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 purpose of this lesson is to inform pupils about the ‘Chain on Evacuation’ on the Western Front. Pupils will study the role of the RAMC & FANY within this process from Regimental Aid Posts to the Base Hospital. To further extend pupils understanding I have included a role play card sort activity. The video is embedded (Link provided). Pupils consolidate their learning by applying their knowledge to an exam style question (Success criteria and differentiated help sheets included). You will need the Edexcel Medicine Through Time Textbook for part of this lesson.

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

The lesson begin through an inquiry into the 'Black Lives Matter' movement currently happening in the USA. Pupils are encouraged to think why this organisation exists and can they draw any similarities between what a video shows them (embedded) and what was happening in the USA during the 1940s. Pupils develop their own aims if they were to start a civil rights organisation then compare then with the NAACPs. Pupils develop their knowledge on the NAACP through watching a video (embedded) and competing an assessment sheet from what they learn. Pupils then compare the NAACP with CORE and their ethos of using nonviolence to achieve their aims. Pupils study the rules of CORE and complete an activity to embed these in their knowledge (a variety of tasks are suggested for differentiation) Pupils complete the lesson through comparing the successes of both organisations before deciding which organisation assisted the civil rights movement the most. All videos are embedded (links provided) there is also advice on how the lesson could run for your class in the description of the PP.

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.

**FREE KNOWLEDGE ORGANISER INCLUDED. ** Lesson begins with pupils relecting upon what they need to revieve the perfect eduxcation. Pupils will engage in a Mix-Pair-Share activity to teach eachother bout the changing views to Educatiion in Elizabethan Society (older attitudes V humanist views). Pupils will then compare a gammar school time table from the Elizabethan era with their own school time table. Pupils are cnouraged to spot the diofrferences / similarfites. the main tack is centered around pupils conducting an 'elizabethan OFSTED Schools inspection based around the following schools, who had access to them interms of sex / social siatus/ age. 1. Grammar Schools 2. Home Schooling 3. Petty Schools 4. Schools for girls 5. Universities Pupils then watch a clip (link in description to identify punishments. Plenary: Pupils pull out of a hat /bag cards with pupil details on them. They then use these to inform where they stand in the appropriate area of the class room which links in with what school that type of pupils would have attended. Further instructions are included in the description of the power point.

A two sided revision sheet for Elizabethan England. - Key Dates & events . Threats at Home and Abroad . Religious Settlement . Elizabethan society and exploration - Key words - Significant Individuals.

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

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

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 purpose of this lesson is to not only inform students about Hyperinflation but to challenge them to think about it in the bigger picture, how it was a product of the T.O.V and how it links into national and international impacts in the longer term. Students enter with a task to immediately complete (Pictures will be scattered around the classroom, students are to study the picture and on a sticky note write down what they believe the lesson title will be - something along the lines of Hyperinflation (Critical thinking). Teacher then goes through some starter quick fire true / false questions with the students to recall learning. Students think pair share what Hyperinflation could mean before it is outlines by the teacher (opportunity for student rewards). Students then watch a short embedded video about how Germany was impacted by the TOV which led to Hyperinflation. The main task is centered around a memory activity regarding the consequences of Hyperinflation. students work in pairs to complete the card pairing activity before mix-pair-sharing the consequences between themselves. Again opportunity for a consolidation ‘memory test’ where students could compete for prizes. Students then complete and exam style GCSE question assessing their acquired knowledge (structure strips provided for differentiation). Students to peer assess for a plenary.

