This lesson contains: Background about the situation in the war and the Nazi invasion. Students consider why the Nazis invaded Russia using the on-board prompts. A run through of Hitler’s intentions for Russia and his message to the troops. A discussion of why the Blitzkrieg failed in Russia, in stages, with images. An activity using the information provided to complete a fact file page to record the statistics and the events. A small study of Stalingrad. A colour-coding activity to decide the most severe consequences of the attack for Germany and the war. An opportunity to decide if it was a turning point and study some sources which provoke thought. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recall other WW2 operations. Background into the D-Day landings, from tehran to the the situation in Europe at the time with the Atlantic Wall. A discussion to plan an attack on France against the Nazis. A YouTube video discussing the planning that went into D-Day with a gap fill consolidation task. An overview of the invasion on the board, including the paratrooper landings, the deception tactics, the bombardment and the invasion itself. A YouTube video giving an overview of the invasion while students complete the comprehension questions as it plays. A brief colour-coding activity to determine the consequences. A source task plenary. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter with a ‘math’ question from Nazi Germany to get students thinking about the effect that such messages would have had on the acceptance of violence towards Jews. An activity to complete a knowledge organiser worksheet as you lead them through the powerpoint, covering: * The Prophecy speech * Increased number of Jews under Nazi control * Madagascar Plan * The Wannsee Conference (with 2 videos from YouTube that shows what happened and what was decided). * Where the Holocaust took place * What happened at the camps * Death through work and gas chambers * Auschwitz as a short study. * A final plenary to consider the human impact of Auschwitz. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

LESSON 1 A starter to ask students to discuss types of crimes that take place in society. crime. This will lead on to talk about the environment facilitating crime in Whitechapel. A task for students to discuss what they want to find out about Jack the Ripper. A visual discussion on-board about the conditions in Whitechapel using maps and a YouTube video. A literacy task using ‘The Five’ by Hallie Reubenhold to assess what problems existed in Whitechapel, and how they made the murders possible. LESSON 2 A starter to consider how crimes are solved today, and then how crimes may have been solved in 1888. This leads on to the tasks. There is a video from Bloody Britain on YouTube that is shown to give the ‘story’ of the crimes and the victims. Students then start to profile the killer including what he might do for a job, where he might live, what kind of person (i.e. insane) he might be. These initial thoughts may change as the lessons go on and lead tot he suspects lesson. There is an optional task using information cards instead to create a mind map. You can extend this by providing a map of Whitechapel and students also label where the bodies were found. LESSONS 3-4 A starter to recap previous knowledge so far in the JTR module. A discussion of guilt based on evidence - a picture of a cat is used to facilitate a discussion of how we know there is guilt. A task for students to study a large table with descriptions of witness statements. Students put short info in each descriptor box (leave any N/A blank) and begin to theorise what Jack looked like. Students summarise at end. Extension - Students can read the Dear Boss letter and analyse the writing for what each part means. Students might be extended to think about what this tells us about the killer (i.e. educated, nice writing, could be a doctor etc.) and it will change some of their theories. LESSON 5 A starter to recap past knowledge gained on the course so far. An introduction tot he five main suspects (each of them is real). Students use the workbook and the information sheet provided to write reasons for an against each suspect. This can often fill an entire page. Some students stick on extra notes. You could get them to write reasons why they could be the Ripper in one colour, and why not in another colour - make sure students explain - E.g. does he know Whitechapel well…therefore could he do the crime then escape easily? There is a further extension to consider further evidence in the table. For each piece, students tick the suspect it best relates to. This can give further evidence for the assessment. LESSON 6 Students bring everything together to plan, in their workbooks, what they will put in each paragraph. You can edit the question to simply be ‘who was JTR’ or keep the ‘how far do you agree’ version. Students then get 30 minutes to write their essay.

