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This lesson contains: Background about the situation in the war and the Nazi invasion. Students consider why the Nazis invaded Russia using the on-board prompts. A run through of Hitler’s intentions for Russia and his message to the troops. A discussion of why the Blitzkrieg failed in Russia, in stages, with images. An activity using the information provided to complete a fact file page to record the statistics and the events. A small study of Stalingrad. A colour-coding activity to decide the most severe consequences of the attack for Germany and the war. An opportunity to decide if it was a turning point and study some sources which provoke thought. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to recall other WW2 operations. Background into the D-Day landings, from tehran to the the situation in Europe at the time with the Atlantic Wall. A discussion to plan an attack on France against the Nazis. A YouTube video discussing the planning that went into D-Day with a gap fill consolidation task. An overview of the invasion on the board, including the paratrooper landings, the deception tactics, the bombardment and the invasion itself. A YouTube video giving an overview of the invasion while students complete the comprehension questions as it plays. A brief colour-coding activity to determine the consequences. A source task plenary. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A ‘do it now’ starter which you can edit as needed to revise concepts you have previously taught. An introduction to the word ‘refugee’ which students discuss and can write a definition of. They can discuss why children may have been refugees in the 1930’s from Germany. A background tot he Kindertransport program, including the reasons after Kristallnacht, the British hesitation and then their eventual offer of help. The students consolidate this by filling in a gap fill once you have gone through the slides. A short look at the experience of Stephanie Shirley by watching a video interview with her and discussing her difficulties in the kindertransport program. The main task to study a series of sources containing experiences of different youths who came the Britain. Students then use this to complete the diagram and questions on their worksheets to show the experiences of the journey, arriving and whether they felt welcome. A plenary to discuss how we remember this event, and to re-review their definitions of refugees and summarise the experiences they learned about. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter task to consider the England football team bade and the symbolism there. The Lions and the roses are a mix of medieval and Tudor history. Kids discuss what they know about the symbols. A couple of slides of background which explains and guides students through the causes of the War of the Roses, from Edward III’s death, Richard the II’s murder and the resulting line of kings to Henry VI. Within this, students consider who they think should be king after Edward, and the different variety of answers is evidence that no one really can decide who deserves it more…and they understand the origins of the war An activity to complete a short guided read about Henry VI and why he was unpopular, and this gives the students the short term causes of the War. A main task to sort 8 info cards about the key events into chronological order. The students then use these cards to do a timeline on the worksheet; they put Yorkist victories on one side and Lancastrian ones on the other, showing the turning tide of events down to Henry Tudor’s victory at Basworth Field. A plenary to consider what Henry, as the new king, needs to do to make sure he now ends the War and keeps hold of the Crown. The students can write this up based on what they have learned. Attachments: 1 x Powerpoint Presentations 3 x Publisher Files

This lesson contains: A starter source activity to get the students to guess the message of the source (Hitler wanting to take more land). A YouTube video to show the story of Hitler’s steps to war. This is for information purposes and you don’t have to show the whole length if you don’t want to. It just helps visualise things and bring it more to reality for the students. An activity to study the information provided and complete a ‘road to war’ worksheet documenting all the steps from Rhineland, Anchluss, Czechoslovakia and Poland with the other events in between. A consolidation source task. The opportunity to discuss the biggest steps which caused the war, and a plenary to consider which countries were most to blame for WW2 starting. Was it Germany/Italy etc. or did the British inactivity contribute etc. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files 1 x Word File

This lesson contains: A starter image to provike discussion about the event itself and what may have happened. An on-board overview of the Blitzkrieg and how it trapped the English using my own maps to discuss the retreat, conquest of Paris and the trapped troops. A task to use the information provided to complete some questions about the event itself. A discussion about whether the statistics reveal whether this was a success or failure. An activity to use a series of sources provided to build arguments for both sides of the argument. An opportunity for a judgement. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to study an image of the devastation caused by the Black Death. Students can discuss the scene and share any knowledge they know about the event. The next slide has some broken down info and follow up questions. Background slides about the spread of the disease and its origins, where the name comes from etc. Students then study the info sheet and work out 5 symptoms of the Black Death. A task for students to watch a YouTube video which enriches the previous activity, then use the info sheets to complete a table about the two types: pneumonic and bubonic. A final activity for students to study 4 sources and summarise what people believed caused it. A plenary to discuss what each student would do to avoid the plague. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of the bombing of major cities and the purpose of the evacuations. Students looks at some sources and figures of those evacuated and draw assumptions about the meaning or intent behind some of the propaganda behind the evacuation initiative. The main task to study what the experiences were like. Students watch a video and discuss how reliable it is as a source, then look at the sources on the information sheet provided and find positive and negative experiences. Students then write about how lives were changed by the war. A plenary to consider what five items they would take with them if they were evacuated. Attachments: 1 x Powerpoint Presentation 1 x Publisher File

