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American Civil Rights The aim of this lesson is to evaluate the contribution women have played to the Civil Rights Movement. The title of the lesson is unsung heroes, which is apt as many women have previously been invisible or deliberately placed in the background, despite being key figures in the fight for civil rights for their roles as organisers, strategists and activists. The lesson begins by considering why this has been the case with a heads and tails activity pointing to media and gender bias, historical narratives and internal patriarchy. The main task of the lesson is to analyse eight key women and assess their impact and contribution to civil right: from Fannie Lou Hamer, Ella Baker, Diane Nash, Jo Ann Robinson, Septima Clark, Georgia Gilmore, Angela Davis and Ruby Bridges. A further in depth analysis of Ella Baker at the Democratic National Convention of 1964 is also explored. Students also have the opportunity for some differentiated extended writing to justify which of these hidden figures in the Civil Rights Movement in their opinion has made the most telling contribution. The plenary is to answer a series of questions to discover a key word related to the learning from the lesson for women and civil rights. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to edit and change.

The Middle Ages The aim of this lesson is to evaluate how new evidence can conclusively prove the remains in the Car Park in Leicester are those of King Richard III. Students begin the lesson by decoding the task set, the excavation of Richard III – the idea is to excite them and be able to unlock the mystery surrounding the Yorkist King. As an archaeological dig was carried out at the site, it may be worth noting which tools are required to uncover the evidence and question why they are needed in the first place. The main task is to uncover all the evidence used in the case and decide how we can prove it is 99.99% accurate and valid. Students need fill in a grid sheet, which is differentiated and with answers given if required at the end. Finally, students complete an extended written task to explain and justify their conclusions. This lesson includes: Fun, engaging and challenging tasks Storytelling, critical thinking and source analysis An alphabet challenge plenary Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

Migration Nation The aim of this lesson is to assess the positive and negative impact of the media upon migration. The lesson focuses on the role of newspapers and the tabloids, television programmes and films depicting migration since the Windrush embarkation up until the present day. The lesson begins with the role of newspapers and their negative and sensationalist impact upon the reporting of migration; students earn how migrants are often portrayed, before completing a challenging task linking categories to newspaper headlines. Students will then analyse the role television programmes have played with a focus on shows from the 1960s and 1970s, stereotyping migrants and how similar programees today still struggle to represent a multicultural Britain. Finally, students focus on the role of film and the cinema and examine how they depict migration in a variety of ways. A differentiated extended writing task will help students consolidate their learning and enable them to judge the positive and negative perspectives from the media and possible ways forward. There are some excellent links to video footage throughout, although these need to be check beforehand and treated with care. The plenary is guessing the headline quiz, in the style of ‘Have I got news for you?’ The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the positive impact migration has had on British values and culture today. The lesson begins with an introduction to recent migration, where students have to guess the countries migrants have come from using flags and clues. Students watch an introductory video on migration and how it has affected Britain to the present day. Students can then work in groups. They have to decide how migration has affected them today personally, from food, to music, language, literature and famous entrepreneurs. They can complete some extended writing on this if required. The Octagon plenary tests their newly acquired knowledge and checks their understanding of the lesson. The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the impact and value of Eastern European migration to Britain. The lesson begins with an introduction to Eastern European migration to Britain from the 1600s. Students then complete some source analysis on identity papers as part of the Kindertransport during World War II. There is a reading activity to accompany the source giving its context and a literacy check to complete. Students learn about Eastern European contributions to the British war effort between 1939-1945, including the bravery of Polish pilots in the Battle of Britain and complete a missing word activity to gauge their impact in outcome of the war. Finally students evaluate the significance of the Polish Resettlement Act of 1947 and resettlement camps that were established to house many Eastern Europeans after the war as well as the repercussions of Brexit on migration to Britain. They is some extended exam style question practice to complete, which is differentiated, to focus on the value of Eastern European migration to Britain. There is sentence scaffolding to help if required. The plenary is an unscramble of key words used in the lesson. The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the impact of the Bristol Bus Boycott and the murder of Stephen Lawrence in the fight against discrimination and on the British justice system. This lesson is split into two parts. The first part of the lesson focuses on the Bristol Bus Boycott of 1963. Students will discover the causes and consequences of the decision by the Bristol Omnibus company to not hire Black or Asian workers as bus drivers or conductors. Students will complete some source scholarship on the events which followed this discrimination and assess its impact with changes in the law on civil rights using some scaffolding to complete some extended writing practice. The second part of the lesson focuses on the death of Stephen Lawrence. Students learn what happened to him and examine the subsequent flawed police investigation. They then analyse the main details of the Macpherson Report and have to desipher some key words in a literacy focus from the report, with help given if required. There is a quick fire quiz to finish to consolidate the learning this the lesson. There are some excellent video links to also accompany the lesson. The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to evaluate the impact of South Asian migration to Britain since the 1800s. The lesson begins with case studies on the Lascars and Anyars and an analysis of their contribution and impact to British migration from the Indian sub continent. There are four differentiated case studies on success stories from migrants in the 1800s and students will be required to decide who was the most successful, using some key criteria to judge the part they played. Students are also required to put the events of migration from India, Pakistan and Bangladesh after the partition of India in chronological order. They will finally complete some source question practice to explain the challenges faced by many of the migrants in multicultural Britain. The plenary is a mood board which will allow students to express their knowledge as well as their judgements of migration. The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The British Empire This lesson focuses on the upheaval of the lives of the indigenous peoples of Australia with the coming of the Europeans. The lesson starts by looking at their customs and traditions and how these were quickly attacked through the attitudes and settlements of the colonists. A ‘Horrible Histories’ version of events is also scrutinised and questioned on its accuracy of Australian indigenous history . I have included some comprehension questions and source scholarship using an extract from the brilliant ‘Empireland’ by Sathnam Sanghera which explains the atrocities committed in Tasmania by the colonists. Paintings from Governor Davey of Van Diemen’s Land can also analysed so the students are able to prioritise the most significant changes the colonists made to Australia and the legacy of the British Empire. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

