This 49-slide PowerPoint begins with a Starter Activity in which students are asked to close their eyes while the teacher reads them a story about a crime in Anglo-Saxon England. As they do so, encourage them to perform some of the actions underlined. When they are told to open their eyes, they see a number of visual prompts on the board and are asked to come up with a punishment for the offender. This links to the lesson title, which is introduced alongside graduated lesson aims (all will/most will/some will). There are then some slides of background information describing the main aspects of law and order in this period from tithings to trials by ordeal, and the role of the Witan, the reeve, and other key aspects are discussed. From here, students are asked to create their own ‘museum’ in only 8 objects (examples are given, but they are encouraged to find their own). For each museum piece, they need to explain their choice and how it was used to keep law and order in the period. The lesson aims are revisited, and students present their findings. The lesson plenary invites students to consider the key aspects of the period and to make comparisons with modern equivalents/evolutions (such as hue and cry to telephone). There is an extended written task set as homework at the end if required. This lesson has been pitched at high-achieving high school students and is written in UK English. I hope your students get as much out of it as mine do.

In this 39-slide PowerPoint, the lesson begins with a starter activity designed to introduce students to Henry through one of his portraits. The lesson title and graduated lesson aims (all will/most will/some will) are introduced, and there are some slides of background information for teacher exposition. The class then begins the main activity, which is a 26-card hexagonal evidence sort. Students are encouraged to break the cards down into domestic and foreign policy issues and also personal qualities (there is a color-coded version for purposes of differentiation). They then decide for each column if the evidence is positive or negative. This evidence mapping exercise prepares the students for a piece of extended writing to answer the Key Question. There is time for class discussion, and the lesson aims are revisited before students vote on how good a King Henry was in the plenary. This lesson was written for high achieving high school students and is written in UK English.

This 29-slide PowerPoint presentation is a fully-resourced lesson. Students are introduced to the topic in the form of a Starter Activity in which they are asked to chronologically sequence three big screen adaptations of Cleopatra VII. This leads to a conversation about her appearance (one is white, one is black, and one is Middle Eastern) and why this became such a big issue in Egyptian media in particular. The title and graduated lesson aims are then introduced (all will/most will/some will) and there are some slides of background information for teacher exposition. The main task is an 18-piece card sort (a colour coded differentiated version is also provided for those who need it) and students place the cards into two columns, those that suggest she would have looked Greek-Macedonian and those that suggest she would have looked Nubian/African. When they have completed this the class design their own cut out version, labelling their choices. In the plenary they explain their answer to the Key Question by revealing their collages/drawings. This lesson was designed for high achieving Key Stage 3 high school students and is written in UK English. I created it when I taught in Cairo and hope your class get as much enjoyment from it as mine always do.

This lesson is titled “What was life like for a Crusader?” This lesson begins with an Odd One Out Starter Activity in which the class are asked to pick out one untruth from a choice of four. This then introduces the Key Question and aims and there are graduated learning objectives (all will/most will/some will). There are then slides of background knowledge for teacher exposition. After this, students are placed in groups of four and given a character card. They need to then walk around 10 portraits in a Gallery Walk exercise to jot down knowledge and information to help them create a TV Chat show to answer the Key Question. After this they perform their responses. The lesson objectives are revisited to ensure students have made progress and the lesson concludes with a plenary activity in which they are invited to write on speech bubbles on a Crusader to help explain what life was like for him. Wishing you a terrific day.

This lesson is titled “Was Guy Fawkes set up?” The lesson begins with a Starter Activity in which the class are invited to spot the connection between four celebrities. The answer is they have all been used as ‘Guys’ in Britain on Guy Fawkes Night (effigies of them have been burnt because they have been perceived as that year’s villains). This then leads to the introduction of the Key Question and lesson aims. Lesson objectives are introduced, and these are graduated (all will/most will/some will). There are then background information slides to allow for teacher exposition. After this, students are asked to make notes as journalists on a range of slides in which 12 major talking points are discussed. Students are given a digested slide (printed) which summarise the points and are asked to create a newspaper showing two columns: those suggesting Guy Fawkes was guilty and simply caught in the act and those that suggest he was set up. After this, students present their findings. The lesson objectives are revisited, and the lesson concludes with two plenary activities. First they are asked to complete 8 petals on a flower for the most compelling evidence they have found. They are then asked to stand up and vote with their feet on the Key Question by walking to the side of the debate they agree with. Wishing you a terrific day.

