This KS3 unit should take around two hours to complete. The Power Point leads students through all of the activities with support and all resources referred to are included. Aims and Objectives: To know the main events which led up to the outbreak of civil war in 1642. To pick out the key reasons/causes and sort these into categories. To explain your understanding of the causes in an essay using PEEL. To reach a judgement on which causes were the most/least important. Activities include a starter which links this unit to current civil wars and defines “civil war”, an analysis of Charles I’s personality using a portrait and facts determining how this contributed towards the conflict, searching for evidence to support the three key factors of money/religion/power in a written passage (SEN version of passage provided), an introduction and worked example of PEEL paragraphing, an assessment essay aalysing causes with a plan and SEN writing frame (mark scheme inlcuded).

This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities and accompanying resources are all included. Aims and Objectives: To know what the Commonwealth was/is. To know the type of work carried out by Commonwealth members during the war. To understand why Commonwealth members signed up. To reach a judgement on how well people from different races were treated during the war. Activities include a starter which defines the Commonwealth and asks students to memorise countries from a map against the clock before playing last man standing. A series of sources are then used to list the reasons why Commonwealth members signed up. There are three versions, including a simpler SEN version and a subsequent version which involves highlighting instead of writing. After watching the BBC newsreel “West Indies Calling” to note done the range of jobs carried out by members of the Commonwealth, we then analyse their treatment using a series of source cards. We test the hypothesis “Commonwealth members faced racism during WW2” by arranging them from agree to disagree. Consideration is also given as to whether relations improved. This leads into the final verdict on whether the BBC newsreel was being truthful about the treatment of Commonwealth members during the war.

This KS3 unit of work should take around four lessons to complete. It includes the assessment for the unit on the Tudors. The Power Point leads students through all of the activities with accompanying resources. Aims and Objectives: To learn some facts about Henry VIII and decide whether these make him a good or a bad king. To consider why we have different opinions about Henry VIII and how our sources aren’t completely reliable. To use (critically) a range of different types of sources to reach a reliable judgement on the key question. The first lesson introduces the idea of source reliability by drawing inferences from the Holbein portrait and then considering two source samples- one which supports and another which contradicts the painting. Students are asked to consider why they are different. We then study the six wives of Henry, completing a cut and stick activity (wife to fate) and begin to make our notes on whether he was a good or bad king. The second lesson covers the break with Rome and then a card sort, adding further information to our good v. bad table. The extension activity asks students to use a range of resources to add to their notes. I used our class textbooks but also informatioin that I took from BBC schools. This is also a good homework task at this stage as it can be completd using the Internet. The third lesson is where there students prepare for the assessment using a collection of eight sources. An SEN version of the source sheets is also included. The fourth lesson is the assessment write-up. The students are asked to use both the sources and their own knowledge to present a balanced argument before reaching a final judgement. A mark scheme is included.

This nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.

This KS3 unit should take around 2 hours to complete depending upon how detailed you want the final letter to be. The Power Point leads students through all activities, giving answers when required. All accompanying resources are included. I showed my classes an extract from the film Goodnight Mr Tom as part of their research, although I have not included a clip here and you would need to source your own DVD or find a clip on YouTube. This would officially make your department the only one in the country not to have this DVD in a store cupboard. Aims and Objectives: To know the main facts surrounding evacuation- who, what, why, where and when? To understand the great range of experiences and types of people effected, considering the impact upon their lives. To create a piece of empathetic writing exploring these ideas. Activities include a short video starter where students use the clip to answer the who, what, why, where, when and how questions about evacuation. A cloze exercise quickly summarises the key facts. Students then sort the attitude/feeling cards from positive to negative. Using the source booklet, they carry out independent research into the range of evacuees, hosts and feelings/attitudes expressed. They are to try to find concrete examples to illustrate the attitudes/feelings on the cards. The following lesson has a quick recap quiz. Students then demonstrate their understanding through writing an evacuee letter home, describing the process of evacuation and expressing thoughts/feelings to show empathetic understanding.

