Every minute counts! A great visual poster which could be displayed in class rooms / used for discussion during form time about the impact of being late to school / lessons.

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

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.

The purpose of this lesson is to introduce Diem's Government to pupils proceeding the Geneva Convention. Pupils begin with an enquiry into 'the domino theory' and how this kept the USA engaged with South Vietnam. This is done though a short explanation and a video (embedded). Pupils then spend the majority of the lesson first identifying reasons diem was so unpopular through an active reading activity and embedding this knowledge though a variation of tasks e.g. 'walking chocolate Bar' or a ' Snowball Fight'. Pupils will then be encouraged to card sort their chosen reasons and diamond rank them in order of significance. Pupils can then write up their findings before the setting of a homework to further consolidate their lessons learning. all videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.

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).

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 not only inform students about Hyperinflation but to challenge them to think about it in the bigger picture, how it was a product of the T.O.V and how it links into national and international impacts in the longer term. Students enter with a task to immediately complete (Pictures will be scattered around the classroom, students are to study the picture and on a sticky note write down what they believe the lesson title will be - something along the lines of Hyperinflation (Critical thinking). Teacher then goes through some starter quick fire true / false questions with the students to recall learning. Students think pair share what Hyperinflation could mean before it is outlines by the teacher (opportunity for student rewards). Students then watch a short embedded video about how Germany was impacted by the TOV which led to Hyperinflation. The main task is centered around a memory activity regarding the consequences of Hyperinflation. students work in pairs to complete the card pairing activity before mix-pair-sharing the consequences between themselves. Again opportunity for a consolidation ‘memory test’ where students could compete for prizes. Students then complete and exam style GCSE question assessing their acquired knowledge (structure strips provided for differentiation). Students to peer assess for a plenary.

The purpose of this lesson is to lay the foundations for the causes behind the 1920’s Red Scare in the USA, kept specifically general to link with varying GCSE Exam Boards but specifically focusing upon developing critical thinking skills causes and judging significance. Lesson begins with a hook: RE-call five to settle students before beginning the lesson with an introduction to rumour spreading: Example of Chinese whispers and video regarding ‘Fake News’ to hook students into the concept of a red scare and moral panic. Option to provide a secret students: with a mission to spread a rumour round the class to further hit home how news / rumours can spread (card provided). Students supplied with the A3 causes sheet and are then to watch a short clip outlining some of the causes of the Red Scare between WW1-1921. Students are challenged to title the picture on the sheet with the causes identified within the video. Following this students are asked to either: Circulate the room and museum walk the causes in more detail or students could be provided with a specific cause and become and expert in it then then peer teach the rest of the students in the class. Lessons finished with students assessing and judging the mos significant cause of the Red Scare by standing next to the cause they believe was the most significant and think-pair sharing with any like minded students to critically explain the most important - writing or verbally explaining to the teacher.

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 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**

There are a lot of resources included in this pack. The following information is how I have ran the lesson in the past; but please change and adapt the resources to suit your teaching style / pupils. I hope you find them useful. Pass the parcel style starter where pupils work out the lessons topic. I wrap up a bar of chocolate and place a ‘clue card’ on each layer. Alternatively you could give a card to different groups who must act out for the rest of the class to guess their word (Spelling together