Industrial Revolution in Belfast

Industrial Revolution in Belfast

This is a investigative lesson where students conduct research on census records from the 1901 Irish census. This is ideal as a local history project or as part of a unit on the Industrial Revolution. I use it for both. As most of the Irish census records were destroyed in the Irish Civil War, we are limited to the 1901 or 1911 census records available at This resource can easily take up an entire double class. Students need a print out of the booklet in this resource. A laptop or device for accessing the internet. The lesson has a short video on 1901 in Belfast to introduce the topic. There are four tasks in this booklet, Students use clues to identify individuals in the census records around Northern Ireland. Students answer questions about specific areas or households in the census records. There is a short task aimed at identifying a famous person in the 1901 census. Finally there is a task which uses one street in Belfast as a case study and students must investigate it to examine the social conditions in Belfast in 1901. Finally as a plenary task students write a short paragraph discussing the social conditions in Belfast in 1901, they must use examples from the census to discuss the idea. This resource also includes: A teacher’s booklet with answers to some of the questions. There is also a simple explanation of how to search the census records.
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Lesson 14: Why did the Roman Empire Collapse?

Lesson 14: Why did the Roman Empire Collapse?

This is the 14th lesson in the Roman Unit In this lesson, students work through a list of factors that explain the collapse of the Roman Empire. They complete two sorting tasks, one into the categories of factors and the second into a hierarchy on which factors are the most important. As a lesson plenary, students have to recall the factors for a chance to win some starburst.
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The Ancien Régime Challenge

The Ancien Régime Challenge

A great task for starting a unit on the French Revolution. Every member of the class is given 10 Divine Right Points and must complete a set of Scenarios as King Louis XVI. The goal of the task is to stay in power and prevent a revolution by keeping as many Divine Right Points as possible. This activity focuses on the decisions of King Louis XVI throughout the French Revolution. This is a unit starter task to introduce the French Revolution. It is best suited for a GCSE class, MYP 4-5 Class or a Key Stage 3 class. This is a decision making task that can take up to 30 minutes. Students should also be encouraged to justify their decisions. As an extension task, a class discussion on the nature of the French Revolution; how much of the revolution was actually preventable from Louis XVI's perspective is recommended. There are two files in this set, one is a powerpoint to be used in the lesson and the other is a set of instructions.
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Introduction lesson on the Northern Ireland Troubles.

Introduction lesson on the Northern Ireland Troubles.

This is the first lesson in an expanding series on the Northern Ireland troubles, it is suited to 15-16 year old class. I am an IB teacher and therefore tailor these lessons for an MYP audience, I teach the Northern Ireland conflict as a model for conflict resolution in other civil conflicts. However some of the series may well be useful for GCSE students. This introduction lesson is tailored for students who are not from Northern Ireland and therefore in this lesson, symbols, language and flags used to identify the two communities are taught in this lesson. Students will research numerous symbols used in Northern Ireland, as well as the key words used in the Northern Ireland conflict. The students will also research the complex issue of flags and must identify the communities that identify with the flags in Northern Ireland. The Plenary of the lesson is a short 5 minute video that explores Belfast murals.
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Introduction to the Balkins Conflict of the 1990s: The Historical Context.

Introduction to the Balkins Conflict of the 1990s: The Historical Context.

This is an introduction lesson designed for Paper 3, HL IBDP History. "Balkan conflicts in the 1990s: reasons for, and consequences of, the conflicts; role and policies of Milosevic" as part of the unit, 'Post War Central and Eastern Europe' The lesson requires students to read the long term causes of the conflict going as far back as the Slavic settlement of the 7th Century. The conflict requires students to answer a series of 6 short questions on the information using the IB History Key Concepts. Finally students have to colour in a map of the Six Republics and Yugoslavia and research on the numerous ethnic groups inside of Yugoslavia.
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Lesson 12: Who Killed Caesar? Investigation.

Lesson 12: Who Killed Caesar? Investigation.

This is the 12th Lesson on the Romans unit. This lesson is for an MYP Unit on Ancient Civilisations or a British Curriulum Unit on the Romans. The learning objectives are (Not stated in the powerpoint) 1. To understand the events surrounding the death of Julius Caesar. 2. To be able to analyse a list of sources to determine a historical narritive. 3. To be able to support a viewpoint with evidence. This activity involves a scenario where the students are Prefect Investigators who have to determine who was responsible for the murder of Julius Caesar. It also introduces students to source work as they must go through a list of Police Exhibits to determine the events around the death of Caesar.
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Lesson 10: Roman Emperors

Lesson 10: Roman Emperors

This is the 10th lesson in the Roman Unit. In this lesson students must use a series of sources on each Roman Emperor to determine if they were good or bad emperors. The students must then quantify their data by giving a score to each emperor and present their information onto a graph using Microsoft Excel. The lesson ends with a game of Jeopardy that revises previous lessons on the Romans. A lesson plan is attached.
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Lesson 15: Roman Unit Summative Assessment

