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I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.

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I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
Americas and Drake's Circumnavigation Revision Guide
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Americas and Drake's Circumnavigation Revision Guide

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Historic Environment Question for 2024 This nine page Revision Guide is aimed at students to help study, organise, revise and be prepared for the AQA GCSE 9-1 Elizabethan England 1568-1603 Historic Environment question for 2024. I have included 6 possible questions for GCSE exam practice on the themes I believe stand out in the literature provided. Within the guide itself, I have broken down the main details of the Americas and Drake’s circumnavigation into manageable chunks. This guide focuses on the main concepts prescribed by AQA. For example it examines the location of the New World and its growing importance for Drake and his fellow navigators, the function and structure of seafaring as new navigational techniques and ship design allowed more exploration. It will also analyse the people connected to Drake’s circumnavigation including Sir John Hawkins and Diego as well as giving information on Drake and the different interpretations of him at the time. Furthermore the culture, values and fashions connected with Drake’s circumnavigation are examined as untold riches such as feathers, pearls, jewels and gold became essential accessories for the fashionistas of Elizabethan England. Finally important events are linked to Drake’s voyages from his initial slave excursions to his revenge attacks on Spanish shipping and his circumnavigation, as well focusing on the detailed maps and illustrations in his diaries and journals of new lands he discovered. All the information and more included is advised by AQA through their Paper 2: Shaping the nation resource pack guidance. I have also gained a brilliant insight into the Americas and Drake’s circumnavigation from renowned historians such as Ben Johnson, Miranda Kaufman and the superb Professor Jowett, as well as numerous other sources, including the fabulous BBC History Today magazine and podcasts. The resource comes in PDF and Word formats if you wish to adapt and change. Any reviews on this resource which would be much appreciated.
Victorian crime and punishment
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Victorian crime and punishment

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The Industrial Revolution The aim of this lesson is to question how effective Victorian justice was. This is an interesting and engaging lesson for students as they decide who was a criminal (from their looks), which were the most common crimes in the early 1800’s and what you could expect at a public hanging though some source analysis. By the end of the lesson, students will be able to answer the following questions: Why was it so easy to commit crime in the Victorian period in the early nineteenth century and if you were unfortunate to get caught what could you expect from Victorian justice? What was the Bloody Code and why was the law so harsh to offenders irrespective in some cases of sex or age? There are also three case studies to unpick and students are left questioning the morality and effectiveness of the punishments inflicted. Please note that the reform of the criminal justice system is dealt with in other lessons such as the Victorian prison system and the setting up of the Metropolitan Police force by Sir Robert Peel and the abolition of the Bloody Code. There are a choice of plenaries from hangman to bingo and heart, head, bag, bin which get the students to prioritise the most ‘effective’ methods used to deal with crime. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
Gandhi and Indian Independence
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Gandhi and Indian Independence

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The British Empire This lesson focuses on the role Gandhi played in achieving Indian independence from Britain which ultimately cost him his life. The first part of the lesson looks at why the Indian population were unhappy with British rule, from the Indian Mutiny of 1857, events happening abroad to the Rowlatt Act culminating in the Amritsar Massacre. They are then introduced to Gandhi, his philosophy of passive resistance (or as he called it satyagraha) and why he set up his Independent Congress Party. This is accompanied with some excellent video footage from the BBC as well as clips from the film ‘Gandhi’ by Sir Richard Attenborough. The second part of the lesson centers around his life and by analysing various sources from which they complete either a table or grid; students then have to decide how big a part Gandhi played in many events leading to Independence and his lasting legacy for India in 1947. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.
Vietnam War
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Vietnam War

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Cold War The aim of this extended lesson on the Vietnam War is to analyse its significance; from its dubious beginnings and inception to the types of weapons used, the war crimes which followed and the ensuing lack of support at home as well as the consequences for the civilian population of Vietnam. So why did America fail to win this war despite overwhelming manpower, control of the air and sea and the most modern military weapons available at the time? As a starting point, students focus on Paul Hardcastle’s 19 song and his reasons for writing it and analyse the photograph of Kim Phúc before examining the details surrounding the Gulf of Tonkin resolution. They are given a number of differentiated tasks to analyse both American and Vietcong tactics to win the war (using printable worksheets) and the horrors surrounding search and destroy and the My Lai massacre, the tunnelling system as well as the use of napalm and agent orange. At the end they will prioritise the reasons for Vietcong success and American failure and how this war played its key part in the Cold War. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.
Elizabethan England Bundle Part 2
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Elizabethan England Bundle Part 2

