This KS3 lesson provides an overview of events and then analyses the reasons for the Allied victory in WW1. The Power Point leads students through all of the activities. After a brief introductory video, the students rate the level of the Allies’ success through seven closing stages. Having gained an overview of events, students then carry out a range of analytical activities using the cause cards provided. They are asked to group the cards into Allies’ strengths vs. German’ weaknesses, long vs. short term and then group them into social, military and economic. After reading a worked example of an explanation of military reasons, students select either social or economic reasons and produce an explanatory paragraph to demonstrate their understanding.

IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c 1250-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 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about new approaches to prevention: mass vaccinations and government lifestyle campaigns. The Power Point leads students through all activities with answers/feedback and exam technique advice for answering 12 mark questions. Activities include a source inference starter, note-taking and weighing up of improvements v. continuing problems in treatments and access to care. This leads into a 12 mark exam question “Explain why there was rapid progress in disease prevention after c1900.” An essay planning sheet is included. Students are encouraged to review each others’ plans and peer assess the written answers.

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.

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.

This KS3 unit should take around two hours + one homework to complete. The Power Point leads students through all activities with all accompanying resources included. Aims and Objectives: To know and understand the main causes of the British Industrial Revolution. To consider which factors are more/less important and how they worked together. To consider the importance of individuals and reach a judgement on how achieved the most. Activities include an odd one out starter, research and mind map activity on the causes with a linking exercise as an extension, group research and information poster on one individual who contributed towards the Industrial Revolution, followed by a carousel/information sharing activity. Finally, there is a class vote on who contributed the most, followed by a homework/paragraph answer explaning who the student thinks contributed ther most.

This KS3 lesson covers the reigns of Edward and Mary. The Power Point leads students through all activities with accompanying resources. Having spent a long time studying Henry and later Elizabeth, I’m afraid these two monarchs have been condensed into one lesson (sorry Edward and Mary). We focus of the religious problems as this is so integral to the students’ understanding of Elizabeth’s problems and indeed later on, the Stuarts and the English civil war. Aims and Objectives: To know and understand the main changes that Edward and Elizabeth made to the church in England. To reach a judgement on their actions- did Mary deserve to be known as “Bloody Mary”? To empathise with people living in England at this time and how these changes must have made them feel. The lesson starts with a whole class recap on Catholic and Protestant beliefs. All students have to get involved with their C and P cards. We then read a series of statements about Edward’s actions deciding which are true and false (based on the fact that he was Protestant). Mary is introduced with the Horrible Histories song. If you have the DVD then you can see the video in full but You Tube currently only has this clip with lyrics alone due to copyright. Students rank the cards on Mary’s actions from best to worst.They finally show their understanding by writing a letter using the framework provided from either a Catholic or Protestant perspective, explaining the religious changes implemented by Henry, Edward and Mary.

This KS3 lesson should take at least one hour to complete. The Power Point leads students through all activities with an accompanying student task booklet. Aims and Objectives: To know the key events of the Cuban Missile Crisis. To understand why it happened and with what consequences. To understand its significance in changing the course of history. Activities include a quick starter recap on communist dictatorships vs. capitalist democracies, followed by the necessary background information. Students label a political cartoon and then create a caption. They then analyse the advantages and disadvantages of the various options open to Kennedy. Using the time line of events, students create a tension chart to demonstrate the rise and fall of tensions. They then consider reactions to and effects of the crisis before a final plenary discussion on what can be learnt from this.

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.

This KS3 lesson should take around two hours to complete. The Power Point leads students through all activities and accompanying resources are included. Aims and Objectives: To think about and discuss the main reasons both for and against banning slavery (from our own opinions and ideas held at the actual time). To put these arguments into categories and rank their importance. To know the key events which led to the banning of slavery and sort this information into key factors. To write up our findings in an essay style. Students evaluate to arguments for and against abolishing slavery across the British Empire. They categorise and rank the various reasons historically given. They then categorise the key reasons into those relating to the economy, the slaves themselves and the Abolitionists. This leads into an essay-style written assessment. A writing frame and mark scheme is also provided. To assist with the review of this assessment, there are explained samples paragraphs and a conclusion.

