Middle school history resources

Which factor was the most significant in paving the way for the execution of Charles I? In this virtual classroom session, students study a range of documents to consider some of the causes of the English Civil Wars. Book The English Civil Wars now Suitable for: Edexcel GCSE History (9-1). Unit: Warfare and British Society, c1250-present, option 12, Warfare and English Society in the Early Modern Period: the experience of war. OCR GCSE, History A, Explaining the Modern World (J410). This session provides support for the unit: War and British Society c.790-2010: The Civil Wars of 1642-1651 in England, Scotland and Ireland: the nature of these wars; their impact in the people of England, Scotland and Ireland, and the unit: Monarchy and Democracy in Britain c.1000 to 2014: Defeat and return of monarchy: Charles I’s personal rule 1629-1640; the Civil Wars and the abolition of monarchy; the Restoration of the monarchy in 1660. AQA GCSE History (8145). Thematic study 2B Britain: Power and the People c1170 to the present day, part two: Challenging royal authority: the short and the long term impact of the English Revolution.

Assessment for Y7-8 This assessment is creating leaflets answering the question 'Who was to blame for starting the English Civil War?' Included: planning sheet example mark scheme extension task

Lesson for Y7-8 A short lesson on the English Bill of Rights signed by William and Mary.

Lesson for Y7-8 on the Great Fire of London The lesson covers why the fire spread and how the attempted to stop it. Students then judge the consequences of the fire and using sources it’s impact on modern day London.

Some resources to help develop your students understanding of the US system of government using simple and easy to use diagrams. The diagrams show how state, federal and constitutional law is passed.

How did the British government encourage people to support the war? Pupils explore original propaganda posters, photographs and film to compare their effectiveness in conveying powerful messages to a mass audience. This session supports schools focusing on a thematic study in British history (beyond 1066). Connections to the curriculum: History, English. Book Propaganda now

Did people take Magna Carta seriously? In 1225, Henry II proclaimed that the legal rights granted in his latest version of Magna Carta would be ‘held in our kingdom of England forever.’ Students work with a range of documents to consider the lasting impact of the Charter in medieval England. This workshop supports schools studying the development of Church, state and society in Medieval Britain 1066-1509. Book Magna Carta now

Was appearance everything for a ruler in the 16th century? Henry VIII used symbols and images to display royal power. In this exciting session, pupils work with original documents from Henry’s reign to investigate how he was portrayed as a great monarch. This workshop supports schools focusing on a thematic study in British history (beyond 1066). Book Image of a King now

How typical was Albert Edwin Rippington’s experience of war? ‘…if you ever meet a chap that says he wants to go back call him a liar’. These are words penned by Albert Edwin Rippington, an employee of the Audit Office for the Great Western Railway. Albert, along with many of his colleagues, had enlisted to fight in the First World War. He was wounded in action and wrote about his experiences from his hospital bed back in England. Albert was clearly deeply affected by his time in the trenches, but how typical was his experience? Exploring a range of letters written by soldiers who enlisted from the Great Western Railway to fight, students will investigate these men’s experiences of war; the conditions in the trenches and in reserve, and the impact that these experiences had on their morale and health of these men. Book From the Front now

This is lesson 12 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson on the completion of the second assessment. Students will consider the different consequences of the Norman invasion and weight up which was the biggest and most serious consequence and why.

What was life like for a Victorian child criminal? Photographs, reports and drawings from our prison records are used to explore the lives of Victorian children who were classed as criminals. Pupils investigate Victorian attitudes to crime and punishment, and explore the cases of children imprisoned at Wandsworth Prison in the mid 19th century. This session supports schools focusing on a thematic study in British history (beyond 1066). Book Four Days Hard Labour now

This is lesson 11 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on the different interpretations of William the Conqueror, both from the Anglo-Saxon point of view and also the Norman point of view. Students will then build up to answer the question as to whether or not William did the right thing with the Harrying of the North. Students will then write an obituary of William based on their points of view about William.

This is lesson 10 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on the events of the Harrying of the North by breaking down sources and making inferences. Students will then build up to answer the question as to whether or not William did the right thing with the Harrying of the North.

This is lesson 9 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on the introduction of the Domesday Book how it worked and what William got out of it. Students will then build up to answer the question as to how and why England was changing under William the Conqueror.

This is lesson 8 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on the introduction of the Fedual System, how it worked and what William got out of it. Students will then build up to answer the question as to how and why the Feudal System was important.

This is lesson 7 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on the different problems and solutions facing William in the aftermath of the Battle of Hastings. Students will then focus on the building of Castles and the different features of Motte and Bailey Castles. They will then focus on the advantages and disadvantages of them.

Everything on the League of Nations, designed for Cambridge International but could easily be adapted for most subjects at A level and As Level. It is full of homework, tasks, sources and reading tasks. I would advise the use of computers for your students for these lessons.

This is lesson 6 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on completing the first of two assessments. Students will investigate the reasons why William won and Harold lost. They will consider which was the most important reason as to why William won.

This is lesson 5 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on preparing for the first of two assessments. Students will investigate the reasons why William won and Harold lost. They will start thinking of which was the most important reason so that they can prepare for their assessment next lesson.

This is lesson 4 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses the events of the Battle of Hastings. Students learn of the events of the Battle, the reasons for Norman victory and the problems facing William now as the new King of England.

