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Hough's History Resources

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Lead Practitioner, previous Head of History and whole school lead on written accuracy. Coffee fuelled and passionate about teaching and learning.

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Lead Practitioner, previous Head of History and whole school lead on written accuracy. Coffee fuelled and passionate about teaching and learning.
Introducing academic writing in History
johnleehoughjohnleehough

Introducing academic writing in History

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These resources are for lead practitioners, humanities teachers and literacy coordinators to improve the standard of written accuracy and academic writing in students' work within subjects or whole school. Could be applied from KS2-KS5. This resource has been used within a successful History Department where academic writing is emphasised from Y7 through till Y11. It has also been highlighted in whole school CPD.
Introducing the Feudal System
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Introducing the Feudal System

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For History Teachers teaching Normans to KS3. Includes interactive feudal pyramid, card sort, challenge tasks, differentiated questions with challenge tasks, link word starter and a slide for a recap starter for the following lesson. Works well in a staged curriculum working towards GCSE Normans topics.
Spelling Improvement Mat
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Spelling Improvement Mat

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Used during a drive on vocabulary, spelling and oracy by a successful History Department. The spelling mat includes nine activities that are designed to improve spelling and use of key historical terminology with an achievement point hierarchy that is easily changed to meet a schools’ reward policy. Very effective after a list of key spelling mistakes has been made or asfter a spelling test.
League of Nations and Hitler's Steps to War Revision Cards 1918-1939 GCSE
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League of Nations and Hitler's Steps to War Revision Cards 1918-1939 GCSE

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This word document contains 18 revision cards to encourage the use of precise detailed knowledge and assessment. It has been used in a successful department to build up mastery of key content over time. The 18 topics are; • 1) The Big Three- who were they? • 2) Were the satisfied? • 3) The LoN in the 1920s • 4) Manchuria 1931 • 5) Abyssinia 1935 • 6) Why did the League fail? • 7) Disarmament Conference 1933 • 8) Dollfuss Affair 1934 • 9) Saarland Plebiscite 1935 • 10) Anschluss 1938 • 10) Rearmament 1935 • 11) Remilitarisation of the Rhineland 1936 • 12) Spanish Civil War 1936 • 13) Munich Conference and the Sudetenland 1938 • 14) Invasion of Czechoslovakia 1939 • 15) Nazi-Soviet Pact and Poland 1939 • 16) Overview of WWII causes • 17) Topic Checklist • 18) Revision Tips
Chimney Sweeps in the Industrial Revolution
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Chimney Sweeps in the Industrial Revolution

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Industrial Revolution: This lesson includes a puzzle starter where students look at pictures to predict the topic of the lesson. It then introduces a quote from Walt Disney's Mary Poppins that suggests a chimney sweeps life is lucky. The slides of the PowerPoint containing information should be used alongside the historical sources worksheet to challenge this interpretation. The students attempt the interpretation question then use the guidance PowerPoint slide to peer assess each others responses. The plenary encourages a discussion between students about which exam skills they have developed during the lesson. This lesson was used in a successful History department to encourage Year 8 students to develop their source analysis skills and interpretation skills. The link to Mary Poppins and Walt Disney was identified in Pupil Voice as a strength of the lesson as responses show this led to engagement and 'buy-in'.
Oliver Cromwell and British Women
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Oliver Cromwell and British Women

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This lesson includes a starter that promotes discussion amongst students about the appearance of women and whether it should be controlled by men. This links well with thematic studies that looks at suffrage. It then moves into an information collecting activity supported by the differentiated worksheets. The main activity of the lesson asks the students to gauge their confidence with the content and choose questions accordingly. Each question includes a high challenge element. This lesson was used in a successful department to teach about the history of women in Y8. It works well within a SOW that looks at the positive and negatives changes made by Cromwell. It also works well as a build up lesson for the interpretation question 'Cromwell was a British hero. How far do you agree?'.
Literacy Newsletter  (Issue 2)
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Literacy Newsletter (Issue 2)

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This resource is for school leaders, departments or lead practitioners looking to improve whole school written accuracy. Created by the lead teacher of whole school written accuracy and presentation. This issue includes discussion points to reflect on and practical strategies to implement to improve whole school written accuracy.
Literacy Newsletter (Issue 4)
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Literacy Newsletter (Issue 4)

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This resource is for school leaders, departments or lead practitioners looking to improve whole school written accuracy. Created by the lead teacher of whole school written accuracy and presentation. This issue includes discussion points to reflect on and practical strategies to implement to improve whole school written accuracy.
Literacy Newsletter (Issue3)
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Literacy Newsletter (Issue3)

(0)
This resource is for school leaders, departments or lead practitioners looking to improve whole school written accuracy. Created by the lead teacher of whole school written accuracy and presentation. This issue includes discussion points to reflect on and practical strategies to implement to improve whole school written accuracy.
Book Review Worksheet (History)
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Book Review Worksheet (History)

