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I'm an experienced history teacher, educated at the University of Sussex, who has worked in two 'outstanding' inner city London schools. I am currently head of KS3 history at a large school in East London. I am particularly knowledgeable in both AQA spec B and Edexcel Spec B. I try to focus on lessons which are both knowledge and skills based and incorporate a wide variety of teaching and learning strategies; particularly independent learning.

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I'm an experienced history teacher, educated at the University of Sussex, who has worked in two 'outstanding' inner city London schools. I am currently head of KS3 history at a large school in East London. I am particularly knowledgeable in both AQA spec B and Edexcel Spec B. I try to focus on lessons which are both knowledge and skills based and incorporate a wide variety of teaching and learning strategies; particularly independent learning.
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
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
 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
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
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
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
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
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
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
Was Chamberlain right to appease Hitler?

Was Chamberlain right to appease Hitler?

This lesson introduces the idea of appeasement to students. There are various activities in the power point which will enables students to evaluate whether they agree with Chamberlain's policy of appeasement or not.
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
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
Medieval Healthcare

Medieval Healthcare

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain. This is a powerpoint which introduces medieval beliefs about medicine & diseases. It looks at the progress over time and introduces students to key concepts such as Galen's theory of the Four Humours. It guides the students through the knowledge through evidence analysis, graphs and a comparison of modern and medieval disease.
rmbell33
Homework Booklet - 1920s USA

Homework Booklet - 1920s USA

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain. Some of the text used is attributed to GCSE Bitesize & AQA History Spec' B. This booklet has been designed for students to use in addition to their studies of the Roaring 20s AQA Spec B. It has a variety of revision tips, information and exam practice. There are activities for students to complete each week.
rmbell33
To what extent did the church control medieval peasants - Medieval Christianity

To what extent did the church control medieval peasants - Medieval Christianity

All images from google images 'labelled for reuse' This lesson encourages students to consider the large extent that institutions and religion can control the lives on everyday people. It does this through a case study of the way that peasants lives were dominated by the Christian church in the medieval period, considering both negative and positive effects of the churches' power. Students will look at a variety of sources both picture based and written. The lesson concludes by introducing students to a new AQA style GCSE question on source strengths and weaknesses. This aims to allow KS3 students early understanding of the new style GCSE questions.
rmbell33
1960s Scheme of Work

1960s Scheme of Work

This is an entire Year 9, Scheme of Work on 1960s Britain. It looks at topics such as women, drugs, music, counter & sub-culture etc.
rmbell33
Nazi Propaganda

Nazi Propaganda

Students will understand how Hitler used propaganda to help him control Germans. They will analyse Nazi propaganda to help them understand the power of propaganda.
rmbell33