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Having taught History across KS3, 4 and 5 for seventeen years within state education, I have built up quite an extensive set of resources! I’ve spent several years working as a head of department and also spent a year working as a university subject tutor for Schools Direct. I’m currently out of the classroom and supporting my own children through their secondary experience and keeping relevant by becoming an Edexcel examination marker next summer. Planning for fun and hopefully your benefit.

Having taught History across KS3, 4 and 5 for seventeen years within state education, I have built up quite an extensive set of resources! I’ve spent several years working as a head of department and also spent a year working as a university subject tutor for Schools Direct. I’m currently out of the classroom and supporting my own children through their secondary experience and keeping relevant by becoming an Edexcel examination marker next summer. Planning for fun and hopefully your benefit.
Developments in medical diagnosis and treatment 1900-present
katherinelroe

Developments in medical diagnosis and treatment 1900-present

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IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2 lessons depending upon your class and their overall ability/work rate. I have grouped two separate lessons/resource sets into one sale item as by this stage of the course I found that I was quite eager to get though the final content and that my students were becoming ready to move on to something fresh. Aims and Objectives: To learn about the improvements in diagnosis: the impact of the availability of blood tests, scans and monitors. To learn about the extent of change in treatment: advances in medicines, including magic bullets and antibiotics. The Power Points lead students through all activities with accompanying worksheets. They also provide feedback/answers at intervals which is handy as this part of the course is rather content-heavy. Activities are largely worksheet based and focus on analysing reasons for change. Worksheets provide an information overview using time lines etc. to reduce note-taking and speed up this section of the course. For assessment, I have included a 4 mark exam question on changes in diagnosis with advice, structure and the oportunity for peer assessment.
Nazi Propaganda and Censorship: Controlling Ideas
katherinelroe

Nazi Propaganda and Censorship: Controlling Ideas

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This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the work of Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of 1936. To understand Nazi control of culture and the arts, including art, architecture, literature and film. The Power Point leads students through all activities with accompanying resources. Activities include a short Derren Brown video to introduce the idea of mind control, last man standing on forms of propaganda, source comparison of Hitler and Goebbel’s methods, a Goebbels CV (possible homeowork), analysis of short extract from Triumph of the Will looking for examples of propaganda at the Nuremberg Rally, rearching examples of both propaganda and censorship and a Chamber of Culture simulation exercise sorting art work into keep and dismiss with discussion.
Growing Nazi support, 1929-32
katherinelroe

Growing Nazi support, 1929-32

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This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the growth of unemployment- its cause and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January 1933. The growth of support for the Communist Party. To understand the reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. The Power Point leads students through all activities with accompanying resources. Activities include starter video analysis on why the Wall Street Crash helped the Nazis, source analysis on the effects of the depression, a cut and stick activity categorising the effects, comprehension questions on the failing of the government and the rise of extreme parties, photo source analysis on Hitler’s appeal, note-taking on this topic with provided grid, card sort activity on reasons Nazis appealed to different sections of society and a full interpretation exam question with advice, examples and writing frame.
WW1 Christmas Truce
katherinelroe

WW1 Christmas Truce

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This nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.
Black Death: Treatment and Prevention
katherinelroe

Black Death: Treatment and Prevention

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand how people dealt with the Black Death, 1348-49; approaches to treatment and attempts to prevent its spread. The Power Point leads students through all activities with regular feedback and accompanying worksheets. These include a starter fact file, information categorisation/analysis and a final TV news report group competition followed by the textbook end of unit recall quiz. Having already completed two full written assessments as part of the unit, the competition injects a bit of fun.
Conflict and tension in the American West, 1876-95
katherinelroe

Conflict and tension in the American West, 1876-95

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IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Conflict and tension in the American West, 1876-1895 To understand the extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. To understand the range wars, including the Johnson County War of 1892. To understand the conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, 1890. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include group discussion on the causes of lawlessness analysis of Billy the Kid and Wyatt Earp using summary written material, card sort on the Johnson County War, video Q&A on the Battle of Little Bighorn, timeline analysis of the battle, Wounded Knee Massacre storyboard and Facebook posts exercise on reaction.
Medieval prevention and treatment of disease
katherinelroe

Medieval prevention and treatment of disease

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IMPORTANT: Some of these worksheets refer to the textbook"Edexcel GCSE (9-1) History, Medicine through time, c1250-present" (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the approaches to prevention and treatment and their connection with ideas about diseases and illness: religious actions, bloodletting and purging, purifying the air, and the use of remedies. The Power Point leads students through all activities with accompanying worksheets. These include card sorts, analysis/categorisation of written notes, paired/whole class discussion, knowledge questions and note-taking. It also provides feedback/answers at intervals. It leads up to a 16 mark judgement question with explanation and support. A writing frame is also included if required.
Did Robin Hood really exist?
katherinelroe

Did Robin Hood really exist?

