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d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Session Theme Key Questions Learning Objectives Starter Task/ Learning Learning Outcomes Resources Differentiation / Links Activities extension Write 'Industrial' and 'Revolution' on the board and brain storm words that go with each (pupils should recall revolution from last year). Pupils then write a definition of Industrial Pupils will see the For middle ability Revolution in their books changes between the there is a based on the mind map. dates were enormous questions sheet Pupils work in pairs and look and they will be able that focusses the at pages 2-7 of Peace and look critically at the pupils on the Links with To understand the War. They then fill in a chart changes and prioritise major changes. It previous changes that noting the major changes in them. They will then be Peace and War still involves Changes How did life work on happened between each category (they are only able to justify this choice p2-7. A3 sheets paired work and 1+2 between 1750- change between revolution, 1750 and 1900 and allowed to choose two and to the rest of the class with a labelled prioritiseing 1900 1750 and 1900? categorisatio select and prioritise no more). Pupils feedback to support their ideas. grid. changes and n and the most important. their findings to the class They will see that it is a assessign their prioritising. and discuss why they chose matter of debate which significance. the chaanges as most one is most important Lower ability can important. They are then and having a supported use the Peace asked to discuss in pairs opinion is what is and War support what the biggest change important. pack sheets. overall was and they must write this down with three reasons why. They then feed this back to the class and give reasons. The class debate the findings. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Brainstorm: What causes a change in population? Pupils will understand Pupils read through p8-9 of the reasons why book and discuss the population rises and Core and To understand the How did sources to see what reasons falls. They will also foundation books. change in population population are put forward for a understand the Britain 1750- Find out what 3 Population and the causes and Geography change between population increase. (Use limitations of the records 1900 p8-9. 'crop rotation' is effects of these 1750 and 1900? the no hands rule). Follow kept and the reasons we before next changes. up with pupils answering the must treat the lesson. questions on p9 to reinforce information from them knowledge and with care. understanding. Foundation To understand what sentence stem What was the changed in answer sheet to 4 Agriculture Agricultural agriculture and why go with Britain Revolution? it had to change. 1750-1900 foundation book. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Think of a big company.Where did it start? How did it get so big? (an example could be Marks and Spencers starting from Peace and War Mr Marks selling stuff for a Pupils will see how the p8-9, video Pupils can watch penny on a street corner in market, production and 'Industrial the video to To understand how Leeds). Look at the pictures investment are all linked Revelations' 15 reinforce the terms inestment, on p8. How would the man and how business men Why did mins knowledge if Work production and go from an ice cream cart to used this in the 5 Business businesses (Wedgwood). there is time and related market and see how a nig company like walls Ice industrial revolution. grow? Sheet also gifted and learning they combine to cream? Discuss the They will also be able to available for talented could do cuase growth. questions in the yellow box. take an idea and apply it lower ability on the tasks in Draw a circle diagram on the to a particular situation 'Why businesses yellow box on p9. board to show how one (Wedgwood). grow?'. follows on from the other. Adapt the diagram to show how Josiah Wedgwood built up his business. Draw this in books. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Watch animation of a blast furnace from bbc.co.uk/history and draw a quick flow diagram to show how iron is made . Lower ability Read through p10-11 of the pupils can use book and complete another Pupils will see that the sheets from the circle diagram to show how principles outlined last Peace and War market, production and Peace and War lesson also apply to the support pack to To understand why investment made the p10-11. Video Darbys. They will also produce and the Darbys were business grow. Watch the 'Industrial see the power of investment able to be so video 'Industrial Revelations - Revelations - Why was advertising (Darby's iron booklet. successful and also Iron' to reinforce knowledge Iron' (20 mins). 6+7 The Darbys Coalbrookdale bridge) and the way that Diagrams of a ICT to acknowledge the asking the pupils to consider Animation of a so successful? iron is made. They will blast furnace to importance of iron what advertising the Darbys blast furnace at select this information label and colour production in the used? Using bbc.co.uk/history. from a number of are available and industrial revolution. bbc.co.uk/history show the (Britain 1750- sources including foundation book pupils a virtual tour of Iron 1900 p20-21). written, a website and Britain 1750-1900 Bridge to reinforce video. p20-21 which knowledge. Pupils then covers similar complete the activity in the ground. blue box on p11. The plenary takes the form of asking what parallels the pupils can draw between the Darbys and Wedgwood. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls How many items of clothing are you wearing made of cotton. List them and Core and discuss the importance of Peace and War foundation books cotton. Pupils read through p12-13. Pupils will understand 'Britain 1750- p12-13 of book and draw a www.bbc.co.uk/hi the new inventions and 1900'. Sheets To understand why timeline for the period 1730- story has a how they changed the from the Peace Arkwright was able 1800 showing all the major game 'Cotton manufacture of cotton and War support What made to be so successful inventions and changes. Millionaire' for and made it cheaper. pack for lower ICT, Work Richard and also to The pupils then watch video extension task in 8+9 Arkwright They will appreciate the ability. Gifted and related Arkwright so acknowledge the 'Industrial Revelations - a computer importance of cotton Talented could learning. successful? importance of cotton pants for everyone' and room. 'Arkwright - then and today and research the production in the consider the question what Who wants to identify ways that three industrial revolution. was Arkwright most worried be a millionaire' business could grow but entrepreneurs about?. Pupils once again also available. also could fail. ready to embark draw a circle diagram for the (Britain 1750- on a project next development of Arkwright's 1900 p18-19). lesson. business. They now have 3 of these diagrams for three entrepreneurs. Watch 10 mins of 'Worst Jobs in History' and list as Core and many of the things that The Early foundation books. would be horrible about Modern World Horrible Histories being a scavenger. Feed Pupils will identify and p116-118. Video picture of a mill back this to the class and prioritise the problems - 'Worst Jobs in can be used to discuss which on eis the To understand that and conditions faced by History' 10 look at factory What were most horrible. Read through Work life was hard in the workers in the mills and mins.(Britain conditions in 10 The Mills conditions like in p116-118 of books using related mills and identify the be able to put this over 1750-1900 new conjunction with a the mills? role play to read out the learning reaons why. to the rest of the class edition p44-45 - sentence stem sources. Complete the by supporting their core and question sheet. questions on p118. Pupils arguments. foundation Various support discuss whether they have covers same sheets are found anything even worse ground). avialable for then the things they lower ability. identified for the starter as a plenary. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Can you think of any Pupils will see causes famous detectives? Why are always interlinked are they successful at their and sometimes 'red jobs? Split the class into herrings' can lead you in groups of 4. The groups are the wrong direction. This given envelopes with To understand is why sources must be evidence cards inside which causes are evaluated. Pupils will Mysteries' Mixed ability Why did Thomas they must use to solve the interlinked and the also see these 'dead sheets groups are used Thinking 11 Child workers and John run mystery. The pupils are then effect on child ends' and discuss them (instruction and to give a chance Skills away? told the story of John and workers of these both inter-group and resource sheets). to all to interact. Thomas and the activity gets conditions. intra-group to reach a underway. (A full lesson plan conclusion. The pupils and resource sheet are will be encouraged to available). Plenary consists think and they will of asking the pupils what hopefully enjoy the they had learned about activity. investigating history. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Core and foundation sheets (with a writing frame) and Pupils watch the video books. Lower 'Factory Conditions' making ability may have notes based on two a choice of questions 1. Why did assessment different people see the Pupils will be able to activity in an Pupils will build on factories differently and The Early identify bias and use attempt to tap previous knowledge why? 2. Did everyone want Modern World this to evaluate sources into their different and form a picture of the factories to change? p116-118. Video and use this to inform intelligences (e.g life in the mills based Pupils then bring these 'Factory Were conditions their conclusion. They acting out a role on written and video ideas togther and discuss Conditions' 20 12+13 Assessment in the textile mills will also be able to play showing Literacy evidence. They will different opinions in the form mins. Support really that bad? select and deploy both sides of the also be able to of a table. This can be used sheets from information from argument, design evaluate sources later. They are then given Early Modern previous lessons and a mind map, a critically to reach a sheets from the 'Early World support sources to inform their newspaper report conclusion. Modern World' support pack pack. work. on two figures to provide further evidence arguing about to use. The pupils then factory complete a written conditions) - assessment based on the bearing in mind outline on the sheets. the afl target outlines in the assessment frame. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls How do we use coal today? Pupils watch firs 15 mins of Core and Industrial Revelations 'coal' foundation books considering the key Pupils will understand 'Britain 1750- question. This is discussed the importance of coal 1900'. Sheets To identify the ways in a mini-plenary. Pupils to the development of also available coal was used and then read through p22-23 of industry and that life Britain 1750- from support Why was coal so where the coalfields book filling in a map of was hard for the miners. 