This lesson could be used for one lesson. However, to gain the most out of this I suggest using it over a two lesson period dependent upon how much detail / discussion you wish to go into. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson is structured in order to achieve the learning outcomes: Expected: You can describe & explain the problems on the Home-front. (SMSC). Challenge: You can explain how DORA & rationing helped overcome these. Stretch: You can evaluate and analyse the impact of government intervention. Activities include a museum walk of propaganda posters, a diamond 9 ranking task of DORA's laws, discussion points from videos (SMSC / modern day link opportunities). Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Videos are embedded or I have included the links in the presentation description.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

To link with my previous lesson ('An introduction to Slavery), this lesson starts with an autonomously moving spotlight over a picture (of raw cotton) to hook pupils into the lesson and link to one of the causes of slavery. Pupils begin the lesson through listening to a description of the middle passage to help introduce the lessons theme. Pupils then write an inquiry question they would like answered by the end of the lesson. Main Task: Depending on your class the main task for this lesson could take many forms, some suggestions are: Pupils could work in teams and study evidence (12 pieces of evidence included) around the room to create a fact file on the experience of the middle passage on A1 paper (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. A video clip from the show ‘Roots’ can then be shown (embedded) to help consolidate the tasks learning. Pupils will then have the knowledge they will need to answer their enquiry question and an exam style question at the end of the lesson which the teacher can then use to assess progress. Higher and Middle / lower ability version of sources included, with a peep sheet to prompt less able and a challenge sheet for more able. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Colour coded A3 / A4 knowledge organiser / Revision mat / book marks - for the entire Pearson Edexcel Medicine though time course. (Paper 1) Focusing on change and continuity during the 4 main periods: Medieval Renaissance 19th Century 20th Century Significant Individuals / Government acts / Discoveries / Inventions / Dates Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The focus of this lesson is to build upon the failure 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 as a result of the 1929 Depression and to judge the most significant problem posed 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 the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the depression to re-call / introduce knowledge ( 2 video options embedded into the PP) Students then engage in a quiz-quiz-trade activity to reinforce and build up their knowledge surround the depression. Main task 1: Student engage in a ‘6 monkeys’ variety task to learn about the initial impact of the depression on the L.O.N: Monkey 1 – Read (or teacher reads) The first monkey is to read a piece of text that relates to the concept, idea or process. This stage allows differentiation to take place, as students of different abilities could be given texts with Monkey 2 – Drawing Monkey 2: Draw! it’s time for some drawing! Students have to draw a diagram/ cartoon/ flow chart to describe what they have understood from reading the text.h different degrees of detail, complex vocabulary or even on different topics. Monkey 3: Key words Lead reader reads out the highlighted words students add these to their pictures. Monkey 4: Students explain the story to their partner. Monkey 5: one students is selected to read out to the class – whilst students follow along with the actual story on the board. _ if they do it mostly accurately they can get a prize. ALL STUDENTS THEN WRITE UP IN THEIR OWN WORDS. Main task 2: Students to apply their acquired knowledge to complete the reverse of their sheet where they shall begin the judge the most significant problem this posed to the L.O.N. Plenary: Students break into small groups / individually to assess the message of some source of evidence linked with the Depression (focusing on exam skill) students then stick responses on the whiteboard as an exit pass.

This was graded an ‘outstanding’ lesson. Hook Starter to be handed to students as they enter class. Lesson Intention and differentiated outcomes. Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. Diary extracts / time line are included within this pack (other stations could include text books, laptops EG: On the Anne Frank Website an interactive tour of the Annex. I also included a ‘bigger picture’ station which showed an overview of The Holocaust though pictures etc as a whole. (All images and videos / sheets from Google / BBC Bitesize). Lesson plan included.

The purpose of this lesson is to inform students not only about the Great Exhibition but also it’s importance to the British Empire. **Lesson Plan: ** Lesson starts Embedded song plays as students enter with a literacy hook to immediately begin work to define an exhibition to then challenge students to think of any modern day ones. Starter: Students watch a short intro video (embedded) to then define ‘The Great Exhibition’. The teacher than has the option to watch a more in depth video (embedded) which students have a series of questions to answer linked with it’s inception - what was on display and what countries exhibited products and goods. Answers provided then for students and teacher to go though. Main Task: students engage in a literacy relay task and work in teams competing against each other to build their knowledge upon the Exhibition. there could be a prize for the winning team. Teacher then embedded knowledge using the answers and student feedback - students can mix-[air-share the answers between each other. **Plenary: **Acquired knowledge can then be demonstrated though the answering of an exam style question (differentiated though scaffold / mark scheme and sentence starters / key words). ***Lots of visuals / moving images and music embedded within the presentation. ***

A colour coded wall display to help students engage with / understand the complexities and Geography of the Vietnam War. **Included: A3 Map to print off. 16 significant events of the Vietnam War. Each are colour coded: Short term causes Long term causes events of the war Tactics End of the Vietnam War. ** Fantastic for understand GCSE but also KS3 to simplify for younger students. You may require string to link up some of the events to locations. I have included a map but you may wish to purchase your own.

