This pack contains two lessons. Lessons outcomes are: Expected: To study the life of a famous Naval soldier. (SMSC) Challenge: To explain a famous battle at sea, its causes and consequences. Stretch: To use source evidence to support an exam style question. The first lesson consists of a case study regarding Jack Cornwell and his importance to a ‘famous naval battle’. At the age of only 16, he was posthumously awarded the Victoria Cross and was the youngest British to take part in the battle). Pupils will study his story from a cut out card sort activity catagorising information about his life. Pupils then reassemble to card sort into a jigsaw to reveal that he died as a result of the Battle of Jutland. Pupils are then encouraged to complete further research about other British men who fought in the battle (computers will be required of this, otherwise I have set it as a Homework). The second lesson allows pupils to study source evidence (primary and secondary) to help reach the lessons outcomes. Pupils then consolidate the past 2 lessons with an exam style question. Then pupils can use the success criteria to peer assess with WW / EBI to identify areas of improvement regarding their extended writing. The presentation itself is aesthetically pleasing and engaging with lots of colour including moving Giff images. All videos are embedded (links also provided). I highly recommend having an ‘interactive’ station for the second lesson as there is a fantastic website (link included) which allows pupils to listen to first hand accounts of the battle from survivors. The lessons finish with how the Battle is remembered today 100 years on.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Starter: Pupils' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

Full lesson about Julius Caesar. Complete with lesson plan and main task sheets with an assessment question. (Differentiated for higher / lower ability pupils). This lesson focuses on teaching pupils to use evidence to support their answers which I use during my 'What is History?' scheme of work for year 7.

This lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One’s Assessment Objectives 1 & 2. This lesson focuses upon the significance and success of the government in preventing Lung Cancer. The aim of this lesson is to judge how much of an impact the Government has had in preventing disease and illness from the 1800-Present day. This is then conslidated with an exam style question with a pupil friendly success criteria provided. Videos are embedded into the presentation with links also provided. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

This pack includes 2 lessons dependent upon how detailed you wish to be in your delivery. Each lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One’s Assessment Objectives 1 -2 -3. Lesson 1 introduces the question types for section 1 of Paper 1, with hints and tips about how to answer them. I then usually complete a brief introduction to life in the Trenches. Lesson 2 focuses upon the context of medicine in the 20th Century. Pupils will inquire into the development of Aseptic Surgery, X-rays and Blood Transfusions. Pupils will be provided with the opportunity to apply their knowledge to the question types introduced in lesson 1. I have provided some video links and a WAGOL. you could the new GCSE Edexcel Medicine Through Time Textbook to help support this lesson.

This lesson has been designed for the GCSE Edexcel Medicine Through Time module. All outcomes are linked with Paper One’s Assessment Objectives 1-2-3. The lesson starts with an inquiry into a source of evidence from a soldiers diary who requires surgery. Pupils consider exam style questions to further their inquiry into following up information in the source. Examples have been provided. The main focus of this lesson is for pupils to conduct an inquiry into the advancements in medicine as a result of WW1. - Splints. - Mobile X-Ray Units. - Blood Transfusions and the Blood Bank at Cambrai. - Plastic Surgery. I have provided additional information sheet and a work sheet for pupils to do this, with advice on the forms this task could take. I have also included videos to help extend pupils knowledge. I have included a Homework which relates to furthering source inquiry skills required for Paper 1. You will need the Edexcel Medicine Through Time Textbook for part of this lesson. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

A full scheme of work for Edexcel GCSE Medicine Through Time 1250-Present. A Perfect opportunity to use / amend or add to your own scheme of work for this topic. Included: - 27 lessons all categorised into (Ancient Beliefs - Medieval - Renaissance - 19th Century and 20th Century. - Lesson outcomes - Lesson key content / learning focus - Resources -Pedagogical Suggestions - Differentiation - Exam Style Assessment Questions for Each Lesson - Cross-Curricular Links - Homework Ideas - SMSC Questions / Themes in Each Lesson

The lesson begins with a hook song (Strange Fruit) pupils enter to this song and consider the lyrics to hook them into the lesson - what is the song about? Through a Geography & Literacy link; pupils consider what ‘white supremacy’ means and why was the idea of it so prominent in the south? Pupils are then introduced to the KKK through a video (embedded) which identifies a case study of one of the horrific crimes they committed. Pupils are then set off on their main task: Depending on your class the main task for this lesson could take many forms, some suggestions are: Pupils could work in teams and study evidence (11 pieces of evidence included) around the room to create a fact file on the experience KKK (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. Pupils will then have the knowledge they will need to assist in their exam style question plenary or homework (mark scheme included) which the teacher can then use to assess progress. Peep sheet to prompt less able is included. Further advice can be found in the description of the presentation. All video are embedded and links provided. Please see my shop for other high quality / rated history resources.