1900 p22-23. A4 pack. Higher important to the are in Britain. To Britain showing the They will also map of Britain. 14 Coal ability could Geography Industrial understand the coalfields. They will use this appreciate the changes Video 'Industrial investigate the Revolution? changes to coal map later when we move on that occurred to make it Revelations - question further mining practise and to transport. Pupils then safer and that coal was coal (15mins). using a the reasons why. answer the questions on both a cause and a homework sheet p23. Pupils discuss q3 first catalyst for cahnge in from the Early considering whether the other areas. Modern World changes in coal mining were support pack. causes or effects of the Industrial Revolution. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls What three types of power were used in Britain before the industrial revolution? List their shortcomings. Watch 'Industrial Core and Revelations - power' Pupils will understand foundation books. considering the questions 1. Britain 1750- the key developments in Extension work Who invented steam power? 1900 p16-17. To understand how steam power and its could be to 2. How did Boulton and Watt Copy of an power generation advantages over research how improve on this design? outline drawing Why were changed throughout previous methods. They some people felt Pupils then read through of a Boulton and Boulton and the industrial will also see the about losing their Science and 15 Power p16-17 of books and answer Watt steam Watt so revolution and how governer and the wheel jobs to new engineering the questions and label a engine. important? Boulton and Watt's the beam drove on machines diagram of Boulton and bbc.co.uk/history invention made later Boulton and Watts powered by Watts steam engine. Before animation of a advances possible. machine as crucial in Boulton and answering q3 show the beam engine allowing the engine to Watts steam pupils an animation from working. operate machinery. engine (the bbc.co.uk/history of the Luddites). beam engine operating. Plenary - What has Boulton and Watts engine got that the beam engine has not? Why is this important? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls How many of you have a computer at home? Inform the class that work from now on will only be accepted from pupils who do it on a computer. How do Pupils are chosen the ones without a computer to read according feel? Is this fair? (hopefully to their abilities a debate will be generated Play sheets so a range can considering that it is unfair 'Men and be involved. To understand the Pupils will understand and the quality of work is Machines - A Pupils can follow frustrations the motivations behind not necessarily better on a Play about this up by experienced by the Luddites and that computer). Pupils will do a Luddites'. designing a weavers and their actions were What did the role play and the characters Additional newspaper front 16 Luddites spinners put out of extreme because they empathy Luddites want? are allocated to individuals sheets on the page about the work and understand were desperate. Pupils in the class. The pupils will sentences given attack on the impact on will also understand that be asked to try to answer to members of Cartwright's mill. communities in not all 'progress' is three questions after having the Luddites (Higher ability Yorkshire. necessarily good for all. read the play 1. Who were invloved in the pupils can take a the Luddites? 2. What did violence. range of biased they want? 3. Should they positions to have done what they did? generate the the questions are discussed article). and then the real outcome is read to the pupils including the executuion of George Mellor. Does this change their opinion? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls The pupils will understand that stage Core and Show a photograph of a coaches and horses foundation books track? What is the problem cannot use bad roads and sheets from To understand the with this? Pupils read as they will get stuck. the support state of the roads in through p28-19 of text They will also identify Britain 1750- packs. Extension Why did roads the early 1700's and books. They draw a cross the people who helped 1900 p28-29. work could be to 17 Roads need to get why improvement section of a road before Geography build better roads and (Peace and War use the better? was needed to help improvement and after to why this helped farmers p32-33) document on industry and highlight the difference. and biusinessmen. p120 of Early communication. Discuss what source 2 can Pupils will also Modern world and tell us. Then answer the understand new terms answer questions questions on p29. such as turnpike trust, on p121. toll gate and merchants. Recap why are roads not good for transporting goods? Why are rivers not ideal for transporting heavy goods? Think of three The pupils will reasons in pairs. Share this understand that canals To understand the with the class. Watch video provided a slow but Britain 1750- Core and application and use 'Industrial Revelations - reliable transport 1900 p30-31, What foundation books of canals to canals' considering the key machanism that could video 'Industrial advantages did and sheets from 18 Canals transport goods for question. Read though p30- carry much heavier Revelations - Geography canals offer Peace and War entrepreneurs such 31 of book and on the map loads than by road. This canals' (20 businessmen? support pack for as Wedgwood and of Britain we used to show was particularly useful mins). (Peace lower ability. Arkwright. coalfields draw on as many to Wedgwood because and War p34-35) canals as you can as it was also smooth accurately as possible. preventing breakage. Answer the questions on p31. Plenary - would anyone object to the construction of canals and why? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Can you think of three ways that railways would be Pupils will understand better than canals? What that railways are faster could be a disdvantage? and can carry more than Pupils watch the video the canals but they use 'Industrial Revelations - up land and pollute the railways' considering the atmosphere. They will To understand the questions 1. What invention Core and also see that Trevithick advantages that was needed to allow the foundation books. invented the locomotive Britain 1750- railways offered to development of Lower ability (only after the 1900 p32-33. What business and locomotives? 2. Was pupils can development of the use Video 'Industrial advantages did ordinary people but Stephenson the 'father of complete the of high pressure steam) Revelations - 19-20 Railways railways have also that not all the railways'? Read through 'Steam Dream' Local history but Stephenson gave it railways' over roads and people wanted them. p32-33 of books. Mark on sheet and all the popularity and (15mins). canals? Also to appreciate your map of Britain the could attempt the versatility which justifies (Peace and War the role of the Stockton to Darlington 'Was the railways his position as 'father of p36-39). railway in the growth railways and the Manchester a success?' sheet the railways'. They will of Bridlington. Liverpool railway. Look at for homework. also understand that the animation of 'inside the tourism was boosted by rocket' on bbc.co.uk/history the railways which is before attempting the why Bridlington grew questions. Plenary - how did throughout the 19th the railways help with the century. growth and development of Bridlington. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Divide the class into groups of four. Issue each group with 16 pictures in an envelope. The pupils must sort these on a large piece of paper. Up the side of the paper is a timeline going Pupils will see that the from 1750 to 1900. The connections between How did To understand the pupils must place the events and changes is population, idea that causes and pictures on the diagram in complex and every A1 sheet of Mixed ability farming, industry effect are the correct place. They must event or change can be coloured paper, groups are used Thinking 21 Connections and transport interrelated and then attempt to draw a connected in some way enveloped with to give a chance skills. work together to causes work connecting line between the with another - it is very pictures. to all to interact. make Britain together to produce pictures they feel are subjective but what is industrialised? an outcome. connected and write on the important is the reasons line why they are connected. why they are connected. Lines can go between any two pictures. One representative of each group is then asked to explain some of their connections to the class. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Look at source 1 on p130- 131 in the books. How manyindustries can you see? Note down three that Pupils will be able to you have not heard of use sources (written and To understand what before. Use these as a pictorial) to support their Core and historians regard as debate these in class to see findings and realise that Foundation industrialised and to if the pupils can work them people felt different The Early books. Gifted and How see how out. Using the sources 1-7, ways about Modern World talented can be industrialised industrialisation in pairs, the pupils complete industrialisation but it p131-133. given time to 22 Industrialisation ICT was Britain by affected many question on p133. Pupils affected almost www.spartacus.s research the area 1850? different fields. Also can also use the website to everyone. Pupils will choolnet.co.uk/in they have chosen to demonstrate this support opinions. The pupils also be able to state dustry.html beforehand to understanding to the then offer their opinions to their findings orally to add to their class. the class supporting the the class coming to a understanding. area they have chosen substantiated making sure they have conclusion. eveidence to support their reasons. Bring out these research skills in the plenary. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Try and think of three reasons why you would want to take over a country? What is the most important reason? Why did Core and Britain take over lots of foundation books. countries? Pupils look at the Foundation pupils maps on p52 of book and can have less pick out the differences. trade goods to Pupils then are given an A4 sort including map of the world and they Pupils will understand sugar and tea. To understand the are invited to fill in the that trade was the most This will facilitate basis of the empire countries that are part of the important motivation a debate about and how much of the empire in 1900 using the and basis to build the Britain 1750- how much they world Britain same key as the maps use. empire and trade goods Geography, How did Britain 1900 p54-55 consume of this 23 Empire controlled by 1900. Pupils then read through came from all over the Food build an empire? (new edition), A4 every week and To also understand p53 of the books. Tell the world. Pupils will also technology map of the world. could form the where the pupils that trade began to understand how life basis of a commonwealth change Britain. Pairs of changed in Britain due research came from. pupils are then given cards to these new trade homework in the with trade goods on them. goods. form of a diary. They then place these cards Higher ability on the map where they think could research Britain got that commodity three mre trade from. This is discussed on goods and where the board and the puils then they came from. fill in the trade routes as they go. Plenary - revise starter question to see if they have changed their mind. