cyrus, Cambyses, Darius and Xerxes).
It has also been used however as a stand alone lesson, for example as a lesson in a thematic unit on different empires throughout history.
The starter introduces students to the geography of the Persian Empire in relation to Europe and the rest of the world - giving students some context.
The main bulk of the lesson is based around an activity involving four A5 cards. Each A5 card has details about each king. Students identify positives and negatives of each king from the cards and then evaluate the relative success of each one in relation to the others. The information cars are included as slides within the PowerPoint, ready to be printed.
Students are then advised how to apply the knowledge they have gained to the June 2019 summer exam essay question through the use of visuals, followed by an effective plenary involving students judging their own progress (with your support) using ‘post-it’ notes.
This lesson is designed to last an hour, unless you elect for students to attempt the exam question, in which case it will run to nearer two.
The resources are very accessible are designed with the research behind ‘dual-coding’ in mind. The resources do not shy away from some ambitious vocabulary though and teachers may find spending some lesson time unpicking some of this vocabulary useful.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Elizabethan Sailors - AQA GCSE History
This lesson is designed with with AQA 9-1 GCSE History spec in mind.
The lesson takes inspiration from Oli Caviglioli’s methods of Dual Coding to help lessen cognitive load for students while simultaneously ensuring learning sticks. This requires teacher expertise and subject knowledge (all included as hidden slides in case you’re worried!)
The lesson takes you through Sir John Hawkins, his significance and key details. Then Sir Francis Drake, his background, significance of his round the world voyage and other key details. Finally, students are introduced to Sir Walter Raleigh and his significance as an explorer and his direction in the setting up of Roanoke Colony.
Information on the new technologies used by these three men is also included, and there are constant prompts to assess students learning through paired attempts at low-stakes multiple choice questions that appear.
Then two exam questions are included: the first for students to verbally attempt in pairs, followed by an 8 marker for students to complete on their own, with appropriate scaffolding. There is also an information sheet included for each student (with all the basic details for each sailor on to avoid extensive note-taking) which can be printed off in A5, highlighted and annotated appropriately as the lesson progresses.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Cyrus the Great (dual coded) Graphic Organisers: Ancient History GCSE
These Graphic Organisers are ideal for Ancient History 9-1 GCSE. Quality resources for the GCSE seem scarce and this is me trying to rectify that a bit.
My students really appreciate these. The organisers give enough ‘knowledge’ or ‘information’ for students to get a good grade at GCSE - a 4/5/6 depending on how much information they can retain.
We print these out A5 size and stick them in the middle of our books and as I am teaching students will annotate these sheets according to how much extra information they need to get above a 4/5/6.
The visuals are a huge help and icons and schemas are repeated as and when appropriate across the organisers which makes pupils feel secure and build a mental image of all the content - something I had found challenging to help them create before using these. The GOs really help tell the ‘story’ of Cyrus the Great’s reign
Topics included:
Cyrus’ birth and early life
Cyrus’ conquest of Astyages and the Medes / Media
Cyrus’ conquest of Croesus and the Lydians / Lydia
Cyrus’ conquest of Nabonidus and the Babylonians / Babylon
The importance of the Nabonidus Chronicle, Cyrus Cylinder and Herodotus as sources
The foundation of Cyrus’ city at Pasargadae
Cyrus’ death at the hands of Queen Tomyris and the Massegatae
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
The seven kings of Rome: the full story
This booklet is written in such a way that it can act as a teacher’s guide to the main events during the reigns of each king of Rome, or as a student guide. My students found it super useful because it brings what they have learnt about the kings together into an easy to understand, clear narrative.
This is really useful for students to read both before and after they have studied each king individually, as it helps provide context for more detailed work and a useful summary to help embed learning.
As a firm believer that story telling can aid knowledge retention, I created this for my students so that even the weakest can have a mental picture of all seven kings and their successes and failures.
This document was created with OCR Ancient History 9-1 GCSE in mind (Foundations of Rome) but equally could be used by anyone needing a concise and engaging summary of the Roman Regal Period from Romulus through to Tarquinius Superbus.
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Sicinius and the First Secession of the Plebs - Conflict of the Orders
This lesson is part of a scheme of lessons I created to try and fill a gap in the OCR Ancient History GCSE available resources. I felt like this is quite a complex era in Roman history and the resources that exist are complicated too - leading to cognitive overload for many of my students.
This lesson is completely dual coded and my students loved it because it is clear and succinct. it starts with a couple of video clips recapping Sicinius’ reasons for calling for the First Plebeian Secession (Secessio Plebis) and it then tells the story of the Secession itself - followed by a debate surrounding whether it actually achieved anything meaningful.
Throughout there are pertinent questions posed to students on screen that they can answer verbally or in written form and are great for AfL - there is also a 15 mark exam question at the end (based on a passage from Livy that is included) with sentence starters and a suggested plan, looking at how the relationship between the Patricians and Plebeians had changed between the exile of Superbus and the First Secession - analysing the second order concept of Change and Continuity which is one of the key second order concepts that 15 mark questions look to address in the exam.
Even if you aren’t teaching the OCR AH GCSE, I’d argue this is probably the clearest and easiest to understand overview of the First Secession that exists at the moment - it’s why I made it because there was hardly anything accessible out there for me and my students…
There are also embedded video clips (hence the large file size) outlining the patron-client relationship in Rome, the origins of the Conflict of the Orders and a summary of the Plebeian Secession.
Thanks for taking a look!