This KS3 lesson is part of our work on The Stuarts and comes at the start of the course. We therefore introduce King James I with some source work. However, if the lesson is to be completed in the lead up to Bonfire Night, then this first part can simply be removed, leading you straight into the Gunpowder Plot itself. It will take between 1-2 lessons depending upon how many tasks are completed. Aims and Objectives: To use sources to think about what type of king James I was (CAN BE LEFT OUT). To know the key events of the Gunpowder Plot. To understand why some people think the plotters were set up. The lesson starts with the option of some source analysis to investigate what type of person King James I was. There is a more detailed version of this source sheet and a simpler SEN version. We then introduce the Gunpowder Plot with the Horrible Histories clip. The students then use this initial overview to cut out the jumbled events and order them. These are stuck onto the storyboard which is then illustrated (I’ve set this as a homework and competition). The following lesson we look into the conspiracy theory using a range of sources supporting both sides. Students produce a balanced written answer on whether they agree that the plotters were set up before reaching their final verdict.

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 3 lessons depending upon your class and their overall ability/work-rate. Aims and Objectives: To understand the fight against Cholera in London, 1854; attempts to prevent its spread; the significance of John Snow and the Broad Street Pump. The Power Point leads students through all activities with regular feedback and accompanying worksheets. These include a starter fact-file, information sorting and categorisation, problem solving using card sort. The lessons end with an assessed exam question; “Louis Pasteur’s publication of the Germ Theory was the biggest turning point in medicine in the period c1700-c1900”. How far do you agree with this statement? (which students should be able to answer by this stage of the specification). Exam tips and the opportunity for peer assessment are included.

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.

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.

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 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919-20. The Power Point leads students through all activities with an accompanying task booklet. Following a starter which answers 5W questions about the origins of the party using a short passage, students work in pairs to discuss the steps that would need to be taken to set up a new party. The booklet tasks then work through each stage, charting the early development of the party. Activities include colour-coding of a selection of the 25 Points into nationalist and socialist, making inferences from sources to understand why membership grew, note-taking/table on the impact of the changes Hitler made, an analysis of what key members bought to the party and a series of comprehension questions on the early SA.

This KS3 lesson should take around one hour to complete. The Power Point leads students through all activities with accompanying resources included. Feedback/answers are also provided when required. I use this lesson at the start of our scheme of learning on WW2 as it clarifies the political landscape in the 1930s and provides students with the necessary vocabulary and political understanding. Aims and Objectives: To know the different types of political systems and link them to 1930s pre-war politics. To understand how they are similar and different. To consider their strengths, weaknesses and impact on people’s lives. Activities include a video starter which uses a short cartoon to introduce key political concepts. Students use this to match definitions to concepts and then consider what type of political system we live under. They then categorise a series of facts according to the belief system which they describe. As an extension, students list all the differences between democracy and dictatorship and then compare the similarities and differences between communism and dictatorship. Finally, students write a paragraph explaining which system they would most like to live under and why.

This KS3 lesson should take around one hour plus a homework to complete (depending upon how much you ask students to write for the diary entry). The Power Point leads students through all of the activities with accompanying resources included. Aims and Objectives: To know what The Middle Passage was and how it worked as part of the Slave Trade Triangle. To use source material to investigate how slaves were treated. To consider what this shows us about attitudes towards slaves. To empathise with those who went through this horrific experience. Activities include a mystery image starter of a bird’s eye view of a slave ship below decks, a video and questioning exercise on the story of the slave ship Zong, a source analysis activity whereby students look for specified evidence in a range of source. There are extension questions and a simpler SEN source set provided. The finally activity is to write a diary entry from a former slave describing the treatment endured during the Middle Passage. This activity works in isolation, although my classes build the diary up over this and the subsequent lessons on living and working conditions.