I have been a teacher for 8 years and am currently working in Dubai as a History teacher and Head of Year.
I put a lot of effort into creating my premium resources and will not upload them until I am confident the lesson will be graded at least a good if not outstanding.
Please contact me if you have any queries, questions or concerns about my resources.
Regards
I have been a teacher for 8 years and am currently working in Dubai as a History teacher and Head of Year.
I put a lot of effort into creating my premium resources and will not upload them until I am confident the lesson will be graded at least a good if not outstanding.
Please contact me if you have any queries, questions or concerns about my resources.
Regards
This lesson is designed to round off and consolidate a SOW on 'Slavery' or 'The British Empire'.
Pupils begin by voicing their views on modern day slavery. This is linked with a variety of clips (To use at your discretion) to educate pupils on modern day slavery focused upon child labour / sweatshops.
Pupils explain why this is wrong / how this could be stopped. This can then be linked to views on abolishing the Slave Trade in 1807. Pupils will then work in teams in a literacy relay style activity (Explained in Presentation) to answer focused questions on the main individuals involved in helping abolish the slave trade in Britain.
The main task is centred around pupils using evidence to support an argument to end slavery which they could pitch to Parliament in 1807. This is evidence I have used in past lessons (See my shop) However, this would not make a difference if you have not used these lessons.
I have included stretch and challenge sources for the more able pupils to be critical of and use in their arguments. (Differentiated)
I have included further more detailed instructions and additional resources within the presentation itself. All videos have links provided / are embedded within the slide show.
This lesson leads on from my previous lessons on Slavery (see my Slavery SOW bundle), however of course this lesson can be used in isolation to fit in with your own SOW.
This aim of this lesson is to inform pupils about the experience of slave auctions from the slaves perspective.
The lesson starts through introducing pupils to the concept of an auction.
Pupils will then study primary narratives of slave auctions and work in teams in a literacy relay task to answer questions to help build their subject knowledge. I have differentiated this task for more / less able pupils.
This is then followed by with a video (embedded and link provided) and an SMSC discussion.
Pupils consolidate their learning through using their class work for that lesson to support their response to an exam style question.
A series of lessons to fit in with the Edexcel Scheme of Medicine Through Time 1250 - Present.
These lessons are linked with 19th Century Medicine. All outcomes are linked with Assesment Objectives A01/A02. All videos are embedded or links provided.
All lessons include a variety of activities to appeal to a wide range of abilities whilst developing to skills required for A02.
You may require the new Edexcel GCSE Medicine Through Time text book for some activities.
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 -3.
Lesson begins with an introduction to the trenches, pupils watch a short video (embedded) Pupils study the trench system and answer exam style question to consolidate.
Pupils will then complete a sheet outlining the key battles in the British sector of the western front. This will be important for pupils to refer back to when looking at specific medical advancements during WWI.
(Differentiated more/ less able versions of sheet included).
Exam Style Question Homework can then be set to consolidate (OR this could be completed as a plenary).
I have included additional slides/ links/ videos to extend knowledge upon aspects of these battles E.g: Arras Tunnels
You will need the Edexcel Medicine Through Time Textbook for part of this lesson.
Included in this pack is a bundle of lessons linked with the Edexcel GCSE ‘The British Sector of the Western Front, 1914-18: Injuries, treatment and the trenches.’ &'20th Century Medicine in Britain) + Knowledge Organiser
All lesson outcomes are linked with Assessment Objectives 1-2-3.
All tasks and activities have been designed around developing pupil knowledge and understanding to then apply this to exam technique / exam style questions.
All videos are embedded (links provided) I have included WAGOLS / Success criteria’s /Homework where appropriate to further pupils understanding.
A fantastic opportunity to help you develop your own SOW on this course. You may need the new Edexcel medicine through time 1250 - Present GCSE Text Book for some lessons
Please see my shop for other History resources / bundles:
https://www.tes.com/teaching-resources/shop/morlem
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 surrounding migration and early settlement in the west:
Pupils will circulate the room pretending the follow the Oregon Trail (Thsi will me rearranging desks)- along the way pupils will complete a worksheet (Print in A3) encoutering and learning from information sheets focused upon:
The Oregon Trail.
The 1849 Gold rush.
The Donner Party.
Mormon Migration.
Problems along they way.
As outlined by the Edexcel Paper 2 scheme of work.
I have also included a homework exam style question complete with tips and a mark scheme.
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 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 regarding the relationships and growing tension between the Plains Indians and settlers between 1835-62.
