High School thematic and breadth studies lesson plans and activities: Cultural history

Resources and ideas for history, thematic and breadth studies, cultural history, written by teachers to support teaching and learning

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Edexcel 9-1 Weimar & Nazi Germany: Unit 2 Hitler's Rise to Power, 1919-33

Edexcel 9-1 Weimar & Nazi Germany: Unit 2 Hitler's Rise to Power, 1919-33

This Bundle includes all of the teaching material for the second unit of the Weimar and Nazi Germany Edexcel 9-1 specification. Each lesson includes a presentation, differentiated resources, literacy support, exam style questions and advice and a range of activities to challenge and develop independent learners. No textbook required and each lesson includes a step by step guide with clear instructions.

By planmylesson

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Edexcel 9-1 Weimar & Nazi Germany Units 1 & 2

Edexcel 9-1 Weimar & Nazi Germany Units 1 & 2

A sequence of twenty fully resourced lessons for the first two units of the Edexcel 9-1 Weimar and Nazi Germany specification. This bundle includes all the necessary teaching material for the Weimar Republic, its early challenges and recovery and Hitler's rise to power, 1919-33. The lessons include a step by step guide, PowerPoint presentation, differentiated resources, card sorts, worksheets, self-assessment documents, exam style questions and advice. No textbook required.

By planmylesson

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A/S HISTORY The Triumph of the Yorkists 1461 WOMEN OF THE WARS :Alice Chaucer Duchess of Suffolk

A/S HISTORY The Triumph of the Yorkists 1461 WOMEN OF THE WARS :Alice Chaucer Duchess of Suffolk

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module.It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module.It is an A* grade response to the task set in schools to research the women of the wars, in this case Alice Chaucer Duchess of Suffolk.This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task.The context to take into account here is:1. From where do the sources of power come within a state? (economic, social and political). 2. How do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all (see their guide) but Alice weathered the political storm pretty well, escaping the destitution and marriage pawnage that often faced her fellow noblewomen.3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Alice Chaucer Duchess of Suffolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Elizabeth Talbot, Duchess of Norfolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop.This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.ALL WOMEN OF THE WARS GUIDES ARE AT A SPECIAL PRICE OF £5 EACH TILL THE END OF APRIL 2017!

By siobhanthetutor

Weimar Republic Learning Grid

Weimar Republic Learning Grid

A Learning Grid focused on the Weimar Republic. Students work in pairs and roll dice to select a grid reference. They then have to define that term to their partner. A great way to add a competitive element to revision.

By surfing_simon

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HISTORY A LEVEL THE WARS OF THE ROSES: Women of the Wars II Elizabeth Talbot, Duchess of Norfolk.

HISTORY A LEVEL THE WARS OF THE ROSES: Women of the Wars II Elizabeth Talbot, Duchess of Norfolk.

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module.It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module.It is an A* grade response to the task set in schools to research the women of the wars, in this case Elizabeth Talbot, Duchess of Norfolk.This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task.The context to take into account here is:1. From where do the sources of power come within a state? (economic, social and political). How/ was this different for women?2. How do those who support kings fare when the regime changes? The Mowbrays and the Howards (the next Dukes of Norfolk) fared well under both York and Lancaster though John the 3rd Duke changed sides so much that he was rarely expected to even appear on the battlefield let alone send forces to arrive in time (see their guide) Elizabeth’s husband the 4th Duke was Yorkist through and through. Elizabeth served both York and Tudor, escaping the destitution and marriage ‘sales’ that often faced her fellow noblewomen. Even late on in her life while in ‘retirement’ at the Minorities, she had the funds to buy the wardship of Gilbert, heir of Thomas Pynchbeke, from the Earl of Oxford.3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Elizabeth Talbot, Duchess of Norfolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Alice Chaucer Duchess of Suffolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop.This guide is SIXTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.

By siobhanthetutor

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A LEVEL HISTORY The Wars of the Roses- Monarchy and Kingship PART 2

A LEVEL HISTORY The Wars of the Roses- Monarchy and Kingship PART 2

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and the actions and roles of Edward IV and Richard III, as well as introducing Henry VII in this context-and any changes or developments both from the Dark Ages; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This SIXTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy of Edward IV and Richard III, with context from the invasion of the Normans and the growing concept of 'English' identity.Part I, concentrating more on the reigns of Henry IV-VI, are also in the shop.

By siobhanthetutor

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A LEVEL HISTORY-The Wars of the Roses:The Powers of the Monarchy and the Nature of Kingship PART 1

A LEVEL HISTORY-The Wars of the Roses:The Powers of the Monarchy and the Nature of Kingship PART 1

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and any changes or developments both from his time; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This FOURTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy up to Henry VI, with context from the invasion of the Normans and the growing concept of 'English' identity.Part II, concentrating more on the reigns of Edward IV and Richard III, are also in the shop.

