PowerPoint and worksheet that consider whether Robin Hood was a real historical figure. The lesson focuses on what elements of the legend of Robin Hood have a basis in history and also whether the Robin Hood story conformed to, or challenged, medieval society. Activities include Starter activity in which pupils complete a spider diagram on what elements of the Robin Hood legend they already know about. A main activity in which pupils read the legend of Robin Hood and highlight any real historical events, figures or locations contained within the story that they are aware of. Pre-existing knowledge of King Richard, King John and the Crusades is helpful for this activity. Pupils consider a timeline showing what evidence for Robin Hood’s existence is available from the reigns of various medieval monarchs to judge when and if he really existed. Sorting activity in which pupils decide whether elements of the Robin Hood legend conformed or threatened medieval society. Conclusion in which pupils discuss why historians might still find the legend of Robin Hood useful in helping them study the past despite the limited evidence he existed. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint that focuses on the purpose of the Domesday Book, the role it played in William the Conqueror’s reign and what the document can tell us about England in the eleventh century. Activities include Source analysis activity in which pupils work out the reasons the Domesday Book was compiled based on an extract from the Anglo-Saxon Chronicle. Domesday Book data analysis activity to determine what it tells us about land use, the role of women in Anglo-Norman society, the balance of power between Normans and Saxons, the power of the monarch and the Church, etc. Analysis of a timeline of William the Conqueror’s reign to determine the importance of the Domesday Book in helping him to control England. Extension source analysis activity to determine why the Domesday Book was called Domesday. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint, source pack and worksheet that consider whether or not suffragette Emily Davison intended to kill herself at the Epsom Derby and the importance of her actions to the wider campaign for votes for women. Activities include Starter activity in which pupils discuss the meaning of the word martyr. Teacher introduction on who Emily Davison was supported by information on the PowerPoint including a video of the incident at the Derby which caused her death. Main activity in which pupils analyse a variety of sources and fill in a table to determine whether Davison was intent on martyring herself or whether what happened was an accident. Plenary conclusion discussion on why Davison’s death was important for the suffragette campaign and whether her intentions matter? Designed for teaching an academically able Key Stage 3 class. Lesson Length: 1 hour depending on pace.

PowerPoint and two worksheets that focuses on the purpose of the Feudal System in England during the reign of William the Conqueror and who benefited from it and who did not. Activities include Reading and comprehension activity in which pupils read a passage on the Feudal System and identify evidence in the text to support a series of statements. Labeling exercise of a diagram of the Feudal System using the previous passage for support. Activity in which students link various groups in Anglo-Norman society with what they gained from the Feudal System and with what it required of them. Ranking task to consider which group or individual benefited the most / least from the Feudal System. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint that considers why Magna Carta matters both in medieval England but also today. The lesson focuses on the key terms of the document, King John and Pope Innocent III’s reaction, King Henry III and Magna Carta and the document’s lasting legacy. Activities include Teacher introduction on the background to Magna Carta’s sealing supported by information on the PowerPoint. Starter activity in which pupils consider a selection of clauses from the document and discuss which is the most significant and which three clauses remain part of UK law today. Source analysis activity on whether clause 39 protected the liberty of everyone. Source analysis activity on why a letter from Pope Innocent III meant Magna Carta did not solve the problem of ‘Bad’ King John. Reading and comprehension exercise on changing events in England to answer a question on why Magna Carta succeeded in 1216 having failed in 1215. Source analysis exercise on why Magna Carta still matters today by looking at Universal Declaration of Human Rights, President Roosevelt’s speech, the Fifth Amendment, Nelson Mandela’s speech and a Suffragette cartoon amongst other sources. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint and two worksheets that consider why Jewish people were persecuted in Medieval England. The lesson focuses on the persecution of Jews in England between their arrival with William the Conqueror and their expulsion in 1290 with specific examples including the murder of William of Norwich, the massacre of the Jews of York in 1190 and the treatment of Jewish coin cutters by the authorities. The lesson also considers the economic, cultural and religious causes of Jewish persecution. Activities include Starter activity in which pupils discuss the strength of the evidence that William of Norwich was murdered by Jews in 1144. Reading and comprehension exercise in which pupils identify/highlight the different ways Jews were discriminated against from a passage of text. These examples are then added to a spider-diagram. Activity in which pupils complete a table of cultural, economic and religious causes for the discrimination shown to Jewish people. Source analysis extension activity on what an anti-semitic illustration from a Norwich tax document tells us about official attitudes to Jewish people. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint and two worksheets that considers what it was like to work for King Henry VIII. The lesson focuses on the careers and fates of Cardinal Wolsey, Thomas More and Thomas Cromwell. Activities include Starter activity in which students analyse a source by the Venetian Ambassador about the relationship between King Henry VIII and Wolsey to consider what it tells us about Henry VIII as a king. Reading and comprehension activity on Wolsey, More and Cromwell. Pupils complete a comparative table on their attributes as Henry’s servants, their achievements, the reasons for their fall from power and whether they deserved their fate. Source evaluation of the scaffold speeches of More and Cromwell to judge the reliability of their words in context. Plenary / extension exercise in which students discuss why so many people aspired to work for Henry VIII given the risks. Designed for teaching an academically able Key Stage 3 class covering the Tudors. Lesson Length: 1hr depending on pace.

