This is the 9th lesson in the Roman Unit. This lesson is based on the TV Show American Inventor. In this lesson, the class receive some notes about some Roman Engineering, afterwards the class split into pairs and each pair must research a Roman invention and make a 'pitch' in the format of the show American Inventor. Each group must produce a power point and a cardboard model of the invention and attempt to sell it to the judges. Some face masks are included to represent the judges from the show. I usually give some chocolate to the class who make the best pitch. This lesson primarily aims to give students an opportunity to make and present an argument. A lesson plan is included.

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.

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)

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.

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 http://www.census.nationalarchives.ie/search/ 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.

This is a two part lesson on the Sovietisation of East Germany followed by a look at the policies that were put in place in East Germany. This lesson is designed for IBDP History Higher Level Paper 3 - Post War Central and Eastern Europe 1945 - 2000

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.

This is a second lesson in a series on Ulster Heritage where students use sources to formulate their own understanding of events in History. This resource is a pdf that should be printed and stapled into a booklet. The lesson involves analysising a series of sources on a real individual “Hugh William Quinn” of Loughinisland, County Down and investigate throught different schools of historical interpretation as to why he gave up his life in Loughinisland and headed to Belfast. Tasks are embedded in the resource: Part 1: Note taking on each source. Part 2: Using sources, identify Hugh’s cousins, list all of the jobs that he has occupied throughout his life and draw a diagram of his house using evidence from the 1911 census household return. Additionally a search on the Irish Civil Records Archives for Hugh’s birth register. Part 3: An extended writing task where students must write three paragraphs which each individually explains why Hugh went to Belfast but each time from a different school of historical thoughts, (Intentionalists, Structuralists and Annales). An assessment rubric is present in the resource. I use this resource as part of a bigger resources which teaches Geneology. This source will also be useful as part of a Unit on Ulster Heritage.

This is a manipulative Introduction task for a Theory of Knowledge History lesson or as a lesson starter in a Diploma History class. The task involves manipulating the class by giving them sources and asking them to identify the individuals by the source. The class often get shocked at the end when trying the guess the source that best describes Adolf Hitler.

This is the first lesson of the Roman's Unit. In this lesson students will find out about the story of Romulus and Remus. Using a YouTube video, the students will cut out and stick in the Romulus and Remus story into their books. There is a critical thinking task afterwards where students should incorporate why Cicero's account of the founding of Rome has the symbols such as a wolf, a shepherd, a brother killing his twin etc. A lesson plan is attached.

This is a set of detailed commentary notes on the Communist Manifesto. Ideall for A Level students or IB Diploma students studying the Communist ideology for Paper 2, Single Party and Authoritarian states. The resource has an evaluation of the limitations of Marxism. This is a challenging resource for an able class. I often give this to students as an independant reading after I have taught them the concept of Marxism.