This lesson focuses on the role of the Empire in WW1. Students will have a chance to look at some of the contributions from Indian, African, Australian etc. soldiers.
Students look at the reasons why people of the Empire might want to join the war effort by looking at the role of Khudadad Khan.
Students can look at different propaganda used and the effects it might have had on citizens of the Empire.
Students can enjoy a carousal activity where different work stations have information about different countries and their contributions to the war. They use this to complete an worksheet activity on the subject.
Students can then look at a scholarship viewpoint and then write an argument for or against regarding the Empire’s contribution.
This ‘WW1’ bundle has been created with 16 different lessons (normally £32 individually) which include the following:
Was Europe Ready for War?
What Spark Started WW1?
What Was the Schlieffen Plan?
How Was Propaganda Used?
Who Were the Conscientious Objectors?
Why Did Soldiers Fight in Trenches?
What Was Life Like in the Trenches?
Why Was Censorship Used in WW1?
What Happened at the Somme?
Haig: Butcher or Hero Source & Interp Skills Lesson
The British Empire in WW1
Was Gallipoli a Success or Failure?
Was the German U-Boat Campaign Successful?
Medicine in World War One
Why Did Germany Lose the War?
What Were the Terms of the Treaty of Versailles?
This bundle contains 6 lessons (£13 normally) on the Trans-Atlantic Slave Trade as well as an assessment which comes as part of the final lesson. The lessons contained in this ‘slavery’ bundle include:
What was the Slave Trade Triangle
How Were Slaves Captured
Conditions on the Middle Passage (Double Lesson)
What Happened at Slave Auctions?
What Was Life Like on Plantations?
Why Was Slavery Abolished?
This bundle contains 5 lessons (£10 normally) on women’s suffrage as well as an assessment which comes as part of the final lesson. The lessons contained in this bundle include:
What Was Wrong with Women’s Rights?
Suffragettes vs Suffragists
Did the Suffragettes Help or Hinder Women’s Suffrage?
Was Emily Davison a Martyr?
The Effect of WW1 on Women’s Suffrage + Assessment
This lesson focuses on the implementation of the Final Solution to the Jewish Question. The lesson begins with a math problem from Nazi schools to emphasise the fact that indoctrination was ever-present in German schools to normalise violence towards the jewish population in preparation. The lesson then takes a teacher-led approach through the material so that students can make notes as it is led.
The Madagascar Plan
The reason for extinction being proposed
How Jewish people were transported
What camps looked like and what happened when Jewish people arrived.
The lesson then goes on to discuss the human cost by looking at testimonies from Auschwitz–Birkenau. Students can share their thoughts about this afterwards if appropriate.
This lesson focuses on the effects of the Black Death. It first teaches students about the different types of plague (Bubonic and Pneumonic) and then looks at the symptoms. The students then find out about the ways people tried to get rid of the plague. The main activity is then a group card sort in which students sort the consequences into columns to build an argument about whether the Black Death was good or bad for Europe. The point is that it was good for some (peasants for example) but bad for others. It ends with an opportunity to get a written piece of work completed by students, and I have also included a coded feedback page for ease of marking this.
There is also a worksheet provided which will make things a little easier with lower ability or SEN groups to follow along.
This lesson focuses on why the war ended with Germany’s eventual defeat. The students will complete the following:
Students begin by discussing the structure of trenches and revising the benefits of the design.
There is a video and questions about the end of the war, then students can do a carousal or group information task to gather information about the different causes of the end of the war. Students complete a worksheet to record the information.
Students then complete a series of activities including graphs and pie charts to determine the percentage of responsibility for the end of the war of each of the causes using numeracy skills.
There is an interesting challenge to determine links between the main categories of causes of the end of the war.
In this lesson, students will uncover the reasons men wanted to fight, and then how the government used propaganda to get others to join.
The students will discuss different methods of push and pull recruitment.
They will discuss the reasons why men wanted to enlist to join the war.
Students will learn about the Pals Battalion.
They will then study several different propaganda posters and assess the effectiveness of them.
A creative task finishes this lesson with students being asked to design an effective poster of their own.
