Lesson 12 GCSE HISTORY Edexcel 2016 Early Elizabethan England - Throckmorton Babington and Ridolfi

Lesson 12 GCSE HISTORY Edexcel 2016 Early Elizabethan England - Throckmorton Babington and Ridolfi

All resources included - can be used with or without text book. STARTER: Match up key terms from previous learning TASK 1: Students can either use the fact sheets included (see image) or the book to outline the main features, events and outcomes of the three plots. A table is included to allow students to structure their findings. TASK 2: Extension questions allow students to evaluate and analyse what they have found out to explain the significance of each plot. PLENARY: Students play a game of 'Which plot am I'? after they are given a short description of an event. Please be kind enough to leave a review if you purchase this resource - thanks
barneysgirl
Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Please be kind enough to leave a review if you like this resource. This lesson is fully contained and will allow you to avoid using the text book if needed. STARTER: What do the various pieces of evidence in the pictures tell the students about the difficulties of policing the area? TASK 1: Students can either use the book (Pearson) or the handout that is included with this lesson, to identify what the problems were and explain why they are problems. A w/s has been created for them to do this. TASK 2: Students now use the evidence from the time to analyse these problems. PLENARY/ASSESSMENT: Students given two sources to explain how they would follow up.
barneysgirl
Lesson 30 GCSE History Edexcel 1-9 Crime and Punishment 1900 - Present: Young Offenders

Lesson 30 GCSE History Edexcel 1-9 Crime and Punishment 1900 - Present: Young Offenders

Students will be able to describe the main changes, explain them and then answer a 4 mark difference question by the end of the lesson. The lesson starts by asking the students to analyse data showing youth crime Starter: Students given basic information about a young Victorian offender and asked what sentence they would give today. Then then Victorian sentence is revealed to hopefully shock the students about this punishment. Students given a worksheet (can be printed and then enlarged to A3) on which they write their responses to a series of questions. Questions 1 and 2 use two short clips about Borstals (hyperlinked) and the remaining questions can be answered either using pages 124/5 of the Pearson book or the fact sheet provided at the end of the lesson. If time allows, I have included links to two more 10 minute news documentaries about the issues and questions facing the treatment of young offenders in the present day. Students have the opportunity to complete a 4 mark exam question by the end of the lesson.
barneysgirl
Lesson 28 GCSE History Edexcel 1-9 Crime and Punishment 1900-Present: Derek Bentley

Lesson 28 GCSE History Edexcel 1-9 Crime and Punishment 1900-Present: Derek Bentley

This lesson covers the facts, controversy and significance of the Derek Bentley case. Starter: Students listen to and read the lyrics of Elvis Costello. They then discuss or answer the questions (see image) to promote their independent learning of the case. Key Term Recap: Students given a series of key terms that they will be expected to use correctly in the lesson. One sheet provides the meanings as a match up task, the other can be given to students to define on their own. The story: Students given a fact sheet about the events and the case. They should read through this before a teacher discuss of their findings. What do they think the controversy of the case was from their own reading? Task: Students given 15 arguments for and against Bentley's guilt. They should categorise these before answering the questions about the controversies and the significance of the events. Exam Skill: Explanation - the students are provided with a P.E.E. sheet with the point and evidence pre-filled (this can be taken out if needed). Students have to clearly explain why each factor was controversial. Example exam questions. Discussion/written plenary - go back through the Learning Achievements to assess knowledge and skills.
barneysgirl
Lesson 29 GCSE HISTORY Edexcel 1-9 Crime and Punishment: 1900-Present - Prison Reform

Lesson 29 GCSE HISTORY Edexcel 1-9 Crime and Punishment: 1900-Present - Prison Reform

This lesson covers the key events and factors that have led to prison reforms after 1900. Recap - students match facts about the use of prisons to the period they link with to recap prior learning. Starter - Two slides which can be laminated/shown of the two opposing interpretations about modern day prisons. Students think about the two different interpretations of modern prisons and then consider why (linking to skills needed in other papers). Key Terms - students look at the key terms needed for the lesson and define them. Background - Factors for change and students to analyse a chart showing the increase in prison population in this time. Linked questions provided. Timeline - using the fact sheet handout (also included) students plot a timeline of the key events/changes. Comprehension Task - students need to fill in their answers onto the worksheet provided. Exam Questions - Students can apply their knowledge to a choice of 4, 12 or 16 mark questions.
barneysgirl
Lesson 27 GCSE History Edexcel 1-9 C& P: 1900-Present: Punishment&abolition of death penalty