8 Resources
AQA GCSE 9-1 Elizabethan England, 1568-1603 These lessons focus on Elizabethan society from wealth, status and the latest fashions of the time, an analysis of the Elizabethan theatre and Tudor exploration and trade. There is also a lesson for the Historic Environment Questions of 2023 on Sheffield Manor Lodge. The lessons are enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. Each lesson aims to challenge the students and focuses on how to answer a GCSE practice question set in the exam. These range from how convincing is the source, write an account and how significant. For further assessment materials, please visit the AQA website for specimen questions and answers. The lessons are as follows: L1: Wealth Status and fashion L2: Elizabethan Theatre L3: The Golden Age (free resource) L4: Poverty and the Poor Law of 1601 L5: Famous explorers (focus on Drake, Hawkins and Raleigh) L6: Planning the Spanish Armada L7: Planning for the Spanish Armada L8: Defeat of the Spanish Armada All the resources include suggested teaching strategies, retrieval practice, differentiated materials and come in Powerpoint format if there is a wish to adapt and change. Any reviews would be gratefully received.
Colonisation of Australia
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Colonisation of Australia

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The British Empire This lesson focuses on the upheaval of the lives of the indigenous peoples of Australia with the coming of the Europeans. The lesson starts by looking at their customs and traditions and how these were quickly attacked through the attitudes and settlements of the colonists. A ‘Horrible Histories’ version of events is also scrutinised and questioned on its accuracy. I have included some comprehension questions and source scholarship using an extract from the brilliant ‘Empireland’ by Sathnam Sanghera which explains the atrocities committed in Tasmania by the colonists. Paintings from Governor Davey of Van Diemen’s Land can also analysed so the students are able to prioritise the most significant changes the colonists made to Australia and the legacy of the British Empire. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.
Nuremberg Trials
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Nuremberg Trials

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The Holocaust The aims of this lesson are to explain who was put on trial at Nuremberg, the crimes they were charged with and their category of criminality ranging from major offenders to followers. Students begin by learning about Denazification and how this was implemented immediately after the war, before Cold War tensions took over. They also learn why Nuremberg was chosen as the place for the trials. The main task requires them to analyse up to 8 individuals and how they ‘conducted’ themselves during World War II. Students then have to decide which of the four war crimes they committed and which category of prisoner they would come under. They also have to judge whether their sentences would be death by shooting, hanging or a prison sentence. The verdicts are given later in the Powerpoint so students can check and compare their answers. There is an accompanying video task which looks at Nuremberg 75 years on, with some brilliant footage of holocaust survivors and the son of Hans Frank, the Butcher of Poland. The central enquiry of this and the other lessons in the bundle is to ask who was to blame for the holocaust? Students map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe. The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.
Malcolm X
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Malcolm X

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American Civil RIghts The aim of this lesson is to show a different approach to achieving Civil Rights pursued by Malcolm X. The start of the lesson asks why Malcolm Little changed his name and makes a link to the film by Spike Lee. It follows his early life chronologically and some higher order thinking questions are posed. The lesson then looks at his later life and beliefs and analyses some of his views and most famous quotations in a fun and engaging way. Students have to finally decide the most important aspects of his legacy and prioritise them, as well as deciding the fundamental differences of his beliefs and approach compared to Martin Luther King. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Elizabeth I introduction
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Elizabeth I introduction

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**AQA GCSE 9-1 Elizabethan England, 1568-1603 ** The overarching aim of this and the subsequent lessons is to question and explore how Elizabeth tried to assert and establish her authority in the early years of her reign. The lessons are therefore linked together to build up a picture of her difficulties in trying to overcome this. This first lesson is an introduction to the reign of Queen Elizabeth and starts by finding out what the students know already using a true or false quiz, source material, video evidence and portraits of Elizabeth. The emphasis is also on the precarious nature of her early life which has a major impact on how she rules when she becomes Queen. The second part of the lesson uses differentiated resources and requires the students to plot, explain and prioritise her early problems on a tree (using the trunk, branches and leaves). The third part focuses on a typical GCSE question on the usefulness of a source giving tips and notes on how to answer this question. The lesson also gives a brief introduction to the course and includes a tracking sheet which the students stick in their books detailing the assessment objectives of the course and the four main question types. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Women in World War 1
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Women in World War 1

