The Purpose of this lesson is to conduct an investigation into the events and impact of the Freedom Summer of 1964 and how this led to the introduction of the Civil Rights Act. Lesson begins with a trailer for the film 'Freedom summer' as pupils enter class they will be handed the Louisiana literacy test to take when they sit down. This is a purposefully confusing text to stop black people from registering to vote. Pupils are then introduced to the Mississippi murders though a clip from "Mississippi Burning' embedded - pupils are encouraged to write a series of questions they would like answered about these murders (they will then be able to answer these later in the lesson). Pupils study the original information booklet appealing for volunteers to enrol in the freedom summer before using this to summarise what it was about. (extension activity included here for more-able pupils) Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. After reflecting upon the evidence pupils will try to answer they questions they set themselves about the murders and how this again gained national attention - pupils will reflect upon an audio clip from part of a speech by President Kennedy to then discuss if he supported the Civil Rights Movement. this can then lead the way for introducing the civil rights act of 1964 - pupils are set a homework to reflect upon to what extent it was successful (linked in with GCSE exam criteria) All videos are embedded (links provided) further advice can be found in the description of the presentation.

Lesson begins with students recalling why the riots of 1965-68 began. This can then lead into the introduction of this lesson which focuses upon King’s campaign in Chicago. Pupils will watch the first 5 minutes of an ‘Eyes on the Prize’ Documentary to set the scene, there are questions included to support, these can be printed off or one question delegated to each table to answer. Teacher then consolidates initial learning through using a GIF map to discuss the housing and black ghetto problems Chicago was experiencing. this leads into a 4 mark inference question to assess progress. the main tasks is cantered around pupils assessing the successes and failures of the ‘Chicago Campaign’. Teacher will copy PP 72-73 of Pearson ‘Conflict at Home and Abroad’ textbook - pupils work in pairs to highlight success and failures in different colours, before planning an 16 mark statement question answer between them. This can then be completed professionally as homework. the lesson ends with video clip and a reflection of MLK and his assassination. Pupils can have the opportunity to write an obituary for MLK’s life as a plenary. Peep sheet and a structure strip are included to help support pupils in planning their 16 mark question and chunking information about the Chicago Campaign.

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).

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.

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitlers Anschluss of Austria in 1938 and fits into the bigger picture of ‘Why had international peace collapsed by 1939’? **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about Hitler’s foreign policy. **Starter: ** students watch a video (optional but embedded) are challenged to suggest why they may be surprised by the message of the interview video. Teacher then links into and introduces the lessons intention. Main task 1: Students are provided with a key information sheet breaking the stages of Anschluss down – students to highlight 3 key features of each stage. Students are then challenged to write a series of questions based on the information to quiz each other about the stages of Anschluss. Students then to meet back at their table and complete their table sheet in more detail. Show consolidation video (embedded). Students then to explain why Hitler was able to achieve Anschluss in 1938. Structure strips and success criteria (MARK Scheme) for differentiation. Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. (Home work included for source evaluation).

The purpose of this lesson is to enable students to understand how Ford contributed towards the economic growth of the US through developing their understanding of key words and concepts. Hook: As students enter they are challenged with completing an A-Z sheet of how many key words they already associate with the 1920s. Teacher introduces lesson / outcomes. Starter: Teacher then uses the PP to introduce Henry Ford and a bit of his background / famous for. Students can then watch an introductory video (Embedded) and make some initial notes. Teacher introduces the ‘Cycle of Prosperity’, students provided with a blank cycle and are challenged to memorize the completed version on the IWB in 30 seconds (timer included) Students then have 2 minutes to try and complete their blank sheet with as much detail as possible. Link this then to some other major concepts associated with Ford (8 more in total), students to play a memory activity to remember them initially which then flows into a game of taboo - all explained in the PP. Students can then watch another video and tick off where they can spot their newly learned words / concepts whilst watching. Following this students are asked to complete an exam style question to explain the impact ford had being challenged to use as many words as possible, easily adapted structure strips provided for differentiation. Finish with ‘learn beyond the lesson’ option for further stretch and challenge. (Dragons den presentation style activity included also which could be another lesson in itself) Easily enough for 2/3 lessons. All videos etc are embedded with 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 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 enable students to collaboratively work together in order to explain the significance of the Scopes Monkey Trial of 1925 in the wider context of ‘how intolerant was 1920s US society’. Hook: Students enter room (cartoons / pictures to be placed on tables / walls) students are to use these to write their own title for the lesson, guided by the teacher. Starter: Studenst watch 2 video clips (Simpsons / Morgan Freeman National Geographic) in order to define creationism v evolution theory. Teacher then use PP to outline fundamentalism in the southern states of the USA during the 1920s. There is the a quick 1925 textbook comprehension task to consolidate this. Main: Students to work together in a 6 monkeys style activity (all explained within the PP description) in order to explain the causes and events of the trial, teacher can help facilitate but this is very much a student led lesson. There is then an embedded video to each to help students consolidate their write up / new report. (Teacher’s choice). Plenary: Students are to MIX-PAIR-SHARE the varying different results of the trial then then apply all of their acquired knowledge to the question, ‘How significant was the monkey trial in demonstrating intolerance in US society during the 1920s?’. This can then be written up in another lesson or for homework. All videos are embedded with links provided in the powerpoint. **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 convey the causes of the wall street crash in a student friendly and accessible manner though a series of student led (less teacher talk) tasks. Hook: students enter and use the displayed picture on the IWB to guess the title of the lesson. Starter: Students are introduced by the teacher to the lesson’s outcomes and a brief introduction sheet which can be printed off and handed out for support. Students then to watch a video identifying in simple terms the causes of the crash. This is embedded, and students can list the causes they identify. Main task 1: Students are supplied with some of the main causes of the crash broken down in the form of flash cards. Students to MIX-PAIR-SHARE their cards to remember as many causes as possible. Teacher then takes feedback on the IWB. Alternatively, students could be supplied with one set of flash cards each and could rank order the causes in order of importance or in a Dimond 9 ranking system. Main task 2: Teacher hands out worksheet - Students record their specific cause from the card they were supplied with on the sheet (Summarizing) Students are then to mix around the room and support each other in completing the rest of their sheet through peer teaching. There is also the option to categorize into long / short term causes plus rank order in significance. Teacher then can take feedback. Plenary: Students to summarize the cause of the wall street crash in the form of a tweet to consolidate lessons learning. All videos are embedded. 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 enable students to gain an overview of how leisure time was spent during the 1920s through a collaborative student led task. Hook: Students enter with information placed around the room about a famous Hollywood actress from the 1920s, students are posed with the question, why did she find it difficult to find work by 1930? (Answer she was eastern Europe and after ‘talkie’ films began native English speakers found it hard to understand her. Teacher takes feedback introduces lessons title / outcomes. Starter: Students watch a short video clip (embedded) about 1920s entertainment, students to list as many leisure activities as they can. Teacher then introduces the main task where these identified forms of entertainment will be built upon. Main Task: Pupils work in teams to collect information from sources around the room. Pupils are allowed about 30 mins to gather the information to then use it to create a fact file / spider diagram on large A1 paper … Or individually on A4 paper. If they work in teams I usually then take a photo of each teams work and shrink them down to a4 to stick in books. Pupils should then have the knowledge to answer the assessment question either at the end of the lesson or the lesson after depending on how long this task takes. All explained in the PP itself. I have have included a peep sheet for further differentiation. There is an opportunity to watch a clip from the first ever talkie film ‘The Jaz Singer’, this is a good discussion point as it also links in with racism in the 1920s USA as well. Plenary: Students use their fact film to answer an exam style explain question now (easily adaptable structure strips included for differentiation). Homework: Students could be challenged to watch ‘The Great Gatsby’ and I have included 2 differentiated worksheets to go with the film, students to look out for varying forms of entertainment, but also other features of 1920s USA such as speakeasies, Jaz, racism, prohibition, flappers etc. All videos are embedded. 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 is a straight forward lesson which requires pupils to re-cap previous knowledge before introducing the two main innovations in Renaissance medicine. 1. Printing Press 2. Dissection. Before forming an overall judgment of which was more important to the progression of medicine over time. Presentation and lesson plan included. Differentiated lesson outcomes. I have included challenge questions to stretch more able pupils. SMSC, numeracy and literacy links are incorporated. Video links & timers are also included. There is much to play around with here to put your own touch on the lesson. Text books could be used as additional support.