Pupils will begin with a discusion of Sacheen Littlefeather refusing to accept the Best Actor Oscar on behalf of Marlon Brando due to the mistreatment of Native Americans throughout history. Why is this?
Pupils will then study and discuss why there may have been tension and conflict between the Plains Indians and settlers; before being introduced to the Fort Laramie Treaty as recommended by the Pearson Edexcel Textbook.
Pupils will inquire into the terms of the treaty (see description on the slide for activity advice) and why it was so unfair (class treaty sheet, explained in presentation) before consolidating with an exam style question form paper 2 about the consequences of the Treaty.
Videos are embedded and links and further advice can be found within the description of the presentation. you will need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson.
**Please see my shop for other History resources and bundles. **
https://www.tes.com/teaching-resources/shop/morlem
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 regarding the impact of the transcontinental railroad system on:
- Settlers & Farming
- Plains Indians
-Cattle Industry
- National
I have created a work booklet to accompany the various tasks of this lesson. Pupils will consolidate their learning with an exam style question (Paper 2 Question 1). I have also included a Homework suggestion.
Videos are embedded and links and further advice can be found within the description of the presentation. You may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.
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 regarding the early settlements such as mining towns in the west and the problems of lawlessness.
Pupils begin with an inquiry of the problems associated with settling on and near the plains. They will then complete a card sort activity matching the problems with the solutions.
Pupils then take part in a mix-pair-share activity to help develop their understanding of some key definitions (US Marshal. sheriff, Posse, vigilante).
The main tack involves studying the problems of lawlessness in these early settlements. Pupils conduct a murder mystery investigation, examining clues to determine the cause of death.
this activity will cover topics such as gangs & racism, claim jumping and vigilantes.
Pupils can then use the information to complete a worksheet to build their contextual knowledge.
Videos are embedded and links and further advice can be found within the description of the presentation. There is enough material here to last more than one lesson depending how thorough you wish to be. You may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.
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.
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
A series of lessons charting the success of the the Black Civil Rights movement from 1960-65.
skills.
All tasks and activities have been designed around
All lesson outcomes are linked with key historical skills developing pupil knowledge and understanding of:
- Alabama Campaign
- Freedom Summer
- March on Selma
-Civil Rights Act 1964
- Voting Rights Act 1965
& how these helped advance the Civil Rights Movement.
Perfect for KS3 / KS4 alike.
The purpose of this lesson is to introduce pupils to The VC and their tactics.
Pupils will begin with a literacy inquiry into 'Guerrilla Tactics' before being introduced to a short video - pupils are encouraged to note down all the tactics they can spot. Once receiving feedback the teacher will then instruct pupils to rank what they believe at the most effective tactics (judgment line/ whiteboards / sticky notes to explain most effective tactic).
Pupils will then be introduced to the VC tunnels and assess two sources of evidence to inquire into the most useful to understand VC tactics (GCSE Edexcel mark scheme included to self / peer assess). Pupils watch a video (embedded) to consolidate.
Further advice can be found in the description of the presentation and all videos/ sound clips are embedded (links provided). You may use to wish the Pearson USA textbook to support with the lessons content.
**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.
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
**FREE KNOWLEDGE ORGANISER INCLUDED. **
There are two parts to this lesson.
1. Pupils will identify why Mary was a threat.
Pupils will be handed a Tudor family tree as they enter class. The question on the board will be: Why was Mary a threat? E.g. She was Catholic or next in line for the Throne.
After receiving feedback pupils will then watch a short video clip where they will be further asked to identify other reasons why Mary was a threat to Elizabeth. Pupils will then use this information to describe two feature of Mary’s threat to Elizabeth. (I have a provided a WAGOL to support pupils with this task).
2. Decision making activity.
Pupils are then informed about the reasons which led Mary to flee to England. Pupils will engaged in an active decision making activity to decide what Elizabeth should do about the problem of Mary. Pupils will be able to then use this information to form a judgment about what they believe would have been the correct decision for Elizabeth to make. Before it is revealed that Elizabeth decided to imprison Mary for 19 years. A1 paper will be required.
There are further instructions and prompts included within the presentation.
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.
A series of lessons charting the success of the the Black Civil Rights non-violence movement from 1960-65.
All tasks and activities have been designed around
All lesson outcomes are linked with key historical skills developing pupil knowledge and understanding of:
- Sit-ins
- Freedom Riders
- Birmingham Campaign
All videos are embedded, homeworks and all resources included.
Perfect for KS3 / KS4 alike.
**Free Knowledge Organiser Included! **
The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960.
Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line.
All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation.
Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.