Migration Nation The aim of this lesson is to assess the impact the Windrush Generation and Caribbean migration made upon Britain post World War II. This lesson is the second part out of two focusing on Caribbean migration to Britain. The lesson begins with the analysis of why people on board the Empire Windrush came to Britain. There is an accompanying passenger list excerpt, with differentiated questions for the students. Furthermore there is some source scholarship to complete on a newspaper report from the time. As well as focusing on the positives of culture brought with this post war immigration and the current Notting Hill Carnival, there are also negatives to evaluate such as racism, prejudice and discrimination faced by many who settled in Britain. Students are required to analyse key information before completing an extended writing exercise with key words and scaffolding to help if required. There is also a challenge to students to explain how these problems might and should have been overcome from the outset. The plenary is in the style of a ‘Have I got news for you’ quiz. There are video links to also accompany the lesson. The lesson comes in PowerPoint format and can be changed and edited to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of Elizabethan policies designed to help the poor. The lesson begins with an explanation of the causes of poverty in Elizabethan England. Students also focus on attitudes towards the poor amongst Elizabethans and decide in a number of statements why poverty was feared so much in society. Students also have to read in some extended writing an analysis of measures taken by the Government to alleviate poverty and then summarise their findings from it. There is a focus on the 1601 Elizabethan Poor Law and a source scholarship task which will allow them challenge and judge its impact and significance. There is also a case study of Lord Burghley’s Almshouses in Stamford which highlights a growing sense of duty amongst wealthier Elizabethans to help and provide for the poor. There is a choice of two plenaries which will test student’s knowledge on the legislation, help and attitudes towards poverty under Elizabeth I. Finally some exam practice can be completed if required, complete with prompts and a comprehensive markscheme. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Middle Ages The aim of this lesson is to decide what happened to the Princes in the Tower. The lesson begins with some context of the Wars of the Roses and who was next in line to the throne after King Edward IV. Students are required to solve the mystery of the disappearance of the two Princes (Edward & Richard) and are introduced to the main suspects in this murder-mystery investigation. As they examine a range of sources, they will begin to piece together an idea of what happened to them. They will then be required to complete an extended writing task with key words and help if required. This lesson is ideal for sparking curiosity about historical mysteries and encouraging independent thinking. It also includes recently discovered new evidence by Professor Tim Thornton, which sheds new light on the investigation. This lesson includes: Fun, engaging and challenging tasks Storytelling, critical thinking and source analysis A family fortunes style plenary Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit (Please note AI has been used to create four images on this PPT)

Migration Nation The aim of this lesson is to assess which individuals from the Caribbean had the greatest impact on British society before the Windrush generation. This lesson is therefore the first part out of two focusing on Caribbean migration to Britain. I have selected four individuals to discuss, address, highlight and evaluate: Mary Seacole, Mary Prince, Harold Moody and Walter Tull. Each character is assessed using information given on their contribution to Britain, from autobiographies to sport, to medicine and changes in the law. Ultimately using some select criteria, students have to make a judgement on who had the biggest impact upon Britain at the time. There are video links, source analysis as well as literacy and extended writing tasks on each person. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The Industrial Revolution The aim of this lesson is to assess how close to revolution England became as a result of the actions of the Luddites in Northern England and the Rebecca Riots in Wales. This lesson is therefore split into two. Firstly students are given context of the heightened tensions and the fears of the Government with events abroad. To piece together the story of the Luddites, they are required to analyse two sources and use video evidence, before they decide how much of a threat the Luddites were to the authorities with frame breaking and factory riots. They will than have to judge and explain their reasoning using some statements given. The second part of the lesson will make a comparison with the Rebecca Riots in Wales. Students will learn about the events and seriousness of the riots through a multiple choice quiz, with points awarded for the correct answers, to make it competitive. They will then have to decide which actions of both proved the most serious and hence which posed more of a threat to the authorities. This can be seen in the aftermath and how they dealt with those involved. There are a number of literacy activities to complete including definitions, finding the missing words and unscrambling key words in the plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

