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This lesson contains: A starter to get students talking about why diseases spread, and then hopefully they will apply that to this lesson about the Black Death. A background info slide about the spread of the plague. Students then use on-board images to discuss what actually caused the spread. There is a gap fill exercise which can be completed to consolidate the knowledge. An on-board discussion about how people attempted to stop the plague. Students are asked to complete a small, optional sheet (it could just be a discussion, up to you) with each, matching them with the associate image, then decide the the one that they think would work the most, and which would not. A few slides with sources about the impact the plague had on England. Students read and discuss what they think each author is saying about the impact. A card-sort activity where students are given lots of small statements about the plague and they have to separate them into positive and negatives. Then they choose the 3-4 best the write about in their books. This can then be extended into a writing task to make a judgement about whether the Black Death was terrible for everyone. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter to study a source and analyse the message. Background information on the rise of Hitler and how things began to change while the Nazis were in power. A chance to write down some key words, such as persecution, genocide and pogrom. A video giving the background of changes in Nazi Germany with footage from the time. A main activity to sort 18 cards in chronological order, then write them onto the timeline of persecution over time. This is different from other timelines as you also have to write them onto the timeline higher or lower based on severity, with an extension to colour-code the different types of persecution (economic, political etc.). A review task at the end by agreeing or disagreeing with a historian’s views. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A chance to recap the Feudal System and ask students to remember the peasants’ place in society. A series of slides to discuss with the students. This leads to some interesting conversation as you cycle through the images. For each, students consider whether the image shows working life, home life or entertainment/spare time. You can then explore what you see and what you can learn. A main task for students to research about the lives of peasants in villages. They use the information cards provided which have lots of facts and evidence on. The students make notes about work, comfort and homes, diet and food and dangers and difficulties in their books using either a mind map or by putting four sections on a full page. A plenary to describe features of the problems faced in villages. Attachments: 1 x Powerpoint Presentation 1 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. An overview of john’s birth and position within the family tree, with a comparison between perceptions of him and his brother Richard, using sources which can be discussed or annotated. An on-board walkthrough of John’s problems as king, including a Guernsey link. A task to study the information on John’s reign. Students weigh up the good and bad things he did against the criteria of what a good king must do, with a potential to do extended writing at the end. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to recap previous course knowledge and an introduction to the NHS to see what students know about it. An activity for students to note down, from the on-board images and info, reasons why there were problems accessing care at the turn of the century. A task to make notes on the reasons for the NHS being created, including the increase in democracy, the impact of WW2 and the roles of William Beveridge and Aneurin Bevan. A YouTube video covering what services the NHS offered and a gap fill exercise to consolidate its impact. A brief summary of the resistance to the NHS. A plenary that has a quote from Tony Blair for students to argue for or against, and a final opportunity to do a practice exam question. Either can be used, or both depending on requirements. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: Background into the situation leading up to the passing of the act, including the different revolts that had happened and a consideration of whether the upcoming Act would be ‘great’ by assessing what we expect ‘great’ to mean. An activity, using the information provided, to summarise the feeling of the lower, middle and upper classes about whether change was actually needed, and why. A study of the provisions of the Great Reform Act. Students read each provision and colour a battery a little, a medium amount or a lot to show the amount of change each brought. they then assess the overall impact. A video from YouTube with a historian’s point of view about the Act. Students can debate whether they agree or disagree with this view. An opportunity for a final judgement about the ‘greatness’ of the Act. Two options of plenaries: one to study a source and another to discuss who benefitted the most from the Act, and who was yet to benefit. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: An introduction to the word ‘presecution’ and what this means for the holocaust. An overview of the Aryan Race ideals and the idea of who was undesirable in Germany. Students make notes on the different categories of undesirable. An overview of racial beliefs held by the Nazis, including eugenics and racial purity, with a gap fill to consolidate their knowledge. An activity to study the stories of different people in Germany and how they were persecuted. Students will study the information provided and will come to see that it wasn’t just Jewish people, but a wide variety of people who were affected. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider why it might be difficult to be healed in Medieval villages and towns. This leads on to the lesson nicely and students might find that a lot of provision was available…or not. A chance for students to be first taken through the causes of disease. This is recommended as teacher-led on the board as there are lots of visuals. The students make notes on the left-hand side of their worksheet covering Religious, Rational and Supernatural causes. Students take notes in the space given. An overview of the healing methods. There are some images on the board to illicit discussion and humour before students use a set of information cards to complete the right-side of their work sheet for the treatments. A plenary opportunity to determine how they would solve their own problems using the prompts on the board and to consider the enquiry question as to whether could actually get healed or not. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to study a painting of Caesar being killed. Students speculate what is happening and to who. You can then ask ‘why’ and see if any of them know already the reasons. An activity for students to complete a timeline on the worksheet provided as the teacher goes through the backstory of Caesar. The slides are informative and easy to use and have discussion questions to extend the material further. A task for students to then determine the reasons Caesar was assassinated. They study evidence about him and decide if his actions were tyrannical or not. Then attribute different factors to each piece of evidence before deciding the main reason he was killed. A final activity to study two different interpretations of the manner in which Caesar was killed. Students complete a table to show where they agree and where they disagree. A plenary to create a headline for the assassination and a first paragraph depending on the ‘slant’ of the newspaper writer (themselves). Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap previous taught knowledge form the course. An introduction to surgery noting the improvements to bleeding and infection, then starting with the problem of pain, from laughing gas to ether. An overview of the role of James Simpson and how he discovered the use of chloroform. A consolidation exercise to complete the gaps, then a colour-coding exercise to note the effect. An introduction into the world of antiseptics and Listers role. A video from YouTube to give an overview of the discovery of carbolic acid and a consolidation activity. Students then use the information provided to answer questions about Lister’s impact on antiseptics and aesceptic surgery. A plenary to consider which one had the bigger impact. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A key words starter which can be completed on the worksheet. An overview of why the government was worried about public health. A look, using sources, at the conditions in the major cities during the Industrial era. A task to study the provisions of the 1875 Act and then use the information provided and complete detailed notes on the key individuals, changes in Britain and outbreaks of disease - all reasons why the 1875 Act was passed. A plenary to do an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to review the previous lesson on Mussolini but this can be edited to cover whatever you have recently covered. A brief overview of Mussolini’s position now that he is in power, but how limited his power actually was at the start. this includes some analysis of the methods he will go on to use to maintain his power, including comparisons to the Roman Empire fascis, salute, architecture etc. A video which explains how Mussolini increased his own powers and turned Italy into a dictatorship. The video has been edited by myself to include the check points of how dictators strengthen their control, and the video ticks as it plays through. A main task to study 5 information cards about Mussolini and to write 2-3 pieces of info from each onto the A4 scale provided. Students rank the information to show that Italians supported, were convinced or were forced. A plenary to consider the views of a historian about how persuasive Mussolini was. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to make students consider atonement and how we try to make up for things. This leads nicely on to today’s discussion of pilgrimages. A series of on-board slides that go through the reasons that people went on pilgrimages. Students use the 4 characters on the worksheet to summarise, in their own words, the reasons people gave for going on them. A video then follows from YouTube to help visualise what the pilgrims may have seen when they finally got their destination. An activity to consider whether religion was always in people’s minds. Students study a series of sources and give examples where religion was at the heart of it, and perhaps when other things were on pilgrim’s minds, like adventure or meeting a companion. An overview of the importance of Jerusalem and why people might go that far on a pilgrimage. The on-board info has images and maps to help visualise. Students then complete an independent guided reading with questions on the worksheet about a typical journey to Jerusalem. Students observe what some of the positives and dangers of such a trip might have been. A plenary to consider whether pilgrimages were holy or holidays, answering the enquiry question. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An on-board overview of the background to the Blitz and some of the statistics, so that students can work out that this war took its toll on civilians much more than the previous war. The slides then take students through the idea that aircraft are now much more deadly in this war, with examples from Spain, Poland and China, and then looking at Rotterdam as well. A discussion task for students to determine where the Nazis might attack given the choice of different targets on the map. Students might choose between cities, industry or military targets, and justify this choice. A main task to work through the guided reading in the booklet to discover what the Blitz was, what the intention was (from sources), and then what the impact of the Blitz was. These exercises are done in the students’ book. It uses on-board information to show the shelters, defense forces and subways being used, as well as a video from Blitz Street on YouTube. A final task to use the sources provided to answer what the cost of the Blitz was, and where this worked in crushing Britain. A plenary to examine photos of London during the Blitz and write how this would have affected the people living there. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter to consider a heraldic shield and what th eparts might stand for or mean. An overview of what knights did in Medieval times using a YouTube video. An introduction to heraldic designs. Students get to choose their ordinary, tinctures (and what they represent for them as people) and charges (and what these show about them as people) and draft their designs as each is introduced. An opportunity to complete a final design but also to write a motto and explain why they chose the colours and designs they did. An extension to form an alliance with another classmate and bring their designs together by marshalling their shields. Attachments: 1 x Powerpoint Presentation 2 x Word Files

