Crime & Punishment Edexcel  GCSE  Exam Help Booklet

Crime & Punishment Edexcel GCSE Exam Help Booklet

This booklet was designed to support students in their preparation for paper one (Edexcel) on Crime and Punishment. The booklet contains specimen questions that students can practice, which are different from the specimen paper on the Edexcel website. It also contains detailed ideas on how students can successfully answer all of the questions on this paper. There is also a powerpoint slide containing the two sources they need for these specimen questions.
rmbell33
Crime & Punishment Through Time - Edexcel: 18th C Smugglers, Highway Men & Poachers

Crime & Punishment Through Time - Edexcel: 18th C Smugglers, Highway Men & Poachers

This lesson starts with an overview of all the questions on the Edexcel (9-1) paper and goes over the timings they should use in their exams. It also gives an overview of the enquiry of Crime & Punishment 1700-1900 and looks at learning outcomes over the next few lessons. The main part of the powerpoint has detailed information and a range of activities on 18th Century Highway Men, Poachers and Smugglers. It has activities which encourage students to give evaluative answers and connect factors together. All the resources you will need to teach this double lesson are attached.
rmbell33
Market Place Game - Truman Doctrine, Marshall Plan, Comecon, Cominform, Dollar Imperialism

Market Place Game - Truman Doctrine, Marshall Plan, Comecon, Cominform, Dollar Imperialism

This lesson is aimed at a GCSE class studying the Truman Doctrine, the Marshall Plan, Comecon , Cominform and Dollar imperialism. It is a market place game which will require you to have: sugar paper, and marker pens. I have included the text from the books that I used for this, but you might want to find your own information. It is a really fun lesson that I love teaching and the kids love doing. All of the instructions and resources you need for this lesson are included on the powerpoint. I did it over a double lesson. I taught it recently for an observation and it was graded outstanding because of its emphasis on independent learning. Students begin by analysing an American source showing Stalin choking on the Truman Doctrine. The students look at this through a square of inference. Students are then put into groups, each one looking at either: the Truman Doctrine, The Marshall Plan, Comecon, Cominform or the Soviet response. Groups of no more than 5 are ideal. Students are then asked to read the text on their topic and after that have 20 minutes to answer the questions on their topic that they have been given. They must do this by symbolising their answers using no more than ten words and as many words, numbers, symbols as they want. After the 20 mins is up, one student stays at their table and the others take their A3 worksheet and go shopping in the market place to find the answers to all their questions. One student stays and teaches those that come to their market place. At the end the students go back to their table and 'teach the teacher'. At the end you ask the students to revise their answers for a knowledge test at the beginning of the next lesson.
rmbell33
Edexcel (9-1) History. New Style Question Exam Practice . Superpower Relations & The Cold War, 41-91

Edexcel (9-1) History. New Style Question Exam Practice . Superpower Relations & The Cold War, 41-91

These three power points are designed to support students with answering all questions in part A of paper 2 (Edexcel - Options 26-27). Although they were designed with Option 26/27 in mind, they are the same question stems for all the options so could easily be adapted if you are doing a different module. The resoruces aim to support students in their knowledge, but primarily in their ability to successfully answer the questions. Mark schemes and structures are included. The powerpoint looks at: 1) Explain Two Consequences of.. (8 marks). 2) Write a Narrative Account.. (8 marks) 3) Explain Two of the Following.. (16 marks) The power points take the students through the new style question and explains the mark schemes to them in laymans' terms. It is useful, although not essential to have a copy of the Edexcel (9-1) Superpowers textbook.
rmbell33
Entire Scheme of Work on the Rwandan Genocide - Lessons and SOW included

Entire Scheme of Work on the Rwandan Genocide - Lessons and SOW included

This is a mini four lesson scheme of work the Rwandan Genocide. The first powerpoint containing lessons 1-2 focusses particularly on the UN eight stages of genocide and the impact of propaganda through an analysis of Radio Télévision Libre des Mille Collines, Kangura and the Hutu Ten Commandments. Lesson 3-4 considers the significance of the genocide by asking students to consider why the Rwandan Genocide was so personal. Students will look at news footage from 1994 and read a variety of survivor stories of both Tutsis and moderate Hutus.
rmbell33
AQA - 12 Mark Q Improvement Tool (Race Relations)

AQA - 12 Mark Q Improvement Tool (Race Relations)

Goes alongside AQA Spec' B Unit Two Textbook: This booklet introduces students to the three main subject areas in the AQA Race Relations unit. It guides students through the subject knowledge and encourages them to evaluate and link factors as they go through. It also includes writing scaffolds and templates for the 12 mark answers and is particularly useful for supporting C/D border students. I have used this with my own students in the last few months and have found this method has increased students' grades significantly on this type of question.
rmbell33
Entire Scheme of Work on the Industrial Revolution - Lessons and SOW included

Entire Scheme of Work on the Industrial Revolution - Lessons and SOW included

This is an entire scheme of work on the Industrial Revolution including the scheme of work word document. The enquiry for the SOW is 'How did the poor make Britain rich?' Students are taken through a variety of lessons entitled: 'who were the white slaves?, 'Did Oliver Twist really exist?' and 'What was black gold?'. Throughout these lessons students will look at contemporary sources and interpretations to allow them to reach an conclusion to the enquiry question. Students will consider, discuss and debate a range of moral issues as they go through this unit. Students undertake a wide range of independent learning strategies throughout this unit.
rmbell33
Abyssinian and Manchurian Crisis: 10 Mark Prep (AQA Spec B)

