High school historical skills and investigation resources

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Oral History: Population Movement 1750 - 1900

Oral History: Population Movement 1750 - 1900

This outstanding lesson has been designed to help students studying population movement 1750 - 1900. It had been field tested and refined many times and is a really fun and engaging lesson, which has a really big impact of students. It can be used with the full spectrum of ability as it includes a range of tasks and activities which can be selected in whole or part to suit your students. You will need access to You Tube in order to be able to access the song. When you download this lesson you will be able to access a Microsoft Word document which contains the lyrics to the song 'Dalesman's Litany' and PowerPoint. There is enough work to fully engage a normal class of students for at least one lesson. The PowerPoint facilitates the lesson and includes aims, objectives, differentiated outcomes, a snowballing starter. The next couple of slides set the scene and explains why Britain's population was on the move. This is followed up by two source activities which could be print off and completed as an investigation or used as part of a class discussion to help set the scene for the main activity. The next slide is a pro and con thinking skills organiser on the problems facing historians when they use oral history as evidence. This could be competed as an activity or as a plenary. I have included a completed version at the end of the presentation. The next activity involves playing the song by clicking on the hyperlink in show mode. I personally would give students a copy of the lyrics to annotate but if you are short on the photocopying budget then you can get around it by getting them in pairs or groups to write down the jobs / places that the person in the folk song has done / lived to help illustrate the impact of the changes on peoples lives.. The aims and objectives for this lesson are: Theme: Why did Britain have an Industrial Revolution 1750 - 1900? Know: Why was Britain’s population on the move 1750 – 1850? Understand: What factors caused this change? Evaluate: How useful is oral history as evidence about the past? WILF: What Am I Looking For? Identify and describe: Why was Britain’s population of the move? Explain: What factors caused this change? Analyse: How useful is oral history as historical evidence? If you like this lesson then why not check out my other resources on this topic in my TES shop. I have unloaded this one for free as its my favourite lesson of all time. If you wish 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. Kind Regards Roy

By Roy_Huggins

The Church in England 1529-70: Political and Social Role of the Church before the Reformation Part 1

The Church in England 1529-70: Political and Social Role of the Church before the Reformation Part 1

A lesson on the accession of Henry VII to the throne of England, and the role of the Church in society. In this lesson students will be introduced to the end of the Wars of the Roses, Henry Tudor's coronation, and the hierarchy of the Catholic Church. This is lesson 1 in a series of lessons being released which are designed for AQA History A Level 2D: 'Religious Conflict and the Church in England, c1529-1570.' Each lesson has a lesson plan, PowerPoint, and independent worksheets. There are suggested extensions and homework in each lesson plan.

By NorthernLetters

GCSE 9-1 Edexcel Paper 2 Structure Strips - Consequence, Importance and Narrative Questions

GCSE 9-1 Edexcel Paper 2 Structure Strips - Consequence, Importance and Narrative Questions

Edexcel 9-1 GCSE New 2016 Specification Structure strips to aid students answering the three types of exam questions from the Edexcel 9-1 Period Depth Study from Paper 2. Students stick to the left margin and use to aid writing assessment questions. Can be used for peer/self assessment also. Can be used for the following topics: ● Spain and the ‘New World’, c1490–c1555 ● British America, 1713–83: empire and revolution ● The American West, c1835–c1895 ● Superpower relations and the Cold War, 1941–91 ● Conflict in the Middle East, 1945–95. Please see my other lessons & resources Feedback welcome

By MrThorntonTeach

Historical Skills Display Posters

Historical Skills Display Posters

A series of display posters that define different skills and key words/phrases in History. Includes: Cause, Consequence, Change & continuity, Chronology, Evidence, Inference, Interpretation

By jfgoulden

Ho did the Khmer Rouge treat the Cambodian people?

Ho did the Khmer Rouge treat the Cambodian people?

In April 1975 the Khmer Rouge assumed control of Phnom Penh and immediately implemented policies including forced relocation of locals, identifying and killing particular groups of people including the educated and members of Lon Nol's army, forced work programs, expulsion of people of Vietnamese ethnicity, the use of starvation and torture as means of social control. This source-based activity is designed for NSW students of the Modern History Syllabus. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

By WayneWoods

AQA 8145 Conflict and tension in Asia: Why did the US lose the Vietnam War?

AQA 8145 Conflict and tension in Asia: Why did the US lose the Vietnam War?

Card starter categorising reasons for loss into either US failures or success of the VC, group information poster task on the relative significance of key factors (one factor per group: impact of My Lai, protest movement etc), mind map creation using the group posters, continuum group task on relative importance of factors to the US loss, individual judgement on the most significant factor, essay planning (optional) or essay homework and model answer built in: “The main reason that the USA failed to win the war in Vietnam was the tactics of the Vietcong”. How far do you agree with this statement? Explain your answer. (16 marks + 4 SPaG)

By LauraMeadowcroft

AQA 8145 - Health and the People: Why did the government introduce reforms after 1900?

AQA 8145 - Health and the People: Why did the government introduce reforms after 1900?

Lesson exploring the liberal reforms up to 1945. Starter exploring health issues exisiting, hyperlinked video showing key health issues/solutions, analysis of reforms and changes made, categorising of causes of reforms (e.g. individuals, governments...), planning of question: how useful is source A to an historian studying the liberal reforms using the grid ( mark scheme and model answer included).

By LauraMeadowcroft

AQA 8145 - Health and the People: How successful were 19th century public health reforms?

AQA 8145 - Health and the People: How successful were 19th century public health reforms?

Joseph Bazelgette video starter to introduce success and role of individuals, assessment of successes and failures of reforms/actions in a table with extensions built in, group analysis of one factor in improving public health (government, individuals, technology or epidemics) - poster creation and feedback/notes, PEE planning sheet for the following essay: Was the role of individuals the main factor in improving public health in the 19th century? Explain your answer with reference to individuals and other factors (16 marks + 4 SPaG), model paragraph analysis and corner judgement plenary on the most significant factor for the essay question.

By LauraMeadowcroft