This consists of 10 lessons on the French Revolution, causes to consequences, and is based around a lot of source work on cartoons. This gets students to make inferences and link what they can see to their own knowledge. Some of the tasks require a textbook and the slides can be easily adapted for the use of any textbook.

This resource consists of a single 1 hour revision PowerPoint covering how the Tsar survived the 1905 revolution. It first recaps what students can remember and then encourages them to use their notes to add extra information. Finally students are required to use all the knowledge they have recalled to answer the lesson question.

Did Religion kill Lady Jane Grey? (Tudor History) This resource contains: 1x PowerPoint 1x Lady Jane Grey Information Sheet This lesson enables students to research into the life of Lady Jane Grey, ‘The 9 Day Queen’ and question whether her death was due to the religious changes during the Tudor reign or not. Students need no prior knowledge as this lesson is structured to teach students about Lady Jane Grey’s life and then look at the significance of religion during it. All the resources are accessible and there are ‘aim higher’ tasks to stretch the most able in your class.

What was life like for women in the 19th century? (Women’s Suffrage) This resource contains: 1x PowerPoint 4x Information Cards This lesson questions what life was like for women in the 19th century and discusses the reasons why certain groups of men would not want the roles of women to change. Students finally look at the life of women in four key areas and begin to think what women can do or change to become equal to men at that point in History.

Did the Suffragettes help or hinder women getting the vote? (Women’s Suffrage) This resource contains: 1x PowerPoint 10x Information Cards This lesson focusses on the militant actions and questions whether these helped or hindered women gaining the vote. It is centred around the secondary concept, ‘cause and consequence’ as students must infer what the possible consequences could be for each event. Finally, students use the information gained from the lesson to write an answer to the lesson title. The tasks are accessible for all abilities and have ‘aim higher’ sections to push the most able in your class.

How did conditions change for women in the 19th century? (Women’s Suffrage) This resource contains: 1x PowerPoint 3x Information Sheets This lesson focuses on the secondary order concept of ‘change over time’ and questions how did conditions change for women in the 19th century. Students use the information sheets to create a timeline of the key changes in four key areas and then assess how much change there was and whether the change was positive or negative.

Did Emily Davison mean to kill herself? (Women’s Suffrage) This resource contains: 1x PowerPoint 1x Grouping Task Sheet This lesson questions whether Emily Davison meant to kill herself after her actions at the Derby. Students first state their impressions of Emily Davison after looking at a picture source of her and then watch the events of the race day. Students are to next use the grouping task sheet to find evidence to support both sides of the argument and use this information to write an answer explaining their opinion. Finally, students create a newspaper front cover depicting the events of the Derby showing their opinion of Davison’s actions.

How did women campaign for the right to vote? (Women’s Suffrage) This resource contains 1x PowerPoint 2x Cartoon Sources (for source task) This lesson introduces students to the two main groups that fought for women’s suffrage in Britain, the Suffragettes and Suffragists. The lesson begins using two clips which are hyperlinked In the PowerPoint for students to make notes from about the two groups. Students then use these notes in their next two tasks which include a source cartoon analysis. The tasks are accessible for all abilities and have ‘aim higher’ sections to push the most able in your class.

A PowerPoint and series of worksheets which cover the Battle of Marathon in 490BC, the interwar period and the Battle of Salamis in 480BC. Most of the worksheets can be completed with any textbook which has information on the Persian Wars (I used Pamela Bradley - Ancient Greece) and a single worksheet of questions is based on Herodotus' account of Marathon. All the worksheets can be edited to fit your classes ability but they are automatically differentiated with different sections in which different pupils fill out to teach each other (some harder than others).

A series of PowerPoints and worksheets on Solon's reforms and their consequences. The topics covered are: Problems before Solon in Athens; Why Solon was and his background; Solon's aims in his reforms; Solon's economic and political reforms; the consequences of Solon's reforms and a multiple choice test to check the pupils knowledge on the reforms. All PowerPoints have written comments in the notes section when certain sheets or ideas could be used. The books used to find the information for the worksheets are Pamela Bradley (Ancient Greece) and Thorley (Athenian Democracy) - these are core texts for the AQA Athenian Democracy specification. However, these sheets and PowerPoints can easily be adapted to fit other textbooks.

A selection of lessons on the Aztecs covering a lot of different topics including: Why did people travel to America? What did Cortes see when he went into Tenochtitlan? How important were Aztec warriors? What can we learn about the Aztecs from sources? Aztecs and Chocolate What were the consequences of the Conquistadors? Were Cortes' actions justified? Assessment: create a tourist brochure on the Aztecs All worksheets come with the PowerPoints and there are notes saying which ones are needed on each slide. Lessons are easily differentiated and most tasks are designed to get pupils speaking about the events/topics.

