Key Question : 'How successful were the Chartists?' The resources consider the causes and effects of the Chartist Movement in the context of Parliamentary Reform and working class protest. Issues such as peaceful protest, the tension between physical and moral force and the difficulties involved in organising an effective national movement for the working class are raised and can be taken further. A Power Point (34 slides) with 'YouTube' clips and information sheet covers the main events, learning targets and associated activities, supported with card sorts and worksheets. The resources are most suited to pupils of average to above ability at KS3. Concepts: empathy, causes and effects (multi and interconnections, prioritising), significance, historical sources, chronology / sequencing; protest, radical, reform, moral and physical force, petition, rally, Charter, campaign. Assessment : opportunities for creative writing (empathy) on the 1848 demonstration on Kennington Common and extended answers on 'Why did the Chartists fail?' / 'How successful were the Chartists?'

A collection of resources to develop effective revision strategies at KS3 in readiness for KS4 examination courses. Two Power Points (each 30+ slides) and a pupil booklet on 'Memory' provide the themes of mindset, realising the potential of our brains and providing memory and revision strategies to develop and acquire effective methods in readiness for KS4. The aim is to embed a growth mindset / metacognitive / self-regulatory learning approach.

Key Question: 'Lions led by Donkeys'. How far do you agree with this view of the Battle of the Somme in July 1916? Resources: Power Point of 21 slides to provide a framework + 4 slides on General Haig ('Butcher of the Somme'); information sheet; sheet with 5 sources relating to key question; source handling grid. Learning Targets: Know the key features of the plan for the Battle of the Somme. Understand and explain three or more reasons why the plan failed. Evaluate the argument that the generals were the main cause of the disaster. Develop source handling skills, e.g. inference, provenance, purpose, cross reference. Concepts: causation, consequences, significance, inference, provenance, cross reference.

The Power Point presentation (6 slides) and accompanying script is designed for a whole school assembly to mark International Women's Day. However it could act as the introduction or conclusion for a history topic on the Suffragettes and the role and status of women or a PSHE topic on gender / global citizenship. The theme of 'Are we there yet?' is applicable both from the perspective of the UK and far more significantly on a global scale. An outline of the experience of women in Britain in the Twentieth Century is provided, but the major emphasis is on the position relating to girls in many countries of the developing world, especially in terms of education. Use is made of two inspiring YouTube clips: 'Day of the Girl' and 'Girl Rising'. A third clip 'Shaking the Tree' by Peter Gabriel emphasises the importance of the need to change attitudes. As an assembly, the running time is about 20 minutes.

A bundle of resources for a GCSE module on the early years of the Weimar Republic between 1918 and 1923, comprising a background Power Point (27 slides), a key information booklet, key words, worksheets and activity sheets. Resources cover the ability range. Topics included are :four challenges faced by the Weimar Republic: setting up democratic government, dealing with extremists, coping with the Treaty of Versailles, and economic disaster (French occupation of the Ruhr and hyperinflation); and the Munich Putsch. Activities are directed to undertaking assessments on source handling and extended answers on the successes and failures of the Weimar Republic during its early years and whether the Munich Putsch was a success or failure for the Nazis. Important concepts covered are causation (linking and multi-causality, significance, change and empathy. Emphasis is placed on key terminology.

Key Question : Why did Parliament win the English Civil War? The aim is to provide a broad stroke coverage, within 2 - 3 lessons, of the nature of the Civil War and Why Parliament was victorious. Content : Choosing sides and the war begins; Battles of Edgehill and Marston Moor; Why Parliament won. Concepts: empathy; change (turning points); causation (multi-causes, links and prioritising); significance; historical sources; cavalry/infantry, military technology, strategy/tactics, leadership, motivation. Resources: Power Point and information sheets on 'The War Begins', 'Edgehill', 'Marston Moor' and 'Why Parliament won?' to provide the main background. Worksheets on why Parliament won. Timeline and character profiles activity sheets. Assessment : guidance for a piece of extended writing to explain why Parliament won the Civil War.

Key Questions : Was Britain a democratic country in the Nineteenth Century? How 'great' was the 1832 Reform Act? The resources aim to contrast the eighteenth century electoral system with that of modern Britain and consider why there were demands to reform Parliament in the 1820s. Two Power Point presentations explain the key features of the modern system of elections and that of the 1820s, with accompanying worksheets to compare the two and consider different viewpoints relating to the reform of Parliamentary elections. Several sheets provide definitions of key words. The lessons represent the start of a longer module focusing on democracy and protest in the nineteenth century. Key concepts: continuity and change, similarity and difference, cause and effect, historical significance, empathy, handling historical sources, interpretation; democracy, election, constituencies, ballot, parties, corruption. Assessment : historical sources - polling station illustration (layers of inference grid and extended written answer).

