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

Included: A lesson about Roman Crime and Punishment (there is a lower and a high ability adapted version of the lesson) Starter sheet Main task sheets (differentiated for more and less able) presentation Thorough lesson plan I have included literacy, numeracy and SMSC links Many Thanks

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

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.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason Hitler to come to power. 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. Additionally I have included a source evidence Homework piece and a differentiated more / less able version of the literacy relay activity. Many thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of a raging fire to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. Pupils will watch a short 10 minute video explain what The Reichstag Fire was and the theories surrounding it. Pupils' will then work in teams and study evidence packs to sort the different views regarding who started the fire. Pupils then combine with like minded pupils to explain (using the evidence) their overall opinion. Pupils explain how the different parts of the Enabling Act helped Hitler consolidate his power. 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 video links are provided.

Lesson Intention and differentiated outcomes. (SMSC) Videos and embedded and links are included within the presentation. This lesson could be used without the need for exercise books as it is a museum walk for the most part. I have included 10 evidence sheets however these could be less / more dependent upon size and ability of your class. Pupils begin defining an Empire before consolidating with a video about the Roman Empire. Pupils then collect information from sources of evidence around the room to help them answer an assessment style question. Pupil's then consolidate their learning through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI.

This is an introductory lesson to help introduce Native Americans. Pupils watch 'Hook' video clip to guess what the lesson is about. Learning Intention and differentiated outcomes (SMSC). Pupils then watch a short video to introduce them to the daily lives of a Native American tribe. The majority of the lesson is based around the main task of 'Literacy Relay'. This is where pupils compete in teams to answer a series of questions based upon an information booklet. Pupils are then asked to use the information learnt from the main task to create a role-play or a series of Freeze-frames about a day in the life of a Native American. This lesson could easily be completed without the need of an exercise book.

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.

Short introduction to life in 19th Century Britain. All lesson outcomes are linked to A01 & A02. Pasteur: Pupils will study Pasteur as a case study watching video clips / information and sources of evidence to judge his importance and the importance of the Germ Theory to the progression of medicine. Koch: Pupils compete in small teams to answer a series of questions to build their knowledge up on Koch and his significance in the progression of Medicine. Pupils then complete a silent coversation with prompts to debate the significance of each individual. To consolidate pupils watch a short video clip and summarise the impact of the Germ Theory in Britain. Pupils should be prepared then to answer an exam style question as Homework. I have included a success critera personalised and smimplified to allow pupils to answer this 16 mark 'how far do you agree question' from the Edxecel GCSE new scheme. You will need the new Edexcel GCSE 'Medicine Through time' book for ths lesson.

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.

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. Brief introduction to the changing understanding of medicine by 1900. Pupils then explain the significant of Watson and Cricks discovery of DNA, using a video and the Textbook. Pupils then explain the significant changes in ideas about the causes of illness (variety of activities suggested in description to fit your class) I have opted to do this task via a silent conversation (explained in presentation) Pupils then consolidate with a mock 4 Mark Exam Style Question with a model answer. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

The Purpose of this lesson is to conduct an investigation into the events and impact of peaceful protest during the early 1960s of the Civil Rights Movement. The lesson begins with a hook video / audio clip reading of Martin Luther Kings ' Letter from Birmingham Jail'. Pupils reflect upon this and ask a question they would like answered at the end of the lesson. Pupils then think-pair-share about what methods might the African American population of Birmingham employ to bring an end to segregation in such a city? Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. Pupils are then encouraged to conduct a journalistic investigation into the events of the campaign through 'interviewing' key figures though a relay activity (all explained in the presentation). To consolidate pupils will then write their own newspaper report about the events of the campaign and its significance linked with exam skills. Peep sheet provided for support. The lesson finished with the setting of a consolidation homework & an explanation about the March on Washington / extra newspaper articles for stretch and challenge. All videos are embedded (links provided) further advice can be found in the description of the presentation.

The aim of this lesson is to allow pupils to explore the 1965 'Watts Riot' as a case study linking in with the era of 'Black Power'. To start - have room ‘turned upside down’ – desks on sides – chairs turned over – information / interviews and pictures to be stuck around the room - hand pupils their investigation sheets as they walk in allow a certain amount of time to pass for pupils to lead their own learning here to discover what has happened, why, where, who and the outcome: Chips or paper money (print off) to be handed to pupils this can be exchanged for help from the teacher if they spend it however they lose a merit or sweets etc.. As a reward. Pupils then define a riot and feedback their findings to the teacher who leads a discussion about the riots and other riots which took place during this time before linking this knowledge to interpreting a source of evidence form the riot. Pupils are then introduced to the 'Kerner Report' which then allows pupils to demonstrate their knowledge with a judgment line activity about the impact of these riots upon the civil rights Movements. Video plenary which of modern day link riot which similarly took place in Ferguson, Missouri, 2014. Peep sheet available for less able pupils: all video and sound clips are embedded into the presentation with further advice on running the lesson to be found in the description.