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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 this summer. Planning for fun and hopefully your benefit.

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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 this summer. Planning for fun and hopefully your benefit.
Did Robin Hood really exist?
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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.
Settlement in the American West, 1862-76
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Settlement in the American West, 1862-76

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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 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: The development of settlement in the West, 1862-76 To understand the significance of the Civil War and post war reconstruction, including the impact of the Homestead Act 1862, the Pacific Railroad Act 1862, and the completion of the First Transcontinental Railroad, 1869. To understand the attempts at solutions to problems faced by homesteaders: the use of new methods and new technology; the impact of the Timber Culture Act 1873 and the spread of the railroad network. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include analysis of achievements v. limitations, comprehension questions, exam consequence explanation question, inference work, a business analysis activity on the building of the transcontinental railroad, a promotional poster homework task, independent research and note-taking, charting and analysis of rise and fall in crime levels.
Conflict & tension in the American West, 1835-62
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Conflict & tension in the American West, 1835-62

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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 3 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Conflict and tension, c.1835-62. To understand the reasons for tension between settlers and Plains Indians, and the significance of the Fort Laramie Treaty (1851). To understand the problem of lawlessness in the West and what was done to tackle it. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include sorting and prioritisation of information, an 8 mark exam question on consequence explanation, a card sort, independent note-taking, group discussion, a short video, a 16 mark explanation question and an end of unit quiz.
The creation of a Nazi dictatorship, 1933-34
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The creation of a Nazi dictatorship, 1933-34

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IMPORTANT: One of the activities in this unit (Night of Long Knives fact file) refers 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 or another text which explains the events of the Night of Long Knives. 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 the Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. To understand the threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and the oath of allegiance. The Power Point leads students through all activities with accompanying resources. Activities include a video starter asking students to consider how the Nazis overcame the obstacles to their dictatorship, conversion of a staged written explanation of the events into condensed bullet points, colour-coding of actions into legal and illegal, a Night of Long Knives fact file and an exam interpretation question on this topic including a possible structure.
How were slaves treated during the Middle Passage?
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How were slaves treated during the Middle Passage?

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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.
How Hitler became Chancellor, 1932-33
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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 destruction of the Plains Indians' way of life, 1876-95
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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 Battle of Hastings: Full Unit of Study
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The Battle of Hastings: Full Unit of Study

5 Resources
This KS3 unit of study should take around seven 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/chronological order, the lessons include: Who should be king? Claimants to the throne in 1066 Events leading up to the Battle of Hastings Why did William win the Battle of Hastings? How did William control England? How far did castle design improve during the MAs? There are a great range of activities including discussion, problem-solving, argument formation, chronological ordering, formal essay writing and comparative writing. The two formal assessments are the essay on “Why William won?” and the comparative writing on castle development. Support, advice, writing frames and mark schemes are provided for both of these. To avoid completing two asessments in quick succession, I generally teach the castles lesson a little later having looked at other medieval topics such as living conditions and religion in between. For more details, please refer to individual lessons.
Medieval Religion
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Medieval Religion

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This KS3 unit of work should take at least two hours to complete (depending upon how long you allow your class to spend on the board game activity). The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know how medieval people practised their faith and the key words that are linked to this. To understand why religion was so important to them. To understand medieval views on Heaven and Hell and apply this by creating a board game. Activities include key words/definitions matching, independent reading and summary note-taking, analysing a medieval wall painting, sorting actions into good deeds/sins and ranking these and creating a medieval religion snakes and ladders board game.