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Look at a plan of a slave This is an attempt to link ship. What does it show? slavery to the empire of How does it make you feel? trade to put it in context. Read through p62 and copy Pupils will understand the diagram of the triangle To research the how the slave trade on an A5 map of the beginnings of the started and work Core and atlantic. Read through p63 slave trade and see collaboratively to reach Britain 1750- foundation books. of book and write down an How did the how it was part of an answer using 1900 (new Collaboration answer to the key question. 24 The Slave Trade Slave trade the bigger trade assessment for learning edition) p62-63. promotes Geography Select pupils to read out begin? empire the British techniques. This will A5 map of the inclusion and their answers and then after were running and help build up an atlantic confidence in a number of responses ask put in the context of environment of sharing opinions. the pupils to add two more empire. confidence in stating sentences to their answers opinions and teamwork to improve them using what and encourage review they have heard. They may and amending of rewrite their answer if they previous work. like. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Brainstorm what words the class associate with slvery. Write these on the board and generate a sentence or Core and paragraph to define what a foundation books. slave is. (What does a slave Pupils will understand Gifted and not have that we do?). Read that slaves enjoy no talented can use through p4-5 of the books freedom and that it is a this website and Pupils will and complete the questions very old tradition that is Into the others to do What does it understand what on p5. Read the story of Bok prevelant today. Pupils Twentieth further research Geography, 25 Slavery mean to be a being a slave means and ask the pupils to name will understand also that Century p4-5. on slavery in an ICT, slave? and that it is still a the year they think that story it is an ongoing problem www.iabolish.co attempt to reach citizenship. problem today. is from. It is actually 1996. and understanding the m. a deeper Then show the class a flash relevance of studying it definition and presentation of the story on is obvious in our attempt undertake one of www.iabolish.com/slavery_to to stop it. the projects to day.htm. Finish off with help campaign asking them one at a time to against slavery. guess how many people are enslaved in the world today - answer 23 million! d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Look at source 5 on p13. What is going on? Who is in charge here? Watch the Pupils will understand video 'Black Peoples of the contribution African America' episode 1. Pupils leaders had in collecting To understand the are asked to watch the video and trading slaves. They Into the Core and effects of the slave and list as many effects on will also appreciate the Twentieth Foundation trade on Africa and What were the Africa as they can on a advanced society that Century p13-14, books. Open understand the The Effects on effects of the spider diagram using the was present in Africa Video 'The Black questioning and 26 extent to which Geography Africa slave trade on video. The class feeds back and the trade of guns Peoples of written work African kings Africa? this information on the spread the bad effects America allows themselves utilised board. Pupils then read p14 of ther trade. There Episode 1 (25 differentiation by the trade to make and complete questions 1-2. were some good results mins). outcome. money. Plenary takes the form of (new crops) but they asking the class if they were outweighed by the agree with source 6. (Were bad things. the Africans the architects of their own destruction?). d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Look at source 1. Think of three words that decribe what it would be like to be a slave on this ship. Read Pupils can through p16 and then watch produce either a Roots (1 hr approx). Pupils Pupils will identify and poster asking to are asked to add to their list empathise with the ban slavery using of words during the DVD harsh conditions Into the the information To understand the adding more about the endured by the slaves. Twentieth they have What was the conditions on board journey and the slave sale. Pupils will also Century p15-18. collected during journey and the slave ships and Pupils look at source 2. empathise with the Human The Middle Peace and War the lessons or the 27+28 arrival in the treatment that Does this support what you slaves feelings at the rights (RE, Passage p70-71. Roots more able could America like for they received at the have seen in the DVD? slave auction. Pupils PSHE) DVD (episode 1 write a speech the slaves? slave markets in How? Now read the story of will also understand how and 2) (1 hr that could have America. the 'Zong' slave ship p70 of powerful some of the approx). been made by an Peace and War. Does this images that were used abolitionist lawyer support the 'Roots' DVD? by abolitionists and why arguing against What does this tell us about they were selected. the atlantic slave the attitude of the slave trade. traders to their 'cargo'? (Sources 1-5 could also be used to answer this question). d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Put up the 'Slave Resistance - What Would You Do?' Sheet on the projector and invite the pupils to answer a, b or c to the five questions (they must Pupils will understand be honest). They then total and empathise with the up their answers and see types of people slaves what type of slave they were and what would be. It is the first type - motivated some to the ones that will have rebel. They will also Into The freedom at any cost that we Extension work understand the Twentieth To understand the shall look at. Pupils then could be to contribution made by Century p21-23. types of resistance watch the video 'Black research William the three leaders and 'Black Peoples and the stories of Peoples of America' ep 2 Wilberforce the debate who made the of America' three famous people and are asked to look out for Hull MP. This biggest contribution. Episode 2 (25 29+30+3 Who resisted the who fought back. certain key words that are could take the Fighting Back (Was it L'Overture mins), Amistad Local History 1 slave owners? Also to judge wand put on the board at the start form of an because he was first, Video (from the prioritise who of the lesson (maroon, Saint obituary, a Tubman because she beginning until contributed the most Domingue, Toussaint presentation for freed 300 or Cinque where the first to freedom of the L'Overture, Cinque and the gifted and because of the court jury is dismissed slaves. Wilberforce), they will have talented or a wall case? Whose by the President) to define them afterwards. display. contribution outlasted (25 mins approx). Pupils then complete the them?). Video helps worksheet on the projector. with the empathy and Pupils then read through the difficulties the slaves p21 and define what Harriet faced in gaining their Tubman, Toussaint freedom. L'Overture and Cinque did. They then have to work in pairs to discuss Questions 1 and 2 p23. This is then debated. Pupils then watch Amistad . d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Play the pupils 'Buffalo Soldier' by Bob Marley and place the lyrics up on the projector. Pupils are asked to listen to this and comment about what it is about. They can then come and highlight pertinent lyrics. Pupils look at p24-25 and pupils are picked to read out a northern Pupils will understand Core and argument. Another pupil the different attitudes in foundation books. then is picked to use a the North and South and More able pupils southern argument to how the south felt the can investigate counter it. This is done for North was favoured by the emancipation To understand the each northern argument. the president. They will Into The proclamation and different beliefs held Pupils the fill in and label a also see that Lincoln did Twentieth find out why by people in the Was the war map of the American states not rule out keeping Century p24-30. Lincoln waited northern ststes and 32+33 Civil War fought to free the showing slave holding slavery to keep the Video 'Glory' (30 until 1863 to Geography the southern states slaves? states. Pupils then work in union together. Slavery mins approx), make this and how the pairs. Each pair is given a was not the most Outline map of proclamation. southern economy number 1-4 and this important factor in the America c.1865. What was his was built on slavery. corresponds with each of war. Pupils may also motivation. Lower the yellow boxes. The pairs form an opinion about ability can then have to summarise why some people think investigate what each box in a spider it was. This can lead to emancipation diagram to diplay on the futher extension work. means. board. This is then brought together on the board and the pupils copy all 4 into books. Pupils are then invited to the board to highlight problems to do with slavery. Plenary: Is slavery the most important reason? Pupils then watch the first 30 minutes of 'Glory'. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Core and To know the meaning of foundation books. Show a photograph of a these specific historical Pupils can To understand that lynching and ask the pupils terms and to see how investigate freedom and equality to comment on what they people tried to control Into The subject specific are two different see. Pupils read through the issues related to Twentieth words once again things. There were p31 and 32 of books and black people. To also Century p31-34. or look up How free were groups that acted for define Jim Crow Laws, understand that black 34 Freedom? Picture of a important Citizenship black people ? and against black Marcus Garvey and the Ku people still had a long lynching, characters we will people to gain real Klux Klan. Why were these way to go to achieve (Optional video develop in further freedom (KKK, people and laws brought in? equality despite the fact on the KKK). lessons (W.E.B Marcus Garvey, Jim How did they attempt to they had freedom from Du Bois, Booker Crow Laws). solve the problems black slavery. This leads into T Washington, people were experiencing? the next lesson on Martin Luther segregation. King, Malcolm X). d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls display a picture of segregated water fountains Opportunities for and a 'whites only' coke extension work machine. Ask the students are many. Pupils to write down three could produce an questions they would like to obituary of MLK ask about what they see? based on their Pupils read through p35 and Pupils will understand knowledge. look t sources 1 and 2 and how segregation Pupils could Look comment on them. Pupils affected people. Also to at the policies of then watch an excerpt from understand the principle Malcolm X and the 'Peoples Century' video of non-violence and the MLK and about Little Rock High importance of the media Into the compare the School, 'Freedom Riders' in getting support for the Twentieth advantages and and 'sit-in' protesters. Again civil rights movement. Century p36-40. disadvantages of To understand the pupils feed back their Further pupils will Videos 'Peoples both. Lower qualities of thoughts. They then read identify the Century', ability could Did the Civil leadership exhibited through p37-38 and characteristics of a good 'Interview with produce a poster Rights by the leaders of the complete questions 1 and 2. leader and make this Martin Luther showing why non- 35+36+3 The Civil Rights Movement bring Citizenship, movement and to Pupils then are asked to link to traits MLK king' and 'Days violence is a 7 Movement freedom and art, ICT see how non- write three things on a exhibited and also That Shook The good way to equality to black violence worked to spider diagram that makes a identify the differences World 'Death of protest picking people? unite people behind good leader. This is fed between him and MLK'. Pictures of one of the major the cause. back to generate a class Malcolm X. Finally they segregated events (bus diagram. Pupils then watch will also understand the water fountains boycott, little rock the 'Interview of Martin outrage felt by people and coke high school etc). Luther King' (15mins) and on MLK's murder and machine. Lower ability the pupils mark off any of the repercussions of his could also design the traits on their diagram ability to get people a snakes and that MLK shows or talks together and how this ladders game about. This is then led the the fight carrying based on the discussed. Pupils then look on after his death. struggle for at source 6 (p39) and are equality goinf then asked in pairs to right back to comment on what the slavery up to civil leaders are thinking. They rights movement then read through Sources 4 (template in filing + 5 and complete questions cabinet). p40. Pupils then watch the d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Assessment could be done in a multitude of ways to favour Sheets from the mutiple 'Into the intelligences or Twentieth To explain in Pupils are given a writing Pupils will be able to the lower ability Century' support extended writing how frame from the 'Into the examine the progress (e.g An annotated pack, the text society has changed Twentieth Century' support made in gaining equality mind map using How equal is books and 38 Assessment in America and to pack along with the books but the fact that there is visual or textual Literacy America today? support sheets examine whether (p41) and they answer the still some problems prompts building using sources black people have questions using full black people have in on the snakes about equality today. sentences and paragraphs. modern America. and ladders segregation and game). Pupils the KKK (in filing could also cabinet). produce a powerpoint presentation or a newspaper article. Pupils are shown the first 2 Pupils will undertand minutes of 'Louis Theroux that racism is still meets the Nazis'.(The around in America and woman is designing a many of the same To understand that swatika on the floor for her arguments used in the people still have the children to dance around). past are being used by All pupils will be same beliefs as the Pupils are invited to racists today. Pupils will able to access Video 'Louis Is racism still KKK or the slave comment. Pupils then watch be able to argue against the video and 39 Modern America Theroux Meets Citizenship alive in America? traders and that they the rest of the video. The these points and be able argue against the the Nazis' still attempt to video is stopped to apply their knowledge characters in the impose their views intermittently and pupils are and understanding. video on others. asked to counter the They will also see the argument used by the mindset of the kind of racists in the video using people who enslaved their understanding of past orginally and the 'black' issues. members of the KKK. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils form groups of 4 or 5. Pupils will understand They then brainstorm what that there have been they believe war to be. This many wars other than is done on a sheet of suger the world wars and that paper and this is brought soldiers and civilians out to the front by a To understand the have suffered greatly representative and fed Source sheets Pupils will be put suffering caused by (civilians more so) back. Pupils are then given (possibly into mixed ability war but also the during these wars. Literacy, a number sources on a stickers to groups with roles Conflict in the What are the benefits and Pupils will also realise Work 40 sheet and asked to read assign roles assigned 20th Century effects of war? challenge the that good things have Related them and do the same within groups), according to misconceptions that arisen from war e.g Learning. again. This is also fed back sugar paper, ability to ensure the pupils hold womens' rights and an to the class and any pens. full involvement. regarding war. end to Nazi rule. This misconceptions are will challenge many highlighted and discussed. misconceptions and Plenary is asking the pupils broaden the pupils to define 'war' between them knowledge of war and as best they can based on its consequences. what they have learned. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Play the excerpt from Blackadder goes forth where Baldrick asks how the war started?(text is in 20th Century World p8). Peace and War The pupils are asked to p110-113, The explain what they have Twentieth heard. They make a note of Century p8-9, this because they will do the DVD same at the end of the 'Blackadder lesson. Pupils read through goes forth' ep 6, p110-111 and make a table To understand that the Video 'History's including the information in Great Powers were Core and To understand the Turning Points - sources 1 and 3. Then building up to war foundation text causes of the The Shot that What were the source 4 is discussed and regardless and that they books (The conflict and to Started the Causes of World causes and added to the table to give all have to accept some Twentieth Geography, 41+42 appreciate views of Great War' (30 War One results of World relative power in 1918. responsibility for the Century World), Film Studies who was to blame mins), Outline War One? Pupils then comment on war. Pupils will also use Peace and War and why the war map of Europe their findings. They the 'Blackadder goes forth' resource support started. 1914. Into the complete a map of Eurtope in a critical manner to booklet. Tywentieth labelling the alliances assess opinion. Century p114- (p113). Pupils then watch 115. Online 'History's Turning Points- lesson at The Shot That Started the www.schoolhistor Great War'. Whilst watching y.co.uk for long pupils must attempt to and short term assign blame for starting the causes. war. This is then fed back. In a plenary pupils must now reinterpret what Baldrick said and what Blackadder also said. Do they agree? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils look at 'The Harvest of Battle' and comment on Pupils can be the feelings of the person assigned pictures who painted it. Pupils are according to given a sheet with sources ability although once more and are asked to working in pairs comment on what they can To understand the effect will aid peer tell us about the First World of new technologies learning. Lower War. (Higher ability can also (aeroplanes, tanks, ability groups can be asked to evaluate the guns, poison gas, Source Sheet, use a picture To understand the sources too). Pupils work in machine guns) and Peace and War from 'horrible impact of new pairs on two of the sources empathise with the p114-115, (The What was it like histories' with A New Kind of tachnologies on the (Each pair are assigned suffering of the soldiers Twentieth ICT, 43 to fight in World accompanying Warfare battlefield and the 'their' own sources). Their (highlighted by the Century p12-25), Empathy War One? sentence stem suffering endured by analysis is then fed back to reading of 'Dulce Into the sheet in filing the soldiers. the class whilst the sources Decorum Est' if time Twentieth cabinet. An open are displayed on the data allows). Pupils will also Century p105-6. ended homework projector. Pupils then read be able to use sources give higher ability through p114-115 and start critically to understand a chance to the activity on p115 (Design the war and its impact. extend a leaflet to stop future wars). themselves by They must comment on new using ICT, picture technologies, the suffering simported from of the soldiers and how to the internet etc. avoid future wars. Pupils will finish this for homework. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Brainstorm: What would you To understand the do with Germany based on terms the allies imposed your ideas about who was on Germany and how to blame for the war last upset they were. Higher Core and lesson? Pupils look at p26- ability pupils could also foundation books. To understand the 27 and label on their own rank the terms to see Pupils can carry reactions of the outline map the territories which one was most on and complete allies at the Peace lost. They also add any difficult to accept (war their speeches for Conference and to other sanctions the allies guilt and reparations). homework ready The Twentieth understand the applied. Pupils then attempt Hopefully pupils will for next lesson The Peace What was the Century p26-27, 44 sanctions exacted the actvities on p27 (q1-2). apply knowledge from and higher ability Geography Treaties price of peace? outline map of on Germany. Also to They are then sked to look previous lessons to could even Europe 1918. see how this made at Source A and interpret it assert that it was not generate their them unhappy and in stages. (This is more for Germany's fault and own political how they would want the higher ability). Pupils are others were to blame cartoon from revenge. then asked to write a short too. Pupils will also either the Allied speech (one half of the class attempt to interpret a or German from an allied point of view political cartoon possibly viewpoint. and oner half from a german critically laying the point of view) about the foundation for work at terms of the treaty. KS4. