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Dani0704's Shop

I am an experienced History teacher, currently teaching Y7-13 and producing a range of lessons/resources for this age group. I am constantly adding new resources so please keep checking my shop. I have also been an Edexcel examiner for the 9-1 GCSE.

I am an experienced History teacher, currently teaching Y7-13 and producing a range of lessons/resources for this age group. I am constantly adding new resources so please keep checking my shop. I have also been an Edexcel examiner for the 9-1 GCSE.
How did the persecution of Jews in Nazi Germany start?
Dani0704

How did the persecution of Jews in Nazi Germany start?

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This lesson does NOT require the use of any accompanying textbooks. All of the resources needed are included (some are from the Holocaust Educational Trust). The lesson encourages the students to investigate the the beginning of persecution against the Jews. The lesson includes a range of activities including comparing and contrasting laws against the Jews as well as analysing testimonies from survivors. Differentiation by colour is used (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Weimar and Nazi Germany Edexcel 9-1 Walking-talking mock (Exam technique)
Dani0704

Weimar and Nazi Germany Edexcel 9-1 Walking-talking mock (Exam technique)

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This PPT is designed to be used as part of a walking-talking mock (it would be good to have an exam paper in front of the students when delivering it) for the Edexcel Weimar and Nazi Germany 9-1 paper. It gives tips on how to structure answer each exam-style question which appears on the paper and useful guidance on what to do/avoid. There is differentiation on the structure of the final question. This PPT is useful to share with students when first informing them about the structure of this exam or during revision periods in preparation for the exam. Please ask if you have any questions :) Good luck with the exams!
Challenges to the Weimar Republic from the left and right
Dani0704

Challenges to the Weimar Republic from the left and right

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This lesson is based on Pearson Weimar and Nazi Germany 9-1 GCSE textbook. The lesson includes a range of activities such as analysing interpretations and creating a table. The PPT also contains success criteria and modelling to help guide the students.
How smelly were the Middle Ages? (Medieval public health)
Dani0704

How smelly were the Middle Ages? (Medieval public health)

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This lesson is based on the Invasion, Plague and Murder KS3 textbooks. The PPT includes a range of activities including making source analysis and creating a warning poster. It also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). There is enough content here to last over two lessons. Please feel free to ask any questions :)
Gunpowder Plot
Dani0704

Gunpowder Plot

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks and the Historyonics documentary on the Gunpowder Plot (available on YouTube-please check it is still there before purchasing!) The lesson includes a range of activities involving source analysis and using this to form a written judgement as well as making notes in a directed way from the documentary. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Why was Leonardo Da Vinci significant? (nice intro to Renaissance)
Dani0704

Why was Leonardo Da Vinci significant? (nice intro to Renaissance)

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks. The lesson includes a range of activities including making an obituary for Da Vinci. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
How was transport improved? (Industrial Revolution)
Dani0704

How was transport improved? (Industrial Revolution)

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks. This is a simple lesson ito accompany the information in the textbook. The PPT also contains success criteria to help guide the students to create a leaflet detailing the new types of transport. It also includes an engaging starter and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Tudor Revision
Dani0704

Tudor Revision

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Aimed at the AQA The Tudors 1C paper but could be adapted for others. A range of fun activities included to help the students revise as a class for their mock/A-Level Tdors exam. Rounds include picture/information round, anagrams, blockbusters, quickfire and taboo! I used this lesson with my Y13s and they really enjoyed it as well as got a lot from it.
Would the young Henry VIII make a good king? (TWO FULL LESSONS)
Dani0704

Would the young Henry VIII make a good king? (TWO FULL LESSONS)

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This PPT does NOT require the use of any accompanying textbooks. All of the resources needed are included. There is enough content here for two lessons. The lessons encourage the students to investigate the youth of Henry VIII and is aimed at developing their source analysis skills. There is differentiation (red=least challenging up to green=most challenging) The lessons include a range of activities including a link to a short video clip (not produced by myself) and working with sources. There is an engaging starter, clear modelling and a hinge question. Opportunities are provided for self/peer reflection. I have also included two sets of sources (one differentiated) to go with the lesson. Please feel free to ask any questions :)
What was Britain like in 1485? (intro to Tudor period-2 FULL LESSONS!)
Dani0704

What was Britain like in 1485? (intro to Tudor period-2 FULL LESSONS!)

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks. The lessons include a range of activities involving source analysis and using this to form a written judgement. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). The first row of the table has been modelled and sentence starters have been provided for the judgement. Please feel free to ask any questions :)
How did factories create towns? (Industrial Revolution)
Dani0704

How did factories create towns? (Industrial Revolution)

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks. The lesson includes a range of activities involving source analysis. The PPT also contains modelling and success criteria to help guide the students as well as differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Peter the Pauper (Victorian children at work)
Dani0704

Peter the Pauper (Victorian children at work)

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This lesson is based on the Renaissance, Revolution and Reformation KS3 textbooks. The lesson includes a range of activities including making a personal timeline and creating a factory report (there may be enough content for more than one lesson). The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Britain in 1901
Dani0704

Britain in 1901

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This lesson is based on the Technology, War and Independence KS3 textbooks. The lesson includes a range of activities including creating an information leaflet. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). I have also included a differentiated version of the textbook information and an additional info sheet for the more able. Please feel free to ask any questions :)
Conditions requiring medical treatment on the Western Front (9-1 GCSE Historic Environment)2 LESSONS
Dani0704

Conditions requiring medical treatment on the Western Front (9-1 GCSE Historic Environment)2 LESSONS

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This PPT is based on the Pearson Medicine Through Time 9-1 GCSE textbook. It contains enough content for 2 lessons. The lessons include a range of activities involving source analysis, making a mind-map and exam practice. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Modelling has been provided. The notes on the PPT also contain a suggestion on a homework to set. Please feel free to ask any questions :)
Communism v Fascism (dictatorship-political ideologies)
Dani0704

Communism v Fascism (dictatorship-political ideologies)

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This lesson is based on Technology, War and Independence KS3 textbook. The lesson includes a range of activities to accompany the textbook in order to form a written judgement. The PPT also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)
Did Harold Godwinson really die from an arrow in the eye?
Dani0704

Did Harold Godwinson really die from an arrow in the eye?

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This lesson does NOT require the use of any accompanying textbooks. All of the resources needed are included. The lesson encourages the students to investigate the death of Harold Godwinson and is aimed at developing their source analysis skills. It is particularly useful for introducing/developing the idea of reliability. The lesson includes a range of activities including a link to a short video clip (not produced by myself) and working with sources. There is an engaging starter, clear modelling and a hinge question. I have also included two sets of sources (one differentiated) and a table to go with the lesson. A sheet to guide the students on NOP is attached which may also be used for other lessons. Please feel free to ask any questions :)
What did it take to be a knight? (Knight Life Y7)
Dani0704

What did it take to be a knight? (Knight Life Y7)

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This lesson is based on the Invasion, Plague and Murder KS3 textbooks. The lesson includes a range of activities including creating a medieval tournament report. It also contains success criteria to help guide the students and differentiation (red=least challenging up to green=most challenging). Please feel free to ask any questions :)