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This unit will take approximately two hours including assessment writing time. The starter activities ask students to pool their prior knowledge about Robin Hood using video clips as prompts. This then leads into a discussion about fact, fiction and legend and how the modern tale came into existence. Students then use a collection of sources to complete a research table considering whether or not Robin Hood was a real historical figure or a fictional character. A simplified SEN collection of sources is also included. The final assessment is a discursive essay which asks student to consider both arguments before reaching an overall verdict. A mark scheme is included.
The destruction of the Plains Indians' way of life, 1876-95
katherinelroe

The destruction of the Plains Indians' way of life, 1876-95

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IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 ad will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: The destruction of the Plains Indians’ way of life, 1876-95 To understand the hunting and extermination of the buffalo. To understand the Plains Indians’ life on the reservation. To understand the significance of changing government attitudes to the Plains Indians, including the Dawes Act 1887 and the closure of the Indian Frontier. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include inference work, time line creation, summary note-taking, diary extract of a Plains Indian child in a government boarding school, analysis of success v. failure of Dawes Act, Section A explanation 16 mark question with advice.
The RAMC, FANY and Four Stages of Evacuation
katherinelroe

The RAMC, FANY and Four Stages of Evacuation

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IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit nominally covers 2 lesson but in practice will take at least 3-4 depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the work of the RAMC and FANY. The system of transport, stages of treatment and underground hospital at Arras. The Power Point leads students through all activities with accompanying worksheets/resources. It also provides worked examples and exam advice. Activities include an ordering of the four stages of evacuation starter, a listening exercise with student diagram, independent note-taking, an 8 mark source evaluation exam question, a plenary of medical scenarios whereby students decide how far to pass the student along the chain of evacuation and when to award the sought after “Blighty” award, a cloze exercise with source extension on the work of FANY, and a four mark follow up question.
Medieval ideas about cause of disease
katherinelroe

Medieval ideas about cause of disease

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. The first two lessons of Edexcel 9-1, Medicine Through Time (although in reality this work will take longer than two lessons to do thoroughly). Aims and Objectives: To understand the supernatural and religious explanations of the cause of disease. To understand the rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. The Power Point leads students though all activities with accompanying worksheets. It also provides feedback/answers at intervals. A 12 mark explanation question is introduced and set with a writing frame provided.
How do Catholic and Protestant views differ?
katherinelroe

How do Catholic and Protestant views differ?

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Before looking at the reigns of each Tudor monarch in KS3, I start with this lesson underlining the differences between Catholicism and Protestantism. It really helps with the understanding of each ruler’s actions later in the Tudor course. Aims and Objectives: To know how a Catholic and Protestant church look different. To know the main differences in beliefs between the two types of Christianity. To understand why Catholics and Protestants practised their faith differently and why they both felt so strongly about this. After a short parody video on the Reformation, we start by comparing and analysing the diagrams of a Catholic and Protestant church. Students then complete the colour-code activity setting out the different beliefs. There’s an SEN version of the colour-coding which I replace the longer version with when teaching nurture groups. Students then demonstrate their understanding by creating a poster supporting one of the denominations. This is generally set as homework and as a competition. The plenary asks students to identify whether a range of beliefs are Catholic or Protestant using the “C/P” cards to ensure they all have to get involved.
Fleming, Florey and Chain and the Development of Penicillin
katherinelroe

Fleming, Florey and Chain and the Development of Penicillin

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.
Renaissance Treatment of Disease
katherinelroe

Renaissance Treatment of Disease

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 2-3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand continuity in approaches to prevention, treatment and care in the community and in hospitals. Change in care and treatment: improvements in medical training and the influence in England of the work of Vesalius. The Power Point leads students through all activities with accompanying worksheets. It also provides handy feedback/answers at intervals and advice on exam approach. Activities include group and individual note-taking/mind-mapping, group discussion and a 16 mark essay-style exam question with a writing frame included if required.
The Recovery of the Weimar Republic, 1924-29
katherinelroe

The Recovery of the Weimar Republic, 1924-29

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This Edexcel 9-1 GCSE unit covers 2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand… the reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment. the impact on domestic policies of Stresemann’s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. The Power Point leads students through all activities with accompanying resources. Activities include a whole class Stresemann human graph starter where students rate his level of success versus failure in light of new information before reaching an overall verdict (this can be done on a piece of paper with a line labelled from -5 to +5 for a quieter lesson), a summary table on Stresemann’s achievements, extension work considering perspective and how some achievements could also be regarded as failings, a source usefulness exam question with advice and support.
Social Change in the Weimar Republic, 1924-29
katherinelroe