PowerPoint and worksheet that considers the problems faced by Queen Mary I and how she dealt with them. Activities include Starter activity in which students discuss why religion, gender and legitimacy all posed problems for Mary Tudor. Decision making exercise in which pupils take the role of Mary and consider how she should tackle problems like the Lady Jane Grey Plot, whether to marry, Wyatt’s Revolt, whether to join King Philip II’s war with France, and who her successor should be. Pupils complete a table to justify their decisions. Plenary source analysis exercise. Students analyse the advice offered by her relative Emperor Charles V at the start of Mary’s reign and judge whether she followed it. Designed for teaching an academically able Key Stage 3 class covering the Tudors. Lesson Length: 1hr depending on pace.

PowerPoint and three worksheets that consider whether King Arthur was a real historical figure. The lesson focuses on the utility of three key pieces of evidence in proving King Arthur’s historical existence. Activities include Starter activity in which pupils consider why English monarchs tried to impress foreign visitors by showing them the Winchester Round Table. Main activity requires pupils to fill in a grid on how useful the Round Table, Glastonbury Graves and Artognou Stone are as evidence that King Arthur existed. Pupils rank the evidence according to their relative utility. Pupils add the three pieces of evidence to the correct location on a partially completed timeline of King Arthur sources which already includes Gildas, Bede, etc. Sorting activity of the surviving evidence of King Arthur’s existence into primary and secondary sources. Conclusion in which pupils write their own justified judgment on whether King Arthur really existed. Designed for teaching an academically able Key Stage 3 class covering the Medieval World. Lesson Length: 1 hour depending on pace.

PowerPoint and two worksheets that examine the causes and consequences of the Seven Weeks War between Prussia and Austria in 1866 with particular emphasis on the roles of Bismarck, Prussia and the development of German Nationalism. Activities include Reading & comprehension exercise on the build up to the Seven Weeks War to establish whether Bismarck was reacting to events or master of events. Sorting activity on the reasons for the outcome of the war to establish those which Bismarck can and can’t take credit for. Analysis of the reasons for the outcome of the war to identify 3 or 4 overarching factors to explain Prussia’s victory. Analysis of map of the German Confederation during the Seven Weeks War to generate a discussion on the extent of German unity in 1866. Designed for the teaching of OCR History Y314 The Development of German Nationalism 1789-1919. Lesson Length: 1hr depending on pace.