Lesson 27 GCSE History Edexcel 1-9 C& P: 1900-Present: Punishment&abolition of death penalty

This lesson allows the students to gain a comparison between past attitudes to the death penalty (The Bloody Code) with attitudes formed after 1900. Starter: Asks students to analyse a graph showing the number of murders committed after the abolition of the death penalty (taken from Hodder) with questions for discussion. Starter 2: Which of the 10 listed crimes would have been punishable with the death sentence by 1900? Background information - 3 slides of information which recap the attitudes towards the death penalty during the era of the Bloody Code. Will allow students to see the comparison with post 1900. Task 1: Using either of the books or the handout provided, students to be given a timeline (see image) and plot 5-7 key events in the ending of the death penalty. Task 2: Students now explain the factors which brought the death penalty to an end with a focus on students completing the 'explanation' part of a PEE paragraph (see other example included). Sentence starters given if needed. Plenary/Extension - students to identify and argue which factor was the most significant. Exam focus: A 4, 12 and 16 mark question - all of which can be answered using the information from this lesson. Information sheet: Everything the students will need to know as an A4 handout on one slide.
barneysgirl
Lesson 26 GCSE History Edexcel 1-9 Crime&Punishment: 1900-Present - Specialisation of Police.

Lesson 26 GCSE History Edexcel 1-9 Crime&Punishment: 1900-Present - Specialisation of Police.

This lesson looks at how the police have adapted to social change and increased the number of specialist units in their force. It also includes information about Neighborhood Watch. A number of activities and printable worksheets to provide you with options for your teaching and learning which hopefully can be adapted for your students. Really proud of this lesson so hopefully you will enjoy it too! Warm up - two modern day cartons about cyber crime which ask the students to think about the types of crime carried out in modern day society. Recap - students fill in the missing key terms from their previous lessons about 1900 - present day. Answers revealed on the following slide with hints included. Starter: Students discuss and possibly create a diagram to the question: How might improved science and technology be a factor to increase crime? Background information slides to introduce the lesson. Task 1: Students match each specialist police unit tho their matching description (shown). This can be printed or used on the screen. Task 2: Students create a mind map to explain the development of more specialist units and then outline 4 examples of specialist units. This can be either from their own research, published books or the handout included. Extension tasks: Students evaluate the impact of these specialist units. HOMEWORK/ICT SHEET (Optional) - Students can use the Neighborhood Watch website to gain background about this form of 'active citizenship'. The final questions focus on the continuity of 'collective responsibility' and the differences of this scheme.
barneysgirl
Crime and Punishment GCSE History Edexcel 1-9 1700-1900 bundle

Crime and Punishment GCSE History Edexcel 1-9 1700-1900 bundle

7 lessons designed to teach the 1700-1900 period for Crime and Punishment. Each lesson contains sample example questions/responses, starter/recap activities, accessible and differentiated tasks, an information sheet about the lesson which can be used by teachers and students, a plenary sheet and an accurate link to new GCSE requirements. Each lesson could be used without the set text books but obviously this is at your description for your own students.
barneysgirl
Lesson 22 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900 - Case Study: Pentonville

Lesson 22 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900 - Case Study: Pentonville

Students explore the reasons for the government building the prison as a prototype for other prisons and look into the changes and conditions in the prison. Recap - Students have to memorise key events/dates in pairs and see how many they can recall in 1 minute. Starter: Students look at 4 images of Pentonville (these can be printed an laminated if you have the funds) and investigate what they can infer about Pentonville from each image. Task: Students can either use the Pearson/Hodder or fact page (included on the last slide) to create their own mind map/revision diagram about the prison. This can be of their own design or the one shown which can be printed from the PP. Exam link: Students carry out a matching up task to see the difference between explanation and description. It also allows them to see how they can use Pentonville as an example in their work. Hopefully, this will get them thinking about their own answers which need more clarity with explanation. Even with low ability students, an example can be made of one P.E.E. paragraph to allow the students to see the difference between description and explanation.
barneysgirl
Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

This sheet is to be given to help students in KS3/4 who will be going on to take the Edexcel GCSE 1-9. It includes a 'how to' section for the 4 source type questions the students will have at GCSE, types of evidence and how to evaluate the usefulness of evidence. Along with a collection of key terms the students can use to help develop their answers. This is specifically for the new Edexcel GCSE and for KS3 students to start developing these source skills early.
barneysgirl
Lesson 25 GCSE History Edexcel 1-9 Crime & Punishment 1900-Present: Law enforcement & policing.

