Have students who struggle to start their research assignments? Need students to show evidence of their research? Don’t have the time to create your own scaffolding? This resource is for you! A great resource (that will suite any length of time set) to get learners to demonstrate their ability to plan and prepare for a research assignment. Includes steps to encourage and support students to: -Begin the inquiry and identify previous knowledge -Develop a hypothesis (tentative, revised and final) -Define relevant key words -Devise sub-questions and then locate and record relevant information -Synthase and plan through to reviewing and editing their draft Accessible to middle school students, differentiated by the 3 levels of critical reflection and source evaluation questions. Simply edit these question, enabling it to be used by student in other year levels. Please leave feedback if you found the resource useful!

This resource includes: A writing scaffold to help guide students when writing a source analysis (including sentence starters) Checklist to remind students of key information to include in their analysis Three example sources (teacher to make question appropriate to student knowledge)

How to answer guides for A Level History, Germany unit.

This essay planner is designed to guide students through building their history essays by mapping out their ideas on an A3 print out size. The boxes are all digital text-boxes so it can be filled in or adapted digitally but works as a great hands-on task too. It is designed for senior levels are it pushes for students to write out their argument and judgment in the introduction, in their paragraph topic sentences, throughout the body paragraph, in their linking paragraph sentences and to finally conclude with a final judgment).

Scaffold for source analysis senior History Stage 6 Modern History or Ancient History with a focus on assessing perspective, reliability and usefulness.

Template to assist students prepare for 45 minute source analysis test using the 5 questions in ATAR course; 1. Compare and contrast message of source 1 and source 2 2. Evaluate the usefulness in terms of strengths and weaknesses of source 1 and source 2 as representation of… 3. Explain the historical context of source 3 4. Identify and account for the author’s perspective in sources 3 and 4 regarding the impact of … 5. Evaluate the extent to which the four sources give an accurate insight into (significant idea) in (society) during (the period of study) Includes separate preparation template table page for each question, with hints and tips for completing each. Also includes (very formulaic) response template page including generic vocab/phrases to assist students develop confidence with writing. Great for guided prep before assessment or practice tests. Students can prepare table for homework and write response under test conditions or vice versa. Also works well as group activity, print preparation table page on A3, have students collaborate on prep and use resulting information to write own response.

A collection of resources which make up an entire year 9 unit on the Suffragettes. There are also a series of lessons which help scaffold and prepare students to complete a research task focusing on the effectiveness of the Suffragette movement in achieving their goal. There are a number of links to the Australian history curriculum (ACARA) requirements. Each lesson has a number of activities embedded in it along with learning intents and lesson starters.

A free resource which I think History teachers will find helpful. I created this booklet to assess 10 history students conducting a historical inquiry into World War Two (they had a choice of four topics). This was delivered in a school where each student had a laptop so was designed to be completed electronically however, more room to write could be added if you want to use it as a hard copy booklet. If you use it, and like it, please come and give me a positive star rating / review . Constructive criticism is also appreciated. This booklet contains: • four suggested topics with sub points that the students must address • a graphic organiser (table) for students to write their research questions in • a place for students to reflect on their questions and justify any modifications they make during the research process • tips for locating sources and a graphic organiser where students can organise their research • checking for understanding questions which prompt students to consider what they will include in their second assessment (essay) • a place for them to evaluate their sources using the RESEARCH acronym • a paragraph writing scaffold (for students who are not confident to begin writing on their own) • tips for how to reference different types of sources

Part of a set of resources created for a senior Modern History class in Australia (QCAA syllabus). The assessment to be completed in this unit is a ‘Independent Source Investigation’ where students must develop their own key research question, write a rationale, locate sources, analyse and evaluate those sources and write a critical summary of evidence. This is a scaffolding booklet which takes students through the planning and writing phases of their assessment. It begins with prompts to select an individual / group to focus on. It provides tips for writing a key inquiry question and an example for a different topic from the QCAA exemplar for IA2. Then, to assist the students to write 3-5 sub questions, there is information about each historical concept (which they could choose to use as a frame for their questions). There is a template for reflecting on the worth of their key and sub questions. After this students can create a tentative thesis statement / hypothesis. There is information to help students to do this. (Eventually this will be incorporated into their rationale section of their assessment). There are a series of tables where students can store the information / sources they found. There is a column for analysis and a column for evaluation where students can make dot points to gather their ideas ready to be turned into a succinct response in their assessment. This is followed by writing tips for the rationale and critical summary of evidence, referencing tips and a self-review checklist for students to use to check their work prior to submitting a draft. There is also a peer review form for students to use to receive feedback from a ‘critical friend.’