PowerPoint (with 5 slides) and worksheet that examines the causes of Chairman Mao’s Hundred Flowers Campaign in 1957 including the 1956 Hungarian Revolution, economic concerns in China and an attempt to identify and punish opponents of the CCP. The lesson also considers the consequences of the Hundred Flowers Campaign, including the persecution of the Anti-Rightist Campaign. Activities include Quick Quiz Starter on the Thought Reform, 3 & 5 Antis Campaigns Analysis activity focused on the 1956 Hungarian Revolt and what conclusions Mao might draw it. Matching task on the causes of the Hundred Flowers Campaign with the correct explanation. Ranking activity on how convincing the suggested causes for the Hundred Flowers Campaign are. Evidence sorting task to consider whether the Hundred Flowers Campaign was a mistake by Mao or a trap for his opponents. An evaluation exercise to test the validity of an historians view of the Hundred Flowers Campaign given the evidence the pupils now know. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 2 Breadth Study B4 China: Conflict, Crisis and change, 1900-89. Lesson Length: 1hr depending on pace

PowerPoint and two worksheets that examines the events that took place in Mississippi in 1962 when Black civil rights campaigner James Meredith attempted to attend the all white Ole Miss University. The lesson covers the actions of Meredith, President Kennedy and the Federal Government, the Ole Miss Riot and its aftermath. Activities include Decision making exercise in which pupils must consider events from the perspective of James Meredith, the Governor of Mississippi, President Kennedy and the Federal Government based on prior learning of earlier civil rights campaigns and the nature of the southern states. Having discussed potential courses of action, pupils complete a gap fill activity of a passage of text to reinforce the actual events that took place. Ranking activity on the relative importance of the Meredith case, Brown vs Board of Education and Little Rock in improving access to desegregated education for Black people in the south. Designed for the teaching of Edexcel iGCSE History 4HI1 Paper 1 Depth Study 7 A Divided Union: civil rights in the USA, 1945-74. Lesson Length: 1hr depending on pace.

PowerPoint, source pack & worksheet that examines the consequences of the Whitechapel murders and considers how the crimes should be remembered today. The lesson considers attitudes to women, crime, housing and poverty both in late Victorian England and today through the interpretations of George Bernard Shaw and historian Haillie Rubenhold. Activities include -Starter activity which tests the prior learning of factual information about victims, suspects and the environment of Whitechapel. Comparison of two versions of a memorial to Catherine Eddowes to consider why her plaque may have been redesigned. The main activity is a source analysis exercise to test George Bernard Shaw’s view that the Whitechapel Murders provoked positive change in the East End in the period that followed the murders. Plenary discussion on how the Whitechapel Murders should be remembered today with stimulus material of some controversial street art and the views of historian Hallie Rubenhold and Ripperologist Mickey Mayhew. Designed for the teaching of Key Stage 3 History. Lesson Length: 1hr depending on pace.

PowerPoint and worksheet that examines the extent of success Thomas Wolsey achieved in his administration of English domestic policy during the reign of King Henry VIII. The lesson considers his administration of Justice, Finance, Parliament, the Privy Chamber and the Church in England. Activities include Reading and comprehension task to highlight examples of success and failure in Wolsey’s domestic policy. Matching task connecting Wolsey’s abuses as a clergyman with the correct definition. Pupils add evidence to a table looking at the extent that his domestic policies were beneficial or detrimental to the King, the nobility, the common people and Wolsey himself. Plenary ranking activity to stimulate discussion on the relative success Wolsey achieved in different areas of domestic policy. Designed for the teaching of OCR History Y106 The Early & Mid Tudors. Lesson Length: 1hr depending on pace.