This lesson contains: A starter task to consider the traits of witches and what makes them scary. It also tests students’ prior knowledge of the punishment of witches. A task to draw a mind map in their books and then there are four slides of information about what the ‘witch craze’ was all about, based on common myths surrounding witches. The slides include info on how they look, what they go and about sabbats, witches marks and how people tried to ward off witches from their door. A task to study the first page of the information sheet to summarise why people became afraid of witches (based on superstition and fear) and then to find out how the witch craze began and how people started hunting for witches. A case study on five different women who were accused of witchcraft. The students find out what they did that raised this suspicion, and they decide whether there are any modern-day explanations that might explain what had happened. Students then determine, by colouring the small cauldron, how guilty in reality each woman was. The students then find out, from the slides, that all women were executed and this makes them see the injustice of the witch craze. A plenary to have students define some of the key words from the lesson. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter which reteaches previously taught material, which can be edited to suit whatever you previously taught. An overview of what the Homefront was and how the concept of ‘Total War’ works, with a quote from a historian and examples of how it affects the home front. A few slides where the teacher can explain the adjustments to living that took place during the war, to ease into the main task. Students then use the two-page information sheet to complete the table provided with notes about the impact the war had on people at home. An opportunity to study a quote about total war and give examples of what they learnt that can verify or contradict the quote. A plenary to write a paragraph about life in the war. Attachments: 1 x Powerpoint Presentation 2 x Publisher Files

This lesson contains: A starter to consider the famous quote by Churchill. A run through of the situation in 1940 post-Dunkirk and the situation Britain was in. A Youtube video of WW2 in colour to bring it to life. Students complete a comprehension multiple choice set of questions as the video plays. An activity to consider the tactic advantages and disadvantages of both sides. A task to use a series of sources in groups to build an arguement for the significance of the battle using the ‘GREAT’ formula. A worksheet is designed for this purpose. A plenary to consider what factors won the Battle of Britain for the British. Attachments: 1 x Powerpoint Presentation 2 x Word Files 1 x Publisher File

This lesson contains: A starter to consider what students already know about the Holocaust. Students then draw a mind map to gather ideas about why they study it, what happened and when and to whom. A video from YouTube which consolidates this and allows students to add to their knowledge. A slide then has suggested responses for some green pen work. An activity to study 3 interpretations of the word ‘Holocaust’ and students find common factors between them, making their own definition at the bottom of the worksheet. An introduction to stereotypes and students can annotate the picture of a Jewish stereotype. This will allow later study of German propaganda against the Jews. Students also have some slides to see on modern stereotypes which may interest them, before looking at how the Nazis then portrayed them. A plenary to describe two features of the Jewish stereotype. Attachments: 1 x Powerpoint Presentation 1 x Word File 1 x Publisher File

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 do it now starter which is based on having studied something about Hitler’s road to war or conquest of different nations, which leads on to a discussion of appeasement. You can edit this to suit whatever you have previously studied. Background information about Hitler’s progress through Europe, taking land and building resources. The students then discuss what ‘appeasement’ means using source. A video from YouTube with a set of multiple choice knowledge questions to answer after it has played to check understanding. A main task to study the reasons for an against appeasement on the worksheet and to colour-code the arguments. This is then followed by a writing task to discuss whether it was the right policy or not. Attachements: 1 x Powerpoint Presentation 1 x Publisher File

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 starter with a ‘math’ question from Nazi Germany to get students thinking about the effect that such messages would have had on the acceptance of violence towards Jews. An activity to complete a knowledge organiser worksheet as you lead them through the powerpoint, covering: * The Prophecy speech * Increased number of Jews under Nazi control * Madagascar Plan * The Wannsee Conference (with 2 videos from YouTube that shows what happened and what was decided). * Where the Holocaust took place * What happened at the camps * Death through work and gas chambers * Auschwitz as a short study. * A final plenary to consider the human impact of Auschwitz. Attachments: 1 x Powerpoint Presentation 1 x Publisher 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: 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 look at 3 images of revolutions and some of the features. This sets up the image of Henry Hunt at Peterloo really well. A background into the problems in Manchester at the time and the plans for the meeting at St. Peter’s Field. A YouTube trailer for the Peterloo film and a short YouTube documentary to elicit answers from the class about what the people wanted and what threat there may have been. Also, what happened in the actual event. It’s a good opportunity to study the image of Henry Hunt and go back to the starter to imagine what the magistrates might have thought was  going to happen (i.e. a revolution). A long task to study a series of sources on the info sheets provided and to note down, for each, who each source blames and what evidence shows this. The students built up arguments for both sides. A run through of the aftermath and what happened as a consequence. Students can then judge who was to blame. An optional homework activity to design a memorial to those who died, or to publish a one-sided newspaper article about the event. The template for this is provided. Attachments: 1 x Powerpoint Presentation 5 x Word Files