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Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, L5: Law Enforcement and Bloody Code

Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, L5: Law Enforcement and Bloody Code

Edexcel GCSE Crime and Punishment, 1000 to present - Topic 2: Crime and Punishment in Early Modern England, 1500-1700 - Lesson 5 - Law Enforcement and the Bloody Code This is the fifth of five lessons in this topic, including... - In depth examination of how effective law enforcement was - trials and policing - Analysis of the introduction and use of the 'Bloody Code' , as well as other punishments - Exam skills and practice exam questions The lesson is full of reading, discussion opportunities, hyperlinked videos and a number of different activities for students to complete throughout the lesson.
MrTHistory
Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, Lesson 4: Witches

Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, Lesson 4: Witches

Edexcel GCSE Crime and Punishment, 1000 to present - Topic 2: Crime and Punishment in Early Modern England, 1500-1700 - Lesson 4 - Witches This is the fourth of five lessons in this topic, including... - 'Do Now' Starter - Analysis of attitudes toward witches and why people were accused - Examination of why witchcraft was viewed more seriously and therefore punished more harshly. - Case Study investigation of Matthew Hopkins and the trials that took place - Plenary and Homework The lesson is full of reading, discussion opportunities, hyperlinked videos and a number of different activities for students to complete throughout the lesson.
MrTHistory
Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, Lesson 3: Vagabonds

Edexcel GCSE Crime & Punishment, Topic 2: Early Modern England, Lesson 3: Vagabonds

Edexcel GCSE Crime and Punishment, 1000 to present - Topic 2: Crime and Punishment in Early Modern England, 1500-1700 - Lesson 3 - Vagabonds This is the third of five lessons in this topic, including... - 'Do Now' Starter - Analysis of who vagabonds were, why people became vagabonds and the main reasons people feared vagabonds - Examination of how the government treated vagabonds - In depth source analysis activity, requiring students to decide the real threat vagabonds posed to society - Plenary and Homework The lesson is full of reading, discussion opportunities and a number of different activities for students to complete throughout the lesson.
MrTHistory
Conflict and Tension 1918-39: The Allies and Germany's reaction to the Treaty of Versailles

Conflict and Tension 1918-39: The Allies and Germany's reaction to the Treaty of Versailles

This lesson focuses on the various attitudes and reactions of the Allies after the Treaty of Versailles was agreed and signed. To discover if they were satisfied or not with the results, the students analyse and evaluate a range of sources before coming to conclusions and judgements for each country. Students are given hints on the meaning of the sources and have to interpret their usefulness (which is the exam question 2 on the paper). The lesson comes with suggested teaching and learning strategies and answers for the differentiated questions and tasks set.
Pilgrim17
Viking Expansion Lessons 1-5 for OCR SHP B

Viking Expansion Lessons 1-5 for OCR SHP B

5 fully differentiated, easily assessed, fully resourced lessons for the Viking Expansion topic of OCR SHP B, with success criteria linked to the Ofqual grade descriptors for you to plunder and pillage. Titles objectives and success criteria below: Meet the Vikings L/O: To explore interpretations of viking culture.  - Describe the meaning of the term ‘viking’. (3)  - Explain common interpretations of Norse culture (5)  - Evaluate the truth of those interpretations. (8) Viking Homelands L/O: To explore the geography of Scandinavia and its impact on its inhabitants  - Explain the conditions of life in Scandinavia using first order concepts.(4)  - Evaluate the impact on Viking culture using second order concepts (6)  - Present sophisticated understanding of key features and characteristics of Viking Age Scandinavia (8) Longships for Long Trips L/O: To analyse what made Vikings great seafarers  - Explain aspects of the Longship’s design using key features. (5)  - Analyse why Viking longships were so effective. (6)  - Present sophisticated understanding of key features and characteristics of Viking Age seafaring.(8) Hierarchy and Class L/O: To explore the different groups in Viking society  - Demonstrate an understanding of the key features of Viking life (4)  - Compare Viking society, and groups within it (second-order) (6)  - Present sophisticated understanding of key features and characteristics of Viking Age Scandinavia (8) Gods and Worship L/O: To analyse the importance of Norse Paganism.  - Describe the key features and characteristics of Norse Paganism (4)  - Compare Norse Paganism to other faiths (second-order) (6)  - Present sophisticated understanding of key features and characteristics of Norse Paganism (8)
Porco
Hidden History, Fact or Fiction?

Hidden History, Fact or Fiction?

Presentation designed to as a useful activity as a starter or plenary activity in History. 100 statements are given with roughly 50% of them being accepted as factually correct. Statements are in chronological order. Students are challenged to use historical skills, logic and reasoning to decide if the statement is “fact” or “fiction”. If the correct response is chosen you will hear an appropriate noise and be taken directly to the next challenge. If the wrong response is chosen you will be taken to an appropriate slide and invited to try again. There is also the option of setting a number of challenges without going to the answer to allow all members of the class to participate. The whole presentation contains 103 slides and hyperlinks are embedded throughout.
20JET12
British Home Front: What impact did the Second World War have on women?

British Home Front: What impact did the Second World War have on women?

This outstanding resource has been designed to help students studying what impact the Second World War had on the lives of women and the different roles they played in helping to win the war. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. The tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided additional differentiation by 'ragging' or grading the difficulty of the slides so that the learners can chose their level of challenge. When you purchase this resource you will receive a 17 slide presentations which includes two starters, information slides for the market place activity and a plenary. The information slides for the market place activity looks at the roles women played as in the land army, working in factories, as secret agents or as volunteers for WAAF, ATS, WVS and the WRNS (WRENS). I have also included a table with two levels of challenge for students to complete whilst reviewing the slides during the market place activity. The aims and objectives for these resources are: Theme: The Home Front Know: Why was there a shortage of ‘manpower’? Understand: What roles did women play during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Identify & describe: Why was there a shortage of ‘manpower’? Explain: What roles did women play during the Second World War? Analyse: How important were these roles in helping to win the war? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Otzi: A voice from the past - A history CLIL lesson plan

Otzi: A voice from the past - A history CLIL lesson plan

Key information: • Teaching history in English at C1 level • Two 45-minute lessons • Student’s handouts + Teacher’s notes • English language support for both teacher and students Rationale: In these lessons, learners use the internet to research the story of Otzi, a natural human mummy discovered in the ice. Learners use, cross-check and evaluate information from different sources in order to make judgements and interpret historical events. Learners develop their awareness of the importance of identifying reliable sources of information and cross-checking facts. The lessons provide a rich context for raising awareness of and using the passive voice. Content objectives: To use and evaluate resources to make substantiated judgements and interpret historical events. Language objectives: To use the passive voice in sentences where the doer of the action is not so important or is unknown. These lessons have been designed to support teachers’ and learners’ use of English in the following contexts: • bilingual education • Content and Language Integrated Learning (CLIL) • English as a Medium of Instruction (EMI) • Content-Based Instruction (CBI) • English as a Second Language (ESL) • English as a Foreign Language (EFL).
CamEnglish
What was the immediate impact of Khomeini's return to Iran?

What was the immediate impact of Khomeini's return to Iran?

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989
WayneWoods