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Brainstorm the meaning of 'appeasement'. Think of an example of a time you have appeased someone. Pupils Core and To understand the watch video on foundation text meaning of appeasement (20 mins) and books. Extension appeasement and the see if they can identify as tasks can be to motives behind Britain many reasons as possible investigate To understand why and France appeasing for why we appeased Hitler. whether it was Hitler was appeased Hitler. Pupils will also The Twentieth Was Pupils read p36-37 and wrong to appease Geography, and what the form an opinion of why Century p36-37, 45 Appeasement appeasement a complete the activities. in a piece of thinking advantages and we appeased Hitler and (Peace and War mistake? Pupils must decide on the extended writing. skills. disadvatages of the whether it was the p132-135), most important reason for Political cartoons policy. wrong thing to do. This appeasement and explain could also be may challenge the their choice. Plenary: Was used as a misconception of appeasement wrong? homework task to Chamberlain as a Higher ability pupils can use build on their use gullible coward. Peace and War p132-135 last lesson. for a more in depth study of appeasement with more detailed tasks. Look at Source A p38. Which caption next to it is Pupils will understand Core and correct? Discuss it with the why Hitler wanted to Foundation person next to you. Pupils invade Poland and link books. Pupils read through p38-39. The this back to the Treaty could investigate pupils then look at the of Versailles. Pupils will what Stalin's political cartoon on p138 of also see why Hitler The Twentieth motives were for Peace and War To understand why formed a pact with Century p38-39, making a pact 'Rendezvous'. What does it How did the Britain and France Stalin and this gave him Peace and War with the Nazis to The Collapse of mean? How does this affect 46 Second World declared war and the confidence to invade p138, 'Nazis a more roundly Geography Peace the outbreak of war? War start? why Hitler invaded Poland. Pupils may also Warning From develop their Plenary: Why did Hitler Poland. form the opinion that it History - The knowledge. invade Poland? Why did we was a surprise to Hitler Wrong War' (websites to use declare war? (Pupils could that we did declare war include watch excerpt form 'Nazis a and war in 1939 was far www.schoolhistory Warning from history - The from inevitable as .co.uk, Wrong War' to reinforce the appeasement was still www.spartacus.sc idea that Britain declaring in the equation. hoolnet.co.uk). war was a surprise - last 5 minutes is useful too). d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Look at Source A (p52). What is happening? In pairs Pupils will be able to Core and write three sentences to define 'blitzkrieg' and foundation books. expalin the events you can appreciate the massive Support sheets see. Pupils read through To understand the effect that tanks from text book p52-53. The class discuss concept of Blitzkrieg aeroplanes and new The Twentieth support packs. A questions 4 and 5 (p53) and the way it was tactics had on the Century World lot of scope for How were the before attempting to answer applied to France in battlefield and the swift p52-53. (Peace extension work War in Wastern Germans able to them in their books. This Geography, 47 1940. Also to defeat of France. They and War 158- (e.g diary of a Europe defeat the Allies brings in reliability and German understand the will also appreciate the 163). Optional person at so quickly? interpretation. Plenary: What reason the Luftwaffe difficulties and video if time Dunkirk, technology was used by the called off their air dtermination of the 'Dunkirk'. contrasting two sides in the events we war over Britain. Allies to evacuate so newspaper front have been reading about? many at Dunkirk and pages of Dunkirk - What effect did it have on fight so hard in the Victory or the course of the war? How Battle of Britain. Defeat?) does this compare with the First World War? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Project a map of Eastern Europe on the board with oilfields, farming land coalfields and industry marked on it. Pupils must think of as many reasons why Hitler would have Pupils will be able to To understand the invaded the Soviet Union. form an opinion why enormity of the Pupils then are given two Hitler decided to invade battle and the terms - 'lebensraum' and the USSR and suffering of the 'untermenschen'. These are understand subject soldiers and defined and the pupils. specific terms. Pupils The Twentieth civilians. To Pupils then read through will also be able to draw Century World Core and The German Was the invasion understand the p54-55 of the text books. conclusions from the p54-55. (Peace foundation books. Geography, 48+49 Invasion of the of the USSR by attitude of the They are then asked to DVD to counter Hitler's and War 172- Support sheets empathy USSR. Hitler a mistake? Germans to the watch a the DVD 'World at assertions and find 175). DVD from text book Russians and that it War - Stalingrad' and find evidence to support World at War support packs. was a battle of evidence to contadict Hitler's their opinions. Pupils will 'Stalingrad'. annihilation. To see assertion that Russians also identify Russian that it was a turning were subhuman. Pupils then civilians as the group point of the war and discuss the meaning of that suffered most in the for Hitler's ambitions. source C (p55) and war on the eastern front complete the questions. (20 million dead). Plenary: Why did the Russians defeat the Germans? Did technology help? Who suffered the most in the invasion of the USSR? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Watch 10 mins or so of Pupils will understand 'Pearl Harbor' that show the the need for raw attack. What are the materials and a desire Japanese attacking and Core and to get Europeans out of To understand why why? This is then fed back foundation books Asia led to the attack as Peace and War Japan attacked to the class. Pupils read for The Twentieth Why did the the USA's navy could 180-181, ('The Pearl Harbor and through p180 and in pairs do Century. Support Geography, 50 War in the Pacific Japanese bomb potentially have stopped Twentieth that the Japanese the activity. With time sheets from text group work Pearl Harbor? the Japanese. Pupils Century World had many easy permitting this can be book support will also appreciate the p60-61). victories up to 1942. snowballed into larger packs for lower scale of the defeats for groups of 4 to further refine ability. the allies up to 1942 and choices and share seehow difficult the war reasoning. This is then fad was against Japan. back to the class. Pupils will understand The pupils will watch DVD the fear of the soldiers 'Saving Private Ryan'. They Differentiated by on both sides and the will be expected to write a outcome. Pupils desperate nature of the To understand the diary entry continuing the will be able to fighting. They will be hardships and fears soldiers journey towards research further able to empathise with What was it like of the soldiers Germany and the end of the their diary entry Allied Victory in this and put it into their DVD 'Saving Literacy, 51+52 to fight at D-Day landing on D-day war. They must try and by going to the West own words in the form of Private Ryan' empathy and beyond? and the desperate make it as authentic as www.bbc.co.uk a diary entry nature of the fighting possible mentioning the and looking at the incorporating their prior on both sides. technology of war and how it excellent knowledge of the was used bringing together resources technology of war and the knowledge and available here. the level of suffering the understanding so far. civilians had to endure. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils watch the pilot of Enola Gay talking about his experiences on the World at Core and War DVD 'Bomb'. Do you foundations think he thought it was books. Pupils can Pupils will understand justified? Pupils then read use support the motives behind the through p198-199 and Peace and War sheets with dropping of the bomb answer the questions. Pupils p198-201. DVD sentences stems and be able to form an then form groups of four or 'World at War - in the filing opinion of whther it was five and look at p200-201 Bomb', video cabinet. For To understand the justified or not. They will and group the sources 'Days That extension work arguments for and be able to do this from Was the together according to the Shook the World pupils can write Victory in the against dropping the written and pictorial Group work, 53+54 dropping of the activity on p201 (The - Atomic Bomb' their feelings on Pacific bomb and make a sources and ICT. They empathy bomb justified? sources can be on (The Twentieth whether the judgement based on will be able to share laminated cards to make the Century p64-65), bomb was this. these opinions with process easier). They then (Into the justified in others and refine their feed back the answers to Twentieth extended writing conclusions with the the class. After plenary, if Century p122- form or the form addition of further time allows, pupils can 126). of a poster opinions from others or watch an excerpt of 'days making their from further information. that shook the world - opinions clear atomic bomb' to reinforce and their the consequences of the reasoning. explosion. Does this affect their opinions? d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils look at a picture of Pupils will understand two Jewish pupils being that death was not the humilated in a classroom in first resort. Jews were the 1930's. How do these increasingly persecuted The Twentieth pupils feel? How do you feel during the 1930's in Century p66-67, about this? Pupils read order to get them to (Peace and War Core and through p66-67 and leave (and comparisons To understand the p186-188) foundation books, construct a timeline of can be drawn to earlier nature of anti- picture of Jewish support events leading up to work between the semitism in children in a worksheets with How did the 'Kristallnacht' in their books. segregation of black 55 Holocaust Germany in the German sentence stem PSHE, RE persecution start? The timeline could be shown people in America). It 1930's and the classroom, video answer sheets as a series of steps going was a gradual process motive sof Hitler in 'Days That and up. Pupils then watch the and Hitler got away with promoting this. Shook The wordsearches for 'Days That Shook the World more and more and the World - lower ability. - Kristallnacht' (30 mins). German people allowed Kristallnacht' (30 Whilst they are watching him to do this and he mins). they must think about the cleverly sidestepped the questions 'how did Hitler get issue on Kristallnacht by away with it?' and this will be handing over to the subject of the plenary. Goebbels. Pupils watch the excerpt of German women being DVD ''World War shown around a Pupils will understand Two in colour', To understand what concentration camp in 'The the horror of the camps The Twentieth happened to the Core and Second World War in and the terrible Century p68-69, Jews as the war foundation books, Colour'. (note these images conditions and jobs the (Peace and War went on and to see support are disturbing). Why was inmates had to endure p189-193), video the technology used worksheets with The Final What was the this done? Pupils read and the anger they and 'World at War - 56 to kill these people. sentence stem PSHE, RE Solution final solution? through p68-69. Pupils then the allies felt when the Final solution', Also to understand answer sheets watch 15 mins of video full horror of the camps Powerpoint that it was not only and 'World at War - Final was finally revealed. presentation on the Jews that wordsearches for solution' for the descriptions They will identify this the holocaust suffered in the final lower ability. of some of the inmates of from personal testimony from solution. the camps. Pupils can then and pictures and film. www.schoolhistor complete the questions on y.co.uk. p69. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils will understand Support To understand why Pupils watch the film that it is filmed in the worksheets are the film was made 'Schindler's List' and are way it was to give more available with and why it was asked to make notes on the impact and give the sentences stem Why is filmed the way it following questions 1. How pupils a feeling they are answer sheets Film Schindler's List was. To see how did Schindler try to help and there. They will also Video and 57+58 Schindler's List Studies, such an accurate it is and to why? How did the identify the conflict 'Schindler's List'. wordsearches. empathy important film? see how some commandant of the camp inside the main Pupils can attempted to help justify his actions? Why did characters and the complete the the Jews in their Spielberg make this film the confusion and answer to the key desperation. way he did? desperation of the question as a inmates. homework. Is a diary a good historical source? Why? Pupils are introduced to the story of website Anne Frank using a annefrank.org, powerpoint presentation ot Pupils will identify the annefrank.com To understand why the text books. Pupils use Pupils can carry key events of the (this has a the diary has the computer suites to work on with the Holocaust and see the scrapbook of her Why is the Anne captured the individually or in pairs to project for events from a personal life as a ICT. Art, 59+60 Anne Frank Frank story so imagination and generate a scrapbook of the homework and perspective and how demonstration), Empathy popular? empathise with the holocaust charting a story of make it as these events affected powerpoint events of the the events from the time comprehensive ordinary people like presentation, Holocaust Hitler came to power to the as they like Anne Frank Into the end of the war using key Twentieth events and characters. It Century p162 must show feelings of people and be in the first person. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls Pupils will be able to examine the causes of Pupils are given a writing the holocaust and reach frame from the 'Into the a conclusion about why To explain in Twentieth Century' support Into the the holocaust Why did the extended writing the pack (if needed) along with Twentieth Support happened. More able 61 Assessment Holocaust causes and reasons the books (p146-167 and in Century p146- worksheets are Literacy pupils will be able to happen? why the holocaust particular p175) and they 167. (Peace and available. plan their essay, the happened. answer the questions using War p186-193). less able will be able to full sentences and do this using a paragraphs. framework to structure their ideas. What do the words 'Iron Curtain' suggest to you? Write down three words that Pupils will understand Core and you think when you see the subject specific foundation books, these words. This can terms 'communist', support further be explored by a 'capitalist', 'Iron Curtain'. worksheets with mind map focussing on the Pupils will also identify sentence stem To identify the way two words . Pupils read the reasons for the answer sheets Europe was divided through p124-125 and tensions between the Into the How was Europe and and understand the define the terms 'communist' superpowers (making Twentieth 62+63 The Cold War divided after wordsearches for Geography tensions of the two and 'capitalist'. Pupils then reference to prior Century p124- World War Two? lower ability. superpowers after complete the activities p126. knowledge of the atom 128. Sheets and the war. Pupils also fill in a map of bomb) and be able to powerpoint Europe after the Second identify the countries presentations World War labelling the two that came under Soviet available on spheres of influence. Pupils influence. Pupils can www.schoolhistory can also move on to p128 then attempt to define .co.uk/resources. and complete activities as the term 'Cold War'. an extension task or a homework. d1820d2b-67c4-41c1-9d75-eb3384d3734e.xls
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God of Wonders - Music Videos
Embed churchatpromenade 332 views 2011-10-10T23:29:22 This is the Church at Promenade's worship team playing "God of Wonders."
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Ginger And Apple Crumble
4 Oct 2010
|1 1⁄2 Pound
|Brown sugar
|4 Ounce
|Grated lemon rind
|1⁄2 Teaspoon (A little)
|2 1⁄2 Ounce (1/2 gill, approx)
|3 Ounce
|Plain flour
|6 Ounce
|Castor sugar
|3 Ounce
|Ground ginger
|1⁄4 Teaspoon
Peel, core and slice the apples into a pan.
Add 1/2 gill water, 4 oz brown sugar and lemon rind.
Cook gently with lid on the pan until soft.
Place in a greased 2-pt. pie-dish.
Rub the fat into the flour until of the consistency of fine breadcrumbs.
Add the castor sugar, ground ginger and mix well.
Sprinkle the crumble over the apple; press down lightly.
Bake in a moderate oven (350° F., Gas 4) until golden brown, and the apples are cooked—about 30— 40 min., depending on the cooking quality of the apples.
Dredge with castor sugar and serve with custard or cream.
Note: For apples the same weight of the following may be substituted: damsons, gooseberries, plums, raspberries or rhubarb, and the crumble named accordingly.
Recipe Summary
Difficulty Level:Easy
Cook Time:40 Minutes
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Ginger And Apple Crumble Recipe


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- Click OK and enter your master password to save the change.
You will receive a push notification on your phone that will prompt you to select "allow" or "deny". Select "allow", pairing is complete, and you have now enabled Toopher with your LastPass account.
Now if you choose, the Toopher – LastPass, two factor authentication can be automated. If you are on the same computer, in the same location logging into LastPass (the same site) you can tell your mobile device to automatically log you in next time. Simply slide the "automate when near here" slider to the right. Now Toopher will automatically enable two-factor authentication for you. This feature can be turned on or off whenever you wish.


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By the time she jumped in front of the train, I was ready to push her.Published 19 days ago by reader jane
This book is just plain beautiful. I love this version because of the footnotes....it keeps me from having to google things that I wouldn't have understood otherwise. Great!!Published 1 month ago by J. Lemere
Come on Amazon --this is Tolstoy! My 16 year old daughter and I are reading together and watching the BBC version along the way --she is completely enthralled as am I.Published 1 month ago by LStevens
This book, translated by Richard Pevear and Larissa Volokhonsky was the one I read and enjoyed. I believe how Tolstoy is translated is most important. Read morePublished 1 month ago by Martha Jean Jimenez
This book is wonderful. Received the book as gift from a friend, and took a Kindle copy with me on a long business trip. It was hard to put down. Read morePublished 1 month ago by art Stukey
amazing translation - so engaging. I wanted to always be inside this book.Published 2 months ago by JMe
I won't go into detail about what I love about this novel itself as there are plenty of better-qualified reviewers to do that for me. Read morePublished 2 months ago by Chathan Vemuri
I really like this book, this book was enjoy full to read. In the future I will read it again. Good book.Published 3 months ago by adilene


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BOSTON – More than 17,000 military-service members and consumers throughout the country targeted by a predatory lending scheme will receive $92 million in debt relief under a settlement filed last week involving Massachusetts, the federal Consumer Financial Protection Bureau and 12 other states, Attorney General Martha Coakley announced. more
BOSTON – Newport is the 13th most-expensive summer destination in the U.S., while two Massachusetts communities ranked in the top three, according to a new survey from CheapHotels.org. more
ATTLEBORO – Massachusetts officials last week broke ground on the Riverfront Drive Project in Attleboro, a new roadway that will provide a "critical connection" to the Greater Attleboro Regional Transit Authority Intermodal Center. more
The phrase "public school teacher" conjures myriad conflicting images and memories, depending on our personal experiences. more
If I pay money to your lender to lower your mortgage rate – permanently – will you make me a better offer on my house? more
When evaluated by metrics and by standing in a national competition, students who've been participating in the Hasbro Summer Learning Initiative have been found to be making critical gains in literacy and math. more
BY Patricia Daddona
Will car-service apps Uber and Lyft be allowed to operate permanently and unregulated in Rhode Island? At this pace the state may never know. more
By Patrick Anderson
Nicole Lagace last year stepped in to lead HousingWorks RI as interim executive director after former Executive Director Nellie Gorbea left. Lagace had spent four years in communications at the research group, developing the organization's communication initiatives and managing public relations activities, including its annual Housing Fact Book and other special reports. more
By Patricia Daddona
Rhode Island is home to an estimated 2,000 individual designers and firms ranging in focus from graphic arts to industrial design, and as such, the ideal place to host the state's first design week, says Lisa Carnevale, co-founder of DesignxRI. more
By Patricia Daddona
The Providence Business News Executive Poll is a weekly survey of 70 business leaders throughout the state, representing small and large companies in a variety of industries. more


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Ben 10: Omniverse 2 has everything fans love about the hit series: Aliens, action, and an all‐new adventure. The fastest Ben 10 game ever puts Ben in a race against the clock to make every alien transformation count in his battle against the all‐new Incursean invaders. Set off on an all‐new adventure, Ben infiltrates Incursean battleships to save the resistance fighters. Face off against new enemies featuring authentic voices in an all‐new story written by the writers of the actual Ben 10 Omniverse TV series. All‐new free‐running chase and brawl sequences and fast paced alien switching action make this the most intense Ben 10 game yet.
