This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of the Homestead Act of 1682 and the impact it had upon the American West. Pupils will build upon their prior knowledges of Migration (See my store for this lesson) to explain the consequences of the Homestead Act. The lesson is split into two learning phases: 1. The problems of living on a Homestead. 2. The achievements and limitations of the Act. Pupils then consolidate their learning by explaining two consequences of the Homestead Act as per the Edexcel GCSE Paper 2 question One ‘The American West’. Videos are embedded and links and further advice can be found within the description of the presentation.

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. I have provided a student booklet with this lesson for pupils to complete throughout. The focus of this lesson is to enable pupils to develop their knowledge and understanding of the problems associated with: - Transport / Communication. - Injuries / Disease. - The effects of Gas. Upon British soldiers. Each section of the lesson is linked to an exam style questions to consolidate and test pupils understanding. I have provided WAGOLs / pupil friendly mark schemes where appropriate. All videos have been embedded (Links provided) I have also provided a Homework to help pupils learn key words associated with the problems on the Western Front. 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 purpose of this lesson is for pupils to be introduce to the origins of the 'Black #Power Movement' through a case study of Malcolm X. Pupils will begin by viewing a video of the only meeting between MLK and X - this leads into good discussion about why this was so significant as both had the same aims but opposing ways of achieving them. Pupils then conduct a short literacy relay activity to introduce the life and different identities of Malcolm X. Childhood: Malcolm Little. 1920s He was known as Detroit Red in the early 1940s. He took the name of Malcolm X in 1952. Finally changed his name to El-Hajj Malik el-Shabazz in 1964. Pupils then split into groups to study into one aspect of his life (Computer or laptops are suggested but of not available I have included lots of information about Malcolm's life). Pupils then consolidate their learning into a paragraph which the teacher can then use to create a revision document about Malcolm's life. Further advice can be found in the description of the presentation. All videos are embedded (Links provided).

This lesson is cantered around the various bombing raids conducted by the US in Vietnam. Pupils will access and develop this information though exam style techniques. the lesson begins with a short introduction from a documentary to set the scene of, ‘Operation Rolling Thunder’. students will use two interpretations to decide upon the main difference in views regarding this (support sheets included for less able) . I have also included a students friendly mark scheme for self /peer assessment. students will then work in groups of three to complete a worksheet categorizing the successes and failures of: 1. Operation rolling thunder. 2. Operation Cedar Falls 3. Operation Ranch hand. Students will then be provided with a choice of questions with an accompanying student friendly mark scheme to plan a 16 Mark answer which can then be completed for Homework. the lesson finishes with a judgment line activity where students can verbalize their overall judgments regarding the success of these ‘Search and Destroy’ Operations. You will require the Pearson Edexcel textbook for a section of this lesson.

The purpose of this lesson is to educate students on the reasons for support of the Vietnam War. The lesson focuses upon measuring public opinion of the War, Hard Hat Riots, Nixon's 'silent majority' among many other reasons supporting the Vietnam war to then apply this knowledge to a utility question. After a fun 'patriotism' starter task students will work to record all acquired knowledge on a fully resourced knowledge builder work sheet. Although not neccessarily required any school textbook could be used to support student learing and progress. All sources of evidence are included and annotated to support students along with videos which are embedded and links provided. There is also a student friendly mark scheme to be used for peer / self assessment of student answers to the assessment question.

The focus of this lesson is to build upon the Aims & the structure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s failures in the 1920’s and to judge the most significant through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the successes of the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s failures (summary video) (embedded into the PP) Students then answer a series of quick fire questions about the views people had of its structure and failures / flaws. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can to then fill in their map sheet. OR card sort and cut up the failures and students handed one each to become an expert in and complete the relevant section of their map sheet. Students then mix pair share to help each other complete their entire sheet. Main Task 1 (optional): Students could then to arrange their card sort of failures into an arrow of significance and to form a judgment on the most significant failure. Main task 2: Students to apply their acquired knowledge to source evaluation and exam technique through using a ‘layers of inference’ sheet to support weaker learners. Students then answer their exam style question and peer assess (proforma included). Plenary: Students break into small groups who have selected the same ‘most significant failure’ they coach each other and then nominate a representative to go ‘Head-To-Head’ with another student with a differing opinion to argue out their opinion. Teacher decided on the most convincing / articulate reasoning and awards points. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the failures of the LON and in the 1930s fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the reasons behind Italy’s invasion of Abyssinia through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the impact of the Manchurian crisis. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the causes and reasons behind the invasion (summary video) (embedded into the PP) Main task 1: Students are tasked with completing their own card sort sheet of reasons all of which can be found in the introduction video. Teach than takes feedback and challenged students to think of the bigger picture and add their own reasons (re-calling previous learning) Students can then be challenged to form a judgment on the most significant reason Italy wished to invade. Main Task 2: Students are to think-pair-share the options open to the L.O.N as a result of Italy’s reasons to invade. There are to be recorded on A1 sheets of paper around the room – students are to circulate the room adding their opinion to each option in regards to: How it would have stopped Mussolini and why it was not done Teacher then draws this all together to form a judgment on why the League did not try and stop Mussolini. Plenary: are supplied with a key source from one of Mussolini’s speeches the day before invasion and are challenged to summarize his reasons for invasion in as little words as possible (reward / prize for students who condenses the most but still gets the meaning across). **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitler’s Saar plebiscite 1935 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 and key terminology. **Starter: ** Teacher then links into and introduces the lessons intention. Main tasks: Students to complete in pairs against each other to answer a series of quick fire questions in the form of a literacy relay (explained in the PP) to unpick the plebiscite’s main events. Students then use the answers to quiz each other in the correct answers before teacher takes feedback. Students then use the information to create a short cartoon strip outlining the events. Students complete a card sort assessing the significant and impact of the plebiscite (judgment line to consolidate) Plenary: Students to apply their acquired knowledge to explain underneath their cartoon strip the significance of the plebiscite in the bigger picture. Students then have a revision sheet completed to go into books / folders outlining the events of the Saar and its impact on why international peace had collapsed by 1939.

This is an entire lesson regarding the famous court case "Brown V Board of Education". This pack includes: Starter, main tasks and plenary. Video links have been included for auditory and visual learners. A Literacy Relay task has also been included for kinaesthetic learners. The lesson encourages debate in order to answer the question: "“To what extent do you think Brown v Board of Education was a success for the civil rights”? Differentiated outcomes (One linked with an SMSC outcome) Cross-curricular Geography link and literacy links are included. The lessons ends with a set up for "Little Rock 9".

Included: Video Hook (Video embedded and link supplied). Starter Activity, what is the job of a modern Nurse? Case Study One: Florence Nightingale. *Video:* Case Study 2: Mary Seacole. GCSE (AQA New Scheme) Style Question, with Mark Scheme and pupil friends notes on how to answer it supplied. (Peer Assessment Advised). Role Play Plenary. Differentiated Outcomes Supplied. (This lesson appeals to Auditory and Visual Learners the best).

Learning Intention: To what extent did Hitler create a ‘terror’ state? Hook: Video to be played upon arrival to class. Differentiated outcomes. (SMSC Outcome included). All videos embedded within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with RE as SMSC aspects are included. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. The purpose of this lesson is to encourage pupils to be critical of evidence debating reliability and usefulness to reach their own conclusion in regards to the learning intention. Middle - high ability. (All images and videos from Google / YouTube). Many Thanks.

Hook Starter video to be played as pupils enter class. Lesson Intention and differentiated outcomes. (Cross Curricular with RE). Video links are included and some videos / music are embedded within the presentation. HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.