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I am an experienced Head of History and a member of the Hampshire History Steering Group, with a passion for developing engaging teaching resources. All of my lessons, activities, and assessment materials have been tried and tested. Please don't hesitate to get in touch if you have any questions.

I am an experienced Head of History and a member of the Hampshire History Steering Group, with a passion for developing engaging teaching resources. All of my lessons, activities, and assessment materials have been tried and tested. Please don't hesitate to get in touch if you have any questions.
New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People
davidwhineray

New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

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An assessment question lesson which helps students to understand why medicine progressed or stagnated in the Medieval period, as part of the new AQA GCSE Britain: Health and the People unit. The lesson focuses on the factors involved in the development of medicine, and the assessment answers the question: Was religion the main factor in the development of medicine in the Medieval times? [16 marks + 4 SPaG] 1. Give students a copy of the football pitch slide, and the seven footballers to cut up. The activity requires them to decide where on the pitch each 'factor' (War, Science, etc.) should be stuck, and to annotate with examples. 2. Assessment: annotate model answer, and helpful hints, provided for students.
Who were the suffragists and the suffragettes?
davidwhineray

Who were the suffragists and the suffragettes?

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An introduction to the tactics of the suffragists and suffragettes, with source analysis and a GCSE-style question. Slide 2: give students scrap paper and ask them to draw a terrorist. A stereotype will likely emerge. Explore it, and discuss whether you, as their teacher would have drawn the same thing if asked to complete this task as child Slides 3 and 4: secret picture with the Shrieking Sister cartoon Give students Layers of Inference sheet to begin unlocking the cartoon Slide 5: aims and objectives Give students detailed history of Suffragists/Suffragettes and get them to cross out the silly words. This will make them read it closely. Add contextual knowledge to Layers of Inference sheet Slide 6: Complete analysis of cartoon in written paragraph Slide 7: would they now draw a terrorist differently, given that the suffragettes were certainly seen as terrorists by many in Edwardian Britain, but are unlikely to be viewed as such in the twenty-first century?
A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements
davidwhineray

A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

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With the abolition of KS3 levels it became clear that we need to give our students a more rigorous Baseline Test when they arrive at the start of Year 7. In addition, my school is increasingly demanding that we give all students a thorough end-of-year examination each year, so I decided to develop a new Baseline Test (based on the Medieval life topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! This is based on the AQA style, which is the GCSE syllabus that our Year 7 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source A tell you about life in the Medieval period? [2 marks] 2. What are the differences between Source A and Source B? [4 marks] 3. Why are Source A and Source B different? [6 marks] 4. “Life in the medieval period (1066-1500) was mucky and miserable.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] Spelling, Punctuation and Grammar [4 marks] [24 marks]
A life-after-levels Year 7 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Death)
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A life-after-levels Year 7 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Death)

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My school recently demanded that we give all students a thorough end-of-year examination each year, so I decided to develop a new Year 7 exam (based on the Black Death) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! See my other uploads for a corresponding Baseline Test and Year 8 exam. This is based on the AQA style, which is the GCSE syllabus that our Year 7 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source A tell you about life in the Medieval period? [2 marks] 2. What are the differences between Source A and Source B? [4 marks] 3. Why are Source A and Source B different? [6 marks] 4. “The Black Death was a complete disaster.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] Spelling, Punctuation and Grammar [4 marks] [24 marks]
Great Depression/New Deal lesson and resource bundle
davidwhineray

Great Depression/New Deal lesson and resource bundle

6 Resources
Re-invigorate your teaching of the Great Depression and the New Deal with this comprehensive bundle, which includes six fully-resourced lessons, three knowledge tests, with answers, and a USA 1920s-30s revision carousel lesson. Ideal for busy trainees or NQTs
What were the Roaring Twenties?
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What were the Roaring Twenties?

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A market place activity in which students become experts in an aspect of the USA 1920s, create a resource, and deliver their findings to their classmates as part of a carousel activity. A knowledge test is included to check students' learning. 1. Slow reveal of Entertainment by Thomas Hart Benson, which generates interest in the subject of the Roaring Twenties 2. Assign pairs of students a topic (Jazz, cars, cinema etc.) in which to become an expert; depending on how many are in your class, give more than one pair the same topic 3. Students create a resource about their topic. It must contain no more than ten words 4. Students carousel around the classroom and teach each other, completing the worksheet. Those that move around then teach their partner about all of the aspects of the Roaring Twenties 5. Plenary: Assess Thomas Hart Benson's painting for accuracy. Anything he missed? 6. Knowledge test
How were people at home affected by WWI? A Home Front enquiry
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How were people at home affected by WWI? A Home Front enquiry

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A lesson designed to offer students an overview of the key events of the First World War, and their effects on the Home Front, using The Brown Family's Four War Christmases. 1. Students identify the changes that take place year-on-year 2. Students use the event cards to explain why the changes to the Browns' life have occurred 3. Students speculate what Christmas 1918 might have looked like, and draw a dinner table scene based on their knowledge of the war's events.
How similar are we to the Edwardians?
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How similar are we to the Edwardians?