A Scope and Sequence suggesting topics to be covered throughout the term. A revision booklet to help students prepare for the external exam. Some elements are not complete but I left the formatting in just in case you had the time to add them (the evaluation and synthesis questions). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

A practice exam designed to give students the opportunity to practice meeting the key criteria and writing an essay under time constraints. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: A task sheet for the practice exam which includes scaffolding and a reflection for students to complete at the end. 12 sources which I chose along with their reference details and appropriate context statements. A booklet of lined paper for students to write their response on A peer review checklist to be used in a subsequent lesson Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism). In Unit 2, students form their own knowledge and understanding about movements that have emerged in the Modern World. Our class focused on the removal of discrimination and exploitation based on sexism. Through our depth study we investigated the Women’s Rights Movement focussing on the changes in goals, strategies and challenges across the ‘waves’ of feminism between the late nineteenth century and today. The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A fully resourced 3hr revision session covering Elizabeth I and Cold War. Edexcel GCSE exam board. Elizabeth I who’s who activity. Elizabeth I home and abroad timeline. Elizabeth I explain why sentence finishers. Elizabeth I spot the mistakes on a describe two features question. Elizabeth I poverty model 12 mark question analysis task. Cold War KT1, KT2 and KT3 quizzes. Cold War consequences scaffolded response. Cold War narrative scaffolded response. Cold War importance model answer analysis task. Revision checklist summary - what else needs to be revised? Taught this May half term to a group of 40 year 11s - worked well for all abilities and they all gained something from this. Includes powerpoint and work booklet.

A scaffold/guidance lessons for the OCR A Level 30 mark interpretations essay. Our school does USA Civil Rights for this unit but the lesson could be adapted to suit any module.

A whole lesson looking at the meaning and differences between the two ideologies. Complete with starter, tasks and plenary and a scaffolded sheet.

This differs from my other History and TOK lesson in that this is more TOK then History, meaning that I wrote it for my TOK class rather than my History class. The tasks include an analysis of Ants v Termites and whether it should be considered history, some reflection tasks to consider a students own history, historigraphy, and a consideration of what is History. Nonetheless, it contains twelve scaffolded and structured tasks for students to complete. I would say there is probably about 4 hours work here all together. This lesson is easily editable and adaptable, but is also ready to go as soon as it is downloaded. It is suitable for in class, online or blended learning.

This is for EDEXCEL GCSE: Weimar and Nazi Germany Workbook and PPT Resources for KT3 - Creation of Dictatorship. Full work booklet ready for printing alongide the PPT (with embedded and scaffolded Exam practice) Differentiated, challenging and stimulating with sources, scaffolds, planning sheets and images all pre-printed so saves you cutting and sticking time!

This is for EDEXCEL GCSE: Weimar and Nazi Germany Workbook and PPT Resources for KT3 - Controlling and influencing attitudes. Full work booklet ready for printing alongide the PPT (with embedded and scaffolded Exam practice and recap tasks throughout) Differentiated, challenging and stimulating with sources, scaffolds, planning sheets and images all pre-printed so saves you cutting and sticking time!

This is for EDEXCEL GCSE: Weimar and Nazi Germany Workbook and PPT Resources for KT3 - opposition to the Nazi’s. Full work booklet ready for printing alongide the PPT (with embedded and scaffolded Exam practice and recap activity tasks) Differentiated, challenging and stimulating with sources, scaffolds, planning sheets and images all pre-printed so saves you cutting and sticking time!

Guided/scaffolded research task based on BBC podcast ’ The Road to 1984’ for OCR A-Level English Literature. independent research task / self-study homework task can be printed or copied into OneNote