A two sided revision sheet for Elizabethan England. - Key Dates & events . Threats at Home and Abroad . Religious Settlement . Elizabethan society and exploration - Key words - Significant Individuals.

In this lesson pupils will assess to what extent Edward VI was a good King during the short time he was in power. As pupils enter the class they will be provided with a portrait picture of Edward and Henry VIII. Pupils will mix and then pair up with a pupil who has the opposite portrait to them. Pupils will discuss the similarities between the two portraits. Pupils will then answer the question: Why has the artist painted Edward in a similar way to Henry? (White boards could be used to showcase visual progress). Pupils will then watch a video (link provided) pupils are encouraged to identify the challenges Edward will face during his reign. The main task is designed around pupils circulating their classroom studying evidence stuck to the walls (9 sheets) gathering and categorising this information about Edward into 'Good King & 'Bad King'. This can then be used to answer an exam style question which assesses 'balance'. Plenary: Pupils will form their overall judgment and can either verbally explain though a whole class judgment line or individually on a sticky note to be stuck to the board. There are plenty of directions this lesson could take and various ways the source evidence could be used to suit your class. A prompt and challenge sheet has been included to stretch and challenge / support weaker students.

Pupils define ‘Humanism’ as a hook. ‘Did you know’ - mix - pair - share activity to assess reasons for Sydenham’s significane (Teaching instructions included on the resource) Pupils then study Sydenham - extracting important information about him, befroe judging his importance and discoveries to the progression of Medicine. (AO2) Introduce the printing press and pupils judge the significance of this during the Renaissance period and the impact it had. Pupils then compete in teams to identify infomration about the Royal society before explaining its Significance. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson. pp-44-46

**FREE KNOWLEDGE ORGANISER INCLUDED. ** There are two parts to this lesson. 1. Pupils will identify why Mary was a threat. Pupils will be handed a Tudor family tree as they enter class. The question on the board will be: Why was Mary a threat? E.g. She was Catholic or next in line for the Throne. After receiving feedback pupils will then watch a short video clip where they will be further asked to identify other reasons why Mary was a threat to Elizabeth. Pupils will then use this information to describe two feature of Mary’s threat to Elizabeth. (I have a provided a WAGOL to support pupils with this task). 2. Decision making activity. Pupils are then informed about the reasons which led Mary to flee to England. Pupils will engaged in an active decision making activity to decide what Elizabeth should do about the problem of Mary. Pupils will be able to then use this information to form a judgment about what they believe would have been the correct decision for Elizabeth to make. Before it is revealed that Elizabeth decided to imprison Mary for 19 years. A1 paper will be required. There are further instructions and prompts included within the presentation.

This was recently graded an Outstanding lesson for one of my KS3 classes. Pupils will start by listening to a slavery song to empathise with slaves who worked in the cotton fields. Pupils will then watch a short BBC video explaining the experiences / work life of slaves on a plantation before exploring evidenced to study the experience of a slave on a plantation. Pupils' will then consolidate their learning through answering a structures exam style question. Stretch and challenge opportunities included for more able pupils, differentiation through outcome and evidence packs can easily be adapted to suit your pupil's needs. Included: presentation (resources included in lower half of presentation for printing) Worksheet booklet (class books will not be required) Thorough Lesson plan SMSC included, literacy and numeracy included. Differentiated outcomes. All video and music links are embedded or included to access online.

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960. Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line. All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation. Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.

The purpose of this lesson is for students to debate if Nixon was right to keep the invasions of Cambodia and Lao a secret from the US public during his Vietnamisation program. This skill is linked with final 16 mark statement questions found in papers 1 /2 &3. Studentts begin though a starter task of attempting to fill in a blank map completing the names of the countries, the Ho Chi Minh Trail, Gulf of Tonkin and any cities etc. Students are introduced to the invasion of Cambodia through a short video clip of Nixon's televised explanation (embedded). The main task revolves around the teaching and learning strategy of '6 monkeys'. All explained within the resource pack attached . After assessing the impact of this invasion in 1970 students are introduced to the invasion of Laos in 1971 and how the US public reacted to the news of these invasions. Students are to complete a short 4 mark source evaluation activity linked with the Kent State Shooting protest. After these tasks and debates students will be ready to form an overall judgment regarding the initial debate question: Was Nixon right to keep the invasions of Cambodia and Laos a secret from the US population? I have included an extension video showcasing a news report of how currently the US are attempting to get Cambodia to repay for the damages caused during the invasion (video embedded).

**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 aim of this lesson is to introduce the concept of ‘Black Power’ to pupils. The lesson begins with pupils inferring and discussing a source of evidence showing a black man tied down by the non-violent events which has happened so far during the Civil Rights Movement - this leads into the introduction of the need for violence to achieve black peoples aims. Pupils watch a short video on the Mexico Olympics of 1968 to help introduce this – before being introduced to the Black Panthers through a listening activity from an interview with Huey Newton and a study of the Panthers 10-point programme. The main task involves pupils studying a card sort and categorizing the successes and failures of the movement. Pupils could mix - pair - share to help do this or simply working individually or in pairs before forming an overall judgment on the success of the movement. Pupils then consolidate their learning with a short video before answering an exam style balanced answer statement question. Further advice can be found in the description of the presentation - all videos are embedded (links also provided).

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).

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

This lesson focuses upon students identifying continuities and changes in how the Black Death / Plague was approached from the first strain in 1348 to when ti returned in 1665 focusing upon, Causes - Treatments - Prevention. **Lesson Plan: ** Lesson begins with a hook to recap the approached to the Black Death in 1348 via ‘The Walking Chocolate Bar’ activity (explained in the PP). The teacher ill then use this to introduce the learning intention & Outcomes. Students will record their work from the various activities on a double sided work sheet. students to watch one or two video clips (provided) to identify what approaches stayed the same / changed. the teacher can then take feedback and question students using the accompanying slides of information to help students complete the first half of their sheet. the biggest changes between 1348 - 1665 comes in the form of prevention. the students can be presented with a card sort of the new preventative measured taken in 1665 to avoid the plague. Students are challenged to Diamond 9 Rank these in order of effectiveness. students then work to complete a blank map of a town filling it with pictures and labels of the different preventative methods introduced. (Extension: Students explain the most / lead affective preventative method). Once completing their sheet and after student feedback- students complete an exam style question for a plenary (Mark Scheme and WAGOLL provided). Sounds clips are embedded / links provided / Peep sheet / More than one lessons worth of content / resources easily! Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Opposition and Reactions to the Vietnam War. (Pearson Edexcel GCSE) The purpose of this lesson is to educate students on the reasons for opposition to the Vietnam War. the lesson focuses upon Measuring public opinion, the students movement and the draft to then apply this knowledge to a utility question. Students will work record all acquired knowledge on a fully resources knowledge builder work sheet. Although not necessarily required any school textbook could be used to support student learning and progress. All sources of evidence are included along with videos which are embedded and links provided.