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I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.

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I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Medicine Through Time Revision Guide
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Medicine Through Time Revision Guide

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Edexcel GCSE 9-1 Medicine Through Time c.1250 to present. This 42 page revision guide is broken down into 5 main sections: Medieval Medicine, Renaissance Medicine, Medicine in 18th and 19th Century, Modern Medicine and the Historic Environment, British sector of the Western Front . This revision guide includes 29 GCSE practice exam questions throughout on the main questions and gives examples on how to answer each using model answers. This will enable all learners to achieve the higher grades required by the exam board, including the skills of description, explanation, interpretation, change and continuity, source utility and cause and consequence. The information is also broken down into an easy to use format to aid the students in their revision programme. This Guide has been designed to be engaging, detailed and easy to follow and comes in Word and PDF format if there is a wish to change. It can be used for revision, interleaving, home learning as well as class teaching. Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth up to £3.50 if you do.
Medicine Through Time Individuals
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Medicine Through Time Individuals

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Edexcel GCSE 9-1 Medicine Through Time, c1250-present These key individual flashcards aim to get the students thinking of key people and their significance in medicine. I always find students have revised thoroughly for exams, but do not push their grades into the higher brackets as they focus on content rather than the individual’s impact and importance, particularly over time. These flashcards are great when addressing the 12 mark ‘explain why’ question, particularly when arguing over rapid change. There are 33 individuals listed, including those for the Historic Environment; The British sector of the Western Front. Students can use them in class (I use them as starters and plenaries) or to take home and use for their own personal revision programme. I also display them in the classroom (enlarged) and use when teaching this unit of study. The resource comes in Powerpoint format if there is a wish to adapt and change.
French Revolution Bundle
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French Revolution Bundle

13 Resources
The aims of this bundle are to investigate the causes of the French Revolution, how it changed the lives of French people and its consequences for Europe and the Wider World with the rise of Napoleon and the Napoleonic Wars. I have also created and used these lessons to challenge and engage students and to show how much fun learning about this part of European history really is. By studying this unit, pupils will be able to make connections, draw contrasts, and analyse trends within this period of history by using an enquiry based question throughout all the lessons. Students will learn and understand key historical skills throughout such as the change and continuity of the Government of France in the Eighteenth Century, the causes and consequences of the execution of Louis XVI and Marie Antoinette and the similarities and differences of absolute monarchs such as Louis XVI of France, and Frederick the Great of Prussia in comparison to George III of Britain. They will also learn about the significance of the Tennis Court Oath, the Storming of the Bastille, the rise of Napoleon Bonaparte as well as different interpretations of Marie Antoinette and Maximilien Robespierre. Finally they will create relevant, structured and evidentially supported accounts in response to claims that the Terror was justified, Britain had every reason to fear Napoleon or that Louis XVI deserved to be executed. The lessons are as follows: L1 Introduction to the French Revolution L2 The French Monarchy L3 The Three Estates L4 Louis XVI financial problems L5 Tennis Court Oath L6 Storming of the Bastille L7 Execution of King Louis XVI L8 The reign of Terror L9 Maximilien Robespierre (free resource) L10 Support for the French Revolution L11 Napoleon Bonaparte L12 Napoleonic Wars L13 Legacy of the French Revolution (free resource) All the lessons come with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lessons are enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. They are fully adaptable in PowerPoint format and can be changed to suit. I would highly recommend assessing students at the tend of this unit of study, using GCSE style questions from your chosen exam board. If you have any questions about this unit, please do not hesitate to contact me via my shop for further information.
Suffragists and Suffragettes
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Suffragists and Suffragettes

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The Suffragettes The lesson focuses on the main differences between the Suffragists and Suffragettes, but also looks at their similarities. Students are asked as to why women wanted the vote and how they were going to achieve it? Further into the lesson, students have to analyse the various methods used by both groups and have to question, prioritise and justify their effectiveness. Included is a thinking quilt which tests pupils’ understanding and links the key ideas, dates, people and definitions together. A differentiated plenary questions and checks their understanding of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Alfred the Great
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Alfred the Great