By siobhanthetutor

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A LEVEL HISTORY THE WARS OF THE ROSES- Edmund, Lord of Ruthin and the Battle of Northampton

A LEVEL HISTORY THE WARS OF THE ROSES- Edmund, Lord of Ruthin and the Battle of Northampton

This topic is an activity guide of AQA HistoryUnit 2B: ‘The Wars of the Roses 1450-1499: The War of the Barons 1459-61’. However, it can be used for any exam board running the Wars of the Roses module.It is an A* grade response to the task set in schools- 'Why did Edmund, 4th Lord Grey of Ruthin change sides at the Battle of Northampton (1460) from Lancaster to York?' This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task.The issues discussed are:1. Who was Lord Grey and what is his family background? Nobles had marriage alliances for a reason.2. What was and why did the Battle of Northampton take place? Who was fighting?3. Why did he ‘change sides’ from Lancaster to York mid battle? This was not a unique occurrence during civil war, and civil war was commonplace historically, so we need to look at his personal motives as much as background on the period itself.4. What were the effects of him doing this in the short term and for this module, even this Unit?This guide is FIFTEEN pages long and fully annotated/referenced, with 'check yourself' questions at the end to aid understanding.

By siobhanthetutor

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A LEVEL HISTORY- THE WARS OF ROSES: Women of the Wars III- Margaret Paston

A LEVEL HISTORY- THE WARS OF ROSES: Women of the Wars III- Margaret Paston

This topic is an activity guide of AQA History Unit 2B and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module.It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module.It is an A* grade response to the task set in schools to research these letters and the people that wrote them, in this case Margaret Paston. More on the Pastons is/will be available in the shop.This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task.The issues discussed are:Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) And in depth: Here we will look at another ‘woman of the wars’- Margaret Paston. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Alice Chaucer Duchess of Suffolk and Elizabeth Talbot, Duchess of Norfolk activity guides for this Unit. These are/ will be all available in the shop.This guide is FIFTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.

By siobhanthetutor

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A LEVEL HISTORY THE WARS OF THE ROSES ACTIVITY- The Paston Letters

A LEVEL HISTORY THE WARS OF THE ROSES ACTIVITY- The Paston Letters

This topic is an activity guide of AQA History Unit 2B: ‘The Role, Purpose, Content and Context of the Paston Letters’. However, it can be used for any exam board running the Wars of the Roses module.It is an A* grade response to the task set in schools to research these letters and the people that wrote them. More on the Pastons is/will be available in the shop.This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task.The issues discussed are:Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.

By siobhanthetutor

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Market Place Activity: How far was the Black Death a disaster for Medieval Society?

Market Place Activity: How far was the Black Death a disaster for Medieval Society?

This outstanding resource was designed for a lesson observation and comes with its own lesson plan. It is suitable for a range of learners and includes some great ideas and strategies to try out with your students. The information on the consequences of the Black Death for the market place activity have been beautifully presented and linked into the decline of feudalism, the peasants revolt and the Renaissance. The core question for students t investigate is 'how far was the Black Death a disaster for Medieval society?'The resource includes a PowerPoint with aims, objectives as well as two alternative innovative starters. It then includes six information slides about how the symptoms and causes of the Black Death as well as an activity around the effectiveness of Medieval medicine at this time. The next six slides are designed to be either printed off on A3 or A4 to be used for the market place activity. They are grouped together so that each table would have two information sheets. The final slide includes an activity to help students structure an extended answer on: 'How far was the Black Death a disaster for Medieval society?' The aims and objectives for this lesson are:Theme: Medieval SocietyKnow: What were the consequences of the Black Death?Understand: How did the Black Death change Medieval society?Evaluate: How far was the Black Death a disaster for Medieval society?Skills: Source Analysis, Cause, Consequence & CollaborationWILF – What Am I Looking For?Identify & describe: What were the effects of the Black Death?Explain: How did the Black Death change Medieval society?Analyse: How far was the Black Death a disaster for Medieval society?As part of the plenary you could discuss what impact would a similar disease have on jobs, housing and society today in modern Britain. Its important to ask in this lesson, for whom was it a disaster and how much of a disaster. My students concluded, that it was a disaster for the feudal lords who began to lose control over their peasants. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.Anyway, have fun and stay in touch via social media for the latest updates.Kind RegardsRoy

By Roy_Huggins

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Medieval History Bundle

Medieval History Bundle

4x fully resourced lesson packs - all complete with differentiated powerpoints and worksheets, clip links, starters, plenaries, LOs to three levels throughout. Designed to meet Ofsted Good-Outstanding criteria by a experienced History teacher in a UK secondary school. Suitable for KS3 and easy to adapt. I'm going to keep adding to this, so if you buy it check your downloads now and again as I'll have added something new :)

By History_Geek

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Martin Luther King and Civil Rights

Martin Luther King and Civil Rights

5x fully resourced lesson packs - all complete with differentiated powerpoints and worksheets, clip links, starters, plenaries, LOs to three levels throughout. Designed to meet Ofsted Good-Outstanding criteria by a experienced History teacher in a UK secondary school. Suitable for KS3/4 and easy to adapt.

