Two lesson sequence exploring the feminist movement in the 1960s. Whiteboard starter recapping position of women in 20s, 30s, 40s and 50s, video and note sheet (hyperlinked) showing issues facing women and how they protested in the 1960s, timeline creation (carousel activity) showing key legislation/events ( equal pay act, NOW, Women Bill of Rights, ERA, Roe v Wade) with key information included, interpretations grid analysing contrasting views on the impact of feminism - allows scaffolded planning for the first three interpretations questions (how differ, why differ and which is most convincing), comparison plenary of campaigns - civil rights or feminism: similarities and differences and which was most successful and why.

Picture starter, recap on 1920s and 30s society, carousel activity exploring aspects such as cinema, advertising, rock and roll music, application of knowledge in an 8 mark "in what ways were" question and an interpretation plenary. Model answer to question attached - used as a starter in the following lesson.

Lesson exploring what McCarthyism was and the impact. Model answer starter (from previous lesson), educational Cold War film from 1950s to introduce fear to the USA, cause of fear of communism categorisation task, McCarthyism exploration on worksheet, continuum plenary regarding extent of impact of McCarthyism

Lesson exploring the post-ww2 prosperity. Starter explores what the American dream was using pictures and video footage, spider diagram creation of causes of prosperity, card sort on impact of prosperity (positive and negative), 4 mark describe question and judgement line plenary on the extent of the American dream.

Lesson exploring the role of MLK through 1950s and 60s protests. Recap starter of existing knowledge of MLK, video interpretation of King, carousel activity exploring events like the bus boycott, sit ins, freedom marches etc, activity on significance of King using all learning, significance scale pyramid plenary, essay homework and model answer built in.

Starter using key events of 1965-67 to explore why black Americans were dissatisfied (paired table), Black Power salute source and video, group task examining one area of Black Power (Nation of Islam, Black Panthers, SNCC and Malcolm X) assessing successes and limitations of each, assessment of civil rights legislation to tackle issues - challenge questions built in regarding most significant legislation, video on assassination of MLK, describe (4 mark question) plenary regarding legislation.

Lesson exploring segregation in the 1940s and 50s and the challenges to educational segregation in Brown v Topeka and Little Rock. Starter for 10 recapping previous lessons, source exploration of jim crow laws, reduction task on segregation laws, team case study challenge - one group have Brown V Topeka, the other Little Rock - five minutes to summarise and choose the top 5 factors, interpretation grid used to scaffold the first three questions (how differ, why differ and which is most convincing). Pupils can use the planning grid to answer the three questions. Video plenaries.

Lesson exploring social and economic policies of Kennedy and Johnson. JFK picture starter, analysis of JFK quote, highlight successes and failures of 'new frontier', assessment of success of this, analysis of Johnson quote, card sort on Great Society Programme - used to create a positive/negative table, video interpretation of the Great Society (opportunity to analyse provenance), justification plenary on who made a larger impact to society in the 1960s - Kennedy or Johnson.

A review starter/plenary for AQA 8145 Health and the People - focused on key terms. Pupils must unscramble the anagram and then write a definition for the word/person. Unscrambled anagram answers included.

AQA 8145 - exploration of the threats Puritans posed - symbol poster activity with all relevant worksheets included. Assessment account question on puritan threat included.

First lesson of the scheme - changes made by the Normans to England Lesson exploring the Harrying of the North. Decision making starter on views of William, source carousel/investigation of the events/actions and results of the rebellion, discussion on how the Harrying helped William, leading to a 4 mark describe GCSE style question, interpretation plenary.

AQA 8145: L1 - how voyages benefitted England. Carousel activity of key explorers and table, with intoductory videos exploring the benefits. L2 - Comparison activity of Drake and Raleigh with judgement and information sheet. Videos included of circumnavigation and issues Raleigh/sailors faced. Summary explain what was important question included.

Lesson exploring interpretations of the Christmas Truce 1914. The Sainsburys advert is used as a starter with three sources later used to highlight similarities and differences from what the advert shows. Pupils then describe what they have learned about the Christmas Truce. Pupils then answer - how accurate do they think the Sainsburys advert was about the truce.

Third lesson of the scheme - changes made by the Normans to England Lesson exploring law and order changes. Starter discusses concept of keeping order and what the Normans could do, video note activity with the sheet, analysis of the changes on the table analysing the extent of change of the laws and how this benefitted the Normans, discussion of successes and failures for the Normans, 3,2, 1 plenary.

Two lesson sequence exploring the troubles and the escalation. Videos hyperlinked in focus on Bloody Sunday and the aftermath, Martin McGuiness source (content, tone and provenance) and analysis of Sunningdale Agreement and impact.

Exploration of the impact of Cromwell on England - puritan image starter, links to Cromwell and exploration of how his beliefs would affect how he ruled England, warning poster production aimed at English citizens outlining the new rules for England leading to a judgement explaining how and why England changed under Cromwell.

Model answer for specimen paper question: ‘The main change that manor houses demonstrated was the greater prosperity of their owner’. How far does a study of Hardwick Hall show this?