The purpose of this lesson is to develops students’ knowledge upon the Greensboro sit-in movement and its significance to the civil rights Movement. Pupils will enter the room and handed an information recording sheet - various news articles will be stuck around the room pupils will be in 'the pit' - and will have to work out what has happened - who - when - where and why before drawing a scene based upon the information they have collected. Pupils will be introduced to the Sit-in movement though slides and a video (embedded). there are lots of discussion questions included here to prompt discussion. Pupils will then inquire into the significance of the sit-tin movement through a card sort - an activity is embedded into the lesson plan here however, this can be changed to suit your class. Pupils will then answer an exam style question to explain the significance of the sit-in movement. Success criteria and literacy scaffold is included here to support. Further advice and descriptions can be found within the presentation. Please see my shop for other high quality resources.

The lesson begins with an inquiry into Martin Luther King Jr. Pupils are encouraged to discuss what they already know before studying a newspaper article written by a white journalist about his involvement in the boycott - pupils sue this (highlighters) to assess his leadership qualities. Pupils then look at 'the bigger picture' - pupils will use their worksheet to wander the room or work in groups studying information provided to them or stuck around the room. Pupils are encouraged to visit at least 3 sheets and record what they can learn about the successes of the boycott. I have provided 3 AFL activities proceeding this task (choose to suit your class / ability) 1. Mix-Pair-share 2. Snowball fight 3. Group discussion (A1 paper required) Pupils will then answer an assessment question (Challenge and prompt sheet provided for differentiation). Once this is done pupils are provided with a previously prepared answer and are encouraged to peer assess it with the mark scheme (handout provided) pupils can then reflect upon their own answer in relation to the handout. Further advice can be found in the description of the presentation. Please see my shop for other high quality history resources.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the Civil Rights Movement by 1965 through concentrating upon the March on Selma which led to the passing of the Voting Rights Act 1965. There are a variety of hook / starter activities to choose form dependent upon your class e.g. Geography map skills starter to chart the distance between Selma and Montgomery. Pupils are introduced to the March though watching the trailer and answering questions on the film 'Selma' leading to a source based activity then a card sort / time line activity to chart the events of the march. Pupils will select the most significant turning point they believe in these events which led to the Voting Rights Act 1965. I have included videos to prompt discussion (embedded) and links provided, homework and an exam preparation skill based source task. Further advice can be found in the description of the presentation itself.

Lesson begins with students recalling why the riots of 1965-68 began. This can then lead into the introduction of this lesson which focuses upon King’s campaign in Chicago. Pupils will watch the first 5 minutes of an ‘Eyes on the Prize’ Documentary to set the scene, there are questions included to support, these can be printed off or one question delegated to each table to answer. Teacher then consolidates initial learning through using a GIF map to discuss the housing and black ghetto problems Chicago was experiencing. this leads into a 4 mark inference question to assess progress. the main tasks is cantered around pupils assessing the successes and failures of the ‘Chicago Campaign’. Teacher will copy PP 72-73 of Pearson ‘Conflict at Home and Abroad’ textbook - pupils work in pairs to highlight success and failures in different colours, before planning an 16 mark statement question answer between them. This can then be completed professionally as homework. the lesson ends with video clip and a reflection of MLK and his assassination. Pupils can have the opportunity to write an obituary for MLK’s life as a plenary. Peep sheet and a structure strip are included to help support pupils in planning their 16 mark question and chunking information about the Chicago Campaign.

