This lesson focuses on the later aspects of the North Berwick hunts – so Agnes Sampson and John Fian, with the expectation that they have looked at King James and Gilly Duncan already. Pupils start with a nice summary of why there was a witchcraze in Scotland, then an introduction to Sampson and Fian. Pupils then analyse Sampsons confession, before completing a worksheet that summarises Sampsons story. Focus then shifts to an overview of Fian, more source analysis before considering the charges against him and the methods used, and more source analysis of the methods. Then a comparison table between Sampson and Fian, before looking at exam spec with an exam question and suggested areas to include in an answer, written in exam speak.

This lesson follows the previous lesson on Medieval Religion, and focuses on a number of different tasks to explain/explore how people got into Heaven and Hell in the Medieval times. The starter is a bit of source interpretation, then a video where pupils make two lists (Heaven and Hell) where they begin to consider how to get into either/both. Pupils are then told there are 4 main ways to get into Heaven, and are given a worksheet to complete. On this worksheet are differentiated tasks, where pupils determine whether they aim for the higher or standard levels. They come to the front of the room and collect one of 8 handouts which will allow them to complete the worksheet. There are 4 areas of focus, with 2 information sheets for each area, one at a higher, and one at a lower level. Pupils then apply their understanding by completing a sheet which asks them whether the person would get into Heaven or Hell based on their actions, and an inventive plenary. For the old 'P' level pupils, there is a further differentiated set of tasks.

This is for the new Migration Empires and People GCSE unit by AQA, and focuses on the impact of the Hundred Years War. Access to the blue Migration, Empires and People textbook is suggested. Pupils start by considering what they think the impact is, based on the previous lessons work. Pupils then work out, from the board, what the actual impacts are, before using the textbook to draw a picture for each of the 5 impacts and summarising in no more than 2 sentences per impact. Pupils then look at a complicated 8 mark exam question, with markscheme, structure and suggested areas to cover. Teachers can teach this a number of ways, but is is suggested that pupils give ideas about the focus areas, before the teacher gives the list, and then pupils give examples to support each area of this list.

An easy lesson to go before William the Conqueror or a Claimants to the throne 1066 lesson to give the pupils context. Includes 2 links to you tube for videos (previewing advised), a little bit of animated task, a map copying exercise, and a note making exercise, before summarizing with a paragraph task with sentence starters.

This lesson focuses on organising pupils knowledge of Salem into key factors, which then enables easier translation into an essay structure. Pupils start by identifying key factors, before pupils organise their information into a table. Pupils then use that information to create a concept map - example included- before considering how this would be helpful in an essay.

An introduction to Catholicism within England in the Middle Ages. Pupils start with a missing word sheet, then a little bit of basic source interpretation, the creation of key definitions, a sorting exercise to consider the extent of Church importance at this time, and then linking back to the idea of the Feudal System but for the Church, and a written task for the plenary. There are some very differentiated versions for pupils working at the old P levels. There is also an extension sheet for bright classes/pupils.

This is for the new Migration Empires and People GCSE unit by AQA, and focuses on King John gaining power and the collapse of the Angevin Empire. Access to either of the exam produced textbooks is required for this lesson. This lesson begins with a potential recap of ‘who is King John’. This is then followed by the exam board suggested video to gather more information about King John, a video question sheet is included. Pupils then create a spider diagram, using information already gathered, part two of the video and the textbook handout. Plenary is a post it task. HW exam question is included with markscheme and sentence starters.

This covers at least 2-3 hours of teaching time, and requires access to the course textbook. This lesson begins with dominos, covering all the depth studies and content covered so far. Then there is a lecture based ‘recap’ on religious causation of witch trials in Bamberg, based on the textbook. A short video about the 30 Years War, before a little source analysis and an exam question if you have time. Then socio-economic causes, a bit of teacher information before a thermometer task considering the weather across the period, then discussion about impact. Reading from the textbook, then a comprehension crossword, answers included. Summary task using the access to history witchcraft book, considering all the different factors. Essay questions, pupils can pick the factor that goes in the question.

This lesson requires access to the course textbook. Starter: read the article and make a timeline of events- answers on the next slide - then pupils consider putting these events etc into themes - class discussion. Information about one of the key torture victims given by the teacher. Pupils then identify key methods of torture from a source. Pupils complete some reading, which is tested by a word less word search, answers included. Pupils then consider the idea of being concise with a class ‘writing’ task about torture - my pupils answer is included - I typed it as we went to help with the flow.