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An introduction to Edwardian Britain for the Britain 1906-18 GCSE unit, which uses extracts from Andrew Marr's book/TV series 'The Making of Modern Britain' to compare and contrast Edwardian and modern Britain. 1. Use the image of 1890s Britain to set the scene, generating comparisons with today's Britain and establishing key questions/areas of enquiry (transport, homes, etc.) 2. Use the photograph of the building (Slide 5) to further establish similarities and differences between Edwardian Britain and modern Britain. Add details to decision line sheet (see Word doc.) 3. Print and display the Andrew Marr sources for students to further enquire into similarities and differences. Display Slide 6 to focus their discussions 4. Decision line plenary, and hypothesis testing if a written plenary is more suitable.
What were the strengths and weaknesses of the League of Nations?
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What were the strengths and weaknesses of the League of Nations?

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An enquiry into the strengths and weaknesses of the League of Nations for the new GCSE Conflict and Tension 1918-39. 1. Analyse the three isolationism cartoons to recall learning about American isolationism and why they didn't join the League of Nations 2. Find the errors sheet - students cross out silly words so that the League of Nations information makes sense. Check understanding with Slide 5 (if these are the answers...) 3. Use this to complete the grid about the strengths and weaknesses of the League 4. Plenary: Move around the room activity, where students ask each other for answers, to consolidate learning (this can also be used at the start of next lesson).
How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE
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How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE

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This lesson would be ideal for KS3 or KS4, as part of a movement and settlement/migration enquiry, or for a study in American history Lesson 1 1. Initial stimulus – can students guess the theme of the enquiry from the images in Slide 2? 2. Slides 3 and 4 – making Irish American history relevant to students. 3. Slide 5 – introduce Phillip Chevron’s (lead guitarist of The Pogues and songwriter) interpretation of Irish American history. Student listen to the song Thousands Are Sailing (can be found on YouTube) and fill in missing words on the lyrics sheet. 4. Students match words and images of key Irish American historical events (see resource PowerPoint), and order them chronologically; they can then complete their own version on a printed copy of Slide 8. 5. To complete the first lesson, students could annotate the song lyrics (Slide 10) with historical evidence from the cards, to explain in more detail what the Pogues were singing about. ………………………………………………………………………………………………………. Lesson 2 1. In the second lesson, students consider what makes Irish American history significant, according to the singers of the pop song they analysed in the first lesson. (Slide 10) 2. Slide 12: students consider historical significance criteria (credit to Christine Counsell for the ‘5 R’ technique, from Teaching History) 3. Slide 13: students create a fitting monument or memorial to Irish American history, using the historical evidence they’ve seen, considering a number of factors (see slide for details) in the process.
Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.
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Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.

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This lesson is designed to prepare students to write an extended answer (in this case OCR, but other exam boards will ask very similar questions about who was more to blame). I have printable provided key events (the timeline PowerPoint) for students to arrange into a living graph, and the timeline can be printed for students to make copies of their own. A model answer to an extended question is provided; students could write the entire answer, or you could give them half of it and they could complete it and write a conclusion.
How did the Nazis control Germany? A three-lesson enquiry with GCSE question/markscheme/answers
davidwhineray

How did the Nazis control Germany? A three-lesson enquiry with GCSE question/markscheme/answers

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A three-lesson pack which encourages GCSE students to make links between the various methods of control employed by the Nazis in the 1930s, which helps students to plan and write an essay. In this case, they tackle an OCR Modern World 10-mark question, but this could easily be adapted for your exam board. I have provided an engaging starter, evidence, a Venn diagram and an essay planning sheet, as well as model answers and a mark scheme. Lesson 1 1. Mystery images: How many can students remember if they only get a short time to view them? What connects the images? All are ways in which the Nazis controlled the German people 2. Match sources from the evidence pack (separate PowerPoint) to the images on Slide 2, to make students study the sources carefully 3. Print Slide 4 so that students can annotate the images with details from the evidence pack 4. Plenary: find links between the images on Slide 2, and decide which is the most important method of control Lesson 2 Slide 5: print writing frame for students and enable them plan an essay answer, using evidence from the source pack to build paragraphs Lesson 3 Students write essay, and use the model answers of varying quality to help them better their own, once marked. Alternatively, students could assess the model answers before writing their own version.
Cuban Missile Crisis timeline activity - ideal for first teaching or revision
davidwhineray

Cuban Missile Crisis timeline activity - ideal for first teaching or revision

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Help your students remember the detailed events of the Cuban Missile Crisis with this engaging activity, ideal for first teaching or revision. 1. Give students copies of the images on the PowerPoint and a highlighter pen. If it's being done as revision, ask students to link the images to the events of the Cuban Missile Crisis. 2. Read through extended written info on the Cuban Missile Crisis and highlight anything that links to the pictures. 3. When students have read through the sheet thoroughly, get them to make notes around the images in order to tell the story of the Cuban Missile Crisis.