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Ruth Messenger's Shop

I've been teaching history for four years, and I aim to provide lessons that are ready to go with minimal tweaking just to personalise the resource to your class and their prior learning. I'm a big fan of paired discussion, group work, debates, living graphs and hot seating, and I provide a variety of tasks in each lesson to ensure learning happens at a pace and that all learning styles are catered for. All feedback gratefully received.

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I've been teaching history for four years, and I aim to provide lessons that are ready to go with minimal tweaking just to personalise the resource to your class and their prior learning. I'm a big fan of paired discussion, group work, debates, living graphs and hot seating, and I provide a variety of tasks in each lesson to ensure learning happens at a pace and that all learning styles are catered for. All feedback gratefully received.
Harriet Tubman and the Underground Railroad
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Harriet Tubman and the Underground Railroad

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This resource is designed for a KS3 class and covers the following lesson objectives: LO: To find out information from primary sources LO: To describe the underground rail road using detail LO: To make inferences from combining sources LO: To explain significance using PEE It may be used as a standalone resource, or in combination with other resources on freedom fighters such as Toussaint L'Ouverture, Nanny of the Maroons, Sam Sharpe or Bussa. It contains a variety of tasks such as source analysis, and links to literacy objectives of using metaphors, clarifying the meaning of words using a partner, and refining a PEE paragraph. US teachers - this resources is designed for UK students who have little existing knowledge of the underground railroad and haven't heard of Harriet Tubman. As such, it provides an overview rather than an in depth examination of Tubman which you might want to go to if your classes have a higher level of pre-existing knowledge. NB I have made a map for students on which I have roughly drawn borders and rivers freehand. In case this isn't precise enough, I included a hyperlink to an online map with more precise borders - I didn't use this in the first instance because my whiteboard isn't too great and I don't think many students will be able to see the borders. All feedback gratefully received! Ruth
The Windrush and migration to the UK after the Second World War - Black History Month
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The Windrush and migration to the UK after the Second World War - Black History Month

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All necessary resources included, this lesson includes a music based starter, questions on a British Pathe clip, a cart sort exercise, a structured literary task and a guided research homework task that asks them to assess the prediction they made in the plenary. The big question that students can answer following this lesson is 'Why did people migrate to Britain after the Second World War?' The lesson covers both push and pull factors and examines why Britain wanted immigrants to come in the first place. Lesson Objectives: ALL: Will be able to identify reasons why Britain wanted immigrants and why people in the West Indies wanted to emigrate MOST: Will be able to describe the push and pull factors and come to a conclusion as to why people migrated in the 1950’s SOME: Will be able to bring their ideas together to explain why so many people migrated in the 1950’s and predict what effect this might have on communities in the UK Suitable for all KS3, HA KS2 or LA KS4 All activities are differentiated and resourced, this lesson can be a standalone lesson or part of a series of lessons on either migration, race or post war recontstruction.
Children in Factories during the Industrial Revolution
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Children in Factories during the Industrial Revolution

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Straightforward lesson on factory conditions with the following tasks: A picture source starter, a 6 minute clip with accompanying questions, then a source analysis of a grisly factory death. Its totally gross, but year 8 love this disgusting source, particularly the bloodthirsty ones! Learning Objectives: ALL students will be able to describe how factories were dangerous for children MOST students will be able to explain why factory owners employed children and how the children ended up there. SOME students will be able to analyse the caption of a source to assess reliability.
Toussaint L'Ouverture, Slave Rebellion and Haitan Independence
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Toussaint L'Ouverture, Slave Rebellion and Haitan Independence

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This resource provides a one lesson overview of the slave revolt on St Dominique (later Haiti) and asks students to make a judgement as to how far it was the actions of Toussaint L'Ouverture that gave Haiti its independence, and how far it was events in and ideas coming from France. Tasks include: source based starter living graph identifying information to make an argument with speaking to persuade in pairs writing a structured paragraph that has been differentiated for learners between L3-L6 and may easily be adapted for SEN, or be part of an extended essay for the most able to achieve L7. If you download this, please review! I'd love so WWW/EBI so I know what works well.
Intro to the Ideologies of the Cold War: Communism and Capitalism
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Intro to the Ideologies of the Cold War: Communism and Capitalism