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37 year old man | Fayetteville, NC, USA | Seeking women 28-42 within 70 miles
This is somewhat odd but i will give it a...
This is somewhat odd but i will give it a shot, here it goes: I am 37 yrs old, been in the military for 13 yrs. Never been married, do not have any children, love music(mostly loud/industrial and other craziness), play the bass and the drums. Enjoy fitness and all aspects of it (working out/martial arts/running/surfing). Friends and family say that i am loyal, resourceful, and dependable. I will not put a standard list of what I am looking for and what are absolute dealbreakers, however I will state the following: Contact me if you have a passion for fitness in any capacity. Somebody who enjoys working out/running/athletically oriented would be fantastic to spend time with, this however is not a dealbreaker; In essence, it would be great to meet someone who I can have a conversation with about everything and nothing, substance is greatly appreciated, beauty can go only so far, but of course physical attraction is a definite must. I am a career military man and I will say that if you want to consider anything with me please be aware that deployments are a fact of my chosen profession. A woman with good morals whom I do not have to question loyalty, love, and consistency is awesome and it should be expected from me as well in return. If this is a problem click next.. I would like to be friends with someone first and not rush into anything, last time I checked Rome was not built in one day (are you picking up what I am putting down?) My mantra is that all things happen for a reason. Communication is what makes or breakes a relationship, very important indeed. Do I have a type; Yes I would have to say I do- I absolutely love a woman with clear eyes, pale white skin, and jet black hair-Viking Princess lol. She does not have to be amazon tall btw!! Although Blondes, Reds, and whatever other colors from the rainbow are applied does not bug me..I have tremendous respect for independent women who are not clingy and can act as my best friend, lover and who knows-perhaps grow old with type..I wont marry you tomorrow but I will be there with you through the thick and thin, enjoy the sunset in the middle of nowhere while holding you tight and whispering in your ear how much I appreciate you. Disclaimer:I dont mind if someone has a child, in all honesty I really dont know if I want children (leaning towards no), again if this is a problem click next.. Oh yes before I forget, please don't bother me with tremendous amount of drama, if you are on the rebound and have not gotten over a past relationship, flame, mistake, or whatever it may be, it is best you move on. Thank you kindly, good luck and have a wonderful day.
Coffee and conversation , Dining out , Movies/Videos , Museums and art , Music and concerts , Shopping/Antiques , Video games
Martial arts, Other types of exercise, Running, Weights / Machines
I exercise 5 or more times per week.
Middle of the Road
i think i am a jack of all trades when it comes to places to hang or get aways, i like concerts, quiet movie nights, traveling to the bahamas, or a simple dinner and walk always is nice. Australia and Norway are two places i want to check out.
Norwich University, Northfield, VT
when its raining i guess reading or making music would be my pleasure or the occasional video game is good too, watching documentaries on the History channel is always cool. Love going for long runs/circuit training...
on my time off i enjoy working out, going for a run, practicing martial arts, and music both playing the bass or drums with friends or just reading a good book
The secret history of the world Mark Boone
Z{{Cta}} {{#if HasMoreInfo}} ?{{CtaSecondary}} {{/if}}
|What he is looking for
|6'3" (190cms)
|5'5" (165cms) to 6'1" (185cms)
|Body type:
|Athletic and toned
|Slender, Curvy, Athletic and toned
|Blue, Green, Hazel
|Auburn / Red, Black, Light brown, Dark brown, Blonde
|No Way
|No preference
|No preference
|Political / Govt / Civil Service / Military
|No preference
|$50,001 to $75,000
|No preference
|Never Married
|Never Married, Widow / Widower, Divorced
|Have kids:
|No preference
|Wants kids:
|No, but it's OK if my partner has kids
|No preference
|Latino / Hispanic, White / Caucasian
|White / Caucasian
|Spiritual but not religious
|Agnostic, Buddhist / Taoist, Christian / Catholic, Christian / LDS, Christian / Protestant, Jewish, Spiritual but not religious, Other
Raised Catholic, however I am not one to push my religious/spiritual/circle of beliefs onto anyone. I have a very personal relationship with the Universe-I can find the Lord anywhere..
|No preference
|Some college
|Bachelors degree


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What's New
A few minor tweaks behind the scenes.
App Description
The fashion! The stars! The glitz! The winners! It's all here in this unparalleled, high-class and FREE app from E!, the leader in red carpet entertainment.
This Live From the Red Carpet app lets you experience total VIP access to Hollywood's hottest events, right at your fingertips.
You'll hit all the big shows, live and in high-gloss interactive bliss: the Academy Awards, Golden Globes, Grammy Awards, SAG Awards, red carpets of weekly movie premieres and film fests.
This app brings you celeb news, A-list fashion photos and interview videos from awards season's marquee events. (And on the iPad, you can zoom in and check out every fab fashion detail in stunning high-res galleries.)
Get up-close celebrity interviews with our livestreams and massive video coverage, and dive into the GlamCam 360, our futuristic Matrix-like fashion cam!
You'll have instant access to hundreds of E! articles, breaking down everything from the winners and upsets to the shows' best (and worst) moments. Plus, connect with Twitter to share your VIP access with the world.
App Changes
- September 11, 2014 New version 3.17
- January 24, 2014 New version 3.16.341
- January 07, 2014 New version 3.15
- January 01, 2014 New version 3.14
- January 24, 2013 New version 3.12
- January 15, 2013 New version 3.11
- January 10, 2013 New version 3.1
- December 20, 2012 New version 3.0.1
- December 14, 2012 New version 3.0
- August 24, 2012 New version 2.4
- July 17, 2012 New version 2.3
- February 18, 2012 New version 2.2.2
- January 09, 2012 New version 2.0
- July 22, 2011 Initial release


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KY journalist reflects on the crash of Arrow Air Flight 1285, 27 years ago this week
Gander, Newfoundland isn't much bigger than Mayfield, KY, but since the 1930s, it's been one of the world's more important airports. It played a pivotal role in World War 2 as a staging area for U.S. and British Commonwealth war planes. More recently, the people of Gander played host to the more than 66 hundred air travelers stranded there by the closure of North American airspace following the 9-11 attacks.
Gander has, however, been closer to American tragedy.
Early in the morning of December 12th, 1985, Arrow Air Flight 1285 from Gander to Fort Campbell crashed and exploded on take-off, killing all of the 256 passengers and crew aboard. 248 of them were members of the 101st Airborne on their way home after a peacekeeping mission in the Sinai Desert.
The loss profoundly affected not only Fort Campbell and Hopkinsville, but the small Canadian town as well. Kentucky New Era Opinion Editor Jennifer Brown traveled to Gander to find out why, and she speaks with Todd Hatton about what she found.


