Outstanding Lessons

Why did Germany lose the Battle of Britain?

If Britain was only a few days away from defeat in August 1940 how on earth did she win the Battle of Britain a month later?

PLEASE NOTE - This lesson was aimed at Key Stage 3 but should be capable of being used with minimal...
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Migration: Online resources

Great new Migration site www.ourmigrationstory.org.uk Our Migration Story: The Making of Britain is an Arts and Humanities Research Council-funded collaboration between the Runnymede Trust and academics based at the universities of Cambridge and Manchester. Drawing on the words and research of over 60 historians based in...
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Link between Elizabethan theatre and bear-baiting

This week ( September 26,2016) saw the scheduling by Historic England of several London bear pits so they will not now be built over. The listing of these baiting areas in Bankside near the Globe theatre has highlighted the close relationship between bear baiting, when...
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The end of the Cold War for new GCSE history: taking a fresh look

In a recent article in Teaching History (TH 164, September 2016) David Reynolds offers some clear insights into this period which might help to clarify issues for your GCSE students. Firstly , he identifies three distinct , but overlapping, phases within the period 1989-1991: Phase 1 (second...
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Elizabeth and the Catholic threat: Elizabethans GCSE Smart Task

Asking questions in history.

Elizabeth’s policy towards the Catholics: students use a graph to raise their own enquiry questions which are then researched. Working in pairs, students study the graph showing the number of Catholic priests who were either executed or died in prison during the reign...
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Historic Environment GCSE: Castles

Castles: 2 Smart Tasks

Those of you who are studying the castles topic, maybe as part of the OCR specification, might be interested in two smart tasks on the development of castles.

Task 1

This short task acts as a diagnostic assessment tool to check students’ understanding of...
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Market place: Why I didn’t oppose Hitler.

To help pupils to understand why so few people opposed Hitler in the 1930s the use of this market place activity has proved to be really effective. Give every student a different role card and ask them to talk to every other member in the...
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Teaching GCSE History: Terrorism and the Iraq war

This section is included mainly to help teaching of the new OCR’s History Modern World unit entitled A New Age 1948-2005 which deals with terrorism and the Iraq war. Centres who have used terrorism coursework for SHP in the past might also find something of...
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Crime and Punishment starter: Smuggling – SMART TASK

This simple smart task uses the rather unusual source of a famous Kipling poem to ascertain what students already know about smuggling and what they need to know. The lesson starts with you quickly reading the poem aloud to help with motivation and encourage the lower-attaining...
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Poaching: Need or Greed? A 3 minute starter SMART TASK KS4

Throughout history, people have had different views of poachers. Were they: a. Starving labourers, snaring game to keep body and soul together, OR b. Members of gangs targeting places such as deer parks in order to sell on what they caught? Pupils are give just a couple of minutes to...
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Teaching American West at Key Stage 4

Schools have been teaching the American West as part of the SHP course for over 30 years. I introduced it myself in the first department I led. There have been so many examination questions set on this module and so many good textbooks now available...
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Mountain Men – Myth and Reality SMART TASK KS4

Having looked at the role of Indian trappers who had been supplying skins to British, French and Spanish traders on the Missouri river for decades, students now turn their attention to the Mountain Men. What were they really like? The lesson starts with a funny story...
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Manifest destiny: beat the textbook/expert caption

Students find this a fun lesson in which they not only consolidate their knowledge of the people who crossed the Plains but also present their understanding of the order in which they came, by custom animating annotations on a PowerPoint slide. To fully appreciate the...
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How can we explain the rise and boom in the cattle industry?

This enquiry starts with students posing 7 expert historical questions, stimulated by a graph.  They then set about investigating their questions using a set of written clues supported by a PowerPoint presentation.  Not only do students pose their own questions about the start of the...
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Teaching the History of Medicine

As you all know, the trick with teaching this course is to marry a strong contextual knowledge with an understanding of the various factors that had a positive and a negative impact on change. Concepts of progress and regress need to be looked at over...
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How did Snow make the breakthrough with cholera?

This lesson focuses on problem-solving. Instead of simply telling students how clever Snow was, or showing them a video explaining his breakthrough, students have to see if they can spot the connections Snow made. Only when they have tried is the answer revealed.  Methods such...
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SMART TASK Key Stage 4: Why was Rohm murdered?

If Ernst Rohm was one of Hitler’s closest allies, as you can see in this photo, why then did he have him and other members of the SA murdered in June 1934? On the cards you have been given are several ideas that have been put...
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What were the main threats facing the Weimar Republic?

Students often fail to look carefully at ALL parts of a cartoon , photograph or poster. To help them to take all significant features into account, this image of an election poster is broken up into jigsaw sized parts, each slowly revealed. At each stage...
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SMART TASK: A Suffragette procession: comparing the evidence

New GCSE British history source enquiry, suitable for SHP or Modern World. Whether you are studying the OCR unit, AQA or Edexcel you should find this activity helpful. The activity builds on an initial idea from the revised Edexcel Teacher’s Guide for the new SHP GCSE course. ...
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Why did some women get the vote in 1918? How do YOU see it?

This lesson provides an excellent example of active learning, combining thinking skills and work on interpretations. Students start with one historian's construct. They have to read the historian's mind, that of Paula Bartley. Next they look at other visual models which they evaluate. They then...
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