Abyssinian and Manchurian Crisis: 10 Mark Prep (AQA Spec B)

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain NB: You need AQA Spec B textbook to go alongside this lesson. It takes roughly 4-5 lessons to cover all the activities in the powerpoint. This lesson was developed to aid students' understanding of the Manchurian Crisis and the Abyssinian Crisis, as well as developing their 10 mark question skills (AQA Spec B paper one). I had found that many of my students really struggled with the details of both the Manchurian and Abyssinian Crises as such a range of new concepts are introduced. I developed this lesson as a response to that, and they have been achieving much higher grades on these topics since I have been teaching it this way. This lesson also includes a breakdown on answering ten mark questions.
rmbell33
Industrial Revolution - Did Oliver Twist really Exist?

Industrial Revolution - Did Oliver Twist really Exist?

This lesson is designed to take around two lessons. The students begin the lesson by recapping their understanding of the industrial revolution so that they can understand the connections between it and Victorian workhouses. Students then go on to complete a square of inference where they will analyse a contemporary source about workhouse schools. Following on from this a detailed discussion should be held about the way our current government deals with vulnerable people. They will consider similarities and differences between the current government and Victorian governments. Students will question the morality of both systems and consider how/if they feel vulnerable people in society should be supported by the state. Students will then be introduced to Dickens' representation of Oliver Twist through an extract of the 1968 musical. Lesson Two will be an analysis of a variety of contemporary sources which students will analyse in order for them to understand how accurate Dickens' representation of the workhouses was. Finally students will create a human continuum where they will place themselves based on how accurate they find Dickens' representation of the workhouses to be.
rmbell33
Who were the White Slaves? (Industrial Revolution Lesson on Child Labourers in factories)

Who were the White Slaves? (Industrial Revolution Lesson on Child Labourers in factories)

Students will begin this lesson by creating a human timeline of the industrial revolution in order to allow them to understand the historical context of the era. Students will discuss the idea that the use of child labour and the Transatlantic slave trade were key contributing factors in the success of the industrial revolution. Finally they will go on to analyse and evaluate two contemporary sources and will consider the reliability and uses of these sources. By the end of the lesson students should be able to begin the explain how the poor made Britain rich. Keywords: Parish Pauper, Transatlantic slave trade, Parish Apprentice, Child Labourer, Industrial Revolution/
rmbell33
How did Muhammad influence Islam?

How did Muhammad influence Islam?

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson encourages students to think about the expansion of Islam, and uses a case study of the Prophet Muhammad's life, in order to help then understand why Islam expanded so quickly. The lesson introduces students to key events in Muhammad's life and encourages them to think of what the key turning point in Islam was.
rmbell33
Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)

Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)

EQ: Did Marie Antoinette and Louis XVI deserve to die? This lesson begins by asking students to consider the way that Louis & Marie-Antoinette were portrayed in the 2006 film 'Marie-Antoinette'. It asks them to make inferences and question reliability. Students then go on to draw on previous knowledge about the causes of the French Revolution and will vote on the significance of each cause. For the main activity the students play the role of the jury who have to decide whether Marie-Antoinette and Louis XVI deserved to die. This lesson has a lot of focus on independent learning. Students will work their way through each exhibit in order to help them make their final conclusion as to whether the kind and queen were responsible for their own demise. This lesson includes a variety of AFL techniques and independent learning strategies.
rmbell33
Are our judgements about medievalmedicine fair?

Are our judgements about medievalmedicine fair?

All images sourced from Google images ‘labelled for reuse��� and licensed under Public Domain. Some of the text used is attributed to GCSE Bitesize & Medical News Today. This lesson is designed to allow students to think about the overarching question 'How dark were the middle ages'? In this lesson they should reach their conclusion by a comparison of medieval and renaissance medicine. They should be able to make judgements on whether it is fair to say the medieval times were 'dark' based on their understanding of medicine, surgery and public health. This lessons uses clips and academic text analysis.
rmbell33
 How did Islam influence the world?

How did Islam influence the world?

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This is a lesson created for a year eight scheme of work, which is all about the expansion of Islam and how it influenced the Western World. This lessons helps students to understand concepts such as empire, expansion and influence. It enables students to understand and consider this through the comparison between the Islamic empire and the Roman empire.
rmbell33
GCSE 16 Q Mark Help Sheet for Edexcel Spec' B

GCSE 16 Q Mark Help Sheet for Edexcel Spec' B

This resource was made for lower-ability GCSE students who are struggling to get their heads around the structure and requirements for the 16 mark question on Edexcel Spec B. I have used it recently with my own year tens and saw a big improvement in many of the lower ability students' grades after using the scaffold. It is always useful for all students who are attempting the question for the first time.
rmbell33
Can you solve William the Conqueror's problems?

Can you solve William the Conqueror's problems?

This resources provides students with a secret mission. They have been appointed as William the Conqueror's head advisor and they must work out the best ways to help him gain total power over England. This is an independent learning task. They are provided with everything they need to succeed without too much teacher support. This lesson is excellent for getting pupils to understand what problems William faced when he first invaded England and the decisions he made to overcome them. Pages 11-20 are the work booklet that must be printed off and given to students.
rmbell33