Migration Nation The aim of this lesson is to evaluate the causes and consequences of Irish migration to Britain and its significance today. The lesson is split into three sections: the consequences of the Irish famine, the impact of Irish navvies to the Industrial Revolution in Britain and Irish culture and significance in Britain today. Students are given the context to Irish migration to Britain before they analyse the causes of consequences of the Irish famine. They can complete part of a GCSE style question if required. They are then given information on the part played by Irish navvies in the Industrial Revolution and prioritise there impact. Finally they study Irish culture in Britain today and evaluate how it has impacted upon Britain today through an extended writing task. They is help given with structure here if required. There are video links to the lesson and an odd one out activity at the end to consolidate the learning of the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

The aim of this lesson is to evaluate why the Titanic sank and ultimately who was to blame for the disaster. The lesson therefore focuses on the errors made, not just by the Captain, but on the owners and the design of the ship, as well as some sensationalist reports of it being unsinkable in the media. Students begin by showing their knowledge of the sinking as well as explaining why there is still such a fascination about studying this topic, from exhibitions to books and films. They are given the context to its maiden voyage as well as some misconceptions about the ship which the students have to decipher. There are some sources to analyse and infer from, before students are given a number of facts of where the responsibility may lie for the sinking. They will use this information to make a judgement and decide in their opinion who was to blame. There are some excellent video links to use, including a survivor’s testimony. A final find and fix plenary will also centre around other misconceptions about the Titanic which they have to pick out and correct. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included, such as a rating grid of responsibility for the disaster.

Migration Nation The aim of this lesson is to evaluate the causes and consequences of Jewish migration to Britain and its significance today. As this study focuses on Jewish migration from the Middle Ages to today, I have included a timeline for each topic studied. This lesson may be delivered over two sessions. Students learn about the causes of anti-Semitism and persecution as well as judging how accepting Britons were when Jewish people were welcomed back into Britain in 1885 after having been expelled under King Edward I. There is a focus on Oswald Moseley’s fascists and the Battle of Cable Street, as students question why anti-Semitism and prejudice declined following the events in the East End of London. Students also analyse and are able to discuss the humanitarianism shown through the Kindertransport and the actions of Sir Nicholas Winton who was made famous on an episode of ‘That’s Life’ which has been included The plenary multiple-choice quiz at the end will help to consolidate the learning from the lesson There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess how influential the first settler were to Britain. Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what. The main task is to assess what different tribes brought with them and their legacy today. There is a differentiated extended writing tasks and video links to accompany the lesson. The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the significance of migration and its influence today. Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required. There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them. There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios. There is some extended writing to complete as well as links to video and images to consolidate understanding. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

AQA GCE A Level 1C, The Tudors: England, 1485–1603 I have produced this bundle of resources on The Tudors to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII: Students assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals, the economic development of trade and exploration, his limited aims in foreign policy, the consequences of his diplomacy, the role of religion and the development of the arts. Henry VIII: Students will assess his character and personality, the significance of individuals in his reign such as Cardinal Wolsey, Sir Thomas More and Thomas Cromwell as well as economic development, his aims in foreign policy and the political, social, economic and religious upheaval caused by his divorce and the break with Rome. Edward VI: Students will learn how cold and callous Edward could be, the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy. Finally they will about the key reformers and the new Evangelicals such as Archbishop Cranmer, Bishop John Fisher and John Hooper. Mary I: Students will evaluate the significance of her Government, the role of Parliament, her marriage to Philip II of Spain, the Counter Reformation, Marian martyrs and the economic situation she inherited. Elizabeth I: Students will learn about Religious Settlement of 1559, her character and aims and how Elizabeth’s Government worked on a local as well as national level. They will judge the significance of her foreign policy in relation to Catholic and Puritan threats at home and abroad as well as poverty with increasing inflation and poor harvests. Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age. All the 67 lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. The individual lessons can be found starting here: /teaching-resource/resource-12787897 If you purchase this bundle, then please email me for a copy of a free Revision Guide for this A Level course worth £10.99, which can be found here: /teaching-resource/resource-13150174