Dingbats QuizQuick View
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Dingbats Quiz

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Included in your download is a Dingbats quiz sheet, instructions on how to play/ideas on how to use in the classroom and a full answer sheet. Dingbats is very literally a game of ‘say what you see’! Use as a starter, plenary, part of a quiz, form-time fun or simply as a fun activity as a class, in teams or for individuals. Print the sheet out and present to students (recommended A4 and colour recommended for one of the dingbats to make sense) or pop on the whiteboard.
KS3 Slave Trade 6 Lesson BundleQuick View
hassan1985hassan1985

KS3 Slave Trade 6 Lesson Bundle

6 Resources
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?
HOLOCAUST MEMORIAL DAY ASSEMBLYQuick View
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HOLOCAUST MEMORIAL DAY ASSEMBLY

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This assembly has been created for Holocaust Memorial Day. It starts by putting into perspective the sheer number of people murdered in the genocide by focusing on the figure 6,000,000 in real terms. It then considers how intolerance; racism and prejudice escalates and eventually can lead to genocide - testimonies of survivors are used to capture this. Have we learnt from the Holocaust? No - map of genocides around the world since the Holocaust. The assembly then moves onto the theme of resistance - what happens when people don’t speak out - clip of Marin Niemoller’s poem. The assembly end with the discussion of what can happen when people do act resist with a focus on Oskar Schindler - last 5 minutes of Schindle’s list included so that students can reflect on how many lives can be saved when people bravely resist brutality. Duration: 30 minutes, but can be adapted if you don’t have this much time. Suitable for KS3 - KS5
Holocaust - The Final SolutionQuick View
hassan1985hassan1985

Holocaust - The Final Solution

(1)
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. Students cover: The Madagascar Plan The reason for extinction being proposed Wansee Conference Einsatzgruppen How Jewish people were transported What camps looked like and what happened when Jewish people arrived. Gas chambers 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.
WW1 L11 - The British Empire in WW1Quick View
hassan1985hassan1985

WW1 L11 - The British Empire in WW1

(3)
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.
KS3 World War One 16 Lesson BundleQuick View
hassan1985hassan1985

KS3 World War One 16 Lesson Bundle

16 Resources
This ‘WW1’ bundle has been created with 16 different lessons (normally £32 individually). Works out as 90p per lesson. You can save 56% with this bundle, which includes 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?
History Christmas QuizQuick View
History_GeeksHistory_Geeks

History Christmas Quiz

(2)
The Ultimate History Christmas Quiz! For any time, no fuss, historical fun. This quiz is a whirlwind tour through time, focusing mainly on time periods studied in KS3 and GCSE in British Secondary Schools (with a little off-curricular extra thrown in!) This quiz will definitely raise a few smiles and giggles and is interactive, editable and best suited to secondary students (although could be used with upper KS2). The rounds include: Kings, Queens and Political Leaders, Who said that quote? Lucky Dip round Ancient and Medieval trivia Mix up! (which two historical figures have their images combined?) Unusual artifacts and historical places All answers are included, as is a score sheet, and there a video clip questions, picture questions as well as many other styles - all are multiple choice The quiz lasts up to 45 mins including clip tasks and can either be played having the answers revealed as you go along, or the board can be paused and the answers read out at the end (you can play either in teams or individually). Loads more free and inexpensive Humanities resources at my store
GCSE Weimar & Nazi Germany Bundle - Topic 2: Hitler Rise to PowerQuick View
hassan1985hassan1985

GCSE Weimar & Nazi Germany Bundle - Topic 2: Hitler Rise to Power

5 Resources
This is a 7 lesson GCSE Edexcel bundle (two resources are double lessons) containing lessons for Key Topic 2 of the Weimar and Nazi Germany module, paper 3. Individually, the lessons would cost almost £12, so this bundle will save you nearly 45%. It has the following lessons: Hitler’s role in the early Nazi Party Causes and Consequences of the Munich Putsch The Lean Years and Bamberg Conference The Effects of the Great Depression on Hitler’s Rising Popularity Hitler’s road to the Chancellorship
Black History Month UKQuick View
EC_ResourcesEC_Resources

Black History Month UK

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A detailed resource pack which would be used over a week of Tutor Time or for Citizenship. The pack includes a detailed PowerPoint with differentiated activities, successful Black Britons information pack, clip with literacy task and an interactive quiz. This pack focuses on Black History in Britain rather than the US. The resources are all in the ZIP file, the images have been uploaded so you can clearly see an example on Tes of some of the contents. The lesson has been left editable and is filled with engaging, well differentiated and fun activities. It is useful for PSHE, Citizenship or Tutor Time. As with all our lessons, you don’t need any prior knowledge as all the information is included - you can just pick up and teach it. You can find many more inexpensive and free PSHE, Citizenship GCSE, Careers, Finance and RE resources at my shop: MORE PSHE RESOURCES or at www.psheresources.com
KS3 Medieval England BundleQuick View
hassan1985hassan1985

