This is a great resource that I put together for a presentation at uni years and years ago. I have used it with all different age and ability groups in different schools. it should be self-explanatory as i have added notes to indicate the kind of things dicussed throughout the slide show David - Slightly harsh my man, to rate it on the basis you couldn’t see it! Its probably your firewall, as it has been downloaded many times - not that that helps! If you email me at jordansnotes@yahoo.com I will email it to you, size permitting.

This is mostly historical information. Its mainly taken from Gordon Craig, Germany 1866-1945, Chapter 2. Discussed is the German government under Bismark, including the Constitution of 1871. These notes are the basis for a discussion on the nature, streng

<p>This activity is designed to help students think about the construction of an effective essay- (organising and communicating ideas). The instructions are at the end of the document and hopefully should be clear. I have used the same style activity with all age groups; as it is easily adaptable to different topics. You will see the difference in students writing style immediately. I have also attached a literacy exercise that can be done after this to consolidate understanding of the reasons why the SP failed.</p>

There are 2 versions of these marksheets - one levelled for teachers and one for photocopying for students. They have been designed around the key skills of the National Curriculum - chronology, knowledge & understanding, interpretations, source work and organising é communicating ideas. The students will not see the levels (although you could easily add them in if you wanted). The idea behind this is that students will focus on the comments made so they can improve rather than becoming complacent/despondent about the level achieved. there is opportunity for student comment and reflection on their work also.

There are a number of ways to use this resource. a) you can give it to the class as a chain card exercise - students read out the first part of their card and then someone else has to provide the answer. You can do this in reverse to be even more challenging. You will notice when you download this resource that the answers don't match the questions (answers have been shuffled down one space and the last answer brought to the top).

This is an essay sorting excercise designed to teach students the elements of effective paragraphs and essays. It is easily adapred to other year groups/topics.

<p>Board games - introducing ket jobs of Medieval peasant; identifying key roles within a medieval village in a hierarchy etc.

The teacher tells the story of Mary, Queen of Scots dramatically with visual supports. Then provides students with a jumbled chronology as consolidation, which can be stuck in their books, or collected in and a single sheet with the correct chronology on it provided (depending on the class!). Is designed to appeal to visual learners and develop listening skills for all. Is enjoyable and useful lesson and sets the context for the ‘what should Elizabeth do with Mary’ debate.

Students have work book to complete. There are a series of activities which can be arranged on different desks or given in a pack to students. The order of completion does not matter. The activities could also be done as standalone activities or homewo

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

<p>Framework of notes for students on Elizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyze as appropriate, using pages 1-13 of the handout.</p>

Information sheets to help students write and improve introductions/conclusions.

This is a differentiated literacy-focused plenary for the activity ‘Why did Henry agree to be whipped’ on ThinkingHistory.com. Students are required to link the segments of the story together with arrows and write appropriate connectives on the arrows to create a coherent explanation.

This is a logic problem that can be used as a unit starter for the Indian Wars.

A differentiated homework or unit wrap up literacy activity. Students link the events that led to the outbreak of war with arrows; writing appropriate connectives on the arrows to explain the relationship.

Designed to encourage students to make appropriate links between ideas, this exercise provides the key points of the Ghost Dance narrative together with a list of connectives. Students draw arrows from one idea/event to the next, writing along the arrow the appropriate connective word. When complete, the diagram should answer the question ‘What happened after the Battle of Little Bighorn?’. Differentiated resource - higher ability exercise has one stage of the story missing and an extended list of connectives

<p>Special Educational Needs version of Assessment Why was the Roman Army so successful</p>

Requires students to interpret a range of sources about the events at Wounded Knee. Students then to use synthesis information to create a chronological account. Higher attaining students have the opportunity to develop and integrate their evaluation skills. Prior knowledge of the Ghost Dance and the death of Sitting Bull required.

<p>Students should have a narrative of the Ghost Dance and work in groups to develop their communication and cooperation skills.</p>