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Designed for KS3, the HA resources are appropriate for KS4, with an additional research task this could be adapted for KS5. This lesson considers the ideologies separate from their historical contexts so it is a great introduction, but also provides space for debate that would be appropriate to a politics or citizenship lesson. Tasks: a vocab based starter, a main that encourages group work with speaking and listening the main method of learning, a class vote as to which ideology is best and a plenary that sneakily uses group work to consolidate learning. Learning Outcomes for this lesson: To be able to identify differences between ideologies To describe one ideology and give a way in which the other ideology is different To explain the differences between the ideologies and why they appeal to people To analyse the pros and cons of the ideologies to understand how they would work in practice Please note this is a self contained lesson with all necessary materials included (unless you want to adapt for KS5), no textbooks needed and no potentially problematic youtube clips to play. Whether you love it or you hate it, please review below so I can keep adjusting these resources to suit! Many thanks, Ruth
Mansa Musa and Medieval Mali
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Mansa Musa and Medieval Mali

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This PowerPoint includes all of the resources to run either a single, or a double lesson on Mansa Musa. It is aimed at Year 7 and provides support for students working between L3 and L6 on the old NC Levels. Lesson objectives: L3 - To identify facts about Medieval Mali and Mansa Musa L4 - To describe Medieval Mali and Mansa Musa L5 - To make inferences from sources about Medieval Mali and Mansa Musa L6 - To explain what Medieval Mali and Mansa Musa would seem like to a time traveller, drawing inferences from sources to support their points. Activities include: * A task where students work in pairs, one looks at an image and describes it to his/her partner. The partner draws the image. * Fact generation, teacher models how to get facts from the source, students compete. * Using written sources to gather information * Creating a Time Traveller's Guide to Medieval Mali
Life in the Hitler Youth Game
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Life in the Hitler Youth Game

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This game gives students the chance to be a boy in the Hitler youth following the Nazi policies. Board spaces are either events such as reading aloud from Mein Kampf, or questions from the sheet provided to test students knowledge, allowing them either to move forwards or remain. Great consolidation game for KS3 and KS4, especially when revision pressure starts! Thanks to Paul Durnall who gave me this.
What did Protestants Protest about? The origins of the Protestant Church
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What did Protestants Protest about? The origins of the Protestant Church

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This lesson is an introduction to the basic issues that Martin Luther had with the Catholic church. It touches on the central role of the priest, indulgences and the financial profligacy of the church. There is one task that uses a page from the SHP Year 7 textbook, but most textbooks will have a page to help answer the question 'what were the main differences between Protestants and Catholics?' This is the question that students use the page to answer, so if you have a similar resource then this lesson is still good for you. Here are the lesson objectives this lesson is designed to satisfy: ALL: Will be able to identify differences between the Catholic and Protestant Churches MOST: Will be able to explain the differences based on what the Protestants protested about SOME: Will be able to make supported inferences about why some people were unhappy with the Catholic church
The Life of the Medieval Peasant/Villein
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The Life of the Medieval Peasant/Villein

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This lesson has a large visual element as pictures are used to illustrate peasant tasks. There is a moving around the room to find out information element and a structured literacy tasks with literacy challenges such as 'include three adjectives in this answer'. Resources fully differentiated, just print and go. ALL: Will be able to describe aspects of a peasant’s life MOST: Will be confident using keywords in their explanations SOME: Will write a detailed account using keywords and grammar challenges to describe the life of a peasant
City Living in the Industrial Revolution
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City Living in the Industrial Revolution

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A source based lesson on life in cities during the industrial revolution focusing on making and supporting inferences. A mixture of picture sources and written sources are used and a homework suggestion is included. The Learning Outcomes this lesson targets are: ALL will be able to use sources to find out information (L4), MOST will be able to make inferences from the sources (L5) SOME will be able to explain our inferences by linking the sources to each other, or our own knowledge (L6)
A Play about Henry VIII and his 6 wives
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A Play about Henry VIII and his 6 wives

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It was the end of term, my lovely year 7 asked me for a drama lesson, so I wrote this play. We rehearsed and performed it within just one lesson, minimum props needed. The play is several very short chunks that allows up to 32 students to have a named part. Each scene is written for between 2 and 5 students and there are 10 'scenes' so lots of people get to be Henry and lots more get to be various wives. I provided yellow cardboard crowns and some cardboard swords and we used our imagination for the rest. After each group had had 15 minutes to rehearse, to plan their entrances and props and actions etc, I gathered them all into an arena shape with a half circle of chairs in front, several tables behind so all could sit and all could see. The groups performed the scenes in order as I called them, it was a beautiful farce that was lots of fun, and lots of clapping. The most memorable part was when a group of boys enacted Jane Seymour giving birth.. lots of ad libbing! I hope you enjoy this as much as we did, I will definitely be using this again. NB I wrote it with a mixed ability class in mind so the reading isn't too challenging. To beef it up you could have a selection of keywords, or historical terms on the board and give points for groups that include them.
How to Make a Revision Plan
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How to Make a Revision Plan