This lesson contains: A starter image to provike discussion about the event itself and what may have happened. An on-board overview of the Blitzkrieg and how it trapped the English using my own maps to discuss the retreat, conquest of Paris and the trapped troops. A task to use the information provided to complete some questions about the event itself. A discussion about whether the statistics reveal whether this was a success or failure. An activity to use a series of sources provided to build arguments for both sides of the argument. An opportunity for a judgement. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An overview of the situation n 1939 after Hitler had invaded Poland and started WW2. Students then find out that Jews were forced to move into ghettos. Students define the word in their books. There is then a short video from YouTube to reinforce this idea. A closer look, in particular, at the Warsaw Ghetto. Students find out where it was, how many went there and how it looked. This is a video from YouTube that reinforced this information and gives some insight into life in the ghettos, as well as an optional clip from Schlinder’s list which I have edited with questions across the screen to consider as it’s playing. The main activity for the students to study 4 source ‘packs’. Each info card has 2-3 pieces of information and images, as well as ‘prompts’ for them to consider and help them make notes about what life was like in their worksheet tables. There is an extension activity on the board. A slide which goes over the major consequences of the ghettos for students to add to their notes if they didn’t get them. A plenary to get students to consolidate their learning with some simple questions. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: An introduction to why Henry broke from Rome. There is a quote and the students will argue with it later. An activity to study lots of reasons why Henry broke from Rome. Students colour-code the reasons as love, religion, power, and money. A task to then find out the effect his break from Rome had. The students assess how far each outcome achieved Henry’s aims. A video from YouTube to help reinforce the lesson and go over the reasons. Students consolidate by assessing whether Henry did the right thing or not. A plenary to assess the most important reason. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to consider what a castle means to the students. Two images are used to get a discussion going. An introduction to castle building and locations. The students debate which place they would build their castle and why. A background into William’s intention of building castles, where they were build and how. Students read about the Motte and Bailey and label their copy of the castle with the correct features. A task to determine the advantages and disadvantages of Motte and Bailey castles. An overview of where these castles were build and what the spread (on the map) shows about the danger areas. A plenary quiz to test student knowledge. Attachments: 1 x Powerpoint Presentation 1 x Word File

This lesson contains: A do it now starter which is based on having studied something about Hitler’s road to war or conquest of different nations, which leads on to a discussion of appeasement. You can edit this to suit whatever you have previously studied. Background information about Hitler’s progress through Europe, taking land and building resources. The students then discuss what ‘appeasement’ means using source. A video from YouTube with a set of multiple choice knowledge questions to answer after it has played to check understanding. A main task to study the reasons for an against appeasement on the worksheet and to colour-code the arguments. This is then followed by a writing task to discuss whether it was the right policy or not. Attachements: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter source activity to get the students to guess the message of the source (Hitler wanting to take more land). A YouTube video to show the story of Hitler’s steps to war. This is for information purposes and you don’t have to show the whole length if you don’t want to. It just helps visualise things and bring it more to reality for the students. An activity to study the information provided and complete a ‘road to war’ worksheet documenting all the steps from Rhineland, Anchluss, Czechoslovakia and Poland with the other events in between. A consolidation source task. The opportunity to discuss the biggest steps which caused the war, and a plenary to consider which countries were most to blame for WW2 starting. Was it Germany/Italy etc. or did the British inactivity contribute etc. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught. An introduction to the idea of resistance and how it manifests. Students can explore types of resistance that can be done other than force. They then get introduced to some images of resistance in the ghettos, then discuss a ‘word wall’ with different ways the Jews resisted. Students categorise them as giving hope, morale or those preserving values and beliefs. An overview of the difficulties faced when trying to escape from concentration camps. Students examine an excerpt and write down 3 reasons escape was hard. They then give specific examples from the next slide. A guided reading task on the Warsaw Ghetto Uprising with questions around the outsides, differentiated to show where the information can be found. A plenary to explain what resistance meant to Jewish people and what it means to them also. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter which asks students to consider who MLK was an his role in Civil Rights. This can be building on a previous Civil Rights lesson, or can just be open ended, as many have heard of MLK. An overview of where Selma was on the board with maps and information. There is a YouTube clip from the 2015 film, Selma, showing the lack of access to voting people had, to really drive home the injustice. A task for students to study sources on the information sheet provided and pick out the main reasons why Selma was chosen for the marches. An activity to read information about the major marches and summarise what occurred during those, including Bloody Sunday itself. A task to study the consequences of the marches on the Civil Rights Movement and to summarise, in their own words, the main impacts. There is an optional printout that also allows this to be a colour-coding activity based on the importance of each point. A final look at the Voting Rights Act in more detail. Students note down the objective and the effects of the Act. A plenary to note down the importance of the event as a whole. Students might even discuss its impact today after studying the image of Obama recreating the march on the 50th anniversary. Attachments: 1 x Powerpoint Presentations 2 x Publisher Files