In this lesson pupils will assess to what extent Edward VI was a good King during the short time he was in power. As pupils enter the class they will be provided with a portrait picture of Edward and Henry VIII. Pupils will mix and then pair up with a pupil who has the opposite portrait to them. Pupils will discuss the similarities between the two portraits. Pupils will then answer the question: Why has the artist painted Edward in a similar way to Henry? (White boards could be used to showcase visual progress). Pupils will then watch a video (link provided) pupils are encouraged to identify the challenges Edward will face during his reign. The main task is designed around pupils circulating their classroom studying evidence stuck to the walls (9 sheets) gathering and categorising this information about Edward into 'Good King & 'Bad King'. This can then be used to answer an exam style question which assesses 'balance'. Plenary: Pupils will form their overall judgment and can either verbally explain though a whole class judgment line or individually on a sticky note to be stuck to the board. There are plenty of directions this lesson could take and various ways the source evidence could be used to suit your class. A prompt and challenge sheet has been included to stretch and challenge / support weaker students.

Pupils define ‘Humanism’ as a hook. ‘Did you know’ - mix - pair - share activity to assess reasons for Sydenham’s significane (Teaching instructions included on the resource) Pupils then study Sydenham - extracting important information about him, befroe judging his importance and discoveries to the progression of Medicine. (AO2) Introduce the printing press and pupils judge the significance of this during the Renaissance period and the impact it had. Pupils then compete in teams to identify infomration about the Royal society before explaining its Significance. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson. pp-44-46

This was recently graded an Outstanding lesson for one of my KS3 classes. Pupils will start by listening to a slavery song to empathise with slaves who worked in the cotton fields. Pupils will then watch a short BBC video explaining the experiences / work life of slaves on a plantation before exploring evidenced to study the experience of a slave on a plantation. Pupils' will then consolidate their learning through answering a structures exam style question. Stretch and challenge opportunities included for more able pupils, differentiation through outcome and evidence packs can easily be adapted to suit your pupil's needs. Included: presentation (resources included in lower half of presentation for printing) Worksheet booklet (class books will not be required) Thorough Lesson plan SMSC included, literacy and numeracy included. Differentiated outcomes. All video and music links are embedded or included to access online.

The purpose of this lesson is to introduce Diem's Government to pupils proceeding the Geneva Convention. Pupils begin with an enquiry into 'the domino theory' and how this kept the USA engaged with South Vietnam. This is done though a short explanation and a video (embedded). Pupils then spend the majority of the lesson first identifying reasons diem was so unpopular through an active reading activity and embedding this knowledge though a variation of tasks e.g. 'walking chocolate Bar' or a ' Snowball Fight'. Pupils will then be encouraged to card sort their chosen reasons and diamond rank them in order of significance. Pupils can then write up their findings before the setting of a homework to further consolidate their lessons learning. all videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.

The aim of this lesson is to introduce the concept of ‘Black Power’ to pupils. The lesson begins with pupils inferring and discussing a source of evidence showing a black man tied down by the non-violent events which has happened so far during the Civil Rights Movement - this leads into the introduction of the need for violence to achieve black peoples aims. Pupils watch a short video on the Mexico Olympics of 1968 to help introduce this – before being introduced to the Black Panthers through a listening activity from an interview with Huey Newton and a study of the Panthers 10-point programme. The main task involves pupils studying a card sort and categorizing the successes and failures of the movement. Pupils could mix - pair - share to help do this or simply working individually or in pairs before forming an overall judgment on the success of the movement. Pupils then consolidate their learning with a short video before answering an exam style balanced answer statement question. Further advice can be found in the description of the presentation - all videos are embedded (links also provided).

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitlers Anschluss of Austria in 1938 and fits into the bigger picture of ‘Why had international peace collapsed by 1939’? **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about Hitler’s foreign policy. **Starter: ** students watch a video (optional but embedded) are challenged to suggest why they may be surprised by the message of the interview video. Teacher then links into and introduces the lessons intention. Main task 1: Students are provided with a key information sheet breaking the stages of Anschluss down – students to highlight 3 key features of each stage. Students are then challenged to write a series of questions based on the information to quiz each other about the stages of Anschluss. Students then to meet back at their table and complete their table sheet in more detail. Show consolidation video (embedded). Students then to explain why Hitler was able to achieve Anschluss in 1938. Structure strips and success criteria (MARK Scheme) for differentiation. Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. (Home work included for source evaluation).