This lesson is titled “What were the consequences of the Great Fire of London.” This lesson begins with a The Price is Right Starter Activity in which the class guess on four questions which have statistical answers on the Great Fire. This then leads to the introduction of the Key Question, lesson aims, and graduated lesson criteria (all will/most will/some will). There follow slides of background information to allow for teacher exposition. After this the first main activity is for the class to review six sources and to answer a series of comprehension questions on these. The second main activity is for students to divide up a card sort (12 cards) into four different factors (political effects social effects, economic effects, architectural effects of the Great Fire). A colour coordinated version is provided for those who need a little extra help. There are then some slides explaining the mechanics of a good essay and the third main activity is for students to write their written response to the Key Question. Lesson objectives are revisited. The lesson concludes with a plenary activity in which students are asked to answer the Key Question by coming to the board and completing one petal on an eight-petalled flower. It has been written for high school students, but could be adapted to meet the needs of slightly younger learners. Wishing you a terrific day.

This product is titled “What was religion like in Ancient Rome?” The lesson begins with an Odd One Out Starter Activity which introduces the class to some facts about religion in Ancient Rome. They are then informed of the Key Question and aims as well as graduated objectives are discussed (all will/most will/some will). There are then background slides of information to allow for teacher exposition. After this, students are given the task of creating a diorama in which the Roman Gods are symbolised by modern superheroes (Superman is Jupiter because he is all powerful for example). The class explain their work and the lesson concludes with a fill in the gaps Have I Got News for You style plenary in which they test their knowledge acquired in this lesson. Wishing you a terrific day.

This lesson is titled “What caused the Great Fire of London?” The lesson begins with a Starter Activity in which the class are invited to spot the one fact which is not true. This then leads to the introduction of the Key Question and lesson aims. Lesson objectives are introduced, and these are graduated (all will/most will/some will). There are then background information slides to allow for teacher exposition. After this, students are given one of four character cards and asked to make notes as journalists by interviewing the other three but only after they have completed a 21 piece Diamond 21 activity on the most important reasons. They are are then asked to create a newspaper outlining the causes and a beginning example is given. After this, students present their findings. The lesson objectives are revisited, and the lesson concludes a Have I Got News for You style fill in the gaps plenary activity to test knowledge acquired. Wishing you a terrific day.

This lesson is titled “What was Ancient Egyptian religion like? – Teddy Bear Project.” The lesson begins with an Odd One Out Starter Activity which introduces the class to some aspects of religion in the period. The Key Question is then introduced along with lesson aims and graduated criteria (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students will have been asked to bring in a bear before hand and in their main activity they turn their bear into one of the main Egyptian Gods. Examples of props that can be used for various Gods are given and printables are included (although students can bring in toy props and things from home to help them too). Students explain who their bear is and what the symbols represent when the objectives are revisited. The lesson concludes with a plenary activity in which they are invited to place a post it note about knowledge acquired on a bear on the board. I hope your students enjoy this lesson as much as mine always do. It makes a great corridor display afterwards! Wishing you a terrific day.

This lesson is titled “Why was the Spanish Armada defeated in 1588?” The lesson begins with a What Would You Do? Style Starter Activity in which the scene of Francis Drake playing bowls at Plymouth Hoe is told in the form of a story. The class are asked to decide if they would finish their game or immediately go and fight the invading ships. This leads into the Key Question and lesson aims. Lesson objectives are laid out and graduated (all will/most will/some will). Students are then placed into groups of four and given a different character card. They need to work together to walk around the class collating information from 10 different stations in a Gallery Walk. From this, they then choose three characters and script out a debate they might have on a TV chat show (an example is provided). The class read their scripts. Objectives are revisited and the lesson concludes with a plenary activity in which they are asked to add a thought or comment on a speech bubble around Drake to answer the question Why was the Spanish Armada defeated in 1588? I hope you enjoy this lesson as much as my students always do. Wishing you a terrific day.

