From the AQA History A Level course: "Industrialisation and the People: Britain c1783-1885’. Detailed information from chapter 22 on economic developments, including lesson/revision questions and activities at the end

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This lesson is part of Section 2 "Government and a Changing Society 1812-1832’. It is a bumper lesson that includes Grey, Melbourne and the Tories in opposition. There are revision/lesson activities throughout. At the end, there is a list of exam questions taken from past papers and the text book that can be used as a revision tool. You can edit/remove/add to this as best suits your group.

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This is 2 lessons and a homework; an initial introduction to Lord Liverpool and then a more detailed look into the Acts passed whilst he was PM. There is also a source question at the end which can be adapted for AS level. Although this is aimed at A level, it does only use 2 extracts rather than 3.

For the AQA A level ‘Industrialisation and the people : Britain c.1783-1885’ course This is from Part Two, Section 3: Political change and social reform 1832-1846 A VERY detailed PowerPoint covering topic information, complete with discussion points and revision/lesson activities

For the AQA History A Level ‘Industrialisation and the People: Britain c1783-1885’ course This fits with Part Two, Section 3: Political change and social reform 1832-1846 A VERY detailed lesson covering the whole of chapter 15. Includes a revision/lesson task, as well as an accompanying essay plan

Detailed lesson looking at the Battle of Agincourt, asking pupils to assess why the Battle of Agincourt is worth remembering, and using a diamond 9 to make a choice as to what the most memorable factor is. Also includes a documentary (free to view on Youtube). Includes a newspaper task and template (can also be used for homework).

Further looking at interpretations, two documentaries that give two different accounts - the first looks at Lady Margaret Beaufort, and the second Henry VII himself (along with Jasper Tudor). Gives a writing frame to write a balanced account at the end.

Lesson 9 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. This lesson looks largely at the Puritan threat, and a sheet is given to guide student notes. A filled-in version of this is included to aid subsequent class discussion. The final task asks student to compare the 1539 and 1554 settlements. This can be done in class or would make an excellent homework (the next lesson will start with a discussion based on this work)

Lesson 8 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. Lesson provides detailed notes on the issues/opposition regarding the Acts of Supremacy and Uniformity, followed up with a student lead activity on the details of the Act of Supremacy. The lesson finishes with some summary questions which could be delivered as a class quiz, quick-fire session or group discussion.

Lesson 7 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. Provides detailed information/knowledge on the background and details of Henry VIII’s 1534 Act of Supremacy. Includes a sheet which can be filled in to help organise notes, and a final task to assess the significance of the different factors of the Act.

Lesson 10 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 begins with a recap, comparing the 1534 and 1559 religious settlements. The main bulk of the lesson begins with Elizabeth’s ‘Golden Speech’, and then looks backwards at how relations between Elizabeth and her parliament reached that point. It deals with the definition of three key terms; Royal prerogative Parliamentary bill, and Petition. This is then followed by examining three key events; War with Spain; Royal prerogative and monopolies; Parliament of 1601. There are detailed notes.

Lesson 11 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Defines the key terms of Sovereignty of statute law and Parliamentary Privilege. Contains student led questions, which can simply be written or could be used as team game etc. Summary statements at the end.

Lesson 12 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 outlines a practice essay on the Tudor Church, then sets out guidelines for students to create a game used to help teach, or revise, the topic. It’s up to you how long you give them to do it, but it worked really well for my groups! The key here is focus on SPECIFICS, as well as change over time. Comparrison questions/elements should be encouraged.

Lesson 13 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. First lesson of 3.2 - Gaining Control of the Localities. Focuses outside of London, looking at and defining the localities. Gives some background on Wales and North, followed by some questions for students to investigate, and a comparison of the two areas. Lesson also looks in depth at the Law in Wales Acts of 1535 and 1542, and the 1537 re-establishment of the Council of the North. Concludes with some summary discussion questions. Layouts/sheets provided for stuents to use to fill in their notes if desired. Uses the Edexcel Pearson textbook.

Lesson 14 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 2 of 3.2 - Gaining Control of the Localities. Lesson defines what is meant by a ‘borough’, the changes to them and how they relate to MPs. Also discusses their drawbacks (e.g. rotton boroughs). Finishes with tasks from the textbook. Very student led lesson - designed for feedback the following lesson. Uses the Edexcel Pearson textbook.

Lesson 15 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 3 of 3.2 - Gaining Control of the Localities. Begins with a fun tasks of attempting to read an original document; highlights the importance of literacy and the growth of literacy during the Tudor period. Looks at the growing number of Grammar/English schools,and Oxbridge, as well as examining illiteracy rates and the trends for women. Very detailed notes with examples beyond the text book. Finishes with some key questions to answer. Uses the Edexcel Pearson textbook.

Lesson 19 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 7 of 3.2 - Gaining Control of the Localities. This lesson focuses on development of a network of personal relationships by patronage and the granting of lands, titles and positions at Court. Provides a detailed explanation of patronage, as well as an overview of how Henry VII, Henry VIII and Elizabeth I used patronage, those who benefitted, and the problems that arose from the system. There is then scope for students to build on these notes further.

3rd lesson in this scheme of work on The French Revolution This lesson instroduces the main revolutionary groups (Sans Cullotes, Moderates and Peasants), looking at what they wanted from the revolution and exploring why those wants might be different. There is good scope for discussion on why not everyone in a revolution wants the same thing, and why that might be problematic for the revolution. There is also a source activity focusing on Tallrand, exploring why some nobility might also have supported the revolution.

6th lesson in the scheme of work, looking at The Terror. Lesson begins with ‘Empty Chairs and Empty Tables’ from les Mis - what direction does this make the revolution appear to be going in? There is also then a reference sheet to stick in with the key groups/some key names as a learning aid, and a short video introducing The Terror. There is a living graph timeline activity to track how extreme the events were, followed by a source activity asking HOW and WHY the interpretations differ (these match the AQA GGSE History style questions - good preparation). This could make a good homework activity. Plenary asks pupils to discuss whether or not the Terror was actually neccessary.

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)