What was Europe like in 1500? An introduction to Tudor/Elizabethan England for GCSE

What was Europe like in 1500? An introduction to Tudor/Elizabethan England for GCSE

Designed to set the context to Tudor/Elizabethan England for GCSE students 1. Print copies of Slide 13 for each student, on A3, and colour copies of Slides 5-12. 2. Slide 2: introductory images – can students work out what each image is, or the connection between them? 3. Slide 3: key question and aims. Slides 4-12: market place activity. In pairs, students become experts in one aspect of Europe in 1500s and create a teaching resource with just 20 words. Give them 20 minutes to complete this. 4. Once resources have been created, students carousel round and complete their map of Europe, colour coding their notes according to whether they describe the economy, religion or politics. As students are working, display Slide 2 so they can work out what each image represents – this can be fed back at the end of the lesson. 5. Once students have visited each station, they then return and share their notes with the person who remained in place as a teacher, such that everyone completes a map 6. Knowledge test to consolidate learning.
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Was Elizabeth ready to be queen? An enquiry into Elizabeth's early life for GCSE Elizabethan England

Was Elizabeth ready to be queen? An enquiry into Elizabeth's early life for GCSE Elizabethan England

Aims: Identify key events in Elizabeth’s early life Investigate historical evidence Support a judgement about whether Elizabeth was ready to become Queen of England in 1558 1. Print images and information cards, and copies of slide 20 2. Match each written card with an image 3. Place the written cards in chronological order, so that they tell the story of Elizabeth’s early life; Slides 5-19 are matched correctly so students can check learning 4. Move the cards higher or lower, depending on how successful Elizabeth was at each point 5. Students create their own copy of the timeline, using no more than 15 words to summarise each card
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How should Oliver Cromwell be remembered? A two-lesson interpretations enquiry for KS3

How should Oliver Cromwell be remembered? A two-lesson interpretations enquiry for KS3

Aims: 1. Identify key events of Cromwell’s life 2. Explain why different people have had different opinions of Cromwell 3. Create scenes from Cromwell’s life from different points of view Lesson 1 1. Slides 2-3: Introduce two contrasting views of Cromwell to establish the debate and controversy (statue and Pogues' song - lyrics provided) 2. Print copies of Slide 5 and the card sort for students to use. 3. Sort Cromwell's key life events into a living graph, positive and negative, according to different people (Charles II, Prime Minister, film maker, students themselves, to establish different interpretations) 4. Students complete personal copy of Cromwell's living graph, to understand the main events of his life for Lesson 2. Lesson 2 1. Print Slide 8 for students. They work in teams to produce three tableau or freeze-frames from the point of view of a film maker, a school textbook writer, and the writer of an Irish nationalist magazine in 1900. They must decide how to set the scene to get across each person's point of view of Cromwell, including how he stands, the key events they might focus on, background etc. (see Slide 8).
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Was religion the main factor in the development of medicine in the Middle Ages? GCSE 'factors'

Was religion the main factor in the development of medicine in the Middle Ages? GCSE 'factors'

How did these factors help or hinder medicine the Middle Ages? War Superstition and religion Chance Government Communication Science and technology The role of the individual in encouraging or inhibiting change This lesson teaches students to tackle the AQA Health and the People factors question, with particular focus on the Middle Ages. Prepare for the essay by giving students a copy of the football pitch and the 7 players to cut out. They can then revise their knowledge of those factors before positioning the players on the appropriate part of the pitch (depending on the impact of each factor) and annotating them with knowledge. Students are then well-equipped to write the essay. A model answer is available for them to use to improve their effort.
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How did McCarthyism affect 1950s America? An enquiry about the Red Scare for GCSE

How did McCarthyism affect 1950s America? An enquiry about the Red Scare for GCSE

Aims: Identify why America was gripped by a second Red Scare Explain the causes and effects of McCarthyism Apply knowledge to historical cartoons Activities: 1. Introduce 2017 Brexit university controversy and emphasise the media’s vague mentions of McCarthyism (Slide 2) 2. Use Bob Dylan’s song (Talkin’ John Birch Paranoid Blues, Slide 3) to further unpick the meaning of McCarthyism 3. Use Slide 4 to establish the BBC Bitesize definition, and explain that students will aim to embellish it 4. Watch brief TED Talk on McCarthyism (Slide 6) to gain further knowledge 5. Secret image (Slide 7) which students will analyse quarter-by-quarter to unpick an historical cartoon (use Layers of Inference MS Word doc to help 6. Give students McCarthyism information and have them complete activities on Slide 14 7. Plenary: two more anti-McCarthyism cartoons for students to apply knowledge and analyse
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A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

1. I began by asking members of staff for their own school photographs, and displayed these on the screen for students to chew over as they entered the hall, before asking if they recognised any of their teachers. I asked students to recall their feelings on their own first day at Hounsdown School. 2. I displayed the famous photograph of Elizabeth Eckford, aged 15, being followed on her way to Little Rock High School by an angry mob of segregationists (Eckford was one of nine students chosen to attend the integrated school in 1957 following the decision by the Supreme Court to outlaw segregation). I linked this to Martin Luther King by suggesting that the actions of the Little Rock Nine would have greatly inspired him. 3. Although students in Year 8 and above would have studied some aspects of Civil Rights movement as part of their History curriculum I showed some images of segregation, and a map showing the location of Little Rock. 4. I then gave students more detail about Elizabeth Eckford’s harrowing journey to school, and more information about the gruelling year faced by the brave students. Their ordeal included an acid attack in a science laboratory, physical and verbal abuse, and being ordered never to retaliate when faced with cruelty from white students. 5. I finished with a short clip which neatly summarises the significance of the Little Rock Nine and asked students to consider why their story is so important, and what they would take away from the assembly: https://www.youtube.com/watch?v=oodolEmUg2g
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What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