Key Question: 'Hell on Earth'. Is this an accurate description of trench conditions during the First World War? Support questions: Why was there stalemate on the Western Front? Why did men join up? How did weapon technology change? The resources are aimed at Y9 / GCSE and cover the ability range. A Power Point presentation (with YouTube clips) and information booklet provide the key information, with two further Power Points ('Gassed' a source handling assessment and World War One recruiting posters), supporting by key word sheets, a multiple choice test, a card sort to support the creation of a Mind Map, a mystery card sort activity and worksheets (e.g. the British soldier's kit). A main theme is developing source handling skills. Key concepts covered: empathy, change, causation, historical significance, organising information, historical sources. Other concepts: propaganda, stalemate, attrition, mechanised warfare, strategy and tactics.

Key Question (s) : Why did the Second World War break out in 1939? Support questions : Was Hitler to blame for the Second World War? How successful was Appeasement? The main themes are the causes of the Second World War and the events between 1936 and 1939 that represented the road to war, with a focus on Appeasement in 1938. The main knowledge and understanding is provided by means of two Power Point presentations, 'The Road to War' (22 slides) and 'Appeasement' (13 slides) with YouTube clips and accompanying information sheets. Worksheets and Activity sheets are provided to cover the ability range. Assessment: an extended writing task to answer the question 'Was Hitler to blame for the Second World War?' and there are opportunities for assessing source handling skills and interpretation. Concepts: causation (long- and short-term, multi-causality, inter-connection of causes), chronology, empathy, historical significance, source analysis, interpretation; appeasement, treaty, alliance, pact, self-determination, Anschluss, lebensraum, compromise, conference, demilitarise, rearm, depression, dictator, public opinion.

A background Power Point relating to the key question: Should the events in Manchester on 16 August 1819 be called a ‘massacre’? There are opportunities to consider the causes and consequences of the event and its significance. Concepts: Causes and Consequences; Chronology; Significance; Historical Source Evaluation (e.g. inference, provenance, comparison). Learning Targets: • I will know what happened on 16th August 1819. • I will be able to give reasons why the people in authority reacted so violently. • I will be able to make judgements about the significance of what happened at Peterloo. The last slide relates to an assessment opportunity to compare the reliability of two sources: a written account and a cartoon. Two writing frames with assessment rubrics are provided. Assessment Targets: 1. Selecting relevant evidence from a source. 2. Considering the motives of the person who produced the source. 3. Judging the reliability of the source against: a. What you know about the topic; b. The personality and background of the producer of the source; 4. Comparing the two sources to make a judgement

Key Question (Can we save the Polar Bear?) The project considers the causes and effects of global warming, especially on animal species, with a focus on the Polar Bear. A Power Point presentation (26 slides) considers the causes and effects of global warming, together with what we can do to tackle the problem. Card sorts and worksheets support the presentation. The plight of the polar bear is then considered through a Power Point (14 slides) and a YouTube clip, supported with activity and worksheets, as an introduction to pupils undertaking an extended homework project on an endangered species or community of their choice - a very effective support / guidance sheet is provided. Emphasis is placed upon working effectively in groups, developing research skills and asking good questions. Concepts: cause and effect, change, turning points, empathy, investigating sources; systems thinking; global issues; inter-relationships; international co-operation; greenhouse gases, climate, weather, radiation, pollution, endangered species, sea-level rise. Assessment - pupils evaluate what they have achieved and need to improve in terms of resourcefulness, resilience, reflection and inter-relating with others.

Key question : Why Are Goals Important? The resources consist of a Power Point, pupil booklet, stepped goal-setting sheet and guide for two lessons aimed at developing the ability in pupils at KS3 to set themselves effective goals / targets. The main theme is the importance of SMART targets. Pupils are encouraged to break down an overall goal / target into smaller steps and present it visually.

A lesson for pupils at KS2 / KS3 to promote active listening skills, crucial across the curiculum and for AfL. The lesson would contribute to a PSHE / Citizenship or learning to learn programme or form part of a foundation learning skills programme in Year 7. It would also complement lessons on effective groupwork. The lesson particularly addresses the concept of ‘Listening with Empathy’. The main activity is delivered through a Power Point presentation, supported with a lesson plan and supplemented with a card sort, assessment / evaluation sheets, poster and flier. There are also background notes and an information sheet for parents.

Driving Question : Were children badly treated in the factories and mines during the Industrial Revolution? A good range of resources and activities for pupils across the ability range, focusing on the concepts of empathy, historical significance and interpretation, continuity, causation and providing many opportunities to work with historical sources. A 26 slides Power Point (including many links to YouTube clips) together with an information booklet on factory conditions and reform act as the central resources, supported by source booklets, activity sheets and worksheets. The unit is designed to develop source handling skills and there is an assessment opportunity using a Cruikshank cartoon.