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The aim of this lesson is for the students to assess how ‘great’ King Alfred was. Students are given the context to Alfred’s reign with his attempt to unite the Anglo-Saxon kingdoms to fight back against the Vikings and their area known as Danelaw. There are quite a few key words used in this lesson, so students have to complete a heads and tails task. They are also required to complete a missing word activity as well as analysing his statue at Winchester. The main task will be judge and rate out of ten which of the sixteen statements make Alfred ‘great’ or not. An extended writing activity will allow them to make judgements and justify their decisions. There is also chance to complete a verbal boxing debate using some of the key ideas of his rule from the lesson. The plenary will check understanding with a truth or lie activity. This lesson is also excellent as an introduction to studying the Anglo-Saxons and Normans for GCSE. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.
Oliver Cromwell
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Oliver Cromwell

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The English Civil War This lesson aims to question the character and personality of Oliver Cromwell. Students will decide if he set out to kill the King from the start and make himself a despot or did circumstances dictate that this was his only option? Moreover, with his puritanical ideas, did he make England and the Commonwealth a better place for it, or was it exclusive only to the minority? This will ultimately be down to students’ own judgement as they plot his actions on a grid and justify their own conclusions. Analysis of video evidence also helps to track his ideas and personality and gives the students ideas for writing his obituary and question why his burial place in Westminster Abbey bears the inscription 1658-1661. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.
Holocaust introduction
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Holocaust introduction

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The Holocaust The aim of this lesson is to understand why we should remember the holocaust and why we commemorate it every year. Some misconceptions are given at the start, such as what the holocaust actual means and the differences between concentration and extermination camps. Throughout the lesson the students build up their ideas and add them around a lightbulb to focus on the central aims of the lesson. Students are also given numbers and have to decide the significance of each from 6 million to 2 minutes and 2 seconds or 90cm by 90cm for example. The final part of the lesson refers to the powerful and moving story of Erica, thrown off the train by her parents before she reached Auschwitz and therefore knowing very little about herself. The plenary focuses on some odd ones out exercises and recent genocides to emphasise the importance of remembering the holocaust. There is some excellent video footage to accompany the lesson. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson.
Spanish Armada
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Spanish Armada

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The Tudors The aim of this lesson is for the students to understand the causes and prioritise the reasons for the failure of the Spanish Armada. As the students are posed with the question, ‘why did the Spanish eat rope?’, they make up an explosive cocktail to understand the main causes of the invasion. As the story unravels as to the failures of the Spanish invasion fleet, students have to analyse and prioritise which were the main reasons for English success, against Spanish superiority in numbers and firepower. The plenary requires students to evaluate the Blob bridge and explain which blob represents the best fit in this story, from an English sailor, the Spanish public right up to Queen Elizabeth and King Philip. The lesson is differentiated and includes video evidence as well as an interactive diagram plotting the route of the Armada. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Liberation of the extermination camps
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Liberation of the extermination camps

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The Holocaust The aims of this lesson are to explain how the extermination camps were liberated by horrified allied soldiers whose shock quickly turned to anger. Students are placed in the liberators shoes and have to decide how they would react, from cleaning up, to taking pictures and leaving things untouched to of course more violent extremes. There is some excellent video footage to accompany the lesson, but please again treat with caution and care. The second part of the lesson is a case study of Herta Bothe, a German camp guard who was convicted of war crimes by a British military tribunal. Students are given certain facts about her and have to decide if the sentence was justified or whether as in the previous lesson she was an unfortunate victim of circumstance and just an ordinary woman completing the job required of her. The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.
Public Health in the 19th Century
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Public Health in the 19th Century

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AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand how Public Health reached a crisis point and why the Government was finally persuaded to make Public Health its priority from its previous laissez-faire stance… Students will learn about 5 key figures (Chadwick, Snow, Bazalgette, Booth and Rowntree) and their attempts to change the health of the nation, from tackling cholera, miasmas and sewage, to the passing of Public Health Acts. Moreover, students will evaluate why attitudes changed and how the Government realised a healthier workforce was needed to compete with challenges to the Empire from abroad. Each of the five individuals are analysed and their work scrutinised to judge how effective their recommendations or improvements were, culminating in a decision as to who made the most significant contribution to Public Health. The lesson includes worksheets for all the individuals, GCSE practice questions on factors and source analysis, quizzes and video links throughout. There are also plenaries for each individual to check understanding and recap on their contribution to Public Health. This lesson is fully resourced and can be delivered over two-three lessons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Emmett Till
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Emmett Till