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This generic book review worksheet was created to bring library lessons to History classes. It focusses on the key themes dealt with within historical writing. It has been used in a secondary school throughout KS3 and KS4. It has also been used by English teachers when reading up on contextual background knowledge before reading literature e.g. the Depression before reading Of Mice and Men.
Etymology Worksheet/Guidance
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Etymology Worksheet/Guidance

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This worksheet was created to improve students' ability to deconstruct words to better their understanding. I have used this is a secondary school but the National Curriculum non-statutory spelling guidance suggest that the teaching of etymology should be included in primary school teaching. This sheet works well as a reference when glued in the books or put on the desks during comprehension or spelling tasks. When the size is increased it makes a good wall display. I have used this as a starter for lessons where the students need to deconstruct a key word to find its meaning. Works well whole school and across all subjects.
Literacy Newsletter (Issue 1)
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Literacy Newsletter (Issue 1)

(0)
This resource is for school leaders, departments or lead practitioners looking to improve whole school written accuracy. Created by the lead teacher of whole school written accuracy and presentation. This issue includes discussion points to reflect on and practical strategies to implement to improve whole school written accuracy.
Marking stickers for literacy
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Marking stickers for literacy

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These stickers were created for the 24 stickers per page template. They are useful for any teacher or school leader looking to improve written accuracy and presentation in their school or class. They can be used as teacher assessment to reduce workload and increase efficiency or used for peer and self assessment.
Hippocrates, Galen and Avicenna GCSE
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Hippocrates, Galen and Avicenna GCSE

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A3 info-mat introducing Hippocrates, Galen, Avicenna and the Arabic contributions to European medicine. Includes strategies to master key terminology and historical context. Contains wider reading homework/extension task and content checklist for revision purposes. Can be used as a resource during lesson, a stand alone lesson or a revision/exam technique lesson. Contains AQA GCSE questions to improve exam technique (type 2,3 and 4, see below); 1. Has the role of the individual been the main factor in the development of medicine in Europe since medieval times? 2. Compare the bedside manner of Hippocrates in Ancient Greece with that of the NHS in the twenty-first century. In what ways are they similar? Significance (Question Type 2: AO1 and AO2, 8 marks) 3. Explain the significance of Arabic doctors in the development of Western European medicine.
The Nazi-Soviet Pact
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The Nazi-Soviet Pact

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This resource includes a whole lesson PowerPoint that takes the students through source analysis and exam technique with the Nazi-Soviet Pact as its focus. The PowerPoint can be used with the inference grid provided to developed students' exam skills. The exam technique deals with the AQA 4 mark source question for Paper 1 Section A. The PowerPoint could be used with the mark scheme provided to deepen students' understanding of the exam questions. This lesson comes with two homeworks intended to help the students master Hitler foreign policy from 1933-1939. Please see lesson plan for more detail.
Nazi Germany: the economy
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Nazi Germany: the economy

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This lesson includes a full PowerPoint that prepares students for a GCSE style question on Nazi policy and its impact on ordinary Germans. It starts with a register starter, then highlighting a model answer into a paired activity were the students construct their own answer to the question together. This works very well in preparation for mocks or assessments but also works well for just learning the content with a focus on exam content.
16 Norman GCSE Exam Questions with Models and Revision Tasks
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16 Norman GCSE Exam Questions with Models and Revision Tasks

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Easy to use as starters and plenaries throughout Norman British Depth topic and then consolidate for revision for 16 different question across three question types. Excellent for revision of Norman topic, GCSE question types and AO1, AO2 and AO4. Exam Questions Covered: (AO1/AO2) Write an account of the Battle of Hastings resulted in a Norman victory. (8 marks ) (A01/AO2) Explain the importance of William tightening of his grip on English land. 8 marks (AO1/AO2) Explain the importance of William’s leadership to the outcome of the Battle of Hastings. (8 marks) AO1/AO2) Explain the importance of William’s leadership to the outcome of the Battle of Hastings. (8 marks) (AO4) How convincing is interpretation A as a depiction of the William’s leadership? (8 marks ) (AO1/AO2) Explain the importance of William’s treatment of the Saxons immediately after the Battle of Hastings. (8 marks) (AO4) How convincing is interpretation A as a depiction of the Battle of Hastings? (8 marks ) (AO1/AO2) Write an account of how William consolidated his grip on English land . (8 marks ) (AO1/AO2) Explain the importance of William’s castle building. (8 marks) Evaluation: How convincing is Interpretation A as a depiction of the Harrying of the North? (8 marks ) (AO1/AO2) Write an account of how William changed military service and government to extend his power. (8 marks ) (AO1/AO2) Explain what was important about the development of towns under the Normans. (8 marks) How convincing is Interpretation A as a description of Norman castle building (8 marks ) (AO4) How convincing is interpretation A as a depiction of a Norman castle? (8 marks ) (reduced support) (AO4) How convincing is interpretation A as a depiction of the William’s leadership? (8 marks ) (reduced support) (AO4) How convincing is interpretation A as a depiction of the Battle of Hastings? (8 marks ) (reduced support)