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Peter Fensome's Shop

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Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.

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Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.
WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945
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WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945

(1)
Lesson seeks to challenge students to consider the USA’s justification in 1945 for dropping the Atomic Bombs on Japan. Intentionally seeks to minimise over emphasis on the moral issue which can cloud analysis of whether in 1945 (versus 2015) the USA had a case or not. Emphasis on discussion and debate but could be turned into a written answer if necessary.
Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954
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Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954

(2)
The lesson looks to provide students with an understanding of why there needed to be a Civil Rights movement in the USA in the 1950s and how the Jim Crow Laws were used by white Americans to oppress Black Americans leading to organised protests. The aim is to allow students to identify various means of protest from passive to violent that can then be explored in future lessons. The lesson was delivered to a class that had not done slavery for over a year so key information on slavery leading up to the Emancipation (1863) and Freedom of slaves (1865) was built in.
The Role of Theatre in Elizabethan Life
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The Role of Theatre in Elizabethan Life

(3)
Linked to AQA GCSE Depth Study Elizabethan England. Consideration of the role of theatre in Elizabethan life with 8 mark question centred on Victorian source showing Elizabeth at the Globe Theatre.
WW2-Was D Day Really that Significant?
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WW2-Was D Day Really that Significant?

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A lesson focussed on source analysis and writing skills. Students are asked to quickly summarise D Day and make a judgement on its significance based on a map, summary and short video clip. They are then provided some additional sources which provide alternative views regarding its significance before writing their final response to the Key Question. Interesting to see students making the conceptual leap from D Day in WW2 to the start of Cold War friction without being prompted.
Did the Death of Hindenburg make Hitler a Dictator?
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Did the Death of Hindenburg make Hitler a Dictator?

(0)
A revision lesson drawing on students’ previous learning on key factors leading to Hitler establishing a dictatorship (Reichstag Fire, Enabling Act, Night of the Long Knives (political intrigue)). Key question seeks to push students to reach a judgement on the significance of Hindenburg’s death versus other key events and then justify that choice using evidence.
The Night of the Long Knives
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The Night of the Long Knives

(11)
Focussed lesson on the Night of the Long Knives with emphasis on group work and individual writing to build confidence in paragraph writing. Easily adapted with a good range of resources.
The Industrial Revolution - The Great Exhibition  (A Factory Worker's Perspective)
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The Industrial Revolution - The Great Exhibition (A Factory Worker's Perspective)

(1)
Building on the student's understanding of the Industrial Revolution this lesson sought to get them to consider the Great Exhibition from a Factory Worker's perspective. Video sources provided a prompt and ideas of how working class people felt about it. (Potentially drop video first video if time does not allow). Pictures of the Great Exhibition allowed students to wander around the classroom gaining ideas and a sense of what the Exhibition might of looked like.
WW1-Recruitment and Conscription - recreating the 'flow' of recruits over time 1914-1918
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WW1-Recruitment and Conscription - recreating the 'flow' of recruits over time 1914-1918

(0)
A teacher led demonstration which requires maximum student participation to practically recreate quite literally the flow of manpower through recruitment and training of the British Army in WW1. Also has utility in explaining why conscription needed to be introduced in 1916 and provides a sound platform to develop discussion, debate and further activities designed to answer key questions on Recruitment and Conscription in the First World War.
Why did Britain Establish A Penal Colony in Australia?
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Why did Britain Establish A Penal Colony in Australia?

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This is a video lesson with voice over, however by highlighting the speaker icons in the bottom right of each slide you can quickly disable this and it will default to a normal ppt presentation… As part of the EDUQAS GCSE Crime and Punishment students must undertake a site study which for 20-21 is Botany Bay and Transportation, Although designed to support the EDUQAS SOW I am sure it is equally useful for anyone studying transportation and the penal colonies of Australia under one of the other Exam Boards. I’ve included an intermission with a great piece of music by the Dubliners (Black Velvet Band ) about a young man led astray and sentenced to transportation. The clip is freely available via the internet so encourage students to sing along or delete if you feel inappropriate.
How Did the Germans defeat the Allies in 6 Weeks?
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How Did the Germans defeat the Allies in 6 Weeks?

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A wargame designed to allow students to identify the key factors leading to the Allied defeat in the West in Spring 1940. It provides an introduction to the events leading up to Dunkirk, Battle of Britain and the Blitz. Encourages group work, collaboration and shared learning.
Terrorism - How successful were the 12 Apostles
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Terrorism - How successful were the 12 Apostles

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A research based lesson questioning the success of the '12 Apostles' an IRA assassination squad set up by Michael Collins during the Irish War of Independence. Concept is for 4 groups to research the key question and then share information at the end but also to reach a conclusion of the strengths and weaknesses of each type of research.