We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
We provide KS3, GCSE and A-level History and Sociology resources that inspire, challenge and encourage students knowledge and understanding.
You will find a range of resources for example Venn diagrams, matching activities, flashcards, primary sources, mysteries and full lessons and lectures.
If there are topics you would like to see featured on our shop please let us know via our Twitter account!
This full 60-minute lesson (including a 10-mark exam question for homework) teaches students about globalisation and how far Mass Media impose western or American values and life-styles on the world. The lesson includes a booklet with a range of activities which students work through. This lesson also features provoking questions to prompt discussion, as well as video clips dealing with the hybridisation of Western culture in the Arab world. Key words and theories include: global culture, cultural homogenisation, cultural/media imperialism, hybridisation, hybrid culture, Flew (2002), Sklair (2012), Kellner (1995), Ritzer (2008), Fenton (1999), Compaine (2005), Tomlinson (1999).
This 60-minute lesson covers the growth of businesses and birth of towns during the Industrial Revolution. Students start by examining a piece of statistics on population growth which is supported by a list of questions to help guide their thinking. There are further activities in this lesson including:
- UPDATE: now with a peer-assessment task and Checklist!
- labelling task on how towns grow (excellent as homework and perfect for low attaining students as well as SEND). Challenge questions are included to stretch the middle and high prior attaining students.
- a video clip informs students about the impact of factories on towns and cities like Birmingham which is also supported a range of questions.
- Card sort and/or factor activity: students read a range of cards and have to decide which factor each belongs to;
- An extended writing task immediately follows the card sort/ factor activity.
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This 60-minute lesson for either KS3 or KS4 will teach students about how the Tudors dealt with vagrancy and what policies they introduced. Students will use Nature, Origin and Purpose (NOP) to analyse sources material to find out about issues around poverty. The class explores the question 'Why did the number of poor people increase during the Early Modern period?' and will use a handout to complete a research task. Finally, students complete a Living-Graph to investigate the treatment of the vagabonds in the Tudor period. They decide whether the treatment became increasingly harsh or soft as the period progressed. This is an engaging lesson which challenged students to think hard.
These GCSE or A-Level History activities ask students to use their knowledge and then categorise information of Hitler’s rise to power by 1933. The first Diamond 9 activity gets the class to place 9 cards in order of most important to least important reason(s) for why Hitler became chancellor of Germany by January 1933. Students then use the factors to write an explanation. There is also a separate interactive and physical Diamond 9 task where groups of three receive a pack of 9 A4 sheets with each of the factors printed on them. Groups organise the A4 sheets into a large physical Diamond 9. At the end of the task they have to give reasons for their collaborative thinking.
This 60-minute A-Level lesson consolidates knowledge around three questions: Why did Russia declare war against Japan? What were the reactions to 1905 and what the the causes? Why did Nicholas II issue the October Manifesto? The lesson also includes a TASK where students categorise reasons for the October Manifesto, colour-coding into LONG/SHORT and IMMEDIATE reasons. This A-Level lesson is suitable for exams groups and specifications such as Edexcel: Russia in revolution, 1894–1924; Option 1E: Russia, 1917–91: from Lenin to Yeltsin; Option 38.1: The making of modern Russia, 1855–1991. AQA: 1H Tsarist and Communist Russia, 1855–1964 ; 2N Revolution and dictatorship: Russia, 1917–1953 . OCR: Russia 1894–1941; Russia and its Rulers 1855–1964
This is a Sociology A-Level task exploring the concepts of Agenda-setting,Norm-setting, Gate-Keeping and Moral Panics. Students read a card and categorise it according to the sociological concepts listed on the worksheet. The PowerPoint contains both the worksheet and correct answer to go through with the students.