In this double lesson, students will find out about the main long-term causes for World War One. This lesson uses multiple skills such as information retrieval, sorting, literacy and numeracy to help students build the knowledge then apply it using historical skills.
This lesson focuses on the MAIN reasons, as in Militarism, Alliances, Imperialism and Nationalism while also looking at the political situations in each country to try and draw out from students how all these factors led to the war beginning.
This lesson focuses on the role that women played in WW1 and how it effected the suffrage movement. The lesson takes students through:
The jobs that women did during the war
Why so many women supported it the war.
A deeper understanding of the types of tasks they did, but also expand on what effect this had not only on women’s attitudes, but the suffrage movement.
The lesson ends with strengthening knowledge of the the Representation of the People Act and gives students a choice of creative homework activities to build on this knowledge.
This lesson focuses on the role of the Feudal System of William the Conqueror and the gathering of information for the Domesday Book in controlling the people and land of England.
Students first learn about the feudal system using a literacy handout and by drawing it in their books. There is an SEN friendly version that can be printed to make it easier. The students then develop an understanding of the Domesday book, why it was used and the potential effects it had.
By the end of the lesson, students should begin to see how ‘peaceful’ methods and control of the land allowed William to maintain dominance. This works really well if you have taught a previous lesson on the use of the force by William, and can offset it nicely.
This lesson explores what life was like for soldiers in the trenches.
Students begin by studying images and determining what they think the images tell us about life in the trenches. There is also a short video available which aids the learning.
Students look at the average day of a soldier in the trenches.
Students then use a series of sources to uncover for themselves the different problems that existed in the trenches, ranging from trench foot, shell shock, the duties and threats, food etc.
To finish, students may use a template to write a guided letter to a loved one explaining all the problems that exist.
Exclaimer: Some of the activities in this lesson were adapted from IC History. However, all resources have been recreated myself, typed myself and changed for use in my own lesson. The sources sheet has been completely developed from scratch, using similar sources and images to IC History, but with some changed and adapted for my use.
This lesson focuses on the key aims of the Big Three and the terms of the Treaty of Versailles. This is a double lesson which asks students to build an impression over the lessons as to whether the treaty was fair or not.
Students will start by recalling the winners and losers of WW1.
Students then learn about the Big Three and have a table task/carousal task to find the intentions of the big three from information cards and answer questions on the worksheets.
Students then use the Treaty of Versailles info sheet (which can be printed A3 between 2) to make either a mind map or a grid on paper using the acronym ‘BLAMED’
- B = Blame
- L = Land
- A = Army
- M = Money
- E = Empire
- D = Disputes (League of Nations)
Students can then write a PEE statement about which term of the treaty was the harshest.
Students can use the maps provided with the TOV info sheet to determine the new countries that were created and the ones that have been broken up after the war.
The final task allows students to study a picture source about the ‘stab in the back theory’ and what they can learn from it about the German reactions.
This lesson focuses on the way that crimes were judged in the medieval period, including the use of early juries, the hue & cry, and the different trials of ordeal used, such as trial by fire, trial by water and trial by combat. The teacher can go through these on the board with the use a short video clip for each trial, or there is an optional table activity with information cards (could be a carousal as well) and students can complete in a table or there is an optional worksheet provided.
Then, the lesson moves on to focus on punishments. These range from public punishment in the stocks etc. and also has an activity to learn about other methods, such as execution, scold’s bridle, amputation etc. Students can have a copy of a table of crimes committed and be asked to guess which punishment would fit the crime. The teacher has an answer’s slide to go through it.
At the end, there is a written activity option to get students to either do a newspaper activity (instead of what’s on the slide) or a story about someone who was convicted and what happened to them at the trial and the punishment side of things.
This lesson could easily be a double lesson if you want to make time for the literacy element, and students do enjoy getting creative with this.
All videos used in this lesson are available to download (or watch straight) from the links provided.
This bundle contains 8 lessons (£16.50 normally) on the Norman conquest of Britain. The lessons contained in this bundle include:
Who Should Be King?
Battle of Stamford Bridge
Why Did William Win Hastings?
