This lesson gives an introduction to Alexander the Great, his background and early life. It begins with a map of his empire to give students an idea of the scale of his later conquest and leads with a comprehension on the story of his taming of Bucephalus according to Plutarch (adapted so secondary students can understand it). It is then useful to show the scene from Alexander (2004) a link to which is attached and compare the interpretations of the event. Another scene from Alexander the Great (1956) is linked to and a discussion and explanation of the influence of Aristotle on his life can then ensue. Students are then introduced to his character at the beginning of his campaign (Plutarch again!) with the idea being that they need to understand that he was literate and intelligent. Students leave with an understanding that, like his hero Achilles, he died young. A 'challenge' article on his life from the Telegraph (adapted) is also included.

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.

This resource spans two lessons and is designed to give students the understanding they need to answer a 'Who do you admire more...' 8 mark exam question at the end of it (Student friendly mark scheme and guidance provided) for the new OCR Classical Civilisation GCSE. Students are introduced to 'ethical dilemmas' and encouraged to define what 'philosophy' is. They are then introduced to Socrates, Plato and Aristotle through fact files and use this information to answer their exam question, using sources (included) as a starting point. The final video can be found at https://www.youtube.com/watch?v=CyIKayNXTPY&t=148s

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.

This lesson is designed to be the first lesson for students who have no prior knowledge of Classics/Classical Civilisation/ The Classical world. It will work well as the first lesson for students who are studying Classical Civilisation at GCSE. it is designed to give students a real sense of period so that they can contextualise their learning in subsequent lessons. All worksheets referred to below are included as whole slides in the .pptx file and are located at the specific point in the lesson when they are designed to be used. The lesson begins with a discussion surrounding what ‘civilisation’ means. This is followed by a worksheet to be printed A5 size (pictured) which introduces students to the Geography of the area. It is deliberately more visual than ‘wordy’ in nature as students can stick it in and refer back to it when they need to know where Italy/Greece are in relation to the UK. A discussion surrounding BC/BCE and AD/CE then follows in terms of interpreting dates. A timeline with empty boxes is then included for students to fill in in their books. On this timeline is already printed some famous events in history that students will probably have some prior knowledge of. The point of this excercise is to see how BC/BCE dates work (backwards) and to show the Greeks and Romans existed a long time before anything else they will have studied in History lessons. It also allows students to see that the Greeks preceded the Romans at their peak. Another gap-fill exercise follows (with answers) which introduces students to basic information about Ancient Greece (There is no further information on Rome in this lesson as it is assumed students will progress onto a thematic study of Ancient Greece following this lesson). A video link explaining democracy is also included as a final thought for the lesson with student coming up with their own definition of democracy at the end. This will help them analyse Athens’ democracy in later lessons.

This lesson takes learners through the details of the Feminist Movement that emerged in the USA during the 1960s and 1970s. It's been designed in accordance with the new AQA spec for 2017 USA unit. Ideally, this would span two lessons and two comprehension starters (on two of the slides - to be printed off) are included. A challenge question on these starters ensures that higher ability learners get sufficient challenge at the start of both lessons. The first lesson would deliver information, outlining the emergence of the Feminist Movement and then the more radical Women's Liberation Movement. It outlines the groups and laws and leads students to question the impact of these on the lives of ordinary women in the USA at the time (+ in relation to their success/failure). Plenty of exam questions are included (including an 'explain' 8 marker and '4,4,8 marker' interpretation questions)

This lesson was designed for my GCSE students in order to build on their knowledge of the causes of the US Economic Boom of the 1920s (AQA spec) prior to the Wall Street Crash in 1929. There's enough information on here to stretch higher ability students and the main task involves students creating a table full of information on the groups that didn't benefit from it and and why. It acts as a good foil for our first lesson on The Boom ( https://www.tes.com/teaching-resource/what-was-the-boom-a-detailed-look-at-the-us-economic-boom-of-the-1920s-11475396 ) which accentuates the positives of the Boom and why it happened. This is the lesson where the more nuanced thinking is introduced as regards the extent of the Boom for each area of society. There's some slides with information on (with an associated written task - handout also included) but it may be that you want to print these out too and offer groups of students all 3 and let them work independently. Students are encouraged to match their learning to an image (abstract or straightforward) and explain the link. If they can use their knowledge to make links between images even better! Something creative to finish with after dealing with some of the heavier concepts. In addition to the above there is also a Lower ability/SEN worksheet which closely follow the tasks set on the board. I have found these helpful in getting better outcomes for those students who don't write particularly fast or who struggle with making quality notes to revise from. This allows these students to access the same tasks and information as their peers more readily.

This lesson was designed for my GCSE students as an introduction to The US Economic Boom of the 1920s (AQA spec) prior to the Wall Street Crash in 1929. There's enough information on here to stretch higher ability students but a few of the tasks are simply differentiated to allow students of all abilities to access the information, without it ever being 'dumbed down'. An information handout is included at the end of the Powerpoint (2 copies for printing A5 size) There's some slides with information on (with an associated short written task) but it may be that you want to print these out too (depending on your departmental budget!) and give them to students. A link to a brief video clip is also included. which should make it easier for students to remember the main reasons for the Boom. In addition to the above there are also two Lower ability/SEN worksheets (one follows on from the other) which closely follow the tasks set on the board. I have found these helpful in getting better outcomes for those students who don't write particularly fast or who struggle with making quality notes to revise from. This allows these students to access the same tasks and information as their peers more readily.