By History_Geek

Black Death - Economic and Social Consequences

Black Death - Economic and Social Consequences

An hour long, fully resourced lesson with powerpoint, differentiated tasks throughout, worksheets, clip link and accompanying task focusing on the economic, religious and social consequences of the Black Death and sources. Designed to meet Ofsted Good-Outstanding criteria by a experienced History teacher in a UK secondary school.

By History_Geek

The American West: Exoduster & Oklahoma Land Rush. GCSE 1-9.

The American West: Exoduster & Oklahoma Land Rush. GCSE 1-9.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two's Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge regarding the continued developments of settlement in the West. 1. Exoduster Movement (1879)2. Oklahoms Land Rush (1893)Pupils begin with a re-cap of different impacts of migration by studying American Progress, an 1872 painting by John Gast.Pupils then have a card sort activity to build their understanding of the causes and consequences of the Exoduster Movement 1879. Pupils then condust an inquiry of the Oklahoma Land Rush 1893 by viewing a video (embedded) and using a worksheet to consider the different perspectives in relation to this (Plains Indians V Settlers). Pupils then consolidate with an exam style question (Mark shceme Provided). Videos are embedded and links and further advice can be found within the description of the presentation. you may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.

By morlem

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Edexcel GCSE 9-1 History Crime and Punishment c1000-c1700

Edexcel GCSE 9-1 History Crime and Punishment c1000-c1700

This Bundle includes all of the teaching material for the first two sections of the Crime and Punishment c1000-present Paper 1 topic. 16 fully resourced lessons which include PowerPoints, key word lists, self assessment grids, example questions, card sorts, worksheets and literacy support. No textbook required.

By planmylesson

The Black Death

The Black Death

An hour long, fully resourced lesson with powerpoint, differentiated tasks throughout, worksheets, clip link and accompanying task focusing on an introduction to the Black Death, causes, cures and sources. Designed to meet Ofsted Good-Outstanding criteria by a experienced History teacher in a UK secondary school.

By History_Geek

Unit of Work:  The Tudors.  Why did Henry VIII break away from Rome?

Unit of Work: The Tudors. Why did Henry VIII break away from Rome?

This lesson looks at the main factors for the Reformation in England. Students create a fact file on Henry VIII. They watch a Horrible Histories clip and jot down the reasons given for the break with Rome before analysing sources. The main task is to write a letter to the BBC to explain what they think of the sketch and how they would improve it.

By planmylesson

Telling the story of the Holocaust

Telling the story of the Holocaust

Holocaust Lesson 'Telling the story of the Holocaust'KS3, KS4 or KS5 LessonCan be used for AQA, Edexcel, OCR or iGCSE exam boards. Full lesson investigating the overview of the Holocaust - perfect for the first or second lesson on the Holocaust, to introduce students to the holocaust. Aim to challenge misconceptions it was just the 'death of Jews' with investigation looking at treatment of Jews, Minorities, Opponents and certain individuals between 1933-45Starter, Plenary, Timeline Activity and re-writing of definitionAll lesson activities and resources included. Part of Holocaust, Hitler's Germany and Nazism topicPlease see my other lessons Feedback welcome!

By MrThorntonTeach

High School Novel Bundle - No Prep Lessons

High School Novel Bundle - No Prep Lessons

To Kill a MockingbirdGo Set a WatchmanHuckleberry FinnTo Kill a Mockingbird - 134 pages: A no-prep novel unit for Harper Lee's classic -- "To Kill a Mockingbird". With quizzes, comprehension, literary device study, interactive notebook pages, universal access assignments, source document analysis, social studies tie-ins, and much more, this handbook is the perfect solution for the 21st Century classroom. Differentiated activities and lessons abound in this comprehensive and complete novel study.Go Set a Watchman - 102 pages: The ultimate teaching tool to Harper Lee's best-selling Go Set a Watchman.” Complete with historical background your students need to fully understand the context of the plot, themes and symbolism -- this guide contains non-fiction assignments, differentiated instruction technique hints and assignments, universal access lessons and interactive notebook templates and that is just the beginning. This unit is print-n-go, no prep.Each section of the novel is summarized and analyzed and contains comprehension quizzes, Socratic Seminar notes, assignments and much more.Links are included for extra resources -- as well as exclusive access to teaching PowerPoints -- aligned with this essential novel study.Also includes Timeline Towards Desegregation from 1857 Dred Scott to 1955 Brown vs. Board of Education with R.A.F.T. assignment, historical source document analysis, interactive journal pages and, again, much more.The Adventures of Huckleberry Finn - 205 pages: (0)Everything you need to teach Huck Finn. Print and Go Common Core-Aligned chapter-by-chapter activities, critical non-fiction, literary elements, teaching PowerPoints and more. Over 250 pages.A no-prep novel unit for Mark Twain's classic -- "The Adventures of Huckleberry Finn". With quizzes, comprehension, literary device study, interactive notebook pages, teaching PowerPoints, source document analysis, social studies tie-ins, and much more, this novel study is the perfect solution for the 21st Century classroom. Differentiated activities and lessons abound in this comprehensive and complete novel study.Also included are aligned assignments in non‐fiction reading analysis and writing that includes opinion piece analysis on pejorative language, critical non‐fiction and historical document analysis and close reading (Plessy v. Ferguson).The novel study and non‐fiction assignments are differentiated so all students can access the content of the unit.