KS3 Medieval England Bundle

7 Resources
This bundle contains 7 lessons (£14.00 normally) on the Medieval England. The lessons contained in this bundle include: Medieval Crime and Punishment Medieval Lives of Monks Why was Medieval Religion So Important? How did Medieval People Get to Heaven? Consequences of the Black Death What Did a Medieval Village Look Like? What Was Heraldry?
GCSE Medicine L20 - John Snow & CholeraQuick View
hassan1985hassan1985

GCSE Medicine L20 - John Snow & Cholera

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This lesson focuses on the role of John Snow in detecting the cause of the Cholera epidemics of the 1840’s and 1850’s. The lesson begins with a recap of the previous epidemics studied on this course (Black Death and Great Plague). Students are asked to discuss and share what they included, what beliefs were about preventing them and the role the government played in each. Students are then talked through what Cholera is and what it does. There is a task which asks students to study a source and write a definition of Cholera and how it may have been caused from studying the source. There is an additional source which asks students to study a picture of death rowing in the Thames to discuss the conditions of the river. The main task is for students to study an information sheet with the story of John Snow. They will then use that to answer questions about him and cholera on a worksheet provided. If you prefer, you could display this sheet on the board and students could answer in their books, but the worksheet is there if you want it. There is an extension question about the Great Stink, not snow, solving cholera in London for students to consider. There is also a slide which goes through potential information to answer this. At the the end there are two plenary options. One is a gap fill task to summarise the learning, the other contains two assessment questions (4 marks) for students to attempt.
KS3 Norman Conquest 8 Lesson BundleQuick View
hassan1985hassan1985

KS3 Norman Conquest 8 Lesson Bundle

8 Resources
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?
An Inspector Calls: Plot and Character RevisionQuick View
lewisdbmitchelllewisdbmitchell

An Inspector Calls: Plot and Character Revision

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A lesson and resources designed to recap and examine key plot, context and character elements from the AQA Literature Paper 2 text; An Inspector Calls. The resources attached are simple enough to completed independently or can be teacher led. The lesson was designed and successfully taught to lower ability Y11.
GCSE Weimar & Nazi Germany Bundle - Topic 1: The Weimar RepublicQuick View
hassan1985hassan1985

GCSE Weimar & Nazi Germany Bundle - Topic 1: The Weimar Republic

8 Resources
This is an 9 lesson (1 of the resources is a double lesson) GCSE Edexcel bundle containing lessons for Key Topic 1 of the Weimar and Nazi Germany module, paper 3. Individually, the lessons would cost £18.50, so this bundle will save you over 45%. It has the following lessons: The German Revolution 1918 The Weimar Constitution The Impact of the Treaty of Versailles The Threats from Left and Right The Ruhr & Hyperinflation Crisis (Double Lesson) Stresemann’s Solutions for Germany Was Streseman a Success - Exam Question Skills Lesson Golden Years and Weimar Culture
Why Did Henry Break from Rome?Quick View
hassan1985hassan1985

Why Did Henry Break from Rome?

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This lesson focuses on the reasons behind Henry’s break from Rome. The lesson begins with a starter that asks students to remember the differences between Catholic and Protestants, but if you haven’t taught this, then the starter can always be swapped out for prior topics covered. The lesson’s content gets kick started by a cartoon Henry VIII claiming that he broke from Rome because he hated their corruption. The point of the lesson will then be to either agree or refute this using evidence. It’s a nice launch pad for the students into the enquiry. The students then begin looking at a problems worksheet. The students study why Henry had so many problems that might make him want to break from Rome. The students categorise the information as either Love, Power, Religion or Money. This will help us later on sum up and make a judgement. The students then look at Henry’s solutions. There is a worksheet page for this too. This allows the students to categorise the problem it solves while also considering how successful it would be. This of course can be edited to ‘fair’ or ‘reasonable’ as you need. For printing this, I have found that printing ‘2 onto 1’ page works well as the writing is very legible. Now that the students have studied his problems and solutions, students can watch the Timelines TV video on Henry. Links are all provided in the pack. This helps to reinforce the learning and provoke some discussions about what consequences have now arisen. Students can also be asked to write these down if you feel like you class can do so. The final task is for students to then make their judgement about the real reason he broke from Rome: Money, Power, Religion or Love. Typical PEEL writing can be used here. There is a final link to a Simpson’s parody of the whole break from Rome and marriages. It is linked to my Google Drive as I had to edit it to cut it down and make it appropriate for the timings of the lesson.
Once Morris Gleitzman complete questions and activitiesQuick View
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Once Morris Gleitzman complete questions and activities

(1)
Here are all the questions and activities that I created and used with my Year 6 class over a whole term. Each set of questions and activities are differentiated at least two ways. Each resource is also linked to one of the KS2 reading domain skills. Hope you find them all helpful.
Weimar & Nazi Germany L5 & L6 - The Ruhr and HyperinflationQuick View
hassan1985hassan1985

