All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson has been developed to enable History GCSE students to understand the complexities of the US Stock Exchange, as well as considering the factors that led to the Wall Street to Crash in 1929. It encourages students to consider and evaluate a range of factors, and come to their own conclusions about what the largest contributing factor was.

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.

This SOW begins at the end of the slave trade and looks at Civil Rights and Black Power achievements throughout the 20th Century. The SOW also includes a GCSE style assessment to conclude the unit. It is differentiated throughout and includes both knowledge and skills. It incorporates a variety of activities to enhance student engagement.

This is an 8 lesson unit designed to introduce KS3 students to crime and punishment in medieval England. The unit begins by introducing students to important contextual knowledge about the era. We first consider the tribes who invaded Britain after the fall of the Roman empire and consider how Britain fell into the dark ages. It then goes on to look at the power of the Catholic church. All of this knowledge will be important as we go through. The unit then looks at the justice systems in Anglo-Saxon, Viking, Norman and Late Middle Age England. The lessons include differentiation for EAL, SEN & most able. Students are required to compare, contrast and evaluate throughout the unit. It is good for any KS3 students but will be particularly helpful for those schools who teach crime and punishment through time at GCSE.

This powerpoint and resource contains two sets of questions, which support astudents in the writing of the 16 mark ‘explain the importnce of…’ question. It is amed at students doing Edexcekl GCSE (Superpower Relations & The Cold War). There is a model answer included which explores the impact of the Truman Doctrine.

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.

This is a model answer I have written and colour coded to help students studying AQA History Spec' B. It shows them what knowledge and skills they need to employ for an A* answer.

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.

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/

My year 11 students were struggling to get to grips with the chronology and change and continuity of punishments, law enforcement and crimes from Anglo-Saxons to Stuarts period, so I made them this grid, which they have found very helpful.

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.

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.

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.

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.

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 lesson looks at a bit brief overview of the Viking invasion and colonisation of Britain. It also looks into some aspects of Viking culture including their methods of trial, punishment and law enforcement. The lesson is fully differentiated for all students, throughout. I teach it as part of a wider SOW on crime and punishment in medieval England. Full SOW to follow soon. Teacher instructions are in the notes throughout the lesson. The lesson may take two hours.

This lesson was planned as part of the Edexcel Medicine Through Time course (9-1). It focuses on the end of the industrial period, where Snow discovers that cholera is transmitted through dirty water. The lesson aims to get students to work out the mystery 19thC killer through looking at a range of sources. The lesson also incoroprates exam skills such as inference and source utility.

This lesson looks at the extent to whcih the young opposed the Nazis. It looks at the Edelweiss Pirates, the White Rose Movement and the Swing Youth. The lesson looks at 3 articles on each, and is accompanied by clips which are linked in the powerpoints. It finishes with an example 12 mark answer from Edexcel History (9-1).

These resources are two booklet for KS4 history students which guides them through each question on the Western Front section of MTT. It is made up of completely new questions, sources and interpretations that aren’t taken from past or sample papers. The resources could also be used to create new exams if all past papers and sample papers have already been used. The first booklet has a lot of model answers in it and the second is for more independent work. It includes a varitety of tips, activities, structures and exam pratice as well as simplified mark schemes.

This resource is useful to help students learn how to structure their ten mark answers.