How Did Harold Godwinson Die?
The Feudal System and Domesday Book
Motte & Bailey Castles
How Did Castles Change?
How Did Language Change?
This lesson combines teacher-talk and student independent scholarship and literacy work to examine the events which unfolded at the Somme. This is what the students will learn:
Students begin by discussing the qualities of good and bad leadership.
The teacher can take students, using questioning and probing, through the battle plan at the Somme. Students can be encouraged to engage in suggesting improvements or simply anticipating the outcome at each stage.
A video clip from the comedy Blackadder can be used for fun and also in an engaging and relevant way with follow up discussion.
Students will examine whether the battle was a success or a failure using facts on the board.
Students study a brief scholarship quote and then use sources to determine which ones support or refute the statement from the scholar. Students then evaluate Haig’s responsibility as overall Field Marshall.
This lesson focuses on the rise of anti-semitism in Germany after the appointment of Hitler as chancellor in 1933. It begins by studying a source called ‘die spinne’ and students will discuss the message it presents and what it can tell us about anti-semitic beliefs towards Jewish people. Then, students complete a small gap fill using the key words for the lesson, and then there is a video which can be used to enliven the lesson and begin the students thinking about the ways Jewish people began to face discrimination as the 1930s progressed.
The main activity is then to use a series of cards with events on, produced by the Holocaust Educational Trust, to complete a time line. This timeline is something I produced that students can plot the key events onto, but they plot the events higher or lower along the timeline depending on the severity of the action taken. This is the main task and leads to a good discussion of what events/years students believe were the worst, and what laws were most unjust and why.
Students can then add Kristallnacht to their timelines by watching a video, and there is extension work looking at some testimonies from Kristallnacht and students can determine the human cost and human effects of the event. There is then a plenary to determine whether Kristallnacht was indeed a big turning point in the Holocaust.
This GCSE lesson focuses on the impact of the Treaty of Versailles on Weimar Germany. It is one of the major problems for the early Weimar Republic, so the students begin by looking at why the armistice was signed in the first place by Germany and why there was no choice for them.
The students then study the ‘Diktat’ and then study the provisions of the Treaty of Versailles using the acronym ‘BLAMED’ which stands for Blame, Land, Army, Money, Empire and Disputes (i.e. League of Nations). Once done, the students can engage in a card sort to discover why each of these provisions angered the German people. The students can then reflect on some images that show the the ‘Dolstoss’ or ‘Stab in the Back’ theory before undertaking some source practice.
For a useful video I have made that can be used with this lesson, please visit: https://youtu.be/q99PK9A0ZQg
This lesson is based on the Edexcel spec, but can be adapted for others like AQA or OCR, or the IGCSE.
A starter activity has been provided with this lesson.
A series of worksheets has been provided which can be printed individually or put into an A4 booklet and added to student files/plastic wallets.
Two exam practice questions are provided as part of the worksheets.
A homework activity has also been included to continue practice of exam skills, this time on interpretations.
These lessons take their inspiration from many sources. Parts of this lesson draw particular inspiration from people like colleagues Steve Brown and Andrzej Matayla, and online educators like Greg Thornton.
Students learn about the Slave Trade Triangle, what was traded, why they were traded, and what justifications people who traded slaves had for doing it. The students can sort information into arguments and write a literacy piece to say what they think was the main reason that people tried to justify slavery.
This lesson is fully resourced and requires only what is provided. There is an ‘information handout’ which can be used, and students can either do the work in their books or on the worksheets I have created to coincide with the PPT and the Information Booklet. Choice is there for multiple uses.
A good first lesson on slavery for a module or topic and a good introduction to the slave trade.
This lesson looks at how William controlled England using the Motte and Bailey Castle. This lesson will ask students to begin by seeing that their interpretations of a ‘castle’ is, then move on to discuss possible places a castle might be built and why.
The students then read a short piece of text and use it to label a small cut-out of the Motte and Bailey and this leads nicely into a task that looks at the advantages and disadvantages of the castle.
The students can also look at the potential effects this may have had on the Saxons by looking at a small video clip and discussing with the teacher.