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History resources

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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
Who killed the Princes in the Tower?
HanTaylorHanTaylor

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!
The French Revolution - SoW and assessment
HanTaylorHanTaylor

The French Revolution - SoW and assessment

8 Resources
A full scheme of work for the French Revolution. Does not require a text book. Looks at the skills of chronology, change and continuity, sourcework, balancing an argument and interpretation. Lesson 1 - Why did the French want a revolution (the Ancien Regime and attitudes to the monarchy) Lesson 2 - Estate system/Tennis court oath Lesson 3 - What did the Revolutionaries want? Lesson 4 - The Storming of the Bastille Lesson 5 - Why did the Revolution become extreme? Lesson 6 - The Terror Lesson 7 - Napoleon Lesson 8 - inc. assessment: Did the revolution change France for the better A good mixture of tasks including a nice sprinkling of short videos
Who were The Tudors? (Introduction to the Tudors)
HanTaylorHanTaylor

Who were The Tudors? (Introduction to the Tudors)

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The first lesson looking at the Tudors, designed to give a brief overview of all the monarchs. Includes a homework. Beings with a fun activity to establish what the class already knows about the Tudors; then there is a timeline task complete with information on each monarch. Two different timelines are available - a blank one, and one with prompts/headings. You can choose which best suits the level of support/stretch and challenge you’re looking for. Finishes with a recall/prompt game. Also included are some spellings that make for a great literacy-based first homework, to help learn the spelling of some of the key topic words.
The French Revolution: Napoleon Bonaparte – Saviour or Tyrant?
HanTaylorHanTaylor

The French Revolution: Napoleon Bonaparte – Saviour or Tyrant?

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7th lesson in the French Revolution scheme of work -begins with key words and asks pupils to judge what they think of Napoleon based on his painting. What does he want people to think of him? -Task to introduce his background -card sort which will ask pupils to judge whether each piece of information suggests Napoleon was a ‘saviour’ or ‘tyrant’ (both of these words are the key word list. There is a HA and LA version of this card sort. A final summary statement, asking pupils to use evidence from the card sort to support their view, and add an explanation (PEE/PEA)
The changing Role of the Council/Privy Council (Edexcel A level history Paper 3 optoion 31)
HanTaylorHanTaylor

The changing Role of the Council/Privy Council (Edexcel A level history Paper 3 optoion 31)

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Third 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’ This lesson focuses on the role of the Privy Council. Notes provide a brief overview for the reigns of Henry VII and VIII, and then introduces a research task. Lesson includes links to research articles to give to the students - this will just save you/them some time! They cover the structure and changes to the council, as well as some of the key members.
What was the impact of the My Lai massacre? (AQA Conflict and Tension in Asia)
HanTaylorHanTaylor

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.
USA after Nixon (AQA A Level History)
HanTaylorHanTaylor

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.
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)
HanTaylorHanTaylor

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.
The Danelaw: How did Britain change under Viking control?
HanTaylorHanTaylor

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.
The rise of the Dictators 1919-1939 - which dictator was the biggest threat to peace interwar?
HanTaylorHanTaylor

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.
Development of the role of Secretary (Edexcel A level History paper 3, option 31)
HanTaylorHanTaylor

Development of the role of Secretary (Edexcel A level History paper 3, option 31)

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Fourth 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’ The lesson looks at the changing role of the secretary across the breadth period studied, as well a list of all the secretaries and which monarch they served under, before focusing on some key individuals themselves. Looks at: Cromwell, Wriothesley and Sadler, William Cecil, Walsingham, Davison and Robert Cecil. Includes a worksheet that students can add to, using the lesson notes, textbook and potentially further research themselves.
Edexcel A level History: How to answer the paper 1 interpretation question (Germany)
HanTaylorHanTaylor

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.
Tudor Church-State relations: The role of the Church before 1529 (Edexcel A level paper 3 option 31)
HanTaylorHanTaylor

Tudor Church-State relations: The role of the Church before 1529 (Edexcel A level paper 3 option 31)

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Lesson 5 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. VERY detailed notes on the role and structure of the church before 1529, and why it was becoming unpopular. Includes an introduction to Luther, Calvin and Erasmus. Also includes some summary/discussion questions at the end.
Financing of the Tudor Monarchy (Edexcel History A level Paper 3, option 31)
HanTaylorHanTaylor

Financing of the Tudor Monarchy (Edexcel History A level Paper 3, option 31)

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Lesson 17 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Lesson 5 of 3.2 - Gaining Control of the Localities. This lesson focuses on the answer to the following questions, with specific details in response (many of which go beyond the textbook): How could the monarchy finance itself? What accounted for huge amounts of the Crown’s expenditure? Why was asking Parliament to raise taxes risky? Students then complete notes on the following questions: Taxation before 1513 1513 Subsidy 1525 Amicable Grant Also includes additional links for further reading/research
Angevin Empire  (AQA History Migration GCSE)
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Angevin Empire (AQA History Migration GCSE)

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This lesson is part of the AQA History GCSE ‘Migration, Empires and the People’ module, specifically section 1: Conquered and Conquerors. This is the third lesson of the course. Begins by looking at the link between France and the kings of England following 1066, before introducing the Angevin Empire. But why ‘Angevin?’ - follow up task introduces the Norman, Angevin and Plantagenet family trees, and what the link is between them. ‘Annotated’ family tree provided to walk through it. Section in the text book should also be read, and then a short task to check understanding. Main task is to annotate a provided map with how the Angevin Empire was formed (important to stress that next lesson will look at the LOSS of the Empire - hence why John is included). 8 mark comparrison question between the North Sea and Angevin empires included, complete with mark scheme. Also includes a homework task to prepare for the next lesson on the Hundred Years War
Kennedy's choices - action plan lesson
HanTaylorHanTaylor

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?
HanTaylorHanTaylor

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?
HanTaylorHanTaylor

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.