This lesson is titled “What was aerial warfare like in the First World War?” The lesson begins with an Odd One Out Starter Activity and then introduces the Key Question and lesson aims. Learning objectives are graduated (all will/most will/some will) and there are slides of background information to enable teacher exposition. After this, students are paired up and walk around the class to read information on a Gallery Walk. They add this information to a mind map (suggested branches are offered). When they have finished the class discuss their mind maps with peers and the lesson objectives are revisited to see how much knowledge they have acquired. The lesson concludes with a ladder plenary in which they are invited to come to the board and add on information they have learned – the higher they place it the worse an aspect they consider it to be (Royal Flying Corps’ pilots had a life expectancy of only 11 days at one point so information like this will feature highly on the ladder.) I hope your students get as much from this lesson as mine always do. Wishing you a terrific day.

This lesson is titled “How did strategy and technology interact in the war at sea, 1914-18?” The lesson begins with an Odd One Out Starter Activity before the Key Question and lesson aims are introduced. Lesson criteria are outlined and graduated (all will/most will/some will) and there are slides of background information to allow for teacher exposition. Students then work in a pair to divide 12 cards into examples of how a) naval strategy changed technology and b) technology changed naval strategy. From this, the pair work together to design a Tom and Jerry style story to show the relationship between the two (an example is given). Students then share their findings. The lesson objectives are revisited, and the lesson concludes with a trash can style plenary in which students are invited to come to the board and add information to the two trash cans (technology and strategy) to showcase what they have learned. I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “Why did the Roman Empire collapse?” This lesson begins with a Blankety Blank style Starter Activity which introduces students to the concept of collapse. The Key Question is introduced along with aims and graduated lesson objectives (all will/most will/some will). After this there are slides of background information to allow for teacher exposition. Students are then introduced to the five key reasons and placed into jigsaw groups. Each is given a factor to research using the 5 x fact files given (as well as internet or library). Their challenge is to return to their group and to convince the others of the importance of their single factor. Once they have listened to all five reasons (political, social, and economic problems, as well as barbarian invasions, and military overspending) they write a written response to the Key Question. The lesson objectives are revisited and the lesson concludes with a starfish plenary in which students are invited to come up to the board and vote on which of the five factors was most significant and why. It has been written for high school students and I hope your class enjoy this lesson as much as mine do. Wishing you a terrific day.

This lesson is titled “What was life like in the Roman Army? Teddy Bear Project” The lesson begins with an Odd One Out Starter Activity which introduces the class to some fun facts about the Roman Army. The Key Question is then introduced along with aims and graduated lesson objectives (all will/most will/some will). Students will have been asked to bring in a toy bear or similar the previous lesson (it can work with printable cutouts too). There are slides of background information to allow for teacher exposition about Emperors, Generals, Centurions, and Soldiers. There is then a heads and tails card sort activity in which students tell the story of a day in the life of a member of the Roman Army. Students then begin their main model making activity using the bears. Aluminum foil is highly recommended, but they can use anything they want (toys, props, drawings) as they attempt to dress up their bears as one of the four ranks. Slides are given explaining items they can use (laurels, gladius, satin robes, greaves, breastplates etc) and printables of these are provided also (these might need to be adapted depending on the size of the bear!). After this the lesson objectives are revisited. There is then further information on battle tactics (testudo, phalanx etc) and the students pair up with friends to add some of these to create group dioramas (it’s a lot of fun getting them to get bears to throw pilums!). The lesson objectives are again revisited, and the class concludes with a plenary in which they are invited to come to the board and add knowledge they have learned on a group bear. This is a lesson students love and one that makes for a wonderful corridor display afterwards. I hope your class enjoy it as much as mine do. Wishing you a terrific day.

