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History teacher specialising in high quality lesson resources and revision materials. KS3, AQA GCSE, iGCSE, and Edexcel and AQA A level

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History teacher specialising in high quality lesson resources and revision materials. KS3, AQA GCSE, iGCSE, and Edexcel and AQA A level
The rise of the Dictators 1919-1939 - which dictator was the biggest threat to peace interwar?
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The rise of the Dictators 1919-1939 - which dictator was the biggest threat to peace interwar?

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A lesson that introduces the big dictatorships of the inter-war era: Stalin, Hitler, Franco and Mussolini. LA and HA version. Starts with a fun game of ‘Pointless’ to introduce the 4. Includes a REALLY useful and interesting venn diagram task to show the differences/similarities between democracy, communism and fascism. This is an extremely useful task for helping students understand what exactly communism and fascism are, and how they operate. Then introduces some of the key policies that each dictator is following, and asks (alongside the knowledge of the political spectrum) which they feel was the most dangerous threat to peace. Also includes an option research project to look at one of the dictators. Adjust the sheet accordingly - it still has all my dates/rooms! All resources included, no textbook needed.
Industrial Revolution: Child factory workers and factory reform
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Industrial Revolution: Child factory workers and factory reform

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Bumper lesson looking at: why children were employed, the dangers they faced, and the extent reforms improved things. Lots of good source reliability work too. Always love teaching this one, the students are always shocked by the gory details! (might take 2 lessons) Key words provided to be printed, can be stuck in. Starter = task based on the classic Horrible Histories ‘Work Terrible Work’ song Task looking at two pictures - one photograph and one drawing - of conditions for child workers, students annotate with the dangers they see. Follow on talking about reliability and what makes something reliable - what does that mean about how much we can trust either picture? Main source task - source sheet and table to fill in included - assessing attitudes to child workers and their conditions, and looking at the reliability of each source. Students come to their on conclusion about whether child labour should have happened. Task looking at factory reforms - pupils choose the examples they think made the biggest difference and explain why Finishes with 2 GCSE style ‘describe’ questions (based on AQA)
The Danelaw: How did Britain change under Viking control?
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The Danelaw: How did Britain change under Viking control?

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Second KS3 lesson looking at the Vikings. This lesson includes a worksheet/workbook to complete work in. -begins with a fun task looking at how some Vikings place names reveal what that settlement was like in Viking times. A timeline of event between Lindisfarne and the establishment of the Danelaw Introduction to the Danelaw and Burhs. A research task on changes under the Danelaw. Information is provided but could also make a fun IT lesson. LA and HA information pack included - if you would rather run this answering comprehension questions, those are on the end of the LA information sheet.
USA after Nixon (AQA A Level History)
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USA after Nixon (AQA A Level History)

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Following the AQA ‘The American Dream:Reality and Illusion 1945-1980’ course. Notes on Ford and Carter following the downfall of Nixon. This covers the end of the course.
Who killed the Princes in the Tower?
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Who killed the Princes in the Tower?

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A great history mystery! Optional: Start with the ‘Did Richard III kill the Princes in the Tower?’ documentary - this introduces the idea of interpretations, and can make a good start point to contest with the second lesson Talk through the different players, and then pupils use sources to decide who they think might have killed the Princes in the Tower. Can also discuss if they believed the princes were killed at all!
Why did the League of Nations Fail?
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Why did the League of Nations Fail?

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A lesson that does a brief overview of the League of Nations, and why it failed. This is aimed at KS3, but could be used for lower ability GCSE as an introduction. This lesson provides some comprehension tasks for an overview of the League, and then presents some source questions. The lesson in finished off with a ‘message of the source’ GCSE style practice question, which could be talked through as a class. Copies of the source are provided for students to stick in/annotate. All resources provided, no text book needed.
The formation of the police: Bow Street Runners and Metropolitan Police/Peelers
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The formation of the police: Bow Street Runners and Metropolitan Police/Peelers

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A lesson on the formation of the police force. Starts with a fun introduction where students must guess which crimes make up which slice of the pie chart; then uses a video to introduce the Bow Street Runners, and looks at why they were then later replaced with the Metropolitan Police. Main task features a set of questions which range from simple comprehension, to timeline making, into more complex explanation questions. All resources included, no textbook needed.
What was the impact of the My Lai massacre? (AQA Conflict and Tension in Asia)
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What was the impact of the My Lai massacre? (AQA Conflict and Tension in Asia)

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This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 6 - looks at first the events, and then the impact of the My Lai massacre. Introductory details and maps provided. An investigation style lesson, complete with a video clip, ultimately tracking towards to the role of the media and waining public support for the war. Lesson also includes a 4 mark source question as a plenary, using a pictorial source.
Edexcel A level History: How to answer the paper 1 interpretation question (Germany)
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Edexcel A level History: How to answer the paper 1 interpretation question (Germany)

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For the Edexcel A Level: Germany and West Germany 1918-89 Part 5: How far was Hitler’s foreign policy responsible for the Second World War? (Source question). Rated ‘Outstanding’ lesson This is focused on the Germany course, but could be adapted easily as the premise remains the same. This is a detailed look through how to answer the interpretation question, including the marking of an example answer, and how to annotate sources (with examples included that match the sample answer). The sample answer would be awarded full marks (it’s from the revision guide!). Also includes a planning sheet to help students with writing their own answer to question. All resources fully provided - my students have always done REALLY well using this.
The Medieval Church: Cathedrals - Palace of Power, or Holy Sanctuary?
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The Medieval Church: Cathedrals - Palace of Power, or Holy Sanctuary?