Lesson 25 GCSE History Edexcel 1-9 Crime & Punishment 1900-Present: Law enforcement & policing.

Students will produce a living graph/timeline based on the new developments of policing and law enforcement from 1900 to the present day. Recap - 2 sets of questions asking students to demonstrate a knowledge of types of crime (fraud, extortion etc) and another set asking them to recap how laws and types of crime changed. Starter - students given 6 changes to the methods of policing after 1900 and have to discuss when on the timeline these dates fit. Discussion based activity to assess student prior knowledge. Background information - students given some brief information about the main problems of policing at the start of the 1900s. It could be an idea to test the students on this before the problems come up. Task: Students given a printout of the timeline (as shown) and a copy of the main changes of the period. Students should place these changes on the timeline, identify which type of change they are and also think about the importance of each change (the higher it can be written onto the timeline). Questions: 2 exam questions about similarity and difference and one question to encourage strong arguments with a 16 marker judgement about the most important factor of change. Information slide and plenary page also included.
barneysgirl
Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

It would be great if you could leave some feedback for this lesson. It mainly uses the Pearson book as I found the Hodder book does not really focus on the 'consequences' aspect at the end. STARTER: A filling in the missing term exercise to allow students to recap basic key knowledge about the uses of the buffalo for the Plains Indian way of life. BACKGROUND: Students watch a 6 minute clip (hyperlinked) to see why the white settlers and US Government wanted to hunt buffalo and the main consequences of this for the Plains Indians. EVIDENCE ANALYSIS: Source from Frank Mayer (also in Pearson book) to promote discussion about the Indian way of life. TASK: I have given a choice of three possible tasks to help students gain knowledge of the impact of the extermination: 1 - A letter from a Sioux Indian to President Grant making clear the consequences of the buffalo extinction. 2 - A simple comprehension task from page 90 with 10 questions. 3 - An outline of a buffalo head with 11 spaces in which students can select their own facts about the extermination of the buffalo. EXAM QUESTION: Explain two consequences of the extermination of the buffalo on the way of life of the Plains Indians.
barneysgirl
Lesson 9 GCSE History Edexcel Crime and Punishment: CASE STUDY - Role of the Church.

Lesson 9 GCSE History Edexcel Crime and Punishment: CASE STUDY - Role of the Church.

This lesson will ask the students to evaluate the influence of the church in the middle ages and ends with an opportunity to complete a 16 marker based on this lesson. STARTER: Students will recap what they already know about the power of religion (see image) with the use of image prompts. TASK: Students are then given an outline of the church building which has been divided into spaces for them to write facts about the various actions that the church made. EXAM QUESTION: How far was the role of the church the most important factor affecting law enforcement during the Middle Ages? Students given a guide to this question and also an example answer before they start. A fact sheet has also been included for anyone who does not have access to the Pearson or Hodder books.
barneysgirl
Lesson 24 GCSE History Edexcel 1-9 Crime and Punishment: 1900- present:  New or old crimes?

Lesson 24 GCSE History Edexcel 1-9 Crime and Punishment: 1900- present: New or old crimes?

