This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Pupils to ask as many questions as they can of the evidence. Winner for table with most questions. Pupils then select one they wish to have answered by the end of the lesson. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Video links are included within the presentation. 2 HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. Judgement line to be used as a plenary to assess pupils progress. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson should lead on from recently studying the Battles of WWI or Field Marshal Haig. 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). Short blurb about how the Generals of WWI may have been misjudged. Starter: Discuss the picture showing all the the Generals and their statistics from The Great War, how many of them lived / died & how/ awarded medals etc. I have then allowed my pupils to watch Blackadder series 4 final episode 'Goodbye'. Pupils are to be critical of this and afterwards discuss if this was a true representation of war conditions / Generals. I have provided a YouTube link to the episode (In case it is taken down or it does not work, you may wish to purchase the DVD). I then use a judgment line to assess progress and gain pupil's opinions in relation to how far we can trust this episode to be reliable and then in relation to the learning intention question. 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. This lesson would work best having used sources in previous lesson to study WWI Generals / Marshals, I have used Haig in previous lessons. Pupils are encouraged to use this evidence to help construct their answers.

Pupils define ‘One Second Order Historical Concept’ as a hook. Linked with A02. All outcomes are linked with Assessment Objectives 1 & 2. Pupils will study p49-50 in the textbooks (Photocopied) highlighting in 2 different colours treatment which changed and treatment which stayed the same from the Medieval period. (To extend learning could discuss Syphilis) Slide included to extend learning. Pupils then wok on a card sort to connect sentences together to help explain the changes and continuities in how diseases were prevented. (Pring off slide for card sort). Pupils consolidate with an exam style question from the new scheme linked to A01 & A02. I have included a WAGOL to this question to model an answer. You could ask pupils to peer assess WWW/EBI. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson.

Included: PowerPoint with embedded video / instructions / song links & opportunity to learn beyond the classroom. Mystery Sources Peep Sheet (Help envelope to differentiate) Song Lyrics sheet. Sources for Silent debate. 2 source evaluation Homework's to help pupils consolidate learning at home. Lesson Plan to help guide you through the whole lesson. You will also need A3/A1 paper for 'Silent Debate' activity.

This lesson introduces the concept of Slavery and through a series of chunked tasks pupils will be able to define a slave and explain the causes of slavery by the end of the lesson. This lesson is perfect for an introduction to the slave experience or would link in nicely with a SOW on the British Empire. All videos are embedded with links also provided. This lesson could be completed without the need for exercise books. Pupils consolidate their learning at the end of the lesson through completing an exam style question which concentrates on pupils developing balanced answers.

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.

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 the significance and success of the government in preventing Lung Cancer. The aim of this lesson is to judge how much of an impact the Government has had in preventing disease and illness from the 1800-Present day. This is then conslidated with an exam style question with a pupil friendly success criteria provided. Videos are embedded into the presentation with links also provided. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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.

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 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.