Social Change in the Weimar Republic, 1924-29

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This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand changes in the standard of living, including wages, housing, unemployment insurance. To understand changes in the position of women in work, politics and leisure. To understand cultural changes: developments in architecture, art and the cinema. The Power Point leads students through all activities with accompanying resources. Activities include an inference starter on living conditions, summarising/condensing information on changes in living standards, source comparison of women in early 1900s and 1920s, categorising evidence to show how society did and did not change for women, an extension diary entry for a young German woman (possible homework), defining key artistic terms and identifying examples of these artistic trends in a range of sources including art, architecture and film, analysing areas of art that might have come under criticism from the left and right-wing, a four mark interpretation source question and a final Weimar Republic revision quiz.
The early challenges to the Weimar Republic, 1919-23
katherinelroe

The early challenges to the Weimar Republic, 1919-23

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IMPORTANT: Some of the activities refer to the textbook "Edexcel GCSE (9-1) History: Weimar and Nazi Germany, 1918-1939 (editor Leonard A. and published by Pearson) ISBN 9781292127347 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3-4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the reasons for the early unpopularity of the Republic, including the “stab in the back” theory and the key terms of the Treaty of Versailles. To understand the challenges to the Republic from Left and Right: Spartacists, Freikorps, the Kapp Putsch. To understand the challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr. The Power Point leads students through all activities with accompanying worksheets. These include a presentation on the context and terms of the Treaty of Versailles which asks students to consider why these angered the German people, a summary table of reasons why the treaty angered Germans and a 12 mark explanation question on this issue with advice and examples. There is also a homework which asks students to cross-reference a source with their own knowledge to prepare them for future work on interpretations. The Kapp Putsch is introduced through two sources and a problem solving starter. The concept of right and left-wing politics is explored before a summary table of the Spartacist and Kapp uprisings is completed. A card sort is used to explore the concept of hyperinflation and a video activity asks students to summarise causes, events and consequences of the occupation of the Ruhr. There is also another optional 12 mark question on this topic.
How Hitler became Chancellor, 1932-33
katherinelroe

How Hitler became Chancellor, 1932-33

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This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. The Power Point leads students through all activities with accompanying resources. Activities include a starter/paired discussion testing memory on state of Germany in 1932, a break down of each stage of Hitler’s rise which asks students to create memory jogger images at each point, creation of a summary timeline of key events, colour-coding actions of individuals involved and summarising their actions before ranking them according to level of blame, a usefulness exam source question with support and advice (comprehending written sources and reading in context, strategies for evaluating sources) and a final end of unit quiz.
The Stuarts: Full Unit of Study
katherinelroe

The Stuarts: Full Unit of Study

8 Resources
This KS3 unit of study should take around 15 hours to complete. There is a Power Point included for every lesson which leads students through the activities and provides advice and guidance where required. In teaching/loose chronological order, the lessons include: King James I, witchcraft and science The Gunpowder Plot Causes of the English Civil War Events of the civil war and Charles’ defeat The execution of Charles I Oliver Cromwell: Hero or Villian? The Plague in London The Great Fire of London, 1666 There are a great range of activities including discussion, speech writing, pamphlet making and formal assessments. The two formal assessments are the essay on the causes of the Civil War and a source investigation into Oliver Cromwell. Writing frames and mark schemes are included for these. For more details, please refer to individual lesson summaries.
Causes of WW1 and Schlieffen Plan failure
katherinelroe

Causes of WW1 and Schlieffen Plan failure

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This Key Stage 3 unit explores the causes of WW1 and then goes on to analyse the reasons why the German Schlieffen Plan failed, leading to trench warfare. It will take around two lessons to complete. The Power Point leads students through all of the activities. There are a number of very nice short video clips on the causes of WW1, including a great Horrible Histories clip (when available) but I particularly like the Blackadder clip attached. Be warned- the final punchline is “bollo**s” and I often censored this with a timely cough much to the annoyance of the class. The lessons start by contextualising Europe in 1914 with some map work and identification of alliance systems. We then identify and analyse the causes of WW1 using the passage provided. The following lesson, the students start by problem-solving Germany’s dilemma and proposing their own war plans- I’ve had some very interesting and intelligent responses to this, along with some quite frankly bizzare/amusing. After studying the Schlieffen Plan, students translate the actual events into a series of annotated maps before analysing the reasons for the plan’s failure and writing this up in an extended paragraph.