This is a 26-page student workbook which should be used alongside the main AQA History text for the course (ISBN: 978-0-19-835453-6). This SECOND booklet includes learning activities for Government and Changing Society 1812-1832. This booklet has been used successfully for Flipping the Classroom: set the work to be completed before the lesson and then work on essays and conceptual knowledge. If a students has missed a lesson, just direct them to the appropriate part of the booklet. It is also accompanied by 'Cunning Questions' sheet which can be printed onto A3. Students use this to make notes on BIG QUESTIONS which supports A*/A answers in the exam. The booklet contains guided questions and activities using AQA’s textbook Industrialisation and the People 1783 - 1885. The booklet includes a range of tasks including comprehension questions linked to specific pages of the book, mind-maps, essay planning tasks, article and sources extracts with follow-up questions, historiography, timeline task and more. The download is fully editable. We also have another student work booklet for AQA 1F see: https://www.tes.com/teaching-resource/aqa-1f-industrialisation-and-the-people-student-workbook-a-level-history-25-pages-56-tasks-flipped-11532516 .
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This BUNDLE contains ALL THREE Student Work Books - needs to be used alongside the main AQA History text for the course (ISBN: 978-0-19-835453-6). This BUNDLE includes learning activities for Pressure for Change 1783-1812, Government and Changing Society 1812-1832, and Political change and Social Reform 1832-1846. These booklets have been used successfully for Flipping the Classroom: set the work to be completed before the lesson and then work on essays and conceptual knowledge. If a students has missed a lesson, just direct them to the appropriate part of the booklet. It is also accompanied by 'Cunning Questions' sheet which can be printed onto A3. Students use this to make notes on BIG QUESTIONS which supports A*/A answers in the exam. The booklet contains guided questions and activities using AQA’s textbook Industrialisation and the People 1783 - 1885. The booklet includes a range of tasks including comprehension questions linked to specific pages of the book, mind-maps, essay planning tasks, article and sources extracts with follow-up questions, historiography, timeline task and more. The download is fully editable.
Check out our A-Level lessons which accompany these booklets e.g. 'How far did Britain suffer a ‘Great Depression’ 1873 and 1896?' or 'Was 1846-1868 a Golden Age in Agriculture?''How Democratic was Britain by 1885? Disraeli’s Domestic Policies', 'How successful were Peel's economic and financial policies during 1841-1846?', 'Was the repeal of the corn laws Peel’s treachery or Peel’s success?'
LINK: https://www.tes.com/teaching-resources/shop/HumanitiesResources .
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This 60-minute KS3 or KS4 lesson explores life in Russia in the 1920s and 1930s. The lesson centres around a young boy named Pavlik and students work in pairs or smaller groups to discover his fate. The lesson includes an initial task getting them thinking about the time period, a mystery and final thoughts exploring recent historiography on Pavlik. Students complete an Exit ticket by writing a brief Tweet based around a 'Bigger Picture' question.
Concepts and keywords include: gulags , 'purges', Stalin and forced labour camps.
This 60-minute lessons gives students time to explore how Britain changed between 1750 to 1923 by challenging them to work through a series of engaging tasks. This could be used as the first lesson of a Unit on the Industrial Revolution or as part of an in-depth lesson on change and continuity.
- comparing how transport, how villages/towns and cities were powered, how people lived and more
- defining 'revolution' and elaborating on that definition with the help of a video clip
- a fact sheet and worksheet gives the class time to investigate how agriculture, medicine, hygiene and education changed
- source analysis of a painting
- map analysis comparing Manchester through time.
Try our other lessons on the Industrial Revolution:
https://www.tes.com/teaching-resource/-full-lesson-why-did-businesses-grow-1750-1900-industrial-revolution-ks3-11814720
This assembly explores the concept of Britishness. There are several parts to the assembly and the finale explores how our British Values e.g. ‘The Rule of Law’ or ‘Individual Liberty’ can be seen in everyday school life. The assembly starts be exploring common traits from British heritage and students get a chance to think about (and guess!) what makes up ‘Britishness’. Issues around diversity and differentness are discussed and explored. Students are then asked to consider what ‘ingredients’ the British contain. A video is then played showing a group of older students reading the Benjamin Zephaniah poem ‘The British’. If time allows ask a student or a pair of students to read our the actual poem.
This reading comprehension task deal with the significant advancements in medical science that played a crucial role in improving the survival rates and post-war rehabilitation of wounded soldiers.
Medical Innovations and Advances during World War One - Medicine Through Time - British Sector - Paper 1
This task is linked to the British Sector Paper 1 of Medicine Through Time. It is created as a reading comprehension for GCSE History students and comes with follow-up questions and correct answers (on a separate slideshow), but it could also be used as homework, a lesson task or a cover resource.