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World War I This lesson is split into two parts: The aim of the first part of this lesson is to focus on the roles women played in World War 1 and how significant a contribution they made to the war effort. Students have to prioritise which jobs also contributed the most to the war effort. The second part looks at the Woolwich Arsenal weapons factory as a case study, using documentary and audio evidence from the time as students consider how frightening it was to work in an arms factory. Furthermore, students decide how significant women were in the short, medium and long term. They have a chance to justify their ideas with a differentiated extended writing task, with help given if required. A plenary Bingo tests and challenges students’ understanding at the end. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.
Causes of World War 2
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Causes of World War 2

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World War II This lesson sets out to explains how Hitler set Germany on the road to war in 5 steps. Students are challenged to find out how and why was he able to defy the Treaty of Versailles so easily with little or no consequences (shown through a causal spider’s web). Students analyse video footage and a number of sources, using the COP technique (modelled for student understanding) which has proved invaluable for evaluating sources at GCSE. A final chronological recap of the events and evaluation of the most and least important of the events that led to war, will give students an in depth understanding of why World War II started. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or WWII at Key stage 4. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Elizabethan Golden Age | A Level
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Elizabethan Golden Age | A Level

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AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate to what extend Elizabeth presided over a Golden Age. Students are introduced to the concept of an Elizabethan Golden Age. They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana. There are video links and images to accompany the lesson, culminating in some exam proactice at the end. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.
Berlin Wall
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Berlin Wall

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Cold War The aim of this lesson is to understand the causes behind the building of the Berlin Wall and the consequences for Berliners. Students analyse the differences between life on the East and West sides of Berlin to understand why thousands of Germans continued to cross the border to make a better life in West Berlin. The second part of the lesson focuses on the building of the wall, using statistics, graffiti art and the personal account of Conrad Shuman in a thinking quilt to develop further understanding and evaluate its significance in the context of the Cold War. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in PowerPoint format if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.
Wars of the Roses
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Wars of the Roses

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The Tudors This is the first in a series of lessons I have created on the Tudors. This lesson is broken down into two parts. The first part describes and explains the events surrounding the Wars of the Roses. Students learn about the Kings involved and the battles fought through fun tasks, video evidence and role play of which they have to make choices on the victors. With this new found knowledge they have to explain what they have learnt through a ‘talk like an historian’ quiz. The second part of the lesson focuses on the previous Tudor perceptions of Richard III. Was he really a deceitful and cunning person, ‘a lump of foul deformity’ with a hunchback according to Shakespeare, More and Virgil? Archaeological evidence from King Richard’s remains is analysed by the students to prove or disprove some of these popular ‘misconceptions’ about his posture and character. Students are then challenged to write to the current Education Secretary to make sure correct history lessons are now taught about Richard III in secondary schools. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. This lesson is fully resourced includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.
Gorbachev and the end of the Cold War
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Gorbachev and the end of the Cold War

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The Cold War The aim of this lesson is to explore the winds of change within the USSR as Perestroika and Glasnost are introduced with the appointment of Gorbachev as General Secretary of the Communist Party of the Soviet Union. But despite all the achievements he made, was it all in vain and just how successful was he with the Soviet Union in his short six years in office? Students are required to emoji rate the problems facing Gorbachev in 1985 and then justify the most serious one using a pressure gauge. Furthermore they have to evaluate how successful his policies were and how they were received in the west as compared to back home. A thinking quilt at the end challenges their thinking as they have to group all they have learnt into categories and then explain the significance of each fact. The central enquiry of this and subsequent lessons is to ask why did civilians fear for their lives during the Cold War? Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around the key question) and build up a picture of how these and different countries in the world responded and acted in this new nuclear age. The resource comes in PowerPoint formats if there is a wish to adapt and change and is differentiated. I have also included suggested teaching strategies to deliver the lesson.
Health and the People Complete Bundle
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Health and the People Complete Bundle