PowerPoint and worksheet that examines the extent of success Thomas Wolsey achieved in placing his master, King Henry VIII, and England at the centre of European diplomacy between 1514 and 1520. The lesson considers the peace treaty England signed with France in 1514, the Treaty of London in 1518 and the Field of the Cloth of Gold, 1520. Activities include Starter activity discussing why English foreign policy switched from war to peace in 1514 based on prior learning. Analysis of the terms of the Anglo-French treaty of 1514, and the events that occurred soon after, to identify supporting evidence for various interpretations offered about the territorial, economic and diplomatic success England enjoyed as a result. Evidence sorting activity to determine the extent the Treaty of London was a success for King Henry VIII and Wolsey given their aims. Source analysis exercise to consider whether the Field of the Cloth of Gold achieved English aims. Plenary ranking activity to stimulate discussion on the practical benefit for England of the three different examples of Wolsey’s peace policy considered over the lesson as well as the reputation benefit to King Henry VIII. Designed for the teaching of OCR History Y106 The Early & Mid Tudors. Lesson Length: 1hr depending on pace.

PowerPoint & two worksheets that examines the extent King Henry VIII was successful in achieving his foreign policy aims between 1509-1513 by going to war against France & Scotland. The extent to which Henry achieved glory through war, conquered territory in France and prevented Scottish interference are all considered. Activities include Ranking activity on the relative importance of Henry’s aims to the King himself. Comprehension / highlighting activity to identify evidence of success and failure from the events of 1509-1513 in Henry achieving his aims. Table to be completed in which students judge the extent of Henry’s success in achieving his aims during every stage of of his foreign policy including the Battle of the Spurs, the sieges of Therouanne & Tournai and the Battle of Flodden. Plenary activity in which pupils consider Henry’s achievements in comparison to the early campaigns of King Francis I and Emperor Charles V. Designed for the teaching of OCR History Y106 The Early & Mid Tudors. Lesson Length: 1hr 30min depending on pace.

PowerPoint & two worksheets that examine the causes of the decline of Austrian power in the 1850s. The Austrian economy, the legacy of the 1848 Revolts, the Crimean War, the Second War of Italian Unification and cultural differences with much of the German Confederation are all considered. Activities include Analysis of a letter from Bismarck to consider the nature Austro-Prussian relations. Linking activity to connect the problems Austria faced in this period with Austria’s policies and the consequences of those policies. Sorting activity on facts to determine whether they apply to Austria or Prussia. Ranking activity on how beneficial Austria’s problems were to Prussia. Designed for the teaching of OCR History Y314 The Development of German Nationalism 1789-1919. Lesson Length: 1hr depending on pace.

PowerPoint and worksheet that examines the extent of the Romantic Movement in the context of German Unification 1789-1919. Activities include -Quick quiz on the Holy Roman Empire in 1789 -Analysis of Sanssouci & what it suggests about the place of German culture in the Holy Roman Empire in the 18th Century. Source analysis of examples from the Romantic Movement to consider how they aided the development of German Nationalism Ranking activity to consider how accessible the Romantic Movement was to Germans in order to stimulate discussion. Designed for the teaching of OCR History Y314 The Development of German Nationalism. Lesson Length: 1hr depending on pace.

PowerPoint & worksheet that impact of the Congress of Vienna in 1815 on the development of Germany. Activities include Group based decision making and debate exercise in which pupils decide what to do about the Holy Roman Empire, Poland, the Rhineland & Saxony after the end of the Napoleonic Wars. Comparison exercise on the nature of the Holy Roman Empire vs the German Confederation. Discussion on whether the Congress of Vienna was a turning point for German unity considering three overarching themes; economic, political & cultural unity. Designed for the teaching of OCR History Y314 The Development of German Nationalism. Lesson Length: 1hr depending on pace.

PowerPoint & two worksheets that examine the threat posed by the Yorkshire & Cornish tax rebellions to King Henry VII. Activities include Comprehension activity on the relative causes, threat, Government response and outcome of the rebellions in order to complete a table. Source analysis of Perkin Warbeck’s explanation of the causes of the Cornish Rebellion to evaluate reliability. Discussion / debate on the most threatening rebellion Henry VII faced based around a line of continuum that covers all the rebellions Henry faced. Designed for the teaching of OCR History Y106 The Early & Mid Tudors. Lesson Length: 1hr depending on pace.