British Empire’s Impact in Australia. This lesson contains multiple forms of retrieval practice. Also, it includes low and high-level paragraph response for modelling, as well as sources which the students place on a diagram to indicate whether or not the impact of the British Empire developed Australia. There are various categories that are modelled for the pupils which will allow them to write extensively on Britain’s impact in Australia. Or, these sources can be used to establish and create debate among your pupils.

This features a look into the life of the Mongolian people prior to the development of the Mongol Empire under Genghis Khan from 1206 - 1227. Students will learn about the different aspects of Mongolian life through a guided reading activity before choosing 6 adjectives that best describes the Mongols. They then develop these adjectives into appropriate descriptions based upon the guided reading.

This lesson culminates in a debate amongst the students in relation to which Mongolian leader was the most significant: Genghis, Ogedei or Kublai. Attached on the powerpoint is a guided reading activity for each Mongol, examples of methods in which they were significant and a table that they can complete to assist them with their debate.

This lesson includes: A guided reading piece, as well as two sources which the students then use to complete questions which have been differentiated and ‘gamified’ in order to engage all ability levels. Additionally, for gifted and talented students there are 2 different starter activities and an extension activity based upon the design of the Ghetto. Any feedback on my resources would be greatly appreciated. Thank you for using my work.

This resource pack contains 4 lessons. They relate to Mansa Musa, African Empires such as Benin, Mali, the Kingom of Kongo and the Songhai Empire. Additionally, there is a lesson related to the Haitian Revolution and the African Queen, Nzinga.

This is a series of lessons that allows students in KS3 (year 8 but could be adapted) to investigate the life of Genghis Khan, his offspring and the culture and social history of the Mongolian people.

This resource asks students to investigate the treatment of women through the life of Empress Theodora. Students are required to produce a line graph using the timeline attached before answering the enquiry question. Also includes a starter activity which students often enjoy trying to solve. Any feedback and review is appreciated.

This lesson allows students to learn about the Byzantine emperor Constantine as part of a study into the Byzatines. The enquiry question was: ‘What was the turning-point in the life of Constantine’? The task is differentiated and was done during online learning. Therefore, there are hyperlinks embedded into reading material for contextualisation for EAL pupils. Furthermore, there is a differentiated timeline activity which enables students to either plot the events chronological. Or, if they are more able to add the amount of change and type of change the event was creating. Any feedback is appreciated.