A two or three lesson enquiry into FDR's Hundred Days, which teaches students about the First New Deal, with an examination question to finish. Lesson 1: 1. Match the images to the New Deal information cards (make a card sort from Slide 6) 2. Watch the American Voices 'New Deal' episode (link provided) and make notes (Slide 9) Lesson 2/3 (Depending on ability range): 1. Secret picture: FDR taking out the trash. Begin to unpick the cartoon with students - Use Layers of Inference work sheet to help 2. Print Slide 12 on to A3 so students can make notes about the New Deal measures 3. Further analyse cartoon, complete OCR 'message' question (mark scheme and explanation sentence starters provided; can be adapted for other syllabi)
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How were people at home affected by WWI? A Home Front enquiry

How were people at home affected by WWI? A Home Front enquiry

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.
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GCSE Cold War resource bundle

GCSE Cold War resource bundle

Re-invigorate your teaching of the Cold War with this comprehensive bundle, which includes four fully-resourced lessons, five knowledge tests, with answers, and a Cold War revision carousel lesson. Ideal for busy trainees or NQTs
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What was it like in Britain during WWI, and how did events shape propaganda? A two-lesson enquiry

What was it like in Britain during WWI, and how did events shape propaganda? A two-lesson enquiry

I have used this two-lesson enquiry for both KS3 and KS4, to show teach students about they key events of WWI and about how propaganda was used during the war. Deep thinking is required as they are tasked with deciding when each poster was made, based on the events that were occurring in Britain at the time. Lesson 1: Key events of WWI Cut up the event cards. Match cards to the nine mystery images to get students looking at them carefully. Next have students make a timeline of the war, moving cards higher if morale would be strong, or lower if morale would be weaker. Decide on the 'best' and 'worst' years of the war (I use the term 'best' loosely). Students complete their own copy of the timeline. Lesson 2: Propaganda gallery Students assess each poster for its purpose (e.g. recruitment, morale) and establish how the poster achieves its aim. See if they can work out the year of the poster based on its content, and what was happening throughout the war. Why might different types of poster be required at different points of the war? As a plenary, students should write an answer to the key question of how and why propaganda changed during WWI.
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A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

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 8 exam (based on the popular Black Peoples of the Americas KS3 topic) 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 7 exam. This is based on the AQA style, which is the GCSE syllabus that our Year 8 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 B tell you about life for Black Americans? [2 marks] 2. What are the differences between Source B and Source D? [4 marks] 3. Why are Source B and Source D different? [6 marks] 4. “Life has improved for Black Americans since the days of slavery.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] [24 marks]
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Why did Franklin D Roosevelt win the 1932 Presidential election? A two-lesson enquiry with question

Why did Franklin D Roosevelt win the 1932 Presidential election? A two-lesson enquiry with question

This two-lesson enquiry asks students to investigate why FDR won the 1932 election. It includes a range of sources and support for writing an OCR ten-mark essay question (which can easily be adapted for other examination specifications). Lesson 1: 1. Analysis of New Driver cartoon to establish the theme of the lessons 2. Print Slide 4 for students to add notes and ideas to, and the resources PowerPoint; students should decide why voters might choose FDR or Hoover, using the sources as evidence Lesson 2: 1. Recap last lesson's learning by deciding which of the quotations should be attributed to Hoover or FDR 2. Print large copies of Slide 20, an essay preparation sheet. This is designed to help students plan an essay on the theme of why FDR won the election. Use the sources for information. 3. Write essay as homework/third lesson assessment task
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New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

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

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.
davidwhineray
Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.

Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.

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.
davidwhineray
Who deserves to go in the next Horrible Histories? A First World War significance enquiry

Who deserves to go in the next Horrible Histories? A First World War significance enquiry

This enquiry was developed for our First World War day, and is an engaging activity with minimal written work (although the final decision task could be written, rather than oral). It enables students to consider the wider significance of WWI. 1. Give each student on of the character cards and ensure that they understand their particular person's role in/since WWI. 2. Get them to carousel round the room and 'make friends'; that is, see if they can connect their character to others. Feed back ideas to the class. 3. Give groups of students smaller copies of the thirty characters, and go through slides 4-8, arranging the characters each time according to the significance criteria. 4. Plenary: having explored different significance criteria, ask students to consider which three people should go in to a new book about the First World War, as the most historically significant.
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How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE

How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE

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.
davidwhineray
How did America react to the Iron Curtain? A two lesson enquiry with exam practice question

How did America react to the Iron Curtain? A two lesson enquiry with exam practice question

Lesson 1 Marketplace activity: Students become experts in one of the four main areas (Greece, Czechoslovakia, Marshall Plan, Truman Doctrine - see info sheets) and design a teaching resource with no more than ten words. They then teach each other, in a carousel fashion, before trying the knowledge test (answers provided). Lesson 2 GCSE cartoon analysis (OCR-style, but it's adaptable to other exam boards). Use the layers of inference sheet and the knowledge from Lesson 1 to unlock the cartoon, before answering a GCSE-style queston.
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Why did people oppose the New Deal? A GCSE cartoon analysis activity

Why did people oppose the New Deal? A GCSE cartoon analysis activity

A lesson for GCSE students on opposition to the New Deal. 1. Read through the New Deal information (Word document) and cross out silly words, so that the piece of writing makes perfect sense. 2. Consolidate knowledge by trying to improve the statements on Slide 1. Some are totally false, others just require extra information. 3. In groups, analyse and annotate copies of the four New Deal-related cartoons. Key words definitions are provided. Share ideas with class.
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