Students conduct a “round robin” exercise, gathering information from their classmates after each student is given just one piece of information from this list. They then have to categorise their points and put them into a diagram using classtools.net.

Primary sources and discussion points relating to the events leading to the death of King Louis XVI (and of Marie-Antoinette).

A worksheet to run alongside this innovative activity designed to bring the drama of King Louis XVI’s desperate gamble alive

A role-play lesson. Students consider how they would have voted on each of the key issues discussed at the Tennis Court, then compare these to what was actually decided.

Students are provided with a list of possible questions for a GCSE-style test. In a subsequent lesson, the teacher should pick one question at random and the students write their answers in a timed exercise.

The teacher should start by showing students this PowerPoint Presentation of stills from the Kirsten Dunst film to decide what impression is being created. They then use the worksheet to decide how accurate the interpretation actually is.

A good King? A good man? both? neither?! Students reach their verdict after looking at a variety of primary sources.

Which of these three were the most important? And what nasty “dirt” can we find out on each of these philosophers to minimise the damage to the King?

An innovative activity designed to help students learn about the opening stages of the Revolution. There is a worksheet that can be used to accompany the activity.

A presentation designed to generate student interest and establish the relevance of the subject.

A totally updated version of this interactive, self-contained game designed to teach students about some of the worst jobs available to young people in Victorian, Tudor and Middle Ages Britain. Simply answer a series of questions about your personality and preferences, and get a full description of your perfect working-class job. A workheet is provided…

The Trade Triangle is explained and then students produce a “living graph” of the experience on board the ships using www.classtools.net.

Students are presented with a series of images of objects, then of people from different continents, and have to deduce from this evidence what the next topic of study is likely to be.

Students read an extract from the “Gentleman’s Magazine” of 1789 and underline all the arguments the writer puts forward in defence of the slave trade, the considers how these arguments could feasibly be challenged.

Students are provided with a selection of possible questions in the GCSE Paper 1 format (a. Describe, b. Explain, c. Assess). They are told that one of these three-part questions will be set as the end of unit assessment – it is up to the teacher which to choose!

Students are presented with a detailed timeline of the process of abolition, and then provided with four different tasks to choose from which will enable them to make sense of the information. Students can choose one or a combination of these tasks to complete.

Each student is allocated a different character to research and to produce a wiki about. The class then has a balloon debate over several rounds to determine the overall winner. The debate from students at the International School of Toulouse can be seen here.

This PowerPoint provides students with an overview of the actual methods used by the real abolitionists. How do they compare with the campaigns the students came up with for Alan Sugartrader?

Alan Sugartrader of the good ship Amistrad leads the abolitionist movement in your local town. He has invited ambitious young businesspeople to come up with a brand new national campaign designed to generate support for the anti-slavery cause. Using a range of sources and a structured framework for preparation, groups of students have to produce…

Students are presented with a series of images and explanations and placed into teams for a competition over several rounds to test knowledge and understanding of life on the slave plantations. Instructions for the game can be found here.

Students are placed in role as a real-life slave and read a first-person narrative from this sourcepack. They are then interviewed by the class, who records their findings in an attempt to determine the sorts of punishments inflicted for different types of “crimes” on the slave plantations.

This PowerPoint displays a series of advertisements for runaway slaves. Students are encouraged to read through each to deduce the sorts of conditions that slaves had to endure

This powerpoint presentation encourages students to analyse two of Turner’s greatest paintings: The Slave Ship and The Fighting Temeraire. Each painting is a great comment on the British Empire and its Slave Trade. A good cross-curricular link!