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“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I teach this lesson as part of my unit on 1920s USA and it always proves tremendously successful. Students are allocated one of seven detailed character cards - these include Sacco’s Defence Lawyer Fred Moore and the biased Judge Webster Thayer amongst others. From here students familiarise themselves with their character and work through 15 pieces of evidence ranging from ballistics documents to the hat that Sacco was reported to have worn (it did not fit). Once they have considered the evidence students then use the trial reenactment template provided to act out one of the most famous trials of the Twentieth Century. I get my class to shout out “Sono innocente!” upon news of the verdict and it is always a powerful lesson. I hope you enjoy this series of activities as much as my students do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I’ve always enjoyed this lesson and its one that really helps students develop an expert grasp of a difficult series of events. Students read through background knowledge before completing a card sort of 21 precise pieces of evidence. I then encourage students to make links between these factors and to identify which pieces of evidence they find the most compelling. I worked in the Middle East when creating and delivering this lesson so it carries real meaning for me and I hope you can see how that has come across in the level of detail and precision. Above all though I hope your students enjoy this as much as mine did.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan I hope they can be of much use to your students as they are to mine. If you enjoyed this resource please leaf through my collection of other revision menus and resources. This pack focuses on USA 1917-41, includes space for student notes, and includes revision content for the following topics: The impact of the First World War on the USA Immigration Prohibition and gangsterism Mass production and the stock market boom The Roaring Twenties The position of black Americans The USA in Depression, 1929-33 Roosevelt and the New Deal, 1933-41 The opposition to the New Deal

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan A twenty minute guide in which we go through tips and tricks for students and teachers on how to produce an excellent IA. The IA has a weighting of twenty percent of the overall grade for Higher Level History and twenty five percent for Standard Level History for the I B course and in this video I have used my teaching and examining experience to piece together advice for students in this crucial piece of work. I hope your students find it just as useful as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love using these as a revision tool and also as an in class activity. Each of the twenty three hand-shaped cards has a key topic about the Cold War on it and each finger has a name/date/quote/statistic/fact on. Students learn precise supporting material which really boosts examination success. These aides can be reversed so students can test each other by reading the answers first and guessing the topic also. Once cut out and laminated they make a very handy and mobile revision aide and knowledge on them is extremely precise and exact.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students work through a ‘what’s behind the squares’ starter activity which introduces them to the horrors of the First World War. They then proceed to work through the detailed set of notes and use this knowledge in the main activiation tasks (questions to test comprehension and a mind-map activity) before testing their chronological understanding of the notes in the ‘play your cards right’ plenary. My students always love this lesson and it is a great introduction to life in 1920s USA. I’m confident your students will love it too.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan The title of this lesson is “What are the historical foundations of the Ukraine-Russia War?” This lesson begins with a Starter Activity in which students are invited to play a game of Play Your Cards Right to test chronological understanding of four of the key events in Russo-Ukraine relations. The title is then introduced along with graduated criteria (all will/most will/some will). There then follows slides of teacher exposition and students are given a template (a newspaper template with headings which match the points discussed) on which to jot down key names, dates, people, places, events, quotations, and statistics. When they have achieved this, they then write up their own newspaper (you can give them the editable PPT template or just print it off). A completed example is given, and students are brought back to the criteria to show progress made. There is then a Whose Line Is It Anyway? plenary for students to recap the knowledge of key vocabulary covered. I hope your students get as much out of this lesson as mine always do. Please note it is exposition heavy and was written for high achieving high school students and is written in UK English. Before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Was Maximilien Robespierre a hero or a villain?” The 25-slide PPT begins with a Starter Activity in which students are asked to look at four facts about Robespierre and to identify the one which is not true. The Key Question is then stated. Aims and lesson objectives are graduated (all will/most will/some will). There are slides of background information to allow for teacher exposition. Students are then placed in a pair and given one of two character cards (for and against Robespierre). They work together to sift through 24 evidence cards to decide if the evidence suggests he was a hero or a villain. A plain version is provided as well as a colour coded one with simpler language for those who need a little more help or for whom English is an additional language. Using this they then attempt the second part of the main activity which is to write a two-sided newspaper report. The lesson objectives are revisited. The lesson concludes with two plenaries. First, they are asked to come to the board and fill up an eight-petalled flower with compelling evidence. They then vote with their feet by standing to the side of the classroom they mostly agree with (i.e. he was a hero, or he was a villain). I hope your students get as much from this lesson as mine do. I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What was life like in Mansa Musa’s Mali?” In this lesson’s starter activity students are asked to answer a series of true of false questions to challenge assumptions on what Africa was like before the transatlantic slave trade. Students are then provided with background information (6 slides) about Mansa Mula’s Mali and are given a list of key events. The main activity is that students are asked to use this information to create an Instagram style storyboard to narrow this down to the key events of his reign (3 examples are given). They are then cold called to explain their creations and take part in a thinking thumbs activity to answer the Key Question. The lesson concludes with a Have I Got News For You style plenary to test knowledge learned. I hope your students enjoy this lesson as much as mine. This lesson is pitched at high school students but could work with slightly younger children too. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan Of all of my resources these revision menus are my must-haves! I hope they can be of much use to your students as they are to mine. If you enjoyed this resource please leaf through my collection of other revision menus and resources. This pack focuses on Twentieth Century China, includes space for student notes, and includes revision content for the following topics: China 1911-34 The triumph of Mao and the CCP, 1934-49 Change under Mao, 1949-63 The impact of the Cultural Revolution China, 1969-89