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WOODLAND – Minnie Florence Ward Chandler, 87, died Tuesday, June 17, 2014, in Trace Regional Hospital. She was born Oct. 7, 1926, in Chickasaw County to Robert Ward and Dora Gaskin Ward. She was a member of Woodland Baptist Church.Visitation service will be from 1 p.m. until service time at 3 p.m. Thursday, June 19, […]
Tag Archives | Cohea
Minnie Chandler
By Floyd Ingram | 8:01 AM | June 19, 2014 | Obituaries
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FINAL ENTRY DEADLINE IS: Wednesday, March 25, 2015 must arrive by 1700
Disclaimer of Liability: Competitors participate in the regatta entirely at their own risk. See RRS 4, Decision to Race. Neither the organizing authority nor the host organization, nor the sponsors will accept any liability for material damage or personal injury or death sustained in conjunction with or prior to, during, or after the regatta.


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Welcome to Hyperion Records, an independent British classical label devoted to presenting high-quality recordings of music of all styles and from all periods from the twelfth century to the twenty-first.
Hyperion offers both CDs, and downloads in a number of formats. The site is also available in several languages.
Please use the dropdown buttons to set your preferred options, or use the checkbox to accept the defaults.
from notes by John Heighway © 1988
|Parry: I was glad & other choral works
Music that is part of the English psyche, and who better to rejoice in it than Westminster Abbey Choir?» More
|A Festival of Psalms
An exploration of the themes conveyed by the Old Testament—strife and joy, prayer and praise—as interpreted by composers over the course of four and a half centuries—with music by Allegri, Bernstein, Byrd, Parry, Purcell and Wesley» More
|Hear my words
|Parry: Sacred Choral Music
'A fine recital' (Gramophone)» More
|The English Anthem, Vol. 4
'The choir sing with their customary splendour and assurance' (Gramophone)» More


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Bryan Pala Signs with Coahoma Community College
Seated: Bryan's mother, Kari Hansen and Bryan
Standing from left: Hernando High School Principal, Freddie Joseph and Assistant Baseball Coach, Chris Haley
Athlete of the Week
Alyssa Hitt
Hernando High School
This week's Guaranty Bank and Trust Athlete of the Week is Hernando senior catcher Alyssa Hitt (second from left). Alyssa is joined by bank representative Vicky Gabor, coach Jayme Vinson and bank representative Lola Robison.
Photo by Bob Bakken - DeSoto Times-Tribune
Athlete of the Week
Lorenzen Burton
Olive Branch High School
Olive Branch trickster Lorenzen Burton (second from right) is this week's Guaranty Bank and Trust Athlete of the Week. Burton is joined by (from left) bank representative Collin Tackett, coach Michael Evans, holding the team's state championship trophy, and bank representative Eddie Reed.
Photo by Bob Bakken - DeSoto Times-Tribune
Olive Branch High School
Wins Class 6A Boys Track & Field
State Championship
For the first time in the history of Olive Branch High School, a group of ten athletes won the overall Mississippi High School Activities Association 6A State Championship in Boys' Track and Field, according to OBHS Principal Alyson Killough.
"This is a tremendous accomplishment that took much work and preparation," Mrs. Killough said.
Mrs. Killough pointed out that it took a total team effort to secure this title. The individuals who made this happen are:
· Lorenzen "Zoe" Burton won first in the state in the 200 meter dash and 400 meter dash
· Dontavis "Doe Doe" Bruce, Kyquansar "Kyky" Austin, TJ Jallow, and Zoe Burton won first in the state in both the 4 x 100 and 4 x 200m relays
· Fred Walls won 2nd in discus and 3rd in shot put
· Gabe Fortenberry, TJ Jallow, Devin Johnson and Jakiel "Turbo" Honorable won 3rd in the state
4 x 400m relay
The OBHS track and field coaches are Michael Evans, Connor Denison and James Gaspard.
Athlete of the Week
Camaryn McClelland
Center Hill High School
Center Hill track and field specialist Camaryn McClelland (center) is the Guaranty Bank and Trust Athlete of the Week. She is joined by (from left) coach J.J. Downs, bank official Colie Sanford, favorite teacher Kristie Cohea, and principal Doug Payne.
Photo by Bob Bakken - DeSoto Times-Tribune
Athlete of the Week
Nay Strickland
DeSoto Central High School
This week's Guaranty Bank and Trust Athlete of the Week is DeSoto Central track and field star Nay Strickland (center) flanked by bank official Kristy Hopper and coach Danny Jansen.
Photo by Bob Bakken - DeSoto Times-Tribune
Serving as director of all athletic programs for the largest school district in the state of Mississippi, Anthony Jenkins brings a wealth of knowledge, wisdom and passion for creating and maintaining a level of greatness to DeSoto County Schools' athletic programs. Jenkins, a product of DeSoto County Schools, earned a bachelor's of science degree from Mississippi State University and a master's degree in Athletic Administration from Concordia University. He was head football coach, athletic director, head track coach and powerlifting coach for 26 years at Hernando High School. Jenkins served on the Mississippi High School Activities Association from 2009 to 2013.
Sportsmanship, commitment and leadership are a few of the qualities that young people learn through participation in DeSoto County Schools' athletic programs. DeSoto County School District has been home to many great athletes and state championship teams in sports sanctioned by the Mississippi High School Activities Association.
DCS has the finest of athletic facilities. Our young student athletes have adopted the district's motto, "excellence is a commitment," and are dedicated to show this each and every day. The lessons they learn through participation in sports will help carry them throughout the rest of their lives, on and off the field.
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App Description
Minerals and Crystals is a great collection with most interesting natural minerals, crystals and precious rocks.
Main features:
- Minerals with photos and info
- Quiz
- Compare
- Slideshow
- Photo edit
- Bookmarks
- Share and save to photo library
- Offline availability
Check out some screenshots.
App Changes
- June 13, 2014 Initial release


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ASSEMBLYPROPERTY (Transact-SQL)
Applies To: SQL Server 2014, SQL Server 2016 Preview
Topic Status: Some information in this topic is preview and subject to change in future releases. Preview information describes new features or changes to existing features in Microsoft SQL Server 2016 Community Technology Preview 2 (CTP2).
Returns information about a property of an assembly.
Applies to: SQL Server (SQL Server 2008 through current version).
The following example assumes a HelloWorld assembly is registered in the AdventureWorks2012 database. For more information, see Hello World Sample.
USE AdventureWorks2012; GO SELECT ASSEMBLYPROPERTY ('HelloWorld' , 'PublicKey');


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Advanced Search
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- ›› Grade Level : 8
Teaching Resource
Religion and Literacy in Colonial New England
Puritans believed that reading the Bible was important to achieving salvation and, therefore, teaching children to read was a priority in their colonial centers. The New England Primer, first published in Boston in 1690 and used by students through the nineteenth century, was seen as a means to advance literacy. With more than five million copies of the Primer sold, generations of children first learned their ABCs through this publication. The document image is an excerpt from the Primer...
Teaching Resource
Thomas Jefferson, Renaissance Man
Thomas Jefferson has often been called a "Renaissance man," someone who is talented in many areas. The term is often used to describe the Italian painter Leonardo Da Vinci, who not only painted the Mona Lisa, but who also made important contributions to sculpture, astronomy, physiology, architecture, and many other fields. Jefferson is well known for his contributions to American politics and government; this lesson allows students to explore some of his other talents.Materials ...
Teaching Resource
Jefferson and Slavery
Thomas Jefferson in the Declaration of Independence invokes the ideals of democracy and freedom. Yet he remains a slaveholder for his entire adult life, and (unlike George Washington) does not free his slaves in his will. Jefferson's own struggles, moral and political, to reconcile his position as a slaveholder and a democratic idealist earned him admiration on the one hand and a deep distrust on the other. Recent DNA evidence has shown it likely that Jefferson fathered at least one child by his slave Sally Hemings. In...
Teaching Resource
The Great Awakening
The most important religious development in colonial America was the introduction of religious revivals known as the Great Awakening. Religious revivals first appeared in England, Scotland, and Germany, and ultimately spread to the colonies. The fervor of these revivals represented a reaction against the formality of Congregational churches. A leading figure in the Great Awakening was the clergyman Jonathan Edwards, who attempted to reconcile Calvinism and the Enlightenment.Significance
Teaching Resource
The Space Shuttle Challenger Disaster
Teaching Resource
Dwight D. Eisenhower's Domestic Leadership
Teaching Resource
The Treaty of Tordesillas: Resolving "a Certain Controversy" over Land in the Americas
Imperial rivalries have often been resolved through war; however, the Treaty of Tordesillas is an important example of a rivalry that was resolved without hostilities through the demarcation of areas of influence by the Catholic Church. The Treaty of Tordesillas successfully arbitrated which lands could be ruled by Spain and which could be ruled by Portugal by creating a boundary "three hundred and seventy leagues west of the Cape Verde Islands." This line ran from the North to South Poles....