20 Resources
This is the complete bundle in a series of lessons I have created for AQA GCSE 9-1 Britain: Health and the People, c.1000-present. I have taught this course for more than 20 years now and have decided to completely overhaul my lessons to bring them up to date with the latest teaching and learning ideas I have picked up and with a focus on the new 9-1 GCSE. Furthermore I have dispensed with learning objectives to focus on specific enquiry based questions which address skills required for the GCSE questions. As well as focusing on GCSE exam practice questions, the lessons are all differentiated and are tailored to enable the students to achieve the highest grades. They are also fully resourced and contain easy to print worksheets. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the periods studied from the impact of Hippocrates and Galen on medieval medicine to the new ideas of the Renaissance, the laissez-faire approach of preceding Governments through to modern day Government and the nanny state. They will study (AO2) second-order concepts such as change and continuity in the development of ideas about disease as well as the causes and consequences of medical treatment throughout the ages The analysis and evaluation of sources (AO3) are used in for example, surgery, Public Health and the introduction of the NHS whilst substantiated judgements are made (AO4) on the discovery and development of penicillin, the development of the welfare state and the influence of the seven factors in medicine. The lessons are as follows: L1 An introduction to the course L2 Hippocrates and Galen L3 The influence of the Christian Church L4 Islamic Medicine (free resource) L5 Doctors and surgeons in the Middle Ages L6 Public Health in the Medieval towns L7 The Black Death and the Plague L8 Renaissance Medicine L9 Medicine in the 17th and 18th Century (free resource) L10 John Hunter L11 Edward Jenner and smallpox L12 Surgery in the 19th Century L13 Florence Nightingale and hospitals L14 Pasteur, Koch and Tyndall L15 Public Health in the 19th Century L16 Liberal Reforms L17 Medicine and war (free resource) L18 Magic Bullets and the Pharmaceutical Industry L19 Penicillin L20 The NHS L21 How to answer the factor question Please note that setting a full mock examination in class after completing each unit is strongly recommended (L1-7, L8-15 and L16-21). All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website. Unfortunately TES restrict bundles to 20 lessons and therefore please download Lesson 17 separately, which is a free resource.
Coal mining in the Industrial Revolution
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Coal mining in the Industrial Revolution

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The Industrial Revolution The aim of this aim is to assess why coal became known as ‘black gold’. Students learn how important coal was to the Industrial Revolution and how it was used in a number of areas. However the interesting facts focus on its extraction and yet again the dangers involved for all concerned, especially children. Students have to rate how effective the various measures put in place were to overcome some of the problems They also have to tackle some historical hexagonals to get them thinking and linking all the information together. A find and fix plenary should test their recall and knowledge from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.
British rule in India
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British rule in India

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The British Empire The aims of the lesson are to decide who were the main beneficiaries of British rule in India. The opening slides introduce the views of modern historians to those at the time such as Cecil Rhodes, with a video link setting the scene for British rule in India and a thinking quilt to challenge students. Throughout, students are encouraged to gather and analyse the evidence to make their own judgements and conclusions. There are some beneficial aspects to British rule shown such as the building of railways, the provision of education and the introduction of law and order in the country. A focus on Mumbai’s railway station facade and its network cites the legacy of Empire as well. But at the same time a lack of sympathy for traditional customs and religious beliefs, an inadequacy of Indian officials in Government and the promotion of British wealth and power above all else will give students a lot of conflictory evidence. In the plenary, students will rate how beneficial an Empress Queen Victoria actually was for bringing India under direct British control. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lessons are fully adaptable in PowerPoint format and can be changed to suit.
Abolition of slavery
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Abolition of slavery

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Why was the slave trade finally abolished in Britain and her Empire and why did it take so long to achieve? Why were arguments in the eighteenth century challenged so rigorously and overturned in the nineteenth? Which people inspired its abolition and who was against this? Students decide which arguments were being put forward to the plantation owners, racists, people who were ignorant and law makers to end the slave trade. They then prioritise the most important arguments in challenging these peoples’ staunch perceptions. The second part of the lesson is a case study of William Wilberforce. Through video, audio and source work, students build up a history of the great man and decide how and why he is significant (this is a differentiated task dependent upon ability). The final part of the lesson uses an interactive spinning wheel with key words used throughout the course, which the students have to define and explain their links to slavery. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.
Society and the economy under Elizabeth | A Level
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Society and the economy under Elizabeth | A Level

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AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the reasons for the increasing problems Elizabethan society underwent towards the end of the 16th Century. Students also have to evaluate the impact of these changes upon society as a whole, from a rising population, gentry class and continuing inflation. They will also question if there was a crisis in the aristocracy, a case put forward by renowned historians such as Hugh Trevor Roper, as he argues their decline of importance coincides with a rise in influence of the gentry class. Finally students will examine and decide if there were any differences in the patterns of trade in the Elizabethan era compared to previous Tudor times. Was England still dominated by agriculture and the cloth trade to Antwerp or were any changes happening to expand markets? There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.