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking.” Dan These two sided front sheets look great when attached to student work. Moreover, they save teacher time and increase the level of precise feedback received by students. They have been designed specifically for the IB History course. I hope your students find them as useful as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson will really get your students actively engaged. They begin by figuring out the anagrams of key terms and phrases from the course before working through a detailed set of notes on how China changed after the 1911 Revolution. From here students proceed to complete a 15 piece card sort, arranging them into social, political and economic impacts of Warlordism. Students then complete the lesson with a fun activity (Dingbats) designed to test how well they have understood the key vocabulary and events from the lesson. This lesson was one I created and planned while teaching in China and I really invest as much precision in the historical detail as possible. I hope your students enjoy it as much as mine.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan My students love this activity. 125+ questions based on the following categories: Early problems 1919-23 Golden years 1923-29 Rise of the Nazis 1929-33 Terror 1933-45 Propaganda 1919-45 Life in Nazi Germany 1933-45 It takes a little while to cut out the cards and the board and works best once laminated but your students will love this revision activity. The questions are designed to boost subject knowledge and focus on precise historical detail which in turn helps student examination performance. I hope your classes enjoy this activity as much as my IGCSE and IB classes always do! The questions are based around the notes from my lessons so should stretch most students but if you require a differentiated version you can allow students a fixed time to research responses on the internet as they play.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin with a charades starter to test knowledge from prior learning. They then work their way through a detailed set of notes before completing a card sort activity in which they decide if evidence suggests the war was the fault of Iraq, Iran, or the USA. Students complete the lesson with an exit plenary activity. I hope your students get as much out of this lesson as much as mine do.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan In this lesson students begin to explore the concept of totalitarianism by a class discussion of photographs of a much-loved Hitler in the starter activity. This the leads to students accessing a detailed set of notes before beginning a mind map exercise in which the class explore the role of propaganda, economics, crushing of opposition and use of terror. Students conclude this lesson by participating in a Connect 4 style plenary to measure subject knowledge. I hope your students get as much out of this lesson as mine do.

“My purpose is to engage students in dialogue so they can see other’s points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking.” Dan This works really well as a quick starter or plenary activity. Students complete a questionnaire about Roman inventions and how recently they have used them. From this they achieve a score (out of 66) and are asked to stand up when their score bracket is read aloud. A fun way to introduce the concept of why the Romans are so significant.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “What impact did women have on the Civil Rights movement?” This lesson begins with a What’s Behind the Squares Starter Activity which reveals a work of art entitled ‘The liberation of Aunt Jemima.’ It is an assemblage piece created by Betye Saar, a female artist, and features Black Power symbols. It introduces the class to the importance of the role women played in the Civil Rights movement. The PPT then explains the title of the lesson and aims and objectives are graduated into all will/most will/some will. There are then slides of background information to allow for teacher exposition. These include examples of women in terms of leadership, activism, media and communication, protest songs, grassroots work, legal cases, as well as inspiration for the future. Following this the class are told they will begin their main task which is to research one important woman and create a speech explaining their importance and impact to the class. They must include and analyse at least one source relating to them, and examples are provided. They are told to try to include 5 x people/places, 4 x dates/events, 3 x statistics, 2 x quotations, and 1 x opinion. The class peer assess using the template provided. The lesson concludes with a plenary in which they are invited to place a post-it note on a pentagon on the board – the more central they place their notes denotes how important they feel each groups’ person was. I hope your students get as much out of this important topic as mine always do. It has been designed for older high school students with good research skills but can be adapted to meet the needs of younger learners.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This lesson is titled “Is the founding of Rome myth or reality?” This lesson begins with a Starter Activity in which students are invited to match up some celebrities with their twins, before being introduced to Romulus and Remus. The lesson title is then introduced along with aims and graduated objectives (all will/most will/some will). There are then slides of background information to allow for teacher exposition. This is then followed by an 18 piece card sort in which the group divide evidence into those that suggest the founding story was a myth and those that suggest there was some truth in it. A colour-coded version is provided for those who need a little more help. From here they then use the evidence to create a TV chat show segment to answer the Key Question. An example if provided. Students present their role plays and revisit the lesson objectives before the plenary in which they vote on the Key Question by standing up and walking to the side of the voting spectrum they agree with mostly. I hope your students get as much out of this lesson as mine always do. This lesson was written for high achieving high school students and is written in UK English. And before you leave be sure to follow Dan’s History Highway for more info on hundreds of fully-resourced lessons for busy teachers! Wishing you a terrific day.

“My purpose is to engage students in dialogue so they can see others’ points of view – in a world that needs this more than ever. I do this by sharing lessons on this site which connect students with the past and inspire critical thinking. Please read below to find details about this one.” Dan This thirty-nine-page pack is the incredibly detailed and complete set of notes I have written for my students. It is basically an entire course on the I.B. Paper 1 Move to Global War in one pack! Notes are broken down into the following sections: How can we explain Japanese expansion in the move to Global War? How did Japan move to Global War? How did Italy fit into inter-war European geopolitics? Why was the international response to the Abyssinian Crisis so weak? How and why did German foreign policy develop? I am confident you will love this resource because there is nothing on the Internet which I have found which offers the same level of breadth and detail on this topic. Your students will find the notes supremely useful and they will help them achieve examination success.