Students learn about the key factors that led to the opposition to the war in Vietnam. Activities include a card sort (categorising and prioritising), writing a letter to the President Johnson setting out student views to the war and an interview activity task whereby they respond to how a rang of people would have felt about the war. As always there are clear step by step instructions and differentiated resources.

Students begin by watching a clip from Platoon, whereby they suggest adjectives to describe the impression given re American involvement in Vietnam and share their opinions on the source and what it suggests. They are introduced to 5 different reasons for US action in Vietnam, which they have to link to a description for each reason and a supporting quote. They then decide which of the 5 factors were the main reasons for US involvement. They main activity is to create a script for a voice-over to either condemn or support US actions. As always there are clear step by step instructions.

This lesson looks at the key factors that enabled the Vietcong to succeed against the US army. Students work through a range of activities, such as categorising and prioritising evidence through a card sort, before creating a newspaper article that outlines the reasons for the USA's withdrawal from Vietnam. Differentiated resources and literacy support included as well as clear step by step instructions.

This lesson looks at the key factors that enabled the Vietcong to succeed against the US army. Students work through a range of activities, such as categorising and prioritising evidence through a card sort, before creating a newspaper article that outlines the reasons for the USA's withdrawal from Vietnam. Differentiated resources and literacy support included as well as clear step by step instructions.

Students begin by watching a clip from Platoon, whereby they suggest adjectives to describe the impression given re American involvement in Vietnam and share their opinions on the source and what it suggests. They are introduced to 5 different reasons for US action in Vietnam, which they have to link to a description for each reason and a supporting quote. They then decide which of the 5 factors were the main reasons for US involvement. They main activity is to create a script for a voice-over to either condemn or support US actions. As always there are clear step by step instructions.

The final lesson in our Norman Conquest unit of work. Students begin by recapping the changes/ events that took place after the Battle of Hastings e.g. construction of castles. They are then introduced to Aldred who, fearing Norman rule, fled Britain, but only to return some 20 years later. Students examine the changes that took place in this time and decide which changes were most significant before writing a letter to Alrded explaining what has happened since his departure and what to expect upon his return.

An assessment linked to our Norman Conquest Unit of Work. All instructions included as well as levels linked to the new GCSE spec

Students learn about the Harrying of the North through analysing a range of sources, from videos, illustrations and written accounts. They create a mind map to show the features before writing a speech to stir up support against William due to his actions. Step by step guide included.

Students assess the main problems that William faced after his success at the Battle of Hastings. Pupils work through a range of decision making tasks before writing up their findings in a letter activity. Clear step by step instructions included.

Students analyse four key factors that led to the successful Norman invasion. Students work through a card sort (categorising), diamond 9 (prioritising) and identifying links between the evidence before writing up their findings in a Facebook style response. There are plenty of opportunities to develop examination skills too. As always clear step by step instructions included.

This lesson looks at the main claimants to the throne after the death of Edward the Confessor. Students have to make a judgement as to who should be the rightful king. Lots of discussion and opportunities for questioning student’s decisions before writing up their findings in the form of a letter or a speech with a focus on literacy development. As always there are clear step by step instructions

This lesson looks at the changes in society 1924-29. Students collect evidence to support a range of statements before responding to a how far statement. Homework task looks at a Section A Q1 type exam question that links to unit 2. The worksheets included require access to the Pearson textbook (or any textbook that has info on the societal changes in Weimar Germany). As always there is a step by step lesson guide and differentiated resources.

An exam skills lesson. Students are introduced to the concepts of interpretations and work through a variety of activities to develop their source analysis skills. They examine two different types of exam style questions and use worksheets to help guide them through the skills needed to produce a level 3 response. The lesson also builds on the knowledge gained from Lesson 9 and the lesson concludes with the students applying this knowledge to complete a 12 mark explain question.

Preparation for a 12 mark explain style question. Students work through a card sort and diamond 9 activity to assess the problems faced by the government before analysing some student responses to an exam question. The lesson concludes with the students completing a 12 mark exam question.

Students examine cartoon interpretations about the Treaty of Versailles offering their thoughts on the author’s view. The main activity is a newspaper article whereby the use their knowledge from Lesson 2 and Task 1&2 from this lesson to outline why the Treaty was hated and why the German people should be angry with the new government for its part in the peace agreement. A 12 mark exam question concludes the lesson with the students explaining why there was opposition to the Treaty. As always a step by step guide is included as well as high-quality (differentiated resources).

A lesson that examines why the Treaty of Versailles was so harsh and why it was hated by the people of Germany. Students complete various tasks, such as attempting to figure out what each of the Big three wanted from a peace agreement, to mind mapping out the main terms, deciding which terms were most significant and applying their knowledge to attempt some source based exercises.

A fun end of tern Easter lesson, which includes students researching either Medieval or Tudor Easter and completing a series of independent activities, such as creating a Tudor or Medieval invitation to an Easter party, a leaflet/ poster setting out how easter was celebrated in the past, decorating a Tudor/ Medieval Egg, word search etc.

Students are introduced to a range of cards about how the Nazis affected religion. They use these cards to create a continuum line to show how far the Nazis suppressed religion. They use their completed continuum line to respond to questions. They follow this up by analysing photographs which they have to decide if they are real or fake and give an explanation for their decision. A series of questions end the lesson before making a class judgement. As always there are clear instructions, differentiated activities and plenty of scope for discussions and student-led activities.

A lesson that looks at the different methods used by the Nazi Party to control the German people. Students begin with a revision activity from last lesson (how Hitler became a dictator). They then study a clip from the White Rose and noting down any methods used and their effectiveness. Students are then introduced to a quote by Lawrence Rees about how successful he feels the Nazi Police state was. Students test his theory out by examining a source and sharing evidence to complete a matrix before responding to his view. A 12 mark exam question follows. As always there are clear instructions, high-quality worksheets, student led activities and plenty of scope for discussions.