Handy structure strips that cover the different types of questions for IGCSE papers 1 / 2 in History They are very useful when preparing students for exam preparation, assessments and writing up questions in lessons. The students also use these to make their own structure strips for revision.

**Colour coded DOUBLE SIDED A3 / A4 knowledge organiser / Revision mat / book marks - for the entire American Course. ** Side One: Focusing on progress between key time periods. 1954-60 1960-65 1965-70 **Side 2: ** Significant Individuals (MLK, Rosa Parks, Malcolm X , Kennedy, Johnson, Garvey, W.E.B. Du Bois, Bucker T Washingson, thurgood Marshal). Government Acts (1964 Civil Rights / 1965 Voting Rights. **Key organisations: ** NAACP SCLC SNCC CORE Black Panthers KKK Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

**The purpose of this lesson is for students to develop their understanding regarding the importance of trade for the growth of the Empire. ** **Lesson Plan: ** Hook / starter - Embedded video of all the countries which have been part of the British Empire - students to enter and remember as many as they can. Lesson introduction (optional) goods of the Empire such as bananas, spices, tea, coffee, sugar etc. are placed into bags / big bags - students circulate the room and feel feel / smell the bags content to guess what the good may be. This leads into the watching of a BBC video where students are challenged to remember more goods that the Empire traded in. Students complete the ‘Empire Map Worksheet’ with the locations of goods and trade routes. Students are then issued with an advertisement of one of the goods sold back in Britain. students engage in a MIX-PAIR-SHARE activity to discuss key questions linked to the advertisements Students then return to write up their work in the books linked to a GCSE style question (Exam skill advice and structure included for differentiation). **Plenary: **Blockbusters linked to empire good! **Lots of of interactive activities to engage students with songs included and moving gifs! **

The purpose of this lesson is to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

This was graded an ‘outstanding’ lesson. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the London Blitz to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. I have included 5 stations however these could be less / more dependent upon size and ability of your class. Eg: 1. War time memories / experience of the Blitz. 2. Propaganda posters (Blackout and recruitment to help during air raids). 3. Anderson / Morrision shelters. 4. Text book / war time newspapers 5. Interactive station (War time house / Interactive Air Raid map). 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. (All images and videos / sheets from Google / BBC Bitesize). Many Thanks.

The purpose of this lesson is to enable students to explain the impact and then longer term consequences of appeasement / Munich Agreement and Sudeten Crisis. Hook: Students to enter and to complete a quick source of evidence settler based on appeasement. Students receive this as they enter the class from another student or the teacher (to be printed off the presentation) Teacher takes feedback and introduces the lessons intentions and aims. Main task 1. students to play a mix -pair-share activity ‘hey did you know?’ all explained in the PP and linked to the shorter term impacts of the Munich agreement, there can then be a quick memory test before students detail some of these in their books / applied to a quick GCSE exam prep question (structure strips provided for differentiation). Main task 2: Students then complete a summary activity about specifically France and Britain’s reaction to Hitler’s further occupation of Czechoslovakia/ combined with an embedded video. Students are the n to use both of these as resources to complete a quick ‘newspaper style’ summary sheet detailing this information to go into their books. All videos are embedded into the PP (Links provided) **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

A double sided work sheet to assist in introducing The Holocaust. Includes an exam style question with sources and an accompanying success criteria.

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. This lesson focuses upon how ideas of treatment and prevention of illness changed during the 20th Century. through focusing on the development of technology and the creation of the NHS in 1948, through to Government intervention and lifestyle campaigns. The aim of this lesson is to judge the impact and significance of these changes over time. Videos are embedded/ links provided with further advice in the description of the PowerPoint Presentation. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

The lesson begins with pupils being handed a letter from the Mayor of Montgomery pupils interpret and infer from it to guess the focus of the lesson. Pupils are introduced to Rosa Parks and asked to discuss what they already know about her and segregation in the south. There is a video (embedded) to introduce pupils to Rosa Parks refusing to give up her seat. Pupils are provided with a fact file sheet highlighters are to be used to assess why she was significant as many other women before her had refused to give up their seats. Pupils are then required to circulate the classroom to piece together the events of the bus boycott which followed (additional activity suggestions are suggested as well) Pupils watch a video to embed knowledge of events. I then use whiteboards as a plenary to assess this e.g. each write an event and arrange themselves in chronological order. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

The purpose of this lesson is to develop pupils understanding of the Little Rock Nine for either KS3 or GCSE. The lesson begins with a choice of hooks / starters depending upon the personality of your class. 1. Reflection upon Bravery and standing up for what is right. 2. A Reflection upon their pupils first day at school and if older pupils have a responsibility to look after pupils in lower years. Pupils are introduced to the Little Rock Nine through some written information and a short video (embedded) Pupils reflect upon a visual source of Elizabeth Eckford using their knowledge to interpret and infer from the source. The main task involves pupils using a card sort to assess the positive and negative impacts this had upon the Civil rights movement. A judgement line can then be used to assess progress. Pupils consolidate with another video before demonstrating their knowledge through an exam style question - although this could be set as Homework (included). I have also included an additional section of resources such as a modern day link video (embedded) and discussion of learning beyond the classroom. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

Order of lessons for Paper 3.