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This lesson contains: A starter based on medieval life but this can be edited to test the recall of whatever your students have been studying. A video to introduce what towns may have been like in Medieval England. A series of slides which you can talk through with students to introduce towns - they can create a mind map of the main features of medieval towns. This covers, with images, where they were built, how they were planned, town charters, guilds, roles of mayors and councils and some of the jobs people did. A main task to study 5 key sources in a large table. Students are guided with questions to extract the main things they can learn about towns from these sources. The questions should elicit the main learning from them. They then write this in the table. A plenary to compare towns and 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. A chance to recap the end of the Revolt and watch a video that helps cement the knowledge. Students should read an interpretation and infer the main reason for Wat Tyler’s death. A discussion of whether the Revolt, on the face of it, seemed like a failure. This then triggers a task to study lots of interpretations and develop the main arguments about the revolt’s immediate, short- and long-term impact on England. An extended writing opportunity to argue whether, overall, the revolt was a success or failure, using criteria. There should be a final opportunity to complete the progress tracker sheet and do final reflections on the enquiry. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A ‘do now’ starter which can be edited to fit whatever you taught previously. A chance to bring the monarchs up to date and connect Richard to the previous ones. Students will understand his situation as a young king inheriting a long war. Students will be taken through the key developments of the enquiry so far and how the different groups have been affected, with peasants being the only group that have seen very little improvement even after the Black Death. They study statements and determine the main grievances of the peasants. Students will study a comic strip (editable) about the events of the revolt and complete a task to document the main events each day and assess the threat level of each. A chance to reflect on what the revolt shows about the power no possessed by each social group. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter with a quote about Jews and how they were ‘to be condemned’ - most will think this is from Hitler but is in fact from Martin Luther. This starts the idea that antisemitism has a longer history than just Nazi Germany. Background information about the long history of antisemitism and what the word means. Students write a defintion from the board. An overview of the word ‘scapegoat’ and how this might apply to the Jewish people through history. A main activity to study a series of information cards, each about a different country through history, and for students to make notes on their worksheet about how the Jews were treated, and why. This leads to a deeper discussion about patterns and trends we can see through history about the reasons why people persecuted the Jews (greed, blame, religious differences etc.) and how this links to Hitler’s persecution. There is a consolidation activity for students to do using guidence on the board. An activity to now compare these views with Hitler’s views in Mein Kampf and draw comparisons. A smaller, colour-coding activity to note why antisemitism may have been on the rise in Germany even before the Nazis assumed power. Attachments: 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: Background information about James’ ascension to the throne and some of the issues his reign might cause, such as him being Scottish, the son of an executed traitor, having a wife that favours Catholicism and his beliefs about Divine Right of Kings. Students discuss each point as you move through the slides. An activity to study two quotes by different historians who see James differently. Students will return to these quotes later as they decide whether James was a popular king or not. A short video from YouTube about James’ life and reign for background information. A main activity for the students to study a double sided information page containing lots of information about James. Students complete the worksheet to show his policies and decisions about different matters. This task is extended by considering things that would have made James popular, and things that wouldn’t have. A plenary to return to the quotes and to choose which side they are on by writing up their own judgements about James. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recap previous course knowledge. A discussion of who is responsible for public health, and what this means, and how this might be taking place, including through new laws, advertising campaigns and vaccines. A YouTube video about government attempts to improve health with follow-up discussion. Examples from YouTube (linked in the PPT) of lifestyle campaigns introduced by the government for eating healthily, against drink driving and about preventing smoking. A task to study the information provided and complete three sections on a worksheet about the actions taken by the government. This covers vaccination against measles and other diseases, the campaigns and the new laws brought in to protect people. A plenary exam question to practice and weigh up the increased government involvement in this era compared to previous ones. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which looks at a map of the Mediterranean and asks students to study the Roman and Carthaginian lands. Students can discuss the potential benefits of their relationship and the potential negatives. The teacher can then introduce the idea that there were 3 wars between them, to set up the lesson. A teacher-talk overview of Carthage, its location and a bit about them as people. There is an embedded YouTube video that shows what their city might have looked like. A task to listen to the teacher give a 4-5 slide overview of the first Punic War with on-board animated movement and coloured maps which are customisable. Students use what they heard to complete a simple comprehension gap fill. An activity to study the rise of Hannibal and for students to watch two videos and complete part of the provided worksheet to talk about Hannibal’s army and elephants. The students then use a double-page info sheet to complete questions on Hannibal’s journey and invasion. They can answer the questions around the map, which I had made myself. A plenary/review to answer about the consequences of the Punic War against Hannibal. Students will study the map and a quote from Appian, then summarise the consequences for Rome. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

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: An overview of how the Civil War affected homesteaders with details about the role and purpose of the Homestead Act 1862. Students take not eon the function of the Act and can watch a YouTube video on it. An activity to note down the successes of the Act as well as the limitations from the on-board information. A task to use the information provided to complete the worksheet on other Acts that followed the Homestead Act and what they did. Students can weigh up the successes of these Acts. An activity to study the information on the changes to farming practices. Students complete a table to show what was done about each problem farmers faced and judge how successful each measure would likely have been. A plenary to consider how much life improved for the Homesteaders. Attachments 1 x Powerpoint Presentation 3 x Publisher Files

This lesson contains: A starter to consider the role of hierarchy in a school and comparing to society. A YouTube video that summarises the aftermath of Hastings and how William increased his control over the country. This is followed by a gap fill exercise which can be printed and filled in from the handouts provided. An overview of the Feudal System and its uses. Students write down the new hierarchy and then answer questions about the advantages for William by using the information provided. An introduction to the Domesday Book and the reasons behind it, including a short YouTube video and then information which students use to complete follow up questions about why and how the survey was carried out. A plenary to consider the method which may have had the biggest impact. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

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 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 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: 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: A starter to consider two images of Rome and consider what has happened to Rome in between them, and why. A background into the problems the Roman Empire was facing. Students watch a brief YouTube video for context and then use the sources sheet provided to complete questions on the board to evidence the different problems the Romans faced (i.e. invasion, corruption, less food to feed the people etc.) A task to study a series of events in the fall of Rome on the info cards provided. Students put the cards in order then complete the timeline. The point here is to write in each event higher or lower, according to the axis, depending on whether each even had a minor, some, major or devastating effect on Rome, giving students an opportunity to make a judgement as they set up the timeline. They can extend this by colour-coding the events that came from inside Rome, and those form outside, to provide for a discussion. A background of the Empire after the fall, including the survival of the Eastern Empire. Students then do a plenary to discuss a quote from Dan Snow about the main reason for the fall. Students argue for or against Dan Snow’s view, using evidence from the lesson. Attachments 1 x Powerpoint Presentation 3 x Publisher Files

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 compare treatments used in the Medieval, Renaissance and the Industrial Era, as a set up for this lesson. An overview of the use of magic bullets, from the early start of Koch’s research and the idea of using anti-bodies to fight disease, to Paul Ehrlich’s approach to curing syphilis. This is aided by visuals on the board and a YouTube summary video. An activity to use the information provided to complete a table of questions on Ehrlich’s discovery of the first magic bullet. A look at how access to care was increased in the modern era and why this happened, using the Boer War and new laws to help students answer the questions. A detailed look at new technology from this era that advanced treatment methods, such as hypodermic needles etc. Students then highlight the improvements on their worksheet that has lots of information about dialysis, x-rays, pace makers etc. A plenary to answer or attempt/plan an exam question. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files