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American Civil Rights This lesson starts with the Bob Dylan song ‘The death of Emmett Till’. The question is posed as to why Emmett’s mother had an open top casket at his funeral? Students are given sources to piece together the story before they find out what happened to him (the story is differentiated according to ability). Embedded video footage of his short life from the time reinforces their learning. Students then have a choice of answering some differentiated questions or completing an extended piece of writing. The plenary questions the impact of his death upon the Civil Rights Movement and help is given on how students can justify their reasons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
King Charles I
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King Charles I

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The English Civil War This lesson aims to analyse the personality of King Charles and questions how and why this might have implications for his reign. Following in his father’s footsteps, his vanity and obsession with the Divine Right of Kings are major causes of concern for those in Parliament. Students learn about his fragility in his younger life to eventual arrogance as he became King and will link a number of reasons together as to why this was to lead to Civil War. Video footage and sourcework are used to gather the evidence and the students will have to think outside the box to understand his motives and actions and link ideas together. The plenary is a literacy challenge to help evaluate his personality using key words from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.
Wars of the Roses
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Wars of the Roses

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The Tudors This is the first in a series of lessons I have created on the Tudors. This lesson is broken down into two parts. The first part describes and explains the events surrounding the Wars of the Roses. Students learn about the Kings involved and the battles fought through fun tasks, video evidence and role play of which they have to make choices on the victors. With this new found knowledge they have to explain what they have learnt through a ‘talk like an historian’ quiz. The second part of the lesson focuses on the previous Tudor perceptions of Richard III. Was he really a deceitful and cunning person, ‘a lump of foul deformity’ with a hunchback according to Shakespeare, More and Virgil? Archaeological evidence from King Richard’s remains is analysed by the students to prove or disprove some of these popular ‘misconceptions’ about his posture and character. Students are then challenged to write to the current Education Secretary to make sure correct history lessons are now taught about Richard III in secondary schools. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. This lesson is fully resourced includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Factors Exam Question Practice
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Factors Exam Question Practice

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AQA GCSE 9-1 Britain: Health and the People c1000 to present The aim of this lesson is to make the factor question (4) more accessible to students. A question that we think is an easy one for them to answer in fact causes the students the most difficulty. I find students begin to panic and forget everything they have learnt over the course; many answers become scrambled into meaningless waffle or into a few sentences on some individual stories. Sadly I begin ask myself where are all the individuals we have learnt about over the whole unit of work and their breakthroughs and impact on medicine? This lesson can be delivered over two as there is quite a lot of information to get through. A ‘model’ answer is given to them, only for it to be dissected and the ‘waffle’ identified and highlighted. Some key assessment tips and advice from the exam board to their markers is shared to show students how to create a model answer reaching the higher boundary grades. Students can be properly assessed using recent specimen questions which come complete with an up to date mark scheme from the exam board and my own student friendly mark scheme to peer or self assess in class, where they are shown how they can improve. Further activities include revision on how to categorise the factors and topics which could possible come up in forthcoming exams. It is inevitable that this question will undoubtedly become more demanding and specific as the course embeds itself. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Hitler Youth
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Hitler Youth

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Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to evaluate how effectively the Nazis controlled its Youth. The lesson is split into two parts and can be delivered over two lessons. The first part looks at the Hitler Youth, the activities organised for boys and girls and the purpose behind them. Students then have to analyse four pieces of evidence and evaluate how much they are being controlled. Some differentiated questioning and higher order thinking allows you to see how much they are making progress in the lesson. The second part focuses on education and what the young people are taught at school. Again the students are challenged and questioned on how effective this diet of propaganda was, with an emphasis that not all lessons were anti-Semitic. Various and excellent video footage is used to consolidate understanding. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Henry VII A Level Bundle
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Henry VII A Level Bundle

