Hero image

Ruth Messenger's Shop

Average Rating3.47
(based on 18 reviews)

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.

79Uploads

19k+Views

5k+Downloads

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
ruthmessengerruthmessenger

Harriet Tubman and the Underground Railroad

(0)
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 Life of the Medieval Peasant/Villein
ruthmessengerruthmessenger

The Life of the Medieval Peasant/Villein

(0)
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
Segregation in the Southern States of the USA
ruthmessengerruthmessenger

Segregation in the Southern States of the USA

(0)
A complete lesson - ready to go if you’re in a hurry, or full of tasks to pick and choose from if you have time to personalise this for your class. All resources included on the Power Point to make it easy to access and print the necessary parts. Aims to cover these objectives: * To understand how segregation came about * To give detailed descriptions of segregation * To explain the attitudes towards race that made segregation so pervasive * To predict the challenges faced by civil rights campaigners Includes a variety of tasks, classroom discussion with additional information for the teacher to support questioning, group work task with opportunity for students to move and a 7 minute clip of a primary source for students to evaluate. Includes ideas for differentiation for each task and so is suitable as a stand alone resource for KS 3 and KS 4, a great intro to the topic for KS 5 but would need to be accompanied by a textbook on the topic to support the research task. Originally designed to support teaching of Edexcel AS Level D5 Civil Rights module.
Toussaint L'Ouverture, Slave Rebellion and Haitan Independence
ruthmessengerruthmessenger

Toussaint L'Ouverture, Slave Rebellion and Haitan Independence

(1)
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
ruthmessengerruthmessenger

Intro to the Ideologies of the Cold War: Communism and Capitalism

(0)
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
The Windrush and migration to the UK after the Second World War - Black History Month
ruthmessengerruthmessenger

The Windrush and migration to the UK after the Second World War - Black History Month

(0)
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.
Guy Fawkes and the Gunpowder Plot - Innocent or Guilty?
ruthmessengerruthmessenger

Guy Fawkes and the Gunpowder Plot - Innocent or Guilty?

(0)
This is my absolute favourite lesson to teach to year 8 - I hope you enjoy it! It is quite a long one though, so either keep the pace up, use fewer sources, or break it into two lessons. Lesson objectives: LO: To know the story of the Gunpowder plot LO: To use evidence to find out more about the Gunpowder Plot LO: To use evidence to question whether the story as we know it is true. LO: To decide whether Guy Fawkes was innocent or guilty and use the evidence to prove it This lesson works best if you have students working in groups of 4, but I have done this in pairs and it works fine as well. You will need a focus on good group work, praise for groups that are working well together and rewards for groups who are really discussing and getting into the evidence. One year, I did have to set this lesson as cover so I have also included that as a resource in case you need a quick cover, or need work for a student in inclusion. Enjoy! Ruth
The Lives of Peasant Women in Medieval Times/The Middle Ages
ruthmessengerruthmessenger

The Lives of Peasant Women in Medieval Times/The Middle Ages

(0)
This lesson should follow a previous lesson on peasants as this lesson highlights the differences in gender roles. Learning Objectives: ALL: Will be able to describe the traditional roles of men and women in medieval times MOST: Will be able to do so in detail SOME: Will make inferences from a source that they will include in their detailed description. This lesson is highly visual with pictures and a matching task for LA students. There is an element of numeracy in interpreting two graphs on the causes of death of each gender, and a literacy based task in which students write a diary entry of a peasant. I usually allow them to pick their gender, but it would be equally more valuable to make them all be women. I've put on two PowerPoints as I taught this to two classes of differing abilities. There are no monumental differences. If you like this lesson, have a look at my other Medieval Resources in my shop - I have a big chunk of resources that could form a large part of your scheme of work.
Children in Factories during the Industrial Revolution
ruthmessengerruthmessenger

Children in Factories during the Industrial Revolution

(0)
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.
Mansa Musa and Medieval Mali
ruthmessengerruthmessenger

Mansa Musa and Medieval Mali

(0)
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
Understanding Significance
ruthmessengerruthmessenger

Understanding Significance

(0)
This lesson is an introduction to the historical skill of significance and explaining significance. It gets students to discuss why someone might be significant in history eg. They changed peoples lives at the time, or they made a lot of money, or they achieved something extraordinary. Students put these in order of the most effective way of measuring historical significance to the least. I designed this for year 7, but have found myself using this lesson over and over again with all secondary year groups as it helps to reset the basics for understanding significance. The second part of the lesson is the balloon game, I would get students to play this in groups rather than as a class.
Edexcel Paper 1, Option F: LESSON 10 Was the Great Depression Hoover's fault?
ruthmessengerruthmessenger

Edexcel Paper 1, Option F: LESSON 10 Was the Great Depression Hoover's fault?