This lesson is titled “Why was Gallipoli such a disaster?” The lesson begins with a Blankety Blank style Starter Activity in which students are invited to fill in the missing word. This then leads to the Key Question and the introduction of aims and graduated objectives (all will/most will/some will). After this there are slides of background information to enable teacher exposition. Students are then placed in five groups and given a one slide fact file on either planning and intelligence, bad leadership, logistical issues, challenging terrain, and stalemate and the nature of fighting. Their jigsaw activity is to research their topic using the cards as well as internet/library to then return to their group as an expert and convince them of the importance of their single factor. After this they are asked to work together to complete a piece of writing to answer the Key Question. The lesson objectives are revisited, and the lesson concludes with a plenary activity in which students vote on the most convincing reason. This lesson has been designed for high school students. I hope yours get as much from it as much as mine do. Please be aware this lesson is pitched to students who have reasonable research skills. Wishing you a terrific day.

This lesson is titled “What can we learn about the Spanish Civil War from Guernica?” The lesson begins with a Starter Activity in which the class are told the story of a Nazi officer’s visit to Picasso’s wartime studio in Paris and asked to come up with a reply to a question posed on the artist. Picasso’s clever reply is thus revealed. This introduces the Key Question, lesson aims, and graduated objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The main activity is an artistic piece which supports historical learning, so its fun if you can liaise with your art department and get some paints and brushes. Students cut out a 12-piece card sort of the major features and devices of the painting as they relate to the Spanish Civil War and attempt to create their own Picasso! The lesson objectives are revisited, and the lesson concludes with a plenary in which students peer assess with three others against the given criteria and answer the Key Question. I hope your students get as much from this as mine always do. Wishing you a terrific day.

This lesson is titled “Was Oliver Cromwell a hero or a villain?” The lesson begins with a Starter Activity in which students are asked to place identify which of four statements is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Cromwell). They work together to sift through 12 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a color coded one for those who need a little more help. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. Wishing you a terrific day.

This lesson is titled “Why did Bonnie and Clyde divide American opinion so much – Escape Room.” The lesson begins with an Odd One Out Starter Activity designed to get them thinking about the lesson. The Key Question is then introduced along with graduated learning objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition and a hexagon of six possible reasons is shown. The class then begins their main activity, which is an Escape Room. There are six clues to figure out, meaning students can unlock the six tasks. They read the information about their character and complete the sheet as a team. If they complete all six, they attempt the final Boss Box. The lesson concludes by revisiting the stated aims and a plenary activity asking students to add to the hexagonal grid reasons and evidence that answer the Key Question (they will have acquired this knowledge by completing the info grid as they open all six boxes). And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

This lesson is titled “Why did so many people die in Pompeii in 79 CE – Escape Room.” The lesson begins with a Who Wants to be A Millionaire style question in which the class are invited to place the greatest volcanoes recorded in order (Pompeii is the fourth on the list). The Key Question is then introduced along with graduated learning objectives (all will/most will/some will). There are then slides of background information to enable teacher exposition. The class then begins their main activity, which is an Escape Room. There are six clues to figure out, meaning students can unlock the six tasks. They read the information about their character and complete the sheet as a team. If they complete all six, they attempt the final Boss Box. The lesson concludes by revisiting the stated aims and a plenary activity asking students to add to a hexagonal grid reasons and evidence that answer the Key Question (they will have acquired this knowledge by completing the info grid as they open all six boxes). This lesson has been pitched at high school students. I hope your students get as much from it as mine always have. Wishing you a terrific day.

This lesson is titled “What really happened to the Roman Army’s Ninth Legion?” The lesson begins with an Odd One Out Starter Activity in which the class are invited to consider some truths and one mistruth about the Ninth Legion that mysteriously disappeared. The Key Question is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition as well as a slide which features a pizza (because it has three points) which has three corners labelled with the key theories (that it was defeated in battle and wiped out, that it was reassigned, or that it assimilated with local people). The class are then given a 15 piece card sort and divide the information into these three categories. A color-coded version is also supplied in case any one needs a little extra help. The class then get broken into teams of four and are tasked with producing a TV chat show discussion explaining the main theories and they act these out. An example is given using real historians so students can see a model of what their work might look like. The lesson objectives are revisited and the lesson concludes with a plenary activity in which they are invited to come to the board and add information to the three sided object they saw earlier (under the correct theory). They then answer the Key Question by reviewing the evidence/knowledge acquired. I hope your students get as much out of this History Mystery as mine always do. Wishing you a terrific day.