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Works as part of a scheme of work looking at the Medieval Church in Europe/England. Starts with an activity labeling the layout of Gloucester Cathedral using clues. This demonstrates the layout of a cathedral, and looks at how they were added to over time (a completed teacher copy is included) -Follows with a card sort (colour coded - no cutting and sticking needed!) sorting evidence to decide if it suggests cathedrals were really built for power, or worship. finishes with a PEE response to select and explain some of the evidence.
Wars of the Roses: introduction
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Wars of the Roses: introduction

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An introduction to the Wars of the Roses. Introduces the key players, York vs Lancastaster, and an explanation of why the wars started. Includes a good video explaining the situation, a family tree and a comprehension task to help gain a good understanding of the Wars. They can find this REALLY confusing - I always find it helpful to draw the family tree on the board to talk through, and feedback is essential. A drawing of my family tree is included. No textbook needed.
Wars of the Roses full  SoW
HanTaylorHanTaylor

Wars of the Roses full SoW

6 Resources
A scheme of work looking at the Wars of the Roses - great for the end of Year 7 or beginning of y8, tucks in nicely before studying the Tudors. Focuses on content, but also LOTS of emphasis on the interpretation and how to analyse different interpretations. Some ‘lessons’ contain multiple lessons, or may take several sessions to complete. A nice mixture of lessons, including some self research and some lovely documentaries that pupils always find really useful. No text books needed! Introduction Battle of Tewkesbury Who killed the Princes in the Tower? Has history been unfair to Richard III? Who was responsible for Henry VII’s victory Why did Henry VII win the Battle of Tewkesbury?
Changes to the Royal Household 1485-1603 (Edexcel paper 3 option 31)
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Changes to the Royal Household 1485-1603 (Edexcel paper 3 option 31)

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Second lesson in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’ Begins with a recap of the previous lesson; overview of the structure of the Tudor government, then looks in detail at the Royal Court, the Royal Household and the Privy Council. Finishes with an essay plan based on the topic. Also includes a workbook to help students take notes, and suggested reading/watching throughout.
What was life like in a Medieval Village?
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What was life like in a Medieval Village?

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A really fun, unusual and highly interactive lesson that uses archaeology to explore Wharram Percy, a deserted medieval village. Lesson comes complete with a little booklet to fill out which makes things much easier in terms of recording information. There are extra bits of information in the notes section of each Powerpoint slide to help -Fun activity plotting earthworks, introducing the toft and croft Assessing a skeleton - what can the bones tell us about life there? Guessing some archaeological artefacts, and assessing what they can teach about life in a medieval village examining a reconstruction examining a painting about the harvest finishes with a fun true or false task I LOVE teaching this, the students always get really into it. Lots of work went into putting it together, so hopefully all will enjoy!
Extending the Franchise to 16 (research case study) - UK Politics Edexcel A Level
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Extending the Franchise to 16 (research case study) - UK Politics Edexcel A Level

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Part of the Edexcel Politics A Level UK Politics module A lesson (or series of lessons which can include homework) that asks students to research the pros and cons (for and against arguments) for lowering the voting age to 16 in the UK. Does include that 16 and 17 year olds can vote in Wales and Scotland. Begins with outlining what you can legally do at 16 in the UK - how many of these can they guess? Good starting point to argue ‘if you can do all this, why can’t you vote?’ Provides a basic timeline of the movement, and an extensive list of websites and sources to find information for and against the argument to extend the franchise to 16 and 17 year olds. Students can use these and their own research to produce an argument for both sides of the argument. There is a final task to bring the research together, including seeing what the general view of the class is. This could very easily be turned into a debate too! Note that Tutor2U has a GREAT resource on this, which specifically provides a source question and activities that are a good follow up to this lesson. I always used it, but obviously for copyright reasons can’t include it here.
The women of the Wars of the Roses
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The women of the Wars of the Roses

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Because they’re too often forgotten! A lesson with allows pupils to research a woman of their choice, from Elizabeth Woodville, Jacquetta of Luxembourg, Cecily Neville, Anne Neville, Lady Margret Beaufort and Margaret of Anjou. A little information is provided about each to help them get started/choose. Includes some nice extension activities too.
Kennedy's choices - action plan lesson
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Kennedy's choices - action plan lesson

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A lesson designed to get pupil's thinking about their own reactions to Kenendy's choices at the CMC. Pupils the sheet to look at the pros and cons of each choice, before writing an 'action plan'. This is informed by real time 'bulletins' of information - does this alter their choices? The action plan is then compared to Kennedy's choice.
Jorvik – what was life like in the Viking capital?
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Jorvik – what was life like in the Viking capital?

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3rd lesson in the Viking scheme of work -starts with a fun literacy starter -lesson is a research/poster/project tasks, where students work in groups to research and then present on 6 different topics: Houses Weapons Ships and ship building Clothing Trade/coins Jewellery Research material is included, which is NOT mine (hence the free lesson). Instructions are given for feedback. This lesson should ask students to focus on change and continuity.
The French Revolution: Why did it become extreme?
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The French Revolution: Why did it become extreme?

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5th lesson in this scheme of work. This lesson starts with a word search to go back over key terms. It then tracks the events of the revolution 1789-1793, plotting events in a flow diagram, before a task which requires students to explain WHY specific events led to a more extreme revolution. It finishes with a homework task on Robespierre. This lesson requires the Hodder History ‘The French Revolution’ text book. If you don’t have it, there are scans of only the specific pages needed. These are NOT included in the price of lesson.