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17: Revolt Against Slavery Worksheets to support the Articles : Revolt against Slavery: The slow dawn of anti-slavery sentiment in Britain and Granville Sharp’s fight for negro rights under the law. A gruelling Campaign: The long struggle, headed by William Wilberforce, that in 1807 - after 18 years of angry debate - led t the end of the slave-trade in the Empire. Breaking the Bonds: The rising tide of public opinion finally forces through the measure which outlawed slavery throughout the Empire.

Introductory/Revision Booklet based around the Pearson Christie & Christie textbook and wider reading. This resource deals with content and knowledge and does not contain any assessment

Gaining & Losing an Empire - Leviathan - The Rise of Britain as a World Power: D.Scott - Worksheet to support Chp 7 - The Greatness of Empire - Eastern Promise This chapter explores the attraction of India to the early British traders of the EIC

D-Day 75: How was the biggest ever seaborne invasion launched? A worksheet to support the BBC Teach - D-Day 75 resource BBC Teach > Secondary Resources > KS3 History / GCSE History > World War Two - The most destructive global conflict in human history Students will work through a series of data retrieval activities and analytical activities Written in Publisher and formatted to A3 the resource can be saved as a PDF for A4 printing A two page resource A 15 question mulitiple choice quiz is included for use

Was it right to bomb Hiroshima? Worksheet to support the BBC iWonder webpage In the small hours of a warm summer day, the B-29 Superfortress Enola Gay flew from a US base on Tinian over the Japanese mainland. In the hold was an experimental bomb, codenamed Little Boy. The target: Hiroshima. Including a *15 MCQ quiz Search - BBC Teach - Class Clips - WW2: Was it right to bomb Hiroshima?

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 1 -Origins of the Cold War 1945-58 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: /teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starter