This 60-min full lesson challenges students to solve a MYSTERY surrounding a real-life case about a family's experience of the Black Death in Bologna . Students will discover ideas about the cause of disease, how illness was treated at the time and ways of preventing disease. Students work in groups of three or if more suitable in pairs. A PowerPoint guides them through different tasks and ends with an Exit Ticket asking them to consider a possible answer to the mystery question as well as wider issues about medicine through time.

This Full Lesson for KS3 takes students on an exciting, yet horrifying, journey through World War I. They explore the historical skill of 'significance' through analysing historical sources. This is a newsroom simulation where students take the role of journalists reporting as an event unfolds. The event was the first ever gas attack which took place on 22 April 1915. As gas had never been used prior to this, the effects were both shocking and horrifying. Student love this lesson and it's easily adapted to suit all learners. Resources, PowerPoint and lesson plan all included.

This full A-Level Sociology lesson introduces students to Methods in Context concepts such as VALIDITY, REPRESENTATIVENESS and OPERATIONALISATION. There are other tasks in the lesson which are linked to FOUR METHODS: Questionnaires | Structured Interviews | Unstructured Interviews | Official Stats . A 9-page booklet is included which allow students to thoroughly analyse the strengths and limitations of each method. A task gets students to match the concepts with the correct definition to solidify their understanding of key concepts (correct answers always included in our lessons). The starter asks students to consider issues surrounding ‘gang life’ and the implications for researching the topic. A video of S. Venkatesh is shown where he discusses discusses the background for his book, "Gang Leader for a Day - follow up task included.

This 60-minutes full A-Level lesson teach students about historian's views on how far Disraeli was committed to social reform; get students to identify arguments, support with evidence and contextual understanding (printable resource included). The second part of the lesson explores the question 'How Democratic was Britain by 1867' and starts with a chronology task on political reforms after 1867. A series of tasks and teacher exposition build up students understanding and the lesson culminates with an Exit Ticket where students conclude their thinking around the issue of how far Britain was indeed a democracy by 1885. Editable.

This 60-minute lesson will teach students about A-Level Sociology Families and Households Unit with a focus on family diversity and perspectives views on it. This lecture is accompanied by a mind-map which students complete which they also can use later for revision. The lecture goes through views in favour and against family diversity and also explores perspectives such as the New Right and Postmodernism.

In this part of our series on 20th Century History Lessons, students will be taught about life in Britain during world war 2. Students investigate an image of a young boy eating chocolate; they are asked to consider question they would wish to ask in order to fully understand the topic. Students then work in pairs or in groups of three to solve a mystery. The lesson ends with a brief video clip showing why the boy at the start of the lesson stuffed himself with chocolate! Other issues and concepts are also raised as part of the mystery: rationing, Digging for Victory, ww2 child evacuees, Phoney War, impetigo and world war 2 children.

This assembly explores the concept of Britishness. There are several parts to the assembly and the finale explores how our British Values e.g. ‘The Rule of Law’ or ‘Individual Liberty’ can be seen in everyday school life. The assembly starts be exploring common traits from British heritage and students get a chance to think about (and guess!) what makes up ‘Britishness’. Issues around diversity and differentness are discussed and explored. Students are then asked to consider what ‘ingredients’ the British contain. A video is then played showing a group of older students reading the Benjamin Zephaniah poem ‘The British’. If time allows ask a student or a pair of students to read our the actual poem.

This 60-minute lesson investigates how far the middle ages were lawless and violent using primary sources. The class also examines a case about the mediaeval justice system to decide if someone should be punished for the death of a villager. Students then explore the types of punishments used during the period. Students will consolidate their understanding by planning a history documentary (plan template available). The lesson concludes with the class discussing which source is more useful to historians investigating if the Middle Ages were lawless and violent. The sources and guidance are all included in the presentation. Keywords: trial by ordeal, trial by hot iron, consecration, hue and cry, tithing, utility.

This 60-minute A-Level Sociology lesson on ‘Media Violence’ starts with the story of Jamie Bulger and the relationship between film and reality. The Hypodermic Needle Theory is briefly introduced. A Think Pair Share task asks students to explore a ‘bigger picture’ question, before exploring theories that support views that media violence leads to violent behaviour eg Newson 1994, Morgan 1980 and Dworkin 1990. Two tasks then explore the contradictions about the effects of violence in the media. There are video clips in this lesson which are freely available online. AQA The Media: the relationship between the media, their content and presentation, and audiences. The Slides reference pages found in Ken Browne’s A-Level Sociology.

This 60-minute A-Level lesson investigates Robert Peel's economic policies. Briefly look at historiography of Peel. Students to summarise key historians. 10-minute lecture and follow-up quiz. Key points relating to Peel and finance + 10 min lecture with questions for students to answer. Peel responded to the challenges of his age by ‘adapting his policies in the light of reasoned argument and practical necessity’? True? Discussion. Using their understanding of the historical context, students assess how convincing the arguments are in three extract in relation to Sir Robert Peel. Students complete table identifying argument and providing evidence which corroborates or refutes. Sources from provided.

This 60-minute A-Level lesson explores the question 'How far did Britain suffer a ‘Great Depression’ 1873 and 1896'. This lesson suits most exam board covering Units such as AQA Industrialisation and the People; Edexcel Britain, c1785–c1870: democracy, protest and reform. Students start by reading a segment from Oscar Wilde, The Importance of Being Earnest - showing demographic changes due to depression). Revisit at the end of the lesson once they have analysed the effects of the depression. There are several tasks in the lesson, allowing for discussion around evidence 'was there a depression?' to dealing with factors such as demography and socio-economic effects. Students build a case for and against the enquiry question before revising the main question.