A bumper packed lesson that may in fact take two sessions depending on your lesson time. However, this lesson offers a selection of tasks which will move the students to the same outcome of the 16 mark question. Students have to read, understand, organise and then evaluate which of the 10 crimes they are presented with are 'new' or 'old' forms of criminal activities. Starter: Students given a selection of crimes and asked to discuss how 'serious' they feel these crimes are. Starter 2: Students now learn more about these new terms with a literacy task that asks them to improve the standard of vocabulary used in a variety of sentences. Task: Students look at what causes change in this time and asked to identify various factors for each one. Task: Students given 10 crime cards (or you can just photocopy the slides) and given a task to organise the crimes into old and new. Task: Students then answer a series of questions which demand explanations from them about their choices. Task: A table has been produced if you wish your students to record information in more detail. Exam question: Students presented with a 16 mark exam question and prompted to give feedback on how they would answer this. I have also included some sentence starters for weaker students to allow them to further practice the structure of this answer. There is also an emphasis on making a final judgement in a convincing way.
barneysgirl
Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Please be kind enough to leave a review if you like this resource. This lesson is fully contained and will allow you to avoid using the text book if needed. STARTER: What do the various pieces of evidence in the pictures tell the students about the difficulties of policing the area? TASK 1: Students can either use the book (Pearson) or the handout that is included with this lesson, to identify what the problems were and explain why they are problems. A w/s has been created for them to do this. TASK 2: Students now use the evidence from the time to analyse these problems. PLENARY/ASSESSMENT: Students given two sources to explain how they would follow up.
barneysgirl
Lesson 23 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900: Robert Peel's Reforms

Lesson 23 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900: Robert Peel's Reforms

Students have a chance to explore the major reforms in legislation, prison conditions and the creation of the Metropolitan Police. Starter: Students recap the previous forms of law enforcement with a quick 'who am I?' quiz. Intro: Students watch a 5 minute class clip and have the option of answering 7 quick questions about Robert Peel. Literacy Task: By reading information about Robert Peel, students have to correct the use of capital letters and incorrect grammar. Task Options: For the students to gain knowledge of Robert Peel, they can make a choice of 3 tasks - memorial information board, CV (differentiated sheet also provided for this) or obituary. Exam Focus: 4 mark difference question with example given if needed. Plenary sheet which can be filled in as needed. Fact sheet/revision sheet
barneysgirl
Lesson 25/6 GCSE History Edexcel American West - Dawes Act 1887 and changing ways of life.

Lesson 25/6 GCSE History Edexcel American West - Dawes Act 1887 and changing ways of life.

Please be kind enough to leave some feedback if you can. I have left this lesson rather simple as I am sure it will be the last lesson before an end of unit assessment. STARTER: There are 8 pieces of evidence (1 slide for each) about the changing lifestyle of the Plains Indians. Students should use this to discuss and form an opinion about what kinds of changes took place. TASK: Students given a table (see image) which will be filled in to show the 6 main changes in traditional Plains Indian life. The best book for this is the Pearson book and I have used the headings used there. EXTENSION TASK: Students given 5 higher level questions about the nature of the Dawes Act and the impact it would have had on the Plains Indians.
barneysgirl
Lesson 21 GCSE History Edexcel 9-1 Crime and Punishment 1700-1900: Prison reform, Howard and Fry.

Lesson 21 GCSE History Edexcel 9-1 Crime and Punishment 1700-1900: Prison reform, Howard and Fry.

Students analyse the problems with the prison system before the 18th century and then categorise the reasons for change after the 18th century. They will also be able to describe what these changes to the prison system were. Starter: Students given a handout with visual and written evidence - they annotate these to feedback the many problems with the prison system before the 18th century. Starter 2: Students watch a clip to gain some background knowledge of the prison system and the work of Robert Peel. Then they problem solve the solutions to these problems to identify the changes they would bring to the prison system. Task: Students given some background about the 1823 Gaols Act and Robert Peel, before being given a sheet with a mixed number of reasons for prison reform - here they need to code the changes into: economic, religious, political, individual, technology, population growth etc. Extension tasks available. Exam Question/Literacy task at the end for students to improve a badly written answer.
barneysgirl
Lesson 20 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900:  Bow Street Runners & Police

Lesson 20 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900: Bow Street Runners & Police

