A break thorough down for students (and staff!) of how to tackle each question type on this unit. Developed from the mark / exam feedback sheets we created with help from AQA, so you can be confident the guidance enables students to hit all assessment points. Includes where questions are similar across both sections, timings for each question and sentence starters for each question. Can also be used as a warm up before exams are attempted! Marking/ exam feedback sheets are also available for each section of each unit - have a look at my other resources and please do review!

Knowledge organiser to help students analyse, causes, events and consequences of Boer Wars and to support making a judgement on the significance of Rhodes to the wars. An excellent summary/ revision activity and entirely self-contained! Print sheet on A3 for students.

KS3 lesson comparing aspects of British and American Civil Rights Movements: similarities and differences between the Bristol Bus Boycott and the Montgomery Bus Boycott, leading to an essay judging the role of leaders in the success of each movement. Resources include accounts of both boycotts for student comparison and advice and sentence starters for essay provided.

Students analyse the aims tactics, supporters and achievements of key groups working for the civil rights of black Americans in the early 1940s, 1950s and 1960s. Works as both a teaching and revision lesson. Differentiated group task builds to an evaluation of most successful group - according to what criteria?!

Over two lessons, students are asked to develop their understanding of the links between events in the Cold War, as well as reviewing the main events (Origins, Crises, Detente: 1945-72) and evaluating relative importance. I have used this resource over and over with my classes, printing out the 3 sections on A3. I adapt their use depending on my focus - sometimes getting students to add detailed evidence, sometimes getting them to add a picture for each event as a mnemonic. (The activity laid out here focuses on spotting and explaining how the main events ink). I find breaking the story down into clear, managable chunks helps hem to “hold” it in their heads, making it easier then to see causes, consequences and changes. I have used and reused these resources!

Lesson looks at events from independence movements in Baltic/ Eastern Europe and coup against Gorbachev to Yeltsin in power & declaration of end of USSR. Students are given engaging evidence to sort into chronological order and are then asked to analyse to identify key causes of communism’s collapse in the USSR. Final task is a Diamond 9 evaluation of the importance of these causes (with optional help provided in working out what the relevant causes are!) All resources are differentiated for higher and lower ability classes and suitable for use w all exam boards.

Part of SOW on Crusades/ Frankish invasions and interpretations, inspired by Christine Counsell’s work on interpretations skills (“Uncovering the jewel of the KS3”, https://www.history.org.uk/secondary/categories/489/module/8723/secondary-workshop-resources-ha-conference-2014/9612/interpretations-of-history-uncovering-the-jewel-o) Designed to be completed online/ during lockdown, this lesson introduces students to the process of deconstructing an interpretation based on 1. what it is saying, 2. what aspects are factual, imagined or points of view and 3 what is the relationship between the interpretation and the available evidence. Students are asked to analyse an interpretation of Richard I to work out what it is saying about him and to compare the interpretation to available evidence. It does ask that they evaluate the accuracy of the interpretation and to redesign it, as part of a wider look at how and why interpretations are constructed - leading them in future lessons towards making some suggestions about why Richard might have been interpreted like this in the Victorian period. It has been designed for a class of students of high ability.

Part of SOW on Crusades/ Frankish invasions and interpretations, inspired by Christine Counsell’s work on interpretations skills (“Uncovering the jewel of the KS3”, https://www.history.org.uk/secondary/categories/489/module/8723/secondary-workshop-resources-ha-conference-2014/9612/interpretations-of-history-uncovering-the-jewel-o) Designed to be completed online/ during lockdown, this lesson introduces students to the idea that accounts of history are interpretations - we choose what is and is not included in them. Students are asked to analyse two interpretations (paintings) suggesting quite different things about the conflict. Each painting was completed in a different time and for a different purpose and they return to these images later in the SoW. They are then asked to compare the accounts of events as presented in modern textbooks - Western and Arabic - noting which events are included and emphasised and how they are described. The final homework task is to construct their own account of events. (This last task could be adapted to include explicit judgements on significance, but as the focus of this SoW is on interpretations, I felt we didn’t need to add further complication! It is also something we discussed in feedback sessions - how did you decide what to include and what to leave out?) Note that the resources provided to help them to construct their accounts ARE biased towards the Western interpretation - something that can also be discussed in feedback (did they notice?). If you can find a more balanced or English-language accounts presenting a more Arabic interpretation that is manageable for Year 7s, please let me know! The lesson is preceded by two looking at how the Islamic Empire developed and whether it was a Golden Age. It has been designed for a class of students of high ability.