19 Resources
AQA GCSE A Level 1C The Tudors: England, 1485–1603 I have produced this bundle of resources on Henry VII to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII is a fascinating character to study and these lessons explore the difficulty and demands of becoming a King in the Fifteenth Century. The enquiry question throughout this bundle of resources will be to question the extent of Henry’s hold on power from the battle of Bosworth Field in 1485 through to his death in 1509. Students will learn how effectively Henry restored and developed the powers of the monarchy from the chaos of the Wars of the Roses. They will assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals in his reign as will as the economic development of trade and exploration. Students will look at his limited aims in foreign policy and the consequences of his diplomacy and treaties with Scotland and other foreign powers. Finally they will gauge the role of religion and the Church in Tudor England under Henry VII as well as the development of the arts and learning and the rise of humanist ideas. The lessons are as follows: L1 Introduction L2 Wars of the Roses L3 Character of Henry VII L4 Battle of Bosworth Field (free resource) L5 Aims of Henry VII L6 Consolidation of Power L7 Henry VII and propaganda L8 Henry VII and Government L9 Henry VII and the nobility L10 Henry VII and finance L11 Stafford and Lovell Rebellions L12 Lambert Simnel L13 Perkin Warbeck L14 Introduction to Henry VII’s foreign policy L15 Breton Crisis L16 Henry VII and Ireland L17 Economy and Trade under Henry VII L18 The Church and religion L19 Humanism and the arts The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. This is the first of four bundles I have created for the Tudors A Level history course. If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.
Ruhr Crisis and hyperinflation
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Ruhr Crisis and hyperinflation

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Germany 1890-1945:Democracy and Dictatorship This lesson focuses on two key questions - how were the Ruhr crisis and hyperinflation so closely linked together and how did they create both economic and political problems for the Weimar Republic between 1919 and 1923? The lesson is split into two parts; the first focusing on why the French decided to invade the Ruhr region of Germany and secondly the consequences for them and for Germany when they did. Students have to answer key questions on the invasion and analyse sources which infer French brutality. A literacy task to follow challenges students’ understanding of the key words used. The second part of the lesson explains the causes and consequences of hyperinflation with a focus on the winners and well as the losers. Some GCSE question practice at the end gives a student friendly markscheme to peer and self assess. There is a plethora of video footage and primary sources to analyse throughout the lesson as well as simplified and chronological explanations. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Cavaliers and Roundheads
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Cavaliers and Roundheads

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The English Civil War The aim of this lesson is to be able to distinguish between the two sides in the English Civil War. Students will be researching how they differed from their dress, their mannerisms, what they believed in and their goals. They will also be analysing some real life examples from people today who discuss which side they would prefer to be on and why. Students will be using various written sources and video evidence to find out which side they would support. Ultimately they will have to produce a propaganda leaflet encouraging people to join their campaign as a Royalist or Cavalier using persuasive literacy techniques and song lyrics. Exemplars and scaffolding is included if required. This is a fun lesson with a number of activities designed to get all students involved actively and to enjoy their learning. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.
Adolf Hitler
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Adolf Hitler

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Rise of the Dictators This lesson aims to challenge preconceptions and assumptions that Hitler was a monster from birth, determined to commit mass murder and genocide. Growing up with his parents, his schooling, his move to Vienna and his life as a soldier are scrutinised as students have many opportunities to make judgements which are ultimately challenged at the end. The lesson starts with finding out what the students know about Germany after World War 1 and which statements Hitler could have said or supported during his life. The lesson includes a lot of visual evidence (such as Hitler’s propaganda posters) and well as video evidence of his life as a young boy. There is a differentiated research activity in which there is a chance for students to conduct their own independent investigations before reporting their final conclusions to the class. This lesson would also be ideal for a non specialist or as preparation for GCSE if you are embedding source skills, teaching the interwar years or World War 2 at Key Stage 4. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
English Civil War Battles
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English Civil War Battles

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The English Civil War The aims of this lesson are to analyse the Battle of Marston Moor and evaluate how the New Model Army won the battle, as well as to question if Parliament decided to kill the king from the start. Therefore this lesson comes in two parts. This first lesson focuses on how the two sides fought in the Civil War. Students learn about the musketeers and pikemen, before analysing their role in the Battle of Marston Moor. The students take on the job of Oliver Cromwell and make key decisions to win the battle, gaining points as they go along. However they must be careful not to make mistakes and lose the battle with catastrophic consequences for Parliament and the New Model Army. The second part of the lesson looks at an alternative view of the Civil War. Was the decision taken to kill the King early on, or did Parliament arrive painstakingly at this decision over time. Students plot this on a graph before reaching and justifying their own conclusions, using some argument words for help if required. A lightbulb is posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.