The aim of the lesson is for the students to built up a timeline (as shown) of the main features in the development of the police force between 1700-1900 and explain the significance of the Bow Street Runners. Starter: Recap set of questions from the previous lessons to test student knowledge of key events and people (answers given) Video Clip - Can be used to prompt questions about the development of the police or for students to simply gain an overview. Questions and clip address included. Background - Three slides of background context to allow students to compare previous period without a police force. Task - students to create their own timeline of the key events, laws and people associated with the development of the police force. Printable handouts included for a variety of teaching methods. Extension task - a set of questions for the students to analyse the development and see similarities and differences. Plenary 1 - Similarity or difference game. Exam focus - two 4 mark questions with sentence starters included if needed. Can be discuss or written. Fact sheet with all information required at the end.
barneysgirl
Lesson 12 Edexcel GCSE 2016 American West - Development of the Cattle Industry

Lesson 12 Edexcel GCSE 2016 American West - Development of the Cattle Industry

A double lesson's worth of material and resources with all resources such as worksheets, information sheets, fact cards and card sort included. My most creative to date and took a whole day. Some sound effects included. STARTER: Using a map from National Geographic, the students have to locate key places and trails. STARTER 2: Students to memorise as many of the 22 key terms/places/people as they can in a minute. STARTER 3: 3 pieces of art which can form a discussion about the life of a cowboy/cattleman. TASK 1: Students given background information about the cattle before and just after the Civil War. TASK 2: Students either given a fact sheet/use the text book/use 3 fact cards (see example image) to create a timeline of the key events. TASK 3: Students to use the cards of 8 factors for the growth in the cattle industry and prioritise them. TASK 4: Students to examine the 'narrative account' question which assesses their ability to link the various stages of the cattle industry. Sentence starters and key terms on a help sheet provided. PLENARY: Go back to key terms and students self assess their knowledge in a fun questionnaire which rates them as a type of cowboy at the end. Please be kind enough to leave a review if you purchase this resource - thanks
barneysgirl
Lesson 19 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900: Public execution &transportation.

Lesson 19 GCSE History Edexcel 1-9 Crime and Punishment 1700-1900: Public execution &transportation.

A bumper packed lesson which looks at reasons for the end of public execution along with why transportation to Australia ended. All information included for the lesson although students can obviously use either GCSE book. Starter: Setting up the context of the Industrial Revolution and its changes. Students given a handout or use the slide on the board to identify which social changes match each cause (social, economic, political etc) Starter Clip - a short clip (hyperlink included) to recap the Bloody Code and aspects of public execution. Task: Students given 4 main reasons for the end of public executions (alternative punishments, attitude changes, public disruption, courts). Using the handout (see image) students explain each of these factors. Exam Question: You can then give the students either a 12 or 16 mark question based on these reasons and one slide prompts the students to feedback the skills needed for both questions. Plenary - A crossword to recap key terms and knowledge from the lesson - answers provided.
barneysgirl
Lesson 17 Edexcel GCSE History 1-9 Crime & Punishment 1700-1900: Smuggling, poaching, h. robbery

Lesson 17 Edexcel GCSE History 1-9 Crime & Punishment 1700-1900: Smuggling, poaching, h. robbery

This lesson encourages the students to think about the rapid increase and then decrease in: smuggling, poaching and highway robbery. It also asks the students to explain once more, the decline in witchcraft, although this was also covered in the previous lesson. Starter: Recapping multiple choice of key concepts so far (see image) Introduction: Students fill in the missing words to gain a background knowledge of this new period of time. Task: Either using the fact sheet provided or the Pearson text book - students complete a table about the definitions, reasons for increase, reasons for decrease and key laws for each of the crimes. Exam Focus: Students use prior knowledge of a 12 mark question to critique two written responses and say how they would improve it.
barneysgirl
Lesson 11 GCSE History Edexcel 1-9 Crime and Punishment 1500-1700 crimes, laws, punishments

Lesson 11 GCSE History Edexcel 1-9 Crime and Punishment 1500-1700 crimes, laws, punishments

Plenty of colourful and easy to access resources to cover the various new crimes and laws in the period 1500-1700. I have also included a homework sheet towards the end if further understanding is needed. Recap: Students to first full in missing terms to help recap knowledge of this era. Starter: Literacy spelling test. Words such as marriage, heresy etc. Task: Students now use a variety of fact cards about the various changes to new laws (heresy, treason, vagabondage, smuggling, witchcraft, land enclosure and puritan changes). Students to explain the laws, attitudes and punishments of each of these crimes. A fact sheet about the lesson will be found at the end of the lesson if needed.
barneysgirl