350+ ready to use and fully resourced History lessons. As a British history teacher with 25 years of experience, I understand the challenges you face in the classroom. That's why I created my store — to share high-quality lessons and to save you time. This store shares my love of History, inspires critical thinking, and get students connected with the past. I’m also an examiner and textbook author, so you can trust that my lessons align with current standards and best practices.
350+ ready to use and fully resourced History lessons. As a British history teacher with 25 years of experience, I understand the challenges you face in the classroom. That's why I created my store — to share high-quality lessons and to save you time. This store shares my love of History, inspires critical thinking, and get students connected with the past. I’m also an examiner and textbook author, so you can trust that my lessons align with current standards and best practices.
“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 product is titled “What was religion like in Ancient Rome?”
The lesson begins with an Odd One Out Starter Activity which introduces the class to some facts about religion in Ancient Rome. They are then informed of the Key Question and aims as well as graduated objectives are discussed (all will/most will/some will). There are then background slides of information to allow for teacher exposition. After this, students are given the task of creating a diorama in which the Roman Gods are symbolised by modern superheroes (Superman is Jupiter because he is all powerful for example). The class explain their work and the lesson concludes with a fill in the gaps Have I Got News for You style plenary in which they test their knowledge acquired in this lesson.
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 lesson is titled “What were the roles of religion in the Middle Ages?”
The lesson begins with an Odd One Out Starter Activity which gets students thinking about the Key Question. Lesson aims and graduated objectives (all will/most will/some will) are then introduced. After this there are slides of background information to allow for teacher exposition. The main activity is a Gallery Walk where students get out of their seats and walk around the classroom making notes on the social, economic, spiritual, and political aspects of religious life in the Middle Ages. From here students create mind maps and show them to their peers. The lesson objectives are revisited. The lesson concludes with a trash can plenary in which students are invited to come to the board and place a post it note with knowledge acquired in the correct category. I hope your classes enjoy this lesson as much as mine always do.
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 lesson is titled “What were the consequences of the Great Fire of London.”
This lesson begins with a The Price is Right Starter Activity in which the class guess on four questions which have statistical answers on the Great Fire. This then leads to the introduction of the Key Question, lesson aims, and graduated lesson criteria (all will/most will/some will). There follow slides of background information to allow for teacher exposition. After this the first main activity is for the class to review six sources and to answer a series of comprehension questions on these. The second main activity is for students to divide up a card sort (12 cards) into four different factors (political effects social effects, economic effects, architectural effects of the Great Fire). A colour coordinated version is provided for those who need a little extra help. There are then some slides explaining the mechanics of a good essay and the third main activity is for students to write their written response to the Key Question. Lesson objectives are revisited. The lesson concludes with a plenary activity in which students are asked to answer the Key Question by coming to the board and completing one petal on an eight-petalled flower. It has been written for high school students, but could be adapted to meet the needs of slightly younger learners.
Wishing you a terrific day.