Lesson 15: Roman Unit Summative Assessment

This is the 15th and final lesson within the Roman's unit. This material is for a Roman's summative assessment in which students must critically identify aspects of Roman influence in the modern world today. This assessment requires research which will be presented in the form of a research booklet/paper. The assessment criteria is set up for the IB MYP Individuals and Societies criteria, but the rubric can be used in other school systems as this assessment contains three criteria, A, C, D which each have a maximum mark of 8 marks. In this set, the following is included. An assessment cover sheet in the MYP format, that has a teacher and student reflection box. An assessment brief with an assessment frame and an assessment rubric. A sample assessment (Which achieved 4, 4, 3 out of 8 on the assessment criteria)
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Lesson 4: Roman Religions

Lesson 4: Roman Religions

This is the fourth lesson on the Roman Unit Students use the music of George Handel's The Planets to describe the personalities of the Roman gods mentioned in the suite. The second part of the Lesson focuses on the change that Christianity brought to the Roman Empire. There is a lesson plan attached.
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Lesson 8: Roman Housing

Lesson 8: Roman Housing

This is the 8th Lesson as part of a Roman Unit. In this lesson the class should focus on completing a worksheet on Roman housing, The second part of the lesson involves the class forming into groups and completing a display of a typical Roman House. There is a lesson plan attached.
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Introduction to the 20th Century

Introduction to the 20th Century

This is an introduction lesson to introduce the twentieth century. It is based on Eric Hobsbawms description of the 20th Century being 'The Short Twentieth Century' and/or the Age of Extremes. This lesson is ideal for the beginning of a GCSE course on 20th Century History, or an MYP 5/ IB Diploma lesson to introduce the twentieth century. The lesson has 4 tasks. Starter: With photos of scenes from across the 20th Century students must decide what the 20th century will be most remembered for. Task 2: Students follow a powerpoint and complete a cheat sheet - note taking template. Task 3: A research task where the students will research and colour in a map that highlights a theme of the twentieth century. Plenary: To discuss again what the twentieth century will be most famous for - Some guiding questions that focus on the learning objectives. Learning objective: Note present in the powerpoint. All must be able: To understand the global processes of the 20th Century. Most should be able: To think about why the 20th Century was so bloody. Some Could be able: To apply the historiography of the twentieth century, how it followed Hegel's view of dialectical movement of time.
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Lesson 13: The Third Servile War

Lesson 13: The Third Servile War

This is the 13th lesson in the Roman Unit In this lesson, students take on the role of Journalists and take notes in a 'hot off the press' style scenario as journalists. In the second part of this lesson students will type up a Newspaper article the reports the events of the Third Servile War. The lesson begins by eliciting from the students their knowledge of Spartacus. The plenary follows up on this by asking the students to discuss verbally their knowledge of Spartacus now that the lesson has taken place.
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Crowd Psychology: Freud and Le Bon

Crowd Psychology: Freud and Le Bon

This is the second topic in an MYP 4 unit on 'Why do people riot?' This is a double lesson which compares the crowd theory of Sigmund Freud and Gustave Le Bon, Both lessons offer an explanation of why people riot from the perspective of both psychologists and in both cases, the students have to apply the theories into real life situations. The sources are very comprehensive and students should be able to work through them on their own but the weaker students may need assistance from the teacher.
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Year 7/ MYP 1 mini unit: What is History

Year 7/ MYP 1 mini unit: What is History

This is a short introductionary Unit that is taught over two lessons for the Year 7/MYP 1 class. The unit requires students to explore the difference between a Primary and Secondary source as well as to arrange a series of events in the correct chronological order. The second part of the lesson requires the class to write articles that could go into a time capsule. As an interesting project over several years, I get the class to archive their articles onto a google site and let each year compare their articles to see if any major changes have happened in fashion or music. This mini lesson includes a Task brief that has a short stage by stage guide to completion as well as a Lesson plan and assessment rubric (In the MYP format)
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Lesson 11: Join the Roman Army

Lesson 11: Join the Roman Army

This is the 11th lesson in the Roman Unit In this lesson, students work through a handout that examines the organisation and equipment of the typical Roman legion, the lesson also includes discussion of the benefits of joining the Roman Army. There is a short IB influenced exercise where students must compare and contrast the benefits of being a Roman Legionary with two advertisements for the UK and US forces. As a lesson plenary, students create recruitment posters for the Roman Army.
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The Romans: Entire Unit

The Romans: Entire Unit

This is a 15 topic unit on the Roman Empire for Key Stage 3, MYP 1-2 and Primary 6 or 7. The lessons are as follows: 1. Introduction 2. Growth of the Empire 3. Language 4. Religion 5. Food 6. Entertainment 7. Town Planning 8. Housing 9. Engineering 10. Roman Emperors 11. Join the Roman Army. 12. Who Killed Julius Caesar 13. The Third Servile War 14. Why did the Roman Empire Collapse? 15. Summative Assessment.
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Lesson 3: The language of the Roman Empire

Lesson 3: The language of the Roman Empire

This the third lesson of the Romans unit. In this lesson students research a list of nouns in Latin, French, Spanish and other Romanance languages to see the connection between Latin and its modern counterparts. The students also learn Roman numerals and play Roman Numeral Bingo. This lesson contains a lesson plan
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Lesson 5: Roman Food

Lesson 5: Roman Food

This is the 5th lesson of the Roman unit. In this lesson students research and take notes on Roman foods and dining etiquette. There is a research task for the entire class involved where the class research a recipe each and it all goes into a collective folder to become a 'Roman Cookbook' Not included in this lesson, but something I like to do is cook a Roman dish and serve it to the class after. There is a lesson plan attached.
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