Three lessons revising the knowledge and understanding (AO1. AO2 and AO3) of the Sociology of The Media Revision including 31 detailed slides. Each of the following topics will be revised in great depth: Topic 2: The relationship between ownership and control of the mass media; Topic 3: The mass media, globalisation and popular culture; Topic 4: The processes of selection and presentation of the content of the news.

How Did the Depression and the New Deal Affect Black Americans? This A-Level or top ability GCSE History lesson will challenge students to consider the impact the depression and New Deal had on African-Americans. This is a full 60 minute lesson including all the resources you need to actively engage your students to think hard. The lesson gets A-Level students up from their seats, quizzing each other whilst learning new knowledge. The final main task includes a Venn Diagram which asks students to categorise information. The lesson ends with the class consolidating their understanding in a Tweet! This has been used in 'review' and 'observation' lessons with 'exceptional feedback'. Success criteria: Can give examples of what the New Deal did for black Americans. Can analyse what factors affected black Americans the most.

This 60-minute lesson gets students investigating the witchcraft -craze of the 1600s. The main focus is centred around Matthew Hopkins Witch-finder General and includes a source analysis task as well as a thinking-skills mystery on why the witchcraft craze began. There is a fact and sources sheet which students use to support their learning of new knowledge when completing the source task. The MYSTERY 'Why did old women hang from oak trees in 1645?' could be used as a stand alone activity for schemes of learning on witchcraft and Tudor history as well. If you like our resources why not check out the other KS3, KS4 or A-Level History resources? Link: https://www.tes.com/teaching-resources/shop/HumanitiesResources

This 60-minute A-Level lesson consolidates knowledge around three questions: Why did Russia declare war against Japan? What were the reactions to 1905 and what the the causes? Why did Nicholas II issue the October Manifesto? The lesson also includes a TASK where students categorise reasons for the October Manifesto, colour-coding into LONG/SHORT and IMMEDIATE reasons. This A-Level lesson is suitable for exams groups and specifications such as Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964

This 60-minute A-Level Sociology Lesson includes all the resources for a 20 mark AQA Family and Households mock exam and/or revision resource. The lesson includes one 20 mark question on the feminist view of the family, great thought-provoking starter activity; AO1 Graffiti task where students deconstruct the question and add as many AO1s they know to the board; several students’ examples where your students assess the paragraph together (e.g. can you spot the ‘conceptually detailed knowledge’?); ‘Key Term Challenge’. Students then get a chance to either write their own response to the question or, depending on how you use this lesson, redraft their own answers.

This is a full assembly looking at the issues around CONFLICT. The assembly starts with a brief video clip which is shown as students arrive or as the first part of the assembly. The video plays music and shows images about evacuation as a result of conflict. The next part deals with the sub-questions ‘What’s the difference between ‘conflict’ and ‘war’?’ and ’ Why do conflicts happen’. Detailed slides follow with a case-study example of Syria. The final part of the assembly looks at historical conflicts and a video shows how Europe has been shaped by wars and conflicts over the past 1000 years. Examples of charities are displayed and the assembly ends with a video clip from Save the Children showing what the conflict in Syria could be if it happened in London. Please rate this 5 stars if you enjoy the resource!

This 60-minute lessons gives students time to explore how Britain changed between 1750 to 1923 by challenging them to work through a series of engaging tasks. This could be used as the first lesson of a Unit on the Industrial Revolution or as part of an in-depth lesson on change and continuity. - comparing how transport, how villages/towns and cities were powered, how people lived and more - defining 'revolution' and elaborating on that definition with the help of a video clip - a fact sheet and worksheet gives the class time to investigate how agriculture, medicine, hygiene and education changed - source analysis of a painting - map analysis comparing Manchester through time. Try our other lessons on the Industrial Revolution: https://www.tes.com/teaching-resource/-full-lesson-why-did-businesses-grow-1750-1900-industrial-revolution-ks3-11814720

This 60-minute lesson gets students thinking about why soldiers continued fighting even though it was a sometimes harsh reality being on the front line. Students will reach a judgement on the most significant cause / consequence of events, they will be challenged to explain the interrelationship between causes. There is also an activity where students summarise why soldiers were willing to continue fighting. High challenge. Knowledge-Rich. Exciting! Tasks: - Analysing sources and linking those to Kitchener’s FOUR MAIN AIMS . - Examine the main REASONS why soldiers continued fighting and develop an hypothesis why they did using a handout. A brief ranking task is follows. - mind-map tasks using evidence.

This 60-minute lesson covers the growth of businesses and birth of towns during the Industrial Revolution. Students start by examining a piece of statistics on population growth which is supported by a list of questions to help guide their thinking. There are further activities in this lesson including: - UPDATE: now with a peer-assessment task and Checklist! - labelling task on how towns grow (excellent as homework and perfect for low attaining students as well as SEND). Challenge questions are included to stretch the middle and high prior attaining students. - a video clip informs students about the impact of factories on towns and cities like Birmingham which is also supported a range of questions. - Card sort and/or factor activity: students read a range of cards and have to decide which factor each belongs to; - An extended writing task immediately follows the card sort/ factor activity. If you enjoy the lesson do rate us too : ) !