This package contains 21 resources from 1918 to 1933 charting the rise of Adolf Hitler and the Nazis to power. It explores: The end of the First World War The German revolution The problems of Weimar Republic’s ‘golden years’ The impact of the great depression Hitler’s government and terror state after 1933 Hitler’s economic and propaganda policies. In this package there are handouts, lesson exercises and lesson starters, links to my specially recorded podcasts and a lesson powerpoint on the German revolution.

This resource is essential at the start of any study of the Russian revolution as it outlines the chaotic nature of Russia in the late 19th Century and the weaknesses of the Tsarist regime. It comes with a source based question at the end and is the first in a series of lesson guides on the revolution.

There are three lessons. Big Idea: Identifying and understanding the successes and failures of the League of Nations There are images, and information on the organisation, treaties and commissions information. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.

This is lesson 3 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses the events of the Battle of Stamford Bridge. Students learn of the events of the Battle, the reasons for Saxon victory and the consequences of the Battle.

How did Russia’s peasants, workers and emerging middle class make the Russian empire unstable by the eve of the First World War? This resource explains in detailed but concise terms exactly what impact Russia’s changing social order had on the Tsar’s regime.

This is lesson 2 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses the different contenders to the throne in 1066. Students learn of the death of Edward the Confessor and of the motives of Harold Godwinson, Harald Hardrada and William of Normandy. Students will investigate strengths and limitations of each before deciding who had the strongest claim.

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This exercise for higher ability learners presents them with two contrasting perspectives on the causes of the Holocaust. It challenges learners to investigate the views of two different historians and address questions based on this and the wider historical context.

Big Idea: Identifying and understanding the reasons why the USA, Russia and Germany were not involved in the League. Aim: Further skills to be developed for analysising sources. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.

This is lesson 1 of 12. This enquiry focuses on the Norman Conquest of England. There are two assessments of this enquiry. The first assessment focuses on the reasons why William was able to win the Battle of Hastings. The second focuses on the key consequences of the Norman invasion. This focuses on the aftermath of Hastings and the changes to England under the rule of William the Conqueror. This lesson focuses on what England was like in 1066 and some of the different reasons why someone might want to invade. Students build up to an evaluation as to what they think was the most significant reason why someone might want to invade.

Clear and concise study notes that show learners in an accessible way what the economic, social and political pressures on the USSR in the late 1980s were. It clarifies misconceptions about Gorbachev and the last days of communism and explains: Perestroika - Meaning reform or reconstruction Glasnost - Meaning ‘openness’ Khozraschyot - Meaning accounting or profit.

This is a quick to use fact file resource showing the main economic beliefs and disagreements between Hitler and his finance minister Hjalmar Schacht. It is ideal for history students studying Nazi Germany who want to access a deeper level of understanding about the economic policies that were introduced in the Third Reich.

How did the Tsar of Russia lead his country to defeat, disaster and revolution? Access these clear and detailed lesson study notes to give your students precise subject knowledge to support their learning.

How did several hundred miles of winding track through mountainous and jungle terrain defeat the might of the US military? This clear and concise study resource explains the origin, development and role of the Ho Chi Minh Trail during the Vietnam War.

Big idea: To understand the aims of the League and its Covenant. Further aim: analysing and extracting information from sources. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.

In the early 1930s Stalin began to remove private land and livestock from the USSR’s peasants, resulting in one of the most disastrous famines in Russian and Ukrainian history. This resource: Explains the ideological causes of collectivisation Examines the economic pressures on the USSR Evaluates different theories about the famine

Why did men appeal against conscription? In January 1916 the British Government introduced compulsory military service for all single men of military age. Why did some men decide to apply for exemption from conscription? Students answer this question by critically examining the case papers of the Middlesex Appeals Tribunal, which, between 1916 and 1918, heard the appeals of men who previously applied to a local tribunal for exemption from military service. Through the individual stories held in these records students explore the impact of conscription on British society. This is a free 1 hour workshop with The National Archives Education Service which can be run via Virtual Classroom in your school or on site at the National Archives in Kew. Please use the link below to book this session. Connections to the curriculum: Edexcel Thematic Study Option 12: Warfare and British society, c.1250–present. Book Fighting Conscription now

The Big idea is to assess the overall effectiveness of the League of Nations and it’s contribution to world peace. The aim of the lesson is to: Understand the contribution of the League of Nations to World Peace and develop source assessment skills. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.

These super accessible and detailed lesson notes for the 1905 Revolution take learners easily through the complex history of the revolt against the Tsar. It gives an overview of: The crisis of Tsardom How the Tsar was saved How the Tsar’s broken promises stored up more trouble for the future

Richard Nixon was elected in 1968 on a promise of withdrawing America from Vietnam, and by 1973 most US troops finally left. How did Nixon negotiate an ‘honourable peace’ with the North Vietnamese? This resource is ideal as study notes for lesson time or to base a homework around. Contains detailed and precise information made accessible for learners of all abilities

This is a lesson for the organisational structure of the league. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.

Introduction to the search for International peace keeping and security 1919 - 45. For this course you will need the following books: International Relations, 1879–2004 ISBN 9780192853523 The League of Nations and the Organization of Peace ISBN 9781408228211 Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition ISBN-10: 0340804319 ISBN-13: 978-0340804315 I have created a course for Cambridge Internationals As level History, Component One, International Option: The Search for International Peace and Security, 1919–1945. This should help teach any student the entire course, it is advisable that you allow students access to the internet during these lessons. You will have activities, reading, and homework provided. These lessons could easily be adapted to other League of Nations courses.