Key Question : 'How successful was the Saxon system of law and order?' Support questions: 'Who made the laws in Anglo-Saxon England?' 'How were criminals caught and punished?' 'How did the Saxon system of courts work?' 'What were the strengths and weaknesses of the Saxon system of law and order?' 'Was Saxon justice harsh and superstitious?' This topic is primarily designed for GCSE Crime and Punishment, but it can be adapted for KS3. The key information is provided by a Power Point presentation (25 slides) and several information sheets. A large number of activity sheets and worksheets makes the unit accessible to the ability range. Resources for revision are provided by flashcards and a revision booklet. A scheme of work provides a pathway through the topic. Assessments: Key words multiple choice test and extended answer on the key question. Concepts: change and continuity, causes and effects, historical significance, empathy, handling sources; justice, community policing, court system, compensation, feud, ordeal , oath, law-making, superstitious

There are a wide range of resources to provide at least three lessons on the key driving question of what caused the English Civil War. The basic chronology of events, main causes and general lesson format are provided by means of a Power point and background information sheet. Other sheets provide card sorts, word search, sequencing and categorisation of events and causes. points of view and writing frames. The activity sheets provide support for lower ability pupils. The assessment activity is a piece of extended writing on the causes of the civil war, which could be easily adapted for more able pupils, e.g. 'was Charles the main cause for the outbreak of the Civil War?' There are opportunities to develop the first order historical concepts of: causation (long-term, short-term, trigger, turning points, relative importance etc.); empathy; chronology; significance; historical sources. Other concepts are: political, economic, social, finance, taxation, government, religion (Catholic, Protestant, Puritan).

Key Question - Were the German people terrorised into supporting the Nazi state? This topic forms part of the popular GCSE module 'Life in Nazi Germany' and follows the line of how the Nazi regime conducted a 'carrot and stick' approach. The central concept is control, whether by terror or propaganda. The topic also links with the experiences of women, young people, workers and those who did not fit in. The essential information is provided through a Power Point (12 slides) and information sheets on the police state, propaganda and Nazi achievements, supported by worksheets and a source sheet on concentration camps. There is a prompt sheet for an assessment on the extent to which propaganda was the main method of control. Concepts: empathy, continuity / change, multiple causes, significance; control, regime, terror, police state, human rights, secret police, propaganda, censorship, freedom, liberty, concentration camps, carrot and stick.

Key driving question : 'Why were industrial towns so unhealthy?' Concepts : cause and consequence, change and continuity, empathy, similarity and difference, historical significance, handling historical sources, laissez-faire, public health, reform, urbanisation, legislation, epidemic. The areas covered by these resources are: migration to the towns; living conditions in towns; cholera; public health reform. The key information is provided through a 33 slides Power Point on Town conditions (plus You Tube clips and activities) with supporting information booklets on town conditions and cholera. There are activity and worksheets to cover the ability range, The main emphasis for assessment is on source handling skills with a key assessment on written sources from Elizabeth Gaskell and Friedrich Engels with supporting Power Point and, activity sheets and writing frames.

A range of resources to deliver a Y11 GCSE revision programme. Included are: Power Point presentations for a Parents / Pupils information evening; revision strategies for staff; effective ways of revising for students (Assembly). Information sheets on revision strategies for parents and students, time management, command words, revision planning. Activities, e.g. card sorts on why we forget, revision timetable templates. Revision Strategies posters The resources have been used extensively over recent years on aa whole school basis and may need some adaptation.

There are two driving questions: What makes the Great War 'great'? Why did Europe go to war in 1914? Two Power Points provide a focus for each key question. The first provides a starter lesson regarding the significance of WW1 and its global coverage. The second Power Point (30 slides) considers the causes of the war and the sequence of events which led to it. Supporting sheets provide background information for events, card sorts for the causes and sequence of events, comparison of the great powers in terms of weapons, population, empire, etc., Resources are intended to cater for different abilities. An extended writing frame on why the war broke out is included and a source handling assessment for a cartoon. The lessons cover the concepts of: causation (multiple, long, short and trigger); chronology; empathy (rivalry and fears of the European nations); significance; alliances; nationalism, militarism; imperialism.

Key Question: Why was it so difficult to abolish slavery? Support questions: What is slavery? Why was the slave trade so profitable? How did slavery operate in the West Indies? How was slavery brought to an end in the British Empire? A wide range of resources are provided for pupils of all abilities, with an emphasis on sources. A 42 slide Power Point presentation (with several clips), supported by information sheets, structures the lessons and provides the key information. Concepts covered are cause and effect, change, empathy, similarity and difference, handling historical sources, significance and historical interpretation; freedom, equality, human rights, profit, morality, political pressure groups, public opinion, campaign, public conscience. The module affords an ideal opportunity to explore the relevance of slavery in the modern world. Assessment: extended writing opportunities for the abolition of slavery and a speech by William Wilberforce.