This lesson contains: A starter to consider what a castle means to the students. Two images are used to get a discussion going. An introduction to castle building and locations. The students debate which place they would build their castle and why. A background into William’s intention of building castles, where they were build and how. Students read about the Motte and Bailey and label their copy of the castle with the correct features. A task to determine the advantages and disadvantages of Motte and Bailey castles. An overview of where these castles were build and what the spread (on the map) shows about the danger areas. A plenary quiz to test student knowledge. Attachments: 1 x Powerpoint Presentation 1 x Word File

This lesson contains: A starter to recap previous knowledge from the course. An activity to produce a mind map using the information presented on the slides about hospitals prior to Florence Nightingale’s influence and the problems with nursing. A background to Florence’s life and her experiences in the Crimean War, with images to fuel a discussion. Students then use the information provided to complete a series of levelled questions on the board about her experiences in Crimea and the impact she then made at home. A study of a few source images to discuss how they relate to Florence’s impact. A final overview of hospitals after Florence, to show the impact she had. An opportunity to answer an exam question about hospitals, comparing this era to the previous one. Attachments: 1 Powerpoint Presentations 1 x Publisher Files

This lesson contains: A starter to consider why people come to Britain today. Students might suggest money, education, work, tourism. This leads on to the theme for this lesson. An overview of where Britannia fit into the Roman’s plans and who lived on the island before the Romans came. An activity to watch a video which briefly summarises the reasons why the Romans wanted to invade, and students make notes on their worksheet. The students then get given a more detailed sources sheet which will then help them flesh out their notes and read contemporary sources to extract the information. This can be extended by considering the main reason and giving a score to each. A task for students to study the two invasions and to answer questions on the board about each. This includes noting why Caesar’s invasion may have failed as well as why Claudius’ invasion was more successful and worked. The students get this information from an information sheet. A set of slides which give a brief overview of the consequences of the invasion using pictures and text. A plenary with a quote from Tom Holland and his view of the reason why the Romans invaded. Students can argue with or against this view using what they learned in the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files