Resources included:
Reading Comprehension Word and PDF versions
Instructions and Peer Assessment slide with Correct Answers
Key knowledge covered:
the Thomas Splint
X-ray machines
Development of facemasks
Dr. Harvey Cushing and brain surgery
This assembly starts with a riddle to solve as students settle. The next part of the assembly deals with stories of some legendary public figures who never gave up - growth mindset and strong resilience. You then consider the question 'When is the last time you failed?'. Why not share your own! The assembly then looks at VALUES which can help in overcoming and dealing with failures and mistakes - 'If you were to mix a potion which could help with dealing with setbacks and failure, which two ingredients do you think would be in it? ' . Either use those listed in this presentation or add your own school values. The assembly examines five 'Top Tips for Dealing with Failures' and then explores a case-study about Malala Yousafzai.
How did the events in Montgomery and Little Rock help to shape the Civil Rights Movement?
This 60-minute A-Level or GCSE Civil Rights lesson investigates the events that took place at both Montgomery and Little Rock and provides guidance how far the two events helped to shape the 'movement'. The starter/initial task challenges students to consider a photograph of Elizabeth Eckford and the circumstances surrounding the famous photograph.
Students will explore the question ' How far is it true to say that the Montgomery Bus Boycott was the most significant campaign of the 1950’s?' and a mind-map is discussed by the teacher comparing:
- Montgomery
- Brown
- Little Rock
There is a link to a documentary freely available online. This beautifully filmed and gripping documentary is also accompanied with a task for students. Please bare in mind that if viewing with a GCSE group that there are a scenes of violence e.g. when members of the public attacks African-American during their sit-in.
Success criteria
Can explain which major event(s) helped shape the Civil Rights movement
Can analyse event was the most significant.
This 120-minute A-Level Sociology lesson can be used as a either a revision lesson or follow-up lesson on Green Crime. The main parts of the lesson includes:
- warm-up activity challenges students to match the correct Green Crime Case Study with the right summary text.
- main tasks include matching the correct key word / Sociologist with the correct definition or theory e.g. Ecocentric view; Eco Feminism.
- classifying different types of Green Crimes
- Discussion point around the statement: ‘Green crime is more a problem caused by the state than by individuals.’. This is also followed by suggested theories and AO1 to support an analysis and evaluation.
- Teacher concludes with a summary of Green criminology and Green Crime.
- all tasks are fully editable
All tasks are also included in the presentation with correct answers.
Sets of approximately 40 FLASHCARDS which help students to revise key terminology for A-level Sociology The Media:
- the relationship between ownership and control of the media
- the media, globalisation and popular culture
- new versus traditional media
Keywords and definitions such as:
Mass culture
- The production of works of art and entertainment designed to appeal to a large audience
Collective intelligence
- Shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making
This 60-minute A-Level lesson provides an in-depth lecture with accompanying task for students. Students complete a mind-map whilst the teacher explains issues such as the relationship between Party and State; The role of Hitler and interpretations; The role of Hitler; The SS; Gestapo; SS-Police-SD System; and The Gestapo; the SS.
The aim of this A-Level Sociology game is to become experts in a field. In teams of three or more, students prepare to rehearse a set of questions on the topics of: Functionalist Sex Role Theory/Patriarchal Control; Liberation Theory; Class Deals. Round 1: Each team is quizzed on their topic. If they do not get it, the question is put aside. The other team can choose to answer at the end of round 1. Round 2: Teams swap question sets. Repeat process for Round 1. Round 3: Both teams go head-to-head with all questions.
Matching task where students read about a study or definition and have to decide wether it's about AGE and DISABILITY and/or the correct perspective! Students can either add the correct heading or colour-code. This is a great resource to use for introducing new content to gauge understanding; consolidating learning or revising representations of age and disability in the media.
Three lessons revising the knowledge and understanding (AO1. AO2 and AO3) of the Sociology of The Media Revision including 31 detailed slides. Each of the following topics will be revised in great depth: Topic 2: The relationship between ownership and control of the mass media; Topic 3: The mass media, globalisation and popular culture; Topic 4: The processes of selection and presentation of the content of the news.
