The purpose of this lesson is to enable students to explain why the reformation began though an escape room / chronology style activity. Hook: Students to enter and define the words Reformation from a dictionary, prize / merit / house point to the student who is able to do this first. Teacher introduces lesson intention / outcomes before introducing the concept of the reformation and the main task. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with Martin Luther and ending with the impact of reformation on England. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story the the reformation. Students to then be supplied with the the story on the handout and to highlight 2 key events to help explain why the reformation began. Students can then complete a write up in their books. Structure strips included for support (Easily adapted). This is more than likely to consist of 2 lessons worth of material / activities. All music and 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

The purpose of this lesson to to start with a recap of industries that prospered to then transition into a case study about the problems faced by agriculture and farming during the 1920s. Outcomes: Expected Progress: To outline what products and industries boomed. Good Progress: To identify the problems faced by farms. Excellent Progress: To explain and judge the worst problem faced by farmers. Starter: Memory activity / card sort about electrical and industrial products which boomed. all explained in the embedded video. Main Task: Students watch embedded introduction video and read accompanying information sheet about the problems faced by farmers - students to highlight the main problems and the summarize on their card sort. Students cut these out and rank order them in order of worst problems. Plenary: student use the card sort to create a piece of ‘smart graffiti’ in their books outlining the problems faced by the farming and agricultural industries’ in the USA during the 1920s. All video and sound clips are embedded into the PP.

The purpose of this lesson is to introduce students to the causes of the US boom between 1919-1930. Students enter with a task to immediately complete a recall five definitions they will need to understand for this lesson. The teacher introduces the lesson intention / the bigger picture and outlines definitions on the board. Main task 1: students are each supplied with a cause factor card. Students to watch a summary video and are challenged to look out for their particular factor title when it appears in the video. Students then summarize on the back of their card how this factor led to an economic boom in the USA. They will have the printed explanation on the other side if they require it for support. A select number of students are then asked to become experts in their particular factor. they are to remain at their tables or at designated points around the classroom whilst other students circulate to ‘interview them’ and complete their factor sheet. Main task 2: A challenge and more challenging option of tasks here for differentiation: Challenge: Diamond 9 rank order the factors in order of most to least significant. Then explain why you have placed the factors in those positions. More challenging: Students to receive factor title sheet to cut out - students then draw connections between each of the factors to explain how they link together - textbook support could be used here. Students could add further sub factors of their own. To then verbally justify and present back to the teacher class as a plenary.

The purpose of this lesson is to enable students to categories the different changes taking place for women during the 1920s and to judge the most significant change. HOOK: Students enter and watch a rather stereotypical video outlining how women were regarded during the 1910-1920s. Students to answer the question on their sticky note. Teacher takes feedback and introduces lesson intention / outcomes. Starter: Students think-pair-share to discuss an image of some flappers and to feedback wy they could / could not be surprised by the photograph. Main: Teacher has a choice of 3 embedded videos to show, each one linked to students answering the question ‘What changes can you identify’. One video however shows 102 year old Alice who was a flapper back during the Harlem Renaissance, students could be challenged to come up with some questions they would like to ask her, of which they should be able to answer themselves by the end of the lesson. Students to then be supplied with a card sort of 9 changes women faced during the roaring 20s. Students are first to colour / categories the changes before Dimond 9 ranking them in order of significance. This can then be taken in feedback or lined to a GCSE explain type question. Plenary: students ‘snowball fight’ all the changes that happened to women during the 1920s. All videos are embedded into the Power Point. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to help students address the question, “To what extent was US society tolerant?” Through a series of student led tasks and fits into a bigger picture of a 1920s USA Depth Study. Hook: Students enter with dictionaries on their desks and are challenged to define ‘Immigrant’ or ‘Immigration’. Teacher takes feedback and introduces lesson title / outcomes. Students then watch an introductory video (Embedded) with an option to further define that ‘intolerant’ means. Starter: students are provided with a worksheet about the concerns US society had about immigrants in the 1920s. Students are challenged to categories these into – social – economic – political reasons before teacher takes feedback with a WAGGOL on the board. Main: Teacher shows another video (Embedded) and students are challenged to identify all the problems that they faced. Students each receive an ‘immigration experience’ sheet and one information sheet per table. Students to summarize. Circulate the class and select a student on each table who seems to have really grasped the topic. These students are to then stay behind at their table whilst the rest of the class circulate and spend 5 minutes each being peer taught about the immigration topic by the student who was selected to stay behind. Students can then summarize the experience of immigrants at this time in either a freeze frame or in a written task as a plenary. I have included additional information / videos in the presentation which could be used by the teacher to further support this task. Separate task for more able: I have included a work sheet, information sheet / video which more able students could be set as a separate task encouraging them to consider Native Americans and their experience provided the fact they were treated almost the same as immigrants despite being natives. A source evaluation homework sheet is also included. All videos and sound are embedded into the PP with links provided. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

Embark on a dynamic lesson crafted to acquaint students with the novel 2024 Paper 4 questions and the corresponding techniques for adeptly addressing them. This comprehensive session encompasses two model answers accompanied by engaging activities, fostering an interactive learning environment. Additionally, extension activities have been thoughtfully included, promoting collaborative learning opportunities among students. This lesson aims to equip students with a nuanced understanding of the updated 2024 Paper 4 format, empowering them to tackle questions with confidence and proficiency.