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This PowerPoint guides students through how to make an effective revision plan. It is aimed at students aged 16-18 and encourages them to make a long term, practical and realistic plan. Here is one slide: Mark on the calendar the days you will NOT be working. Eg family events, birthdays, rugby matches, hairdressing appointments. Split the remaining days into 3 parts – morning, afternoon and night. Work only 2 of these parts. So crack on in the morning, take the afternoon off to paint your toenails/ go for a run/ whatever it is you do, and do more in the evening. Use your list of chucks to plan which topic you will do on which day. If you like a bit of variety, you can do two chunks from different subjects on one day. Write on the calendar the subject areas/ chunks/ topics/ chapters you will get done. Make sure you have leisure / kickback time. TRUST YOUR PLAN and change it if you really need to
Politics, Presidency and Society in the USA for KS5
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Politics, Presidency and Society in the USA for KS5

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These are resources I created for an AS spec focusing on US presidents and changes in society between 1968-2001. To make use of these resources you need a textbook by Vivienne Sanders 'Access to History: Politics, Presidency and Society in the USA 1968-2001' These resources challenge students to analyse the reasons various presidents triumphed in each election, and why they failed in others.
XFactor Game for contenders to the English throne in 1066
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XFactor Game for contenders to the English throne in 1066

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This resource really got my year 7 classes engaged and involved with the 'who should be king?' conundrum because they really liked taking on the personas of the judges from the X factor. The PowerPoint is a pretty straightforward mini play that students read out to the class in the persona you have allocated to them. It worked really well as a whole class activity, but it could also work in groups. As they go, students fill out their voting sheet, giving points out of ten for how well each contestant performs in each question. Your role as teacher is simply to ham it up, express suspicions about William's intentions, play the devil's advocate with students as they chose their King. Finally, the class vote and a King is chosen. This lesson works best if students haven't yet found out who wins the battle of Hastings, it tends to put them firmly on Harold Godwinson's side!
Dunkirk: Victory or Defeat? Newspaper Task with supporting resources
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Dunkirk: Victory or Defeat? Newspaper Task with supporting resources

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The main bulk of this is the newspaper task, designed to meet the following LOs * ALL: Will be able to describe aspects of what happened at Dunkirk * MOST: Will be able to support an opinion as to whether Dunkirk was a defeat or a victory * SOME: Will be able to use the origin of the source to comment on whether the source is reliable. * ONE or TWO... Might be able to use their analysis of source reliability to explain why they trust some sources over others and how this has affected their own overall judgement. There is a presentation about Dunkirk with pictures and statistics, you may choose to deliver this yourself, or stick it up around the room for students to find and examine themselves. They may then read the interpretations/opinions sheet in which various sources give their verdict on Dunkirk, and the Dunkirk survivors sheet which does the same. Finally I have included an electronic template for the newspaper front page that the students will write, this could be set for homework over a VLE, or printed and handed out for students to fill in. If they are making handwritten copies, I would recommend having a stash of plain paper ready as most students prefer to establish the layout themselves. Thanks to Paul Durnall who gave me parts of this.
Edexcel  Paper 1, Option F: In search of the American Dream LESSON 2 What is the American Dream?
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Edexcel Paper 1, Option F: In search of the American Dream LESSON 2 What is the American Dream?

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Edexcel Paper 1, Option F: In search of the American Dream LESSON 2 What is the American Dream? Follow on from the intro lesson, this lesson uses the homework students were set in the first lesson as a task in this lesson. You could just print off some articles about the US in the news though and students could use those instead. - Students identify themes in the news articles - definitions of the American dream used and discussed as a basis for finding a class definition
The Battle of Hastings - re-enactment and news report
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The Battle of Hastings - re-enactment and news report

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This is an active lesson which borrows heavily from thinkinghistory.com and their re-enactment instructions http://thinkinghistory.co.uk/ActivityBase/BattleofHastings.html I have provided the resources I use before and after the re-enactment; weighing up the advantages of each side, a quick paragraph on who is most likely to win, the re-enactment itself and then the news report with NC level success criteria. Lovely lovely lesson, works well as part of my Hastings Scheme of Work that you can find in my shop.
Je Suis Le Roi - the Harrying of the North and how William gained full control of England
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Je Suis Le Roi - the Harrying of the North and how William gained full control of England

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This resource is essentially just a link to an external website. I have uploaded it because it forms the fourth lesson of my scheme of work, but is not my creation so of course it needs to be a free upload. My Hastings lesson is also free if you want to try out a more substantial resource of mine and if you like this style of teaching, please have a look at the full scheme of work in my shop. All I will say about this is you will read it through and be daunted, no doubt your year 7 class are new to you and new to the school, and possibly just a little crazy. But take a risk and give it a go! The more you make this a pantomime, the more fun it is and the more memorable it is for students.