This lesson contains: A discussion of Henry’s pastimes and how he had enjoyed them. A general overview of the importance of the arts at the time. A task where students study an image of people having fun and have to notice types of fun. An activity for students to use a YouTube video (old video!) to complete a multiple choice worksheet. An opportunity for students answer a question to describe features of Elizabethan entertainment. A plenary with some of Shakespeare’s obscure quotes to decode. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider why people come to Britain today. Students might suggest money, education, work, tourism. This leads on to the theme for this lesson. An overview of where Britannia fit into the Roman’s plans and who lived on the island before the Romans came. An activity to watch a video which briefly summarises the reasons why the Romans wanted to invade, and students make notes on their worksheet. The students then get given a more detailed sources sheet which will then help them flesh out their notes and read contemporary sources to extract the information. This can be extended by considering the main reason and giving a score to each. A task for students to study the two invasions and to answer questions on the board about each. This includes noting why Caesar’s invasion may have failed as well as why Claudius’ invasion was more successful and worked. The students get this information from an information sheet. A set of slides which give a brief overview of the consequences of the invasion using pictures and text. A plenary with a quote from Tom Holland and his view of the reason why the Romans invaded. Students can argue with or against this view using what they learned in the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap trench warfare. A background of the armistace and what it means and a YouTube video to show how the war ended. An exercise to study a series of cards, in groups, with information about the reasons why the war was lost by Germany. Students make notes about why each led to a loss in the war. A task to then complete a graph to decide the most important events and to colour code them by category. Students then put the categories into a pie chart to sort the reasons. A final task to connect the reasons, showing deeper analysis of the reasons. A plenary to discuss the ways we commemorate the War and whether we do enough. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap who the main contenders for the throne were in 1066. An introduction to the battle including a decision discussion as to what Harold should do, stop William or stop Harald first. An animated slide showing the viking invasion and Harold meeting the threat. A YouTube video about Stamford Bridge with a follow up activity for students to use the information provided to answer the questions. The questions are on the board but can also be stuck in to help speed weaker students. A discussion of what to do after the battle now that William’s wind has changed and he can attack. Students discuss what might happen next. A final task to do a storyboard with the six most important events of the conflict so far. Attachments: 1 x Powerpoint Presentation 2 x Word Files

This lesson contains: A key words starter which can be completed on the worksheet. An overview of why the government was worried about public health. A look, using sources, at the conditions in the major cities during the Industrial era. A task to study the provisions of the 1875 Act and then use the information provided and complete detailed notes on the key individuals, changes in Britain and outbreaks of disease - all reasons why the 1875 Act was passed. A plenary to do an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider what Roosevelt meant by his speech about a ‘day in infamy’. An overview of the Pacific Theatre from the invasions of the Japanese and domination of the islands with a gap fill activity to note down the declining relations between the U.S. and the Japanese. An overview of the location of Pearl Harbour, importance and the reasons it was a good target for the Japanese. A YouTube video to watch some scenes from the Pearl Harbour Film, then an activity to study a series of sources and what we can learn about the attack and the consequences.  A plenary to write a news report from the American perspective of the attack. Attachments: 1 x Powerpoint Presentation 2 x Publisher File