This is made for the new Y312 Popular Culture and the Witch craze of the 16th and 17th Centuries new specification for OCR A Level. Lesson begins with a reading task considering causes for growth and decline, followed by one where pupils are asked to create a list of reasons for changing beliefs. Pupils then play pictionary with the main ideas they should have pulled from the text, before expanding knowledge through a spider diagram, and a diamond four of the main ideas. A reading list is included at the end of the powerpoint.

This is based on the new Elizabethan Historical Environment study for AQA GCSE. You will need access to the AQA Elizabeth Textbook for this lesson. Pupils use a card sort to organise and stick the events of the Armada onto a map of England (answers included). Pupils then do a little source analysis, followed by an identification task. Post its are then used to identify main reasons for failure. A source based exam question with partial markscheme is included.

This lesson is aimed at giving Year 7s some basic source skills, and as such, approaches the sources in two/three different ways. This means that different parts of the lesson can be used depending on the approach to sources that your school takes (i.e. NOP, CAT etc). This lesson goes through 3+ stages of how to get to a final PEEL paragraph, and allows for different levels of pupils to achieve different outcomes based on ability. It focuses on using the Bayeux tapestry, and a little bit of pre-existing knowledge of the topic, and can be inserted as a one off lesson nicely within a William the Conqueror SOW.

This lesson starts with a true or false about North Berwick. Then some source analysis focussing on causes for King James writing the Daemonologie, before some facts given to the pupils, and then a video about the content of the book. Then pictograms for pupils to decipher summarising the content of the book in detail. Pupils then conduct a shopping channel task to summarise their understanding of the Daemonologie, and a task to summarise King James’s level of responsibility for the witch hunts in North Berwick.

This lesson is aimed to introduce the 1st Depth Study of the North Berwick Witches. Use of the Edexcel textbook is suggested. Pupils start by working out pictograms that suggest why witch-hunting was more widespread than in England. Then a sorting task for the correct order of a witchhunt, before a focus on the Scottish legal system, and a comparison between the English and Scottish system, before concluding on how successful they might have been. All answers are included.

This is made for the new Y312 Popular Culture and the Witch craze of the 16th and 17th Centuries new specification for OCR A Level. The lesson begins with pupils going through some hints from the exam board to get them thinking the right way. Pupils then get given the exam question, where they will feedback on what each part of the question might mean and what the question might include (normally the teacher will annotate around the question and this can take half an hour or more depending on the knowledge of pupils). Pupils then go through the essay structure, which includes specific examples that they might want to use. Depending on how long this takes, pupils can start the essay or write it up for homework.

This is for the new Migration Empires and People GCSE unit by AQA, and focuses on the Vikings and Alfred the Great. Access to both the exam produced textbooks is needed for this lesson. Pupils start with feeding back their preconceptions about Pre-Norman Britain, followed by a 'make a summary' task looking at early vikings. Pupils then watch a short video and make notes about the early Anglo-Saxons, before watching another short video about how the two groups interact. Pupils then complete the two maps, one 850AD and one 878 AD after Alfred's peace with the Vikings is established. Pupils are asked to consider the impact this change would have. Pupils then to complete an exam question, making notes from the textbook first, followed by using a markscheme and sentence starters.

This is for the new Migration Empires and People GCSE unit by AQA, and focuses on King Henry II and the creation of the Angevin Empire. This lesson starts with a video recap , then pupils create a family tree and how this might create problems. A family tree is on the powerpoint based on the textbook pages given. Pupils then work out how Henry II gained this land through a map and textbook task, before considering relations with France and then an exam question including sentence starters and markscheme.

This lesson is aimed mainly at Edexcel, but can be adapted for other courses. Access to the course textbook is recommended. This lesson will cover about 3 hours of class time. Starter recap of other expansion methods - crossword - answers included. Then understanding of the existing knowledge pupils have on these two more known topic areas, before background video and teacher summary of the EICo. Guided timeline creation before class feedback. Definition and then map work on the Triangular Trade, followed by considering the justification for the trade, and then a video about the slave trade and how Britain became involved. Straight forward Q and A task. Summary tasks at the end, bringing all the 5 elements of Imperial Expansion together.