The purpose of this lesson is to help students address the question, “To what extent was US society tolerant?” Through a series of student led tasks and fits into a bigger picture of a 1920s USA Depth Study. Hook: Students enter with dictionaries on their desks and are challenged to define ‘Immigrant’ or ‘Immigration’. Teacher takes feedback and introduces lesson title / outcomes. Students then watch an introductory video (Embedded) with an option to further define that ‘intolerant’ means. Starter: students are provided with a worksheet about the concerns US society had about immigrants in the 1920s. Students are challenged to categories these into – social – economic – political reasons before teacher takes feedback with a WAGGOL on the board. Main: Teacher shows another video (Embedded) and students are challenged to identify all the problems that they faced. Students each receive an ‘immigration experience’ sheet and one information sheet per table. Students to summarize. Circulate the class and select a student on each table who seems to have really grasped the topic. These students are to then stay behind at their table whilst the rest of the class circulate and spend 5 minutes each being peer taught about the immigration topic by the student who was selected to stay behind. Students can then summarize the experience of immigrants at this time in either a freeze frame or in a written task as a plenary. I have included additional information / videos in the presentation which could be used by the teacher to further support this task. Separate task for more able: I have included a work sheet, information sheet / video which more able students could be set as a separate task encouraging them to consider Native Americans and their experience provided the fact they were treated almost the same as immigrants despite being natives. A source evaluation homework sheet is also included. All videos and sound are embedded into the PP with links provided. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to enable students to gain an overview of how leisure time was spent during the 1920s through a collaborative student led task. Hook: Students enter with information placed around the room about a famous Hollywood actress from the 1920s, students are posed with the question, why did she find it difficult to find work by 1930? (Answer she was eastern Europe and after ‘talkie’ films began native English speakers found it hard to understand her. Teacher takes feedback introduces lessons title / outcomes. Starter: Students watch a short video clip (embedded) about 1920s entertainment, students to list as many leisure activities as they can. Teacher then introduces the main task where these identified forms of entertainment will be built upon. Main Task: Pupils work in teams to collect information from sources around the room. Pupils are allowed about 30 mins to gather the information to then use it to create a fact file / spider diagram on large A1 paper … Or individually on A4 paper. If they work in teams I usually then take a photo of each teams work and shrink them down to a4 to stick in books. Pupils should then have the knowledge to answer the assessment question either at the end of the lesson or the lesson after depending on how long this task takes. All explained in the PP itself. I have have included a peep sheet for further differentiation. There is an opportunity to watch a clip from the first ever talkie film ‘The Jaz Singer’, this is a good discussion point as it also links in with racism in the 1920s USA as well. Plenary: Students use their fact film to answer an exam style explain question now (easily adaptable structure strips included for differentiation). Homework: Students could be challenged to watch ‘The Great Gatsby’ and I have included 2 differentiated worksheets to go with the film, students to look out for varying forms of entertainment, but also other features of 1920s USA such as speakeasies, Jaz, racism, prohibition, flappers etc. All videos are embedded. Please see my shop for other History resources and bundles. https://www.tes.com/teaching-resources/shop/morlem**

Embark on a dynamic lesson crafted to acquaint students with the novel 2024 Paper 4 questions and the corresponding techniques for adeptly addressing them. This comprehensive session encompasses two model answers accompanied by engaging activities, fostering an interactive learning environment. Additionally, extension activities have been thoughtfully included, promoting collaborative learning opportunities among students. This lesson aims to equip students with a nuanced understanding of the updated 2024 Paper 4 format, empowering them to tackle questions with confidence and proficiency.

There are a lot of resources included in this pack. The following information is how I have ran the lesson in the past; but please change and adapt the resources to suit your teaching style / pupils. I hope you find them useful. Pass the parcel style starter where pupils work out the lessons topic. I wrap up a bar of chocolate and place a ‘clue card’ on each layer. Alternatively you could give a card to different groups who must act out for the rest of the class to guess their word (Spelling together ‘the Nazi Soviet Pact’) Pupils will visit 5 stations around the classroom to help answer the question ‘Why did Hitler and Stalin sign the Nazi-soviet pact?’ NOTE: You will need additional material for station 4. Station 1: atch video Station 2: Visual Cartoon Source + map of Poland showing how it would be invaded and divided by both countries (simple). (white board pens can be used to label countries / make notes if you laminate the sheets) (visual learners) Station 3: Source table – sources A-F – differentiation: Some easier to understand + read than others) (Again – white board pens can be used to circle / underline key text) (for those who prefer reading) Station 4: touch and feel boxes – Box 1 – contains a clock and a bomb to show that both sides would be bought time but the bomb indicates that war would eventually commence. Box 2: contains a small wooden pole and some grass = Pole-Land = to show that both sides would befit from dividing Poland between them. (Kinaesthetic learners) Station5 : (The Secret station) – A3 information sheet which consolidates everything that happened to lead to the pact being signed with benefits for both sides) This will be revealed half way through the lesson. Pupils can then answer exam style question before peer assessing.

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason Hitler to come to power. Pupil's then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Additionally I have included a source evidence Homework piece and a differentiated more / less able version of the literacy relay activity. Many thanks.