Weimar & Nazi Germany L5 & L6 - The Ruhr and Hyperinflation

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This double lesson focuses on the problems of 1923, starting with the invasion of the Ruhr and then the resulting hyperinflation. The lesson begins with a starter activity, which is provided, to recap some previous knowledge on the recent problems faced by the Weimar Republic. The lesson then presents students with information about the Ruhr in the form of a worksheet and a story down the middle of the page. Students can practice their literacy by reading and answering the questions down the page and also providing an illustration. This will give the info and also there are links back to the Treaty of Versailles too. The students can then complete a source inferences question to practice exam skills. The students then get walked through the basics of hyperinflation on the PPT and are given an example. Students can then colour-code the ‘effects’ of hyperinflation and then use a card sort activity to identify those who did well out of the hyperinflation, and those who didn’t. This will allow you to give extended work on a 16 mark ‘how far do you agree’ question if you like. The main task here is to fill in the worksheet to show who the winners and loser of hyperinflation was, and why. All worksheets are in Publisher format. This lesson is based on the Edexcel spec, but can be adapted for others like AQA or OCR, or the IGCSE. Any worksheets provided can be printed individually or put into an A4 booklet and added to student files/plastic wallets. 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.
How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.Quick View
MikeRichardsMikeRichards

How different was Anglo Saxon Britain from Roman Britain - a comparison of two peoples.

(3)
Who’s who? Do you know your Romano Britons from your Anglo Saxon? LO: To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts (KS2) LO: To apply the above to the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (KS3) A complete activity to help children understand the similarities and differences between the Anglo Saxon and Romano British societies in Britain during the first millennium. The activity consists of: Teaching Input: 1. A PowerPoint identifying the key similarities and differences between the Romano Britons and Anglo Saxons including information about their: - Origins - settlements - everyday lives - lives of women and children - laws and punishments - beliefs - stories and legends - legacy. This can either be run as an introduction, or shared with children in groups or pairs. Independent Task: 2. A sorting activity consisting of a series of statements which apply to Romano Britons, Anglo Saxons, both, or neither. (This includes a fact sheet for teacher use, providing the correct answers and a series of websites which provide additional source information) 3. A set of different templates to allow you to choose how this information is then represented. Challenge / Extension / AG&T Using websites listed, children could try to find additional information about both peoples. Plenary Mark with the children, getting them to identify which description applies to which people. Pose and discuss the statement The Anglo Saxons period is often called the Dark Ages because it is said that they destroyed Roman civilisation. In what ways were the Anglo Saxons more civilised than the Romans?
Normans - Battle of Stamford BridgeQuick View
hassan1985hassan1985

Normans - Battle of Stamford Bridge

(1)
This lesson focuses on the events that occured at the Battle of Stamford Bridge. The students will be able to decide what Harold should do now that he is the new king of England, and then find out what happened using an interesting video, a typed story version and a series of questions. Students can be set homework to create a storyboard on the battle or can do in class if there is enough time.
WW1 L16 - The Treaty of VersaillesQuick View
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WW1 L16 - The Treaty of Versailles

(0)
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. For a useful video I have made that can be used with this lesson, please visit: https://youtu.be/q99PK9A0ZQg 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.
Holocaust - Who Was Responsible?Quick View
hassan1985hassan1985

Holocaust - Who Was Responsible?

(1)
This lesson focuses on who is most responsible for the Holocaust. Rather than making the focus about ‘Nazis’, this lesson deals with the distinction between perpetrators, collaborators, bystanders and resisters. This lesson is inspired and adapted from the Holocaust Educational Trust. I have created my own worksheet for this lesson to allow activities to be done all in one place. It is 3 pages in word and has been created to be printed A5 as a booklet, with the final page blank to be stuck in the student books. The lesson begins with a source which provokes a discussion about what is going on in the image. Students are asked who is the cause of the events int he image. It can be an interesting segway into who is to blame as there are Nazi officers and also normal civilians watching, like a little girl. The discussion can be useful. Then, students try to match up the key words to the meanings, then put these onto their worksheet. Once they know what perpetrators, collaborators, bystanders and resisters are, they can now annotate the image from the starter and justify their decisions. Students then read through a number of scenarios on their worksheet and colour code whether the people described are perpetrators, bystanders or resisters. Then, students plot the impact of the people in each scenario on the graph provided to show which ones were active or passive, and had a positive or negative result for the Jewish people in that scenario. This task can also be done using the card sort that is attached to this pack if you prefer a group orientated approach. If so, the graph could be blown up and the cards put on the graph as they work through the card sort as a group. The worksheet is provided just so students can keep the work in their individual books, but it’s up to you. Finally, students can discuss the results with the teacher, and then there are 3 questions as a plenary.