By elizabethpinotti

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AUSTRALIAN HUMOUR  - A Powerpoint on Comedy in Australia

AUSTRALIAN HUMOUR - A Powerpoint on Comedy in Australia

Powerpoint covering1. What distinctive elements make up the distinctive Australian sense of humour - irreverence / class difference / city and country perspectives2. Case Study - Classic Australian cartoon ("Stop Laughing this is serious!")3. Case Study - The Bush Comic (George Wallace)4. Political correctness and Australian humourThe material can be used in whole or part as the basis of a single lesson.There are lots of opportunities for direct note taking practice, class discussion and debate over whether there really is an Australian style of humour, and whether political correctness has eroded its distinctiveness

By jaynorth

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Improving Whole School Written Accuracy- OFSTED Area for Improvement

Improving Whole School Written Accuracy- OFSTED Area for Improvement

This bundle of resources is for school leaders, departments or lead practitioners looking to improve whole school written accuracy. Created by the lead teacher of whole school written accuracy and presentation. The bundle includes;- 4 Literacy newsletters to provide practical strategies and reflection points.-Whole school marking stickers for all subjects to improve standards of written accuracy in the books. -Etymology worksheet to improve standards of spelling whole school. -History specific resources act as a department example of how to improve academic writing within a subject. -Historical book review worksheet to extend reading and scholarship beyond English Literature.

By johnleehough

The Industrial Revolution: L2 What were working a living conditions like for the poor?

The Industrial Revolution: L2 What were working a living conditions like for the poor?

A lesson that challenges students to analyse sources to extract evidence linked to a set of given categories. They discuss the evidence to create a judgment about the greatest problems faced before writing up a report on what conditions were like and why they were so bad. The more able students are challenged to offer possible solutions to the problems that they have identified.

By planmylesson

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USA in the 1920s

USA in the 1920s

The bundle of outstanding resources includes everything that I have uploaded on the USA in the 1920s. They are suitable for a range of abilities from aged 14 to 18. Each resources comes with it's own description of how I would use it as well as aims and objectives. If you click on the resource you can download a preview as well as read the relevant information. By buying these resource buddle, you will be making a significant saving as some of the attached resources have already been buddled together and discounted. If you like these resources then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

By Roy_Huggins

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Historical Book Review Worksheet

Historical Book Review Worksheet

This generic book review worksheet was created to bring library lessons to History classes. It focusses on the key themes dealt with within historical writing. It has been used in a secondary school throughout KS3 and KS4. It has also been used by English teachers when reading up on contextual background knowledge before reading literature e.g. the Depression before reading Of Mice and Men.

By johnleehough

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Black History Bundle

Black History Bundle

10x fully resourced lesson packs - all complete with differentiated powerpoints and worksheets, clip links, starters, plenaries, LOs to three levels throughout. Designed to meet Ofsted Good-Outstanding criteria by a experienced History teacher in a UK secondary school. Suitable for KS3/4 and easy to adapt. I'm going to keep adding to this, so if you buy it check your downloads now and again as I'll have added something new :)

By History_Geek

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Edexcel GCSE 9-1 History Crime and Punishment: C1500-c1700:  Crime, punishment and law enforcement in early modern England

Edexcel GCSE 9-1 History Crime and Punishment: C1500-c1700: Crime, punishment and law enforcement in early modern England

This Bundle includes all teaching material for the second section of the Edexcel 9-1 GCSE. 8 fully resourced lessons that cover the changes in society which led to new definitions of crime in the period c1500-c1700. The lessons focus on the extent of change and continuity in law enforcement the period and why significant changes in punishments were introduced. There are two case studies included; The Gunpowder Plot and The Pendle Witch Trials. Lessons include PowerPoints, worksheets, card sorts and example questions.

By planmylesson