(0)
The Powerpoint contains images of Hoovervilles for students to see and for you to describe the effects of the Depression. The worksheet needs to be completed using the textbook. ALL Will be able to describe Hoover’s actions and the effects of the Great Depression MOST Will be able to explain Hoover’s limitations and the impact on public opinion of the Bonus Army SOME Will be able to predict the impact of Hoover’s actions on the former popularity of Republicanism.
Structuring an essay on why confidence in the US government declined from 1968-1980
ruthmessengerruthmessenger

Structuring an essay on why confidence in the US government declined from 1968-1980

(0)
This needs to be included in a scheme of work on American politics during this period as it helps structure an essay, but it doesn't provide new knowledge on content. The lesson is focused on how to pick out themes and structure an essay at A Level. Students come up with their themes as a class, but suggestions are made in the lesson, students assess a model paragraph to find the evidence and analysis present. Students structure their own paragraphs around the model paragraph structure. The question this lesson considers is “The Vietnam War was the main reason the American public lost confidence in their President between the years 1968 and 1980” How far do you agree? This lesson was designed to be part of a Scheme of Work on Edexcel AS/A Level history Paper 1, Option F: The American Dream
Why did Capital Punishment End? Crime and Punishment in the Twentieth Century
ruthmessengerruthmessenger

Why did Capital Punishment End? Crime and Punishment in the Twentieth Century

(0)
Intended for GCSE students either studying the OCR or Edxecel spec for Crime and Punishment, appropriate for both the new GCSE and the old, this stand alone lesson is designed to be used with a textbook. The SHP, OCR and Edexcel textbooks will all be fine for this lesson. Lesson Objectives: ALL Will be able to describe some of the reasons capital punishment ended MOST Will be able to support their points with detailed evidence SOME explain how these factors led to capital punishment ending This lesson includes a clip about Derek Bentley, a table to be completed using the textbook, a triangle of importance and then an essay question that asks students to compare factors.
Why were Martin Luther King’s Northern campaigns less successful than his campaigns in the South?
ruthmessengerruthmessenger

Why were Martin Luther King’s Northern campaigns less successful than his campaigns in the South?

(0)
Civil Rights, KS5, students need an existing knowledge of MLK's Southern Campaigns before they can access this lesson effectively. All resources included, no need for additional textbooks although they are always useful for extra material. The starter asks students to look at the Moynihan Report and decide why MLK turned his attention North. The main body of the lesson is a card sort on the Northern Campaign, students separate 'event' cards from 'analysis' cards, then use the event cards to put together a chronology. Students then colour code their cards to align with various reasons the Northern campaign was unsuccessful, then they either make three bullet point lists, or write three paragraphs to answer the question.
Nanny and Sam Sharpe - Freedom fighters and Slave Rebellions in Jamaica
ruthmessengerruthmessenger

Nanny and Sam Sharpe - Freedom fighters and Slave Rebellions in Jamaica

(0)
This highly versatile resource can be used as part of a scheme of work (following on from my Toussaint L'Ouverture resource) or as a stand alone lesson. It is aimed at KS3 but contains sufficient challenge for KS4 and can be adapted down for LA KS3 (students aged 11-16). It has been designed to enable students to meet these objectives: LO: To be able to describe the actions of these freedom fighters LO: To make a comparison of their strengths and weaknesses LO: To evaluate their significance in ending slavery in Jamaica There are a range of activities contained, these include: - a very brief overview of Jamaican history up to colonisation - individual reading task that can be adapted to move students around the room - paired peer to peer teaching task - a worksheet that encourages additional detail to be used in answers (old NC level 5) - opportunity for students to set their own criteria to assess significance - opportunity for debate - ideas for homework task and plenary This lesson is ready to go once downloaded for the majority of learners, just minor tweaks needed if you want to differentiate down, or refer back to the prior learning of your class. Teacher notes included with slides. Feedback gratefully received, Ruth
Digging up the Past: An Introduction to using Evidence as a Historian
ruthmessengerruthmessenger

Digging up the Past: An Introduction to using Evidence as a Historian

(0)
This lesson is great for a brand new year 7 class and requires minimum preparation. You will need a suitcase of your possessions though as the lesson requires students to handle objects and make inferences as to what kind of person might own that stuff. I have done this lesson several times and I take things such as: a travel guide the case to Resident Evil V for Xbox 360 a picture of my goddaughter an old pipe a jar of marmite a caribena a copy of George Orwell's 1984 The better the objects, the better this lesson will go. I once encountered a teacher who used the contents of her handbag and the lesson flopped. You want to create some intrigue and use this lesson as the basis for building a relationship with your students and allowing them to get to know you. The homework task allows students to select their own objects as evidence of who THEY are, all the while making inferences before they even get it drummed into them that that is a skill. Speaking of skills, here are the learning outcomes: ALL students will know what evidence is and how we use it to build a picture MOST Students will be able to make inferences from the evidence and link evidence SOME Students will be able to explain how evidence can lead to misunderstandings
The Battle of Hastings - re-enactment and news report
ruthmessengerruthmessenger

The Battle of Hastings - re-enactment and news report

(0)
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
ruthmessengerruthmessenger

Je Suis Le Roi - the Harrying of the North and how William gained full control of England

(0)
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.