I recently used this lesson for a mixed ability KS3 class. Pupils will learn about the storming of the Bastille during the French Revolution. The main task is literacy relay where pupils will work in teams to answer the questions related to the different interpretations of the Storming of the Bastille. Pupils are then to form a judgment regarding which sides' story of events they trust more, either Historian's version of events of that of the 3rd Estate. Pupils will then answer their leveled judgment question. I have also included a modern day link to how Bastille day is celebrated today along with an opportunity to learn beyond. Videos are embedded into the presentation, however I have also provided the links for these as well. Differentiation though outcome and a peep sheet to help with the main task. SMSC question included to encourage further discussion points. Many thanks.

This lesson should lead on from recently studying the 'Declaration of the Rights of Man'. 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). Starter: Pupils' receive crime cards to which then then decide individually upon the most fitting punishment this will link in later with the lesson when the guillotine and how it was used during the 'Terror' is explained. Pupils can compare justice and crimes fitting the appropriate punishments. Pupils will consolidate with a video regarding how the Revolution became extreme though the September Massacre as a case study. Pupils' then compete in groups to complete a literacy relay regarding the 'Terror' to increase their knowledge of the events which took place and the main forces involved. Peep sheet has been provided here for differentiation. Pupils then watch a BBC Bitesize video to consolidate before answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Many thanks

Learning Intention and differentiated outcomes all linked to Edexcel new scheme assessment objectives (A01-A02) Teacher introduces Harvey though an audo listening activity via an mbedded MP3. Students use thier listening skills to remember and then add information to create a profile about Harvey and his discoveries. Pupils’ will then work in teams and study an evidence sheet to explain the different factors which allowed Harvey to discover his findings. (All explained within presentation - History Relay) Pupils consolidate this task by watching a short video (embedded) Pupils then study the impact Harvey had upon the progression of medicine. (Edexcel Text book will be required). Print off and use highlighters to complete the task. Pupil’s then consolidate their judgment through answering a structured Edexcel new scheme exam style question. This comes with exam tips and a WAGOL. 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.

An introduction lesson to 'Pirates'. This is a lesson with a series of chunked tasks to introduce piracy to pupils or this could be used as a fun one off lesson. You do not need exercise books for this lesson. All videos have link provided or are embedded.

All outcomes linked with the new Edexcel History 1-9 scheme. (A01/A02) Pupils receive a card upon entrance to the classroom. (Pain / Infection) Pupils are introduced to the top through studying a picture source of a man screaming in pain: Pupils discuss the problems associated with Surgery. Pupils pair up with pupils who have the same card as them. Using the textbooks pupils summarise how their problem associated with Surgery was overcome. Pupils then mix pair and share to complete the rest of their table. Pupils will the watch a video to consolidate (Embedded / Link provided). Pupils then discus and decide upon the most significant (A02) opposition to developments in anaesthetics and antiseptics before consolidation with an exam style question (WAGOL provided) You will need the new Edexcel GCSE ‘Medicine Through time’ book for this lesson.