Exercise to encourage collaborative learning and to develop analytical essay writing skills. Class is split in half. Each half has different interpretation (Haig was / was not a terrible leader of the allied forces) These teams collect evidence into a table under 3 headings. Then pairs are made - 1 from each interpretation. Using guidance given, they write an analytical answer exploring the extent to which Haig deserves the title 'the butcher of the Somme'.

The Pen is mightier than the sword How far do you agree. Draws together theme of power and protest and consolidates essay writing skills that have been developed over the units this year

PPT and follow up resources for a lesson using 'spaced learning' technique to explore the causes of WWI. Detailed notes about delivery for those who haven't used this technique before are provided in word doc. It's great fun and you might be surprised how good the students' memories are even a week later. http://www.tes.co.uk/article.aspx?storycode=6007881

Marketplace activity to help students understand the contribution of different nations to the escalating tension in Europe, and to deconstruct/reconstruct knowledge to answer key questions from the spec Second document is complete notes for students, integrating the ideas

Unit 5 in new Year 8 scheme of work (theme = power and protest). Begins with the preconceptions activity available here separately. THis is a cut down activity provided by the IMperial War Museum London which is excellent. The rest of the scheme of work has been written by me. Assessment task at the end with AFl marksheet. The powerpoint is to support activity 4, and is a simplified/edited version of a powerpoint on Nazi anti-semitic propaganda available separately on TES resources (by me).Please leave a comment if it is useful to you!

Activity about Hereward's rebellion, which followed the conquest. Story told as a memory game ('I went to market').

Core text and some resources for teaching the children section of the British Depth Study (1939-1975) for OCR GCSE.

Spaced Learning activity, self quiz and core notes. Cartoon activities as extension. SL activity and quiz will take about 1 hour

simulation to help students understand the issues of overspeculation and overproduction that led to WSC

Plenary games for these three topics. instructions provided (after the game cards)

(hopefully) pupil friendly breakdowns of exam question markschemes for OCR Modern World History B, with some model answers included

Designed to encourage students to make appropriate links between ideas, this exercise provides the key points of the Ghost Dance narrative together with a list of connectives. Students draw arrows from one idea/event to the next, writing along the arrow the appropriate connective word. When complete, the diagram should answer the question ‘What happened after the Battle of Little Bighorn?’. Differentiated resource - higher ability exercise has one stage of the story missing and an extended list of connectives

This is a differentiated literacy-focused plenary for the activity ‘Why did Henry agree to be whipped’ on ThinkingHistory.com. Students are required to link the segments of the story together with arrows and write appropriate connectives on the arrows to create a coherent explanation.

this is a logic problem that can be used as a unit starter for the Indian Wars. it is essential that the students do not know the names, dates or outcomes of the battles before they begin, as this will undermine the logical thinking skills. i have used this activity with very mixed ability classes and have had some astounding results from all abilities. Its tricky to explain, but well worth it. I usually put it up on the board and go through the process of one clue with them - only one though!

DOESNT PROVIDE GRADES OR NATIONAL CURRICULUM LEVEL DESCRIPTORS AS IT IS AN AFL SHEET. OF COURSE TEACHERS CAN RECORD ANY MARKS THEY LIKE IN THEIR MARKBOOKS, THIS IS FOR STUDENTS, TO ENGAGE THEM IN A DIALOGUE ABOUT THEIR WORK. EASY TO MODIFY

From a SOW I'm currently writing about Henry II and Becket. This board game is about the medieval church. A priest, a noble and a peasant have to get to heaven. Journey by way of church courts and indulgences, to set the scene for the specific church privilege which caused conflict between Henry II and Becket and also the indulgences issue which is a long-term link to a planned future unit on the reformation.

General introduction to doodling and learning, with 'strategic' doodle showing the structure of the League of Nations (explained)

easy to include strategies for teachers to help children develop particular behaviours, broadly based on Costa's Habits of Mind. So far, strategies posted for Metacognition, Managing Impulsivity, taking a Responsible Risk and Persistence (including thinking flexibly) jan 2012 - communication added april 2012 - curiosity added

I've re-written this SOW Sept 2017. Attached new lesson plans. Plenary lesson still be to added I left the bbc maps from 2011 just in case, though I haven't directly used this in the SOW

Guide for students to help them work out what is being asked in a history exam question and recognise the basic structure of the answer required. [to help them write the answer, see 'how to help students write essays' on TES]