This KS3 unit of work should take around 3 lessons to complete. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the key facts about Oliver Cromwell- who he was and what he did. To use sources critically to learn more about opinions on Oliver Cromwell. To use our evidence to reach a balanced judgement on whether he was a hero or a villain. Activities include a starter which uses the Monty Python Oliver Cromwell song to recall key facts. Students are then unknowingly issued with a set of either positive or negative sources to create a quick thought-shower and feedback before exploring the reasons why their ideas about Cromwell are so different. We then colour-code Cromwell’s actions into “hero” and “villain” before analysing a range of sources to consider whether they show him in a positive or negative light and how far we trust them. Students then complete an assessed piece of writing, using these sources and their knowledge to answer the key question “Oliver Cromwell: Hero or Villain?”. A writing frame is including, along with a mark scheme which assesses their knowledge/understanding, use of sources and judgement.

IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 ad will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: The destruction of the Plains Indians’ way of life, 1876-95 To understand the hunting and extermination of the buffalo. To understand the Plains Indians’ life on the reservation. To understand the significance of changing government attitudes to the Plains Indians, including the Dawes Act 1887 and the closure of the Indian Frontier. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include inference work, time line creation, summary note-taking, diary extract of a Plains Indian child in a government boarding school, analysis of success v. failure of Dawes Act, Section A explanation 16 mark question with advice.

This KS3 unit will take at least two lessons to complete. The Power Points lead students through all activities with accompanying resources included. LESSON 1: Aims and Objectives: To be able to define apartheid. To understand how and why apartheid existed. To be able to explain how apartheid affected people in South Africa. LESSON 2: Aims and Objectives: To know some facts about his life. To understand how Mandela’s life was linked to apartheid. To reach a judgement on whether Mandela’s campaign was more peaceful or violent. LESSON 1: Activities include a role play starter whereby students enter the room according to eye colour and are treated differently. They are asked how this made them feel. Key terms for this unit are then linked to their definitions. A short video is used to answer students’ who, what, why, where, when and how questions on Apartheid. Students then read through the fact cards and pull out those which are untrue. The remaining facts are sorted from the most to the least oppressive. Finally, students write a paragraph summarising what they have learned so far. LESSON 2: Having watched a 4 minute biography, students complete a cloze exercise on Mandela’s life. Using a Mandela quote, they consider what method he claims to have used to end Apartheid (co-operation with enemy). Students then use the timeline to find evidence to test his claim that he worked with his enemies, rather than fought against them. They end the lesson with a paragraph answer to this debate.

This KS3 lesson should take at least one hour. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the main events of the Great Fire of London. To figure out what caused it, why it spread so quickly and who/what was to blame. To understand how it changed London forever and decide overall if it was a good or bad thing for the city. Activities include a question formation/answer starter whereby students form their own who, what, why, where, when and how questions and then see how many they can answer using the short video. We then sort the cause cards into evidence that the fire was intentional/a plot vs. an accident. We then move on to consider the effects by comparing a picture of London before and after the fire. Having gone though some facts on the extent of the improvements made to the city, students write a paragraph answer deciding whether, on balance, the Great Fire of London was a good or bad thing.

This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities with an accompanying student task booklet. Aims and Objectives: To know the key events of the Cuban Missile Crisis. To understand why it happened and with what consequences. To understand its significance in changing the course of history. Activities include a quick starter recap on communist dictatorships vs. capitalist democracies, followed by the necessary background information. Students label a political cartoon and then create a caption. They then analyse the advantages and disadvantages of the various options open to Kennedy. Using the time line of events, students create a tension chart to demonstrate the rise and fall of tensions. They then consider reactions to and effects of the crisis before a final plenary discussion on what can be learnt from this.

This KS3 unit should take around two lessons to complete. The Power Point leads students through all activities with accompanying resources. Aims and Objectives: To know why the Stuarts and King James I were so obsessed with witchcraft. To know how witches were spotted and tested. To decide how fair these trials were. To balance our view of the Stuarts by considering their scientific advances. The first lesson starts with a mystery image of the trial of Mary Sutton by water. We then examine King James’ theories surrounding witchcraft and consider how the Stuarts’ obsession also linked in with the religious tensions of the time. Students read the passage on the famous Pendle Witch Trial and answer the comprehension questions. There are a lot of individuals involved in this event, so I generally work through it with them. They link King James’ witch spotting techniques to complete a grid determining how many of these criteria are met by each of the suspects. Students then make their on verdict using their grids which will tend to by “guilty”. However, when questioned, most students are already questioning thee methods and feel they were not guilty. The second lesson introduces Matthew Hopkins and the idea of witchfinding. The Horrible Histories witchfinder advert brilliantly demonstrates how ludicrous this process was. The students then complete a piece of writing whereby they go back in time and defend those who were accused of witchcraft using modern-day understanding. We end the unit by balancing out the Stuarts’ superstition with some work on their scientific advances. This worksheet can also be set as a homework.

IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the impact of anaesthetics and antiseptics on surgery. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers where useful along with advice on exam approach. Activities include a mystery image starter, key terms, thought-shower, annotated timeline (cut and stick or event ordering), analysis of achievements comparing Simpson and Lister, ranking of arguments against change and a final 12 mark explanation essay question followed by peer assessment.

This KS3 lesson introduces the concept of propaganda and censorship. The Power Point leads students through all of the activities with accompanying worksheets. The famous Lord Kitchener poster is used to introduce the methods used in propaganda. Students define propaganda and censorship before thought-showering types and availability in WW1. In small groups they freeze-frame a range of propaganda images and discuss their messages/methods. With livelier classes at the end of the day, I’ve sometimes gone straight onto the worksheet analysis and left this part out though. Students then make their own propaganda posters using the techniques they have learnt. I use this as a competition and display. This will either take one lesson and a homework or two lessons.

This lesson uses contemporary sources, including photographs, news reel and written accounts to investigate the Blitz and whether “Blitz Spirit” was real or simply an example of propaganda. In the starter, students contrast images of “Blitz Spirit” with an account of the true horror of the Blitz. They consider the propaganda content of a British news reel clip. Students then complete a card sort activity by placing sources in a line to consider those which support the idea of “Blitz Spirit” and those which discredit it. They can then write-up their overall verdict. The home work activity asks students to study a range of WW2 images, considering which they would censor and which they would publish.

This KS3 lesson should take one hour to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To know the main reasons why each of the contenders thought they should be king. To understand why it is difficult to know what really happened. To consider who had the strongest claim and explain our choice (reach a judgement). Activities include a fun and slightly silly Pictionary starter on the key words for this unit. Students then use the information sheet to make notes on each individual’s claim to the throne. There is an SEN version where students can draw lines from facts to people. There is also a G&T extension which asks students to look more closely at source material on this topic. Students then show their understanding through writing a paragraph answer to the question “Who should be king?”.

This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.

This KS3 unit should take around two hours to complete. The Power Point leads students through all of the activities with accompanying resources provided. Having spent considerable time looking at the causes, I tend not to get too bogged down in the events themselves as I’ve found that the students like the lessons on the trial and execution more. This is why I’ve condensed it into two hours. Aims and Objectives: To know who fought who during the English Civil War and to compare the differences between the two sides. To use sources to learn about what life was like at the time in England. To know the key events of the Civil War and select the main reasons why Parliament won. To consider how King Charles might have done better. Activities include a video starter on fighting in the 1600s which enables students to visualise this period of time. Students then label a Roundhead and Royalist soldier and consider which side was better equipped. They analyse a range of sources including a painting, cartoon and written passage to gain insight into what life was like. In the second lesson, they read a passage in pairs to highlight reasons why the king lost. There is also a card sort on this topic which I use as an extension or with my G&T groups. Students then use their understanding to write a letter to King Charles during the war advising him on ways in which he could be more successful.

Three one-hour lessons with all activities explained on Power Point. The focus is on continuity and change between 1750-1900. Once students understand the basic changes which took place during the Industrial Revolution, they carry out more detailed research and analysis using the information provided. They also develop their knowledge of key terms for this unit via a homework and key terms test. The lessons end with an assessed piece of writing analysing areas of change and continuity (writing frame and mark sheet included)

This KS3 lesson should take one hour to complete. The Power Point leads students through all activities and all accompanying resources are included. This is my first Year 7 lesson at the start of our first unit on Medieval Realms. Aims and Objectives: To know some facts about life in the Middle Ages. To select evidence from sources to answer a question. To apply this evidence to reached a balanced judgement about life in the Middle Ages (good and bad things). Activities include a true/false introductory medieval quiz, a source analysis exercise that encourages students to use source material effectively to support their points (this starts with a collection of negative sources before balancing these with positive sources), a vocabulary homework with test sheet on the next unit- The Battle of Hastings.