This lesson was devised to support students in a debate about whether ordinary people should be blamed for genocide in their societies. It is differentiated throughout and also contains ‘history scholar’ tasks to challenge the most able students. It should be taught over 2 or 3 lessons.

All images 'labelled for reuse' from Google Images. Students are introduced to the Domesday Book in this lesson. They will look at contemporary examples of record keeping and consider why governments choose to keep detailed records on people. They will use this knowledge to help them understand the significance of the Domesday Book. Students then create their own 'Domesday' surveys and will finally go on to be supported in writing an extended answer about why the ' Domesday Book' was so significant in helping William control the English.

All images are labelled for reuse from google images. In this lesson students will consider the significance of Norman castles in helping William take control of the English. Students start off by drawing and labelling a sketch of a castle and attempting to design it to it is as effective a defence as possible, They will then consider the reasons why castles were so important to William and will consider the advantages and disadvantages of Motte &and Bailey castles. Students will go on to play a game where they will identify some images of Windsor Castle and consider why it's significant. Finally they are asked to place themselves onto a significance thermometer where they will be asked to justify their opinions.

All images labelled for reuse from google images. This is a five lesson KS3 unit looking at how William the Conqueror kept control of the English for 21 years including the scheme of work. Students will complete a number of engaging activities including acting as William's advisor, engaging in change and continuity continuum's, designing their own Domesday surveys and more. This unit of work focusses mainly on knowledge and understanding and explanation and analysis. It addresses many of the key skills such as inferring from sources and interpretations, evaluating significance and explaining change and continuity. All of the lessons have differentiated activities for lower and higher ability ability students. It also includes a number of writing scaffolds to help all students, particularly lower ability students work on extended writing.

All images labelled for reuse from google images This is an updated version of a previous copy of this lesson that I added a while back. This version has differentiated resources, extended writing support and improved challenges for the students. This lesson is a medieval murder mystery which requires students to work independently and competitively. Students begin in groups, by recreating and deciphering an image of the murder of Becket. They are asked to work out aspects of the event through discussion and analysis. They then go on to work through a selection of evidence in their groups in order to work out the mystery event in the painting they analysed at the beginning of the lesson. They then go on to consider why this event is so significant and what the problems between church and state were in medieval England. Finally students are given writing scaffold to help them explain their findings in a piece of extended writing. This lesson also includes differentiated resources for lower abilities.

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.

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.

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/

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.

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.

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.

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.

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.

This overview focuses on the following modules: Paper 1 - Crime & Punishment & Whitechapel, Paper 2 - The Cold War & Elizabeth I, Paper 3 - The USA & Vietnam. Although it focuses on these modules, it is generic and could easily be modified for your own units. It shows the question stem for each type of question and the amount of time the students should be spending on each question.

NB: These lessons have been planned to be taught alongside the Hodder Education Edexcel 9-1 Elizabeth I books and the Edexcel 9-1 books on Elizabeth I. This download contains 11 lessons on Elizabeth I. It has been designed to cover everything needed on the Edexcel 9-1 GCSE module on Elizabeth. The lessons have been designed in such a way that all the essentials are condensed down to ensure efficient learning. I have found this type of lesson planning particularly important with the vast amount of content in the new GCSE. Lessons include a range of activities and is differentiated throughout.

This is a prartcie exam paper for Edecel Hisdtory GCSE 9-1 to help students prepare for Section A of Paper 2 on Superpower Relations & the Cold War, 1941-91. It has practice questions and tips on how to successfully answer each type of question.

This is a practice exam paper for Edexcel History GCSE 9-1 to help students prepare for exam paper 2 on Crime & Punishment and Whitechapel. It has practice questions and tips on how to successfully answer each type of question. It also includes a revision guide which covers all the knowledge needed for this paper.

This is a court case designed for the students to act out. It works well to give the G&T students the key parts of the court case (I always give me highest ability student the role of judge, as they have to co-ordinate the rest). The rest of the students act as the jury. They decide, based on the evidence whether Capone was a gangster or a business man. It also introduces students to the 10 mark question, Spec B AQA Paper Two,

This is an entire scheme of work on the Vietnam War,

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.