This resource consists of two lessons on the Berlin Wall: 1) Why was a wall built to divide Berlin? This lessons introduces the reasons why the USSR built the Berlin Wall and also recaps the problems already encountered in Berlin between 1945-49. It introduces the topic through an excellent source and gets the students to think of what could have happened to explain that source. 2) Who came out of the Berlin Wall incident the best? This lesson gets students to assess who came out of the incident the best by getting them to group a number of different consequences. After that they use their grouping to write an answer to the question using the writing frame on the Ppt. Finally, students recap the Berlin Wall issues by creating a poster to go onto the Wall from either a Soviet or American perspective showing different interpretations - developing these for their exams.

What was discovered when the death camps were liberated? This resource contains: 1x PowerPoint 1x Source Information Sheet 1x Video This lesson examines what the soldiers discovered when they liberated the death camps. Students first reflect on the impact seeing horrendous sights would have on the soldiers as they were not expecting to see what they did. Students then look at sources to see what we can learn about how the Jews were treated in the camps and then question the reliability of the sources. Finally, students reflect on what they have learnt by creating a newsreel about what was discovered in the death camps. This lesson is hard hitting, when I taught it a number of students cried but were able to discuss the importance of learning about the Holocaust more after this lesson.

Homer’s Odyssey – Book I: Athene visits Telemachus: characters & themes This resource contains: 1x PowerPoint 1x Characters Worksheet 1x Themes Worksheet This lesson focuses on the characters introduced in Book I, looking in depth at their characteristics and linking them to the three key themes shown in Book I. The lesson is differentiated to support lower ability students but also push those more able to link together characters and themes to the Homeric world.

Homer’s Odyssey – Book VII: The Palace of Alcinous (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Homework plot, language and theme questions This lesson examines the characters and key themes in Book VII (The Palace of Alcinous) of Homer’s Odyssey. The students first reflect on what has happened in Book VII and then focus on one character of theme to create a mini presentation to teach the rest of the class.. This resource would work well with my other resources created for Homer’s Odyssey. Why not take a look at a few… Homer’s Odyssey- Book VI: Nausicaa (Characters& Themes) Homer’s Odyssey- Book VI: Nausicaa (Key Events) Homer’s Odyssey- Book VII: The Palace of Alcinous (Key Events)

Homer’s Odyssey – Book VIII: The Phaeacian Games (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Characters & Themes Worksheet 1x Plot, Language and Theme Homework Revision Questions This lesson examines the characters and key themes in Book VIII (The Phaeacian Games) of Homer’s Odyssey. The students focus on the character of Odysseus and link the characteristics he shows in Book VIII to the key themes of the Odyssey. Finally students begin to question the importance of the Phaeacian episode to the Odyssey as a whole.

Homer’s Odyssey – Book X: Circe (characters & themes) This resource contains: 1x PowerPoint Presentation 1x Characters and Themes Worksheet This lesson examines the characters and key themes in Book X (Circe) of Homer’s Odyssey. The students first reflect on the key events of Book X by playing matching pairs to link characters and events together. Students then examine the Odysseus’ leadership, the character of Circe and the theme of Xenia. A worksheet is included for students to map out their ideas in an effective way.

Homer’s Odyssey – Book XII: Scylla and Charybdis (key events) This resource contains: 1x PowerPoint Presentation 1x Key Events worksheet 1x Plot, Language & Theme Homework Questions This lesson introduces students to Book XII (Scylla and Charybdis) of Homer’s Odyssey. Students first recap the events of Book XI through pictures and then summarise the events of Book XII using the worksheet provided. Finally, students reflect on why Odysseus would spend the time telling this story and prolonging his journey home to Ithaca.

This is a revision guide created for the AQA Athenian Democracy AS Level Course, however it is good for any exam board covering Athenian Democracy. Also, top end GCSE students. This booklet covers how Athens was before the reforms of Solon, the reforms of Solon, the Peisistratids and Kleisthenes. It has key information and is set out in a way that is extremely friendly.

Homer’s Odyssey – Book IX: The Cyclopes (key events) This resource contains: 1x PowerPoint Presentation 1x Key Events worksheet 1x Plot, Language & Theme Homework Questions This lesson introduces students to Book IX (The Cyclopes) of Homer’s Odyssey first by questioning why Homer is going to spend the next four Books recalling Odysseus’ travels therefore prolonging his return home. Students then read Book IX and summarise the key events using the worksheet provided.