Very simple lesson suitable for a low ability group but could be modified for higher ability students. Gives an introduction to the Industrial Revolution that provides an overview of the main changes that took place between 1750 to 1900.
Yet another lesson stolen massively from another great resource by Anna Jordan on here (http://www.tes.co.uk/ResourceDetail.aspx?storyCode=3005264).
In this students carousel around various stations to fill in a 'Tommy Guide to the Trenches&'.
1) Daily Routing
2) Health Hazards
3) Cross Section of a Trench
4) Weapons
I differentiated the amount of reading down a little bit for my students.
This lesson has a LOT of content and may be better stretched over two... The booklet also requires some clever fiddling to print it properly.
Students look at the impact of the railways through the eyes of various different people around in the Victorian era. In a 'room roam&' task they look to categorise different consequences of the railways.
A cumulation of lessons, students finally arrive at the concentration camps. Using packs of visual and written sources, they piece together themselves what would have happened on arrival at Auschwitz-Birkenau. There is then the opportunity for the teacher sensitively to consolidate this understanding with visual aids before discussing the phrase of Rudolph Hoss and ideas of guilt.
NB - I have sourced lots of the ideas and resources for this SOL from other people, although who and where they were I'm not sure. Thank you to everyone, and let me know if it&'s you and I can credit you.
Lesson giving background to Hitler, to provide element of understanding of who he was.
Students get pack of information either about his childhood, his time in Vienna, or his war career. They have 10 minutes to produce a poster (words limited) with all the information, and then teach it to other group. There is a sheet for note taking.
Questions provided to check learning.
Knowledge-based lesson where students use variety of methods to gain information about Ancient Egyptian medicine and then compare in to prehistoric ones. When following on from earlier lesson on 'spirit of the age&' students should have formed a hypothesis about whether it will have advanced from prehistoric times.
Lesson looking at another way that William kept control after the Harrying - building of castles. Requires students to assess and analyse the defensive strength and weaknesses of motte and bailey castles.
Students consider what might be difficult if they were to invade an area close by, and consider potential solutions. Usually they will say they should scare them into submission!
They should then do a jigsaw of a section of the Bayeux Tapestry and try and work out what 'harrying&' is, and why William might have done it. Can then re-introduce and consolidate ideas of &';bias' in a piece of writing.
Lesson one in Holocaust SOL which aims to establish prior understanding of the topic, and provide students with a basic knowledge of the key ideas. It also uses picture sources to introduce some of the complexities of its interpretation, making them familiar with key terms (perpetrator/bystander/victim/rescuer).
NB - I have sourced lots of the ideas and resources for this SOL from other people, although who and where they were I'm not sure. Thank you to everyone, and let me know if it&'s you and I can credit you.
Individual character cards for four real soldiers who fought in WWI. Over a series of lessons, table groups would receive a card about their soldier, telling them a little more about his story.
Works well over lessons 6-10 of this SOW.
http://www.tes.co.uk/teaching-resource/WWI-Scheme-of-Work-6375877/
These are particularly good if you happen to be teaching in Hull!
Looking at the consequences of the Industrial Revolution for the new urbanised poor. Back to back drawing activity to look at the key features of back to back houses, and then assess the possible problems.
Tying back to the first lesson in the SOL, students begin to re-evaluate participation in the Holocaust. Looking at different roles people could have played, they begin to form a complex understanding of this, building towards a continuum of responsibility.
NB - I have sourced lots of the ideas and resources for this SOL from other people, although who and where they were I'm not sure. Thank you to everyone, and let me know if it&'s you and I can credit you.
Second lesson in a mini-SOW on Jack the Ripper. A good way to look at both causation and inference. Students consider a range of sources (image by Dore, documentary introduction, and huge assortment of information) to make inferences about why Whitechapel was such a good place for criminals. They can then attempt a scaffolded PEE paragraph on the subject.
Nine lesson SOW about industrial change in Britain with a focus on how Great Britain treated her poor. After an introduction to the period, it looks as living conditions, railways, factory work, and the Poor Law. There is a suggested imaginative piece for assessment.
Hyperinflation demonstration - offer Mars for sale at front of the class for one piece of paper. By the time students race to front, it's two. They go collect more money - now it&'s four etc.
Also try offering them choice between two pieces of paper - one clean, new, A4 piece, one crumpled, ripped old fiver. They will pick the second - ask why?
Introduce idea that money is paper, based on trust.
Then students have card sort to piece together key events that happened in Germany in the 1920s. Then make a &';Living Graph' which allows them to analyse happiness levels during the decade.
First lesson in Jack the Ripper mini-SOW. Introduces students to the idea of crime and punishment in C19th Britain. Students have a series of crimes and possible punishments and must decide which is best - discussion after to tease out idea of very extreme punishments, ideally looking at those crimes which are treated more harshly. This was stolen and edited from another fantastic resource - which I can't remember at the moment! If you recognise, please comment so I can thank the creator!
Imaginative writing piece based on knowledge of the workhouses, and understanding of cause and consequence around the background to the Industrial Revolution.
Lesson 1 of 3 on Causes of WWI... Building up to an assessed writing piece.
Students establish main players in run up to WWI.
This is based massively on an amazing lesson off Thinking History by Megan Underwood
Building on from previous lessons in which they will have considered the importance of child labour throughout the Victorian period, students are introduced to the Factory Act and consider how it would have been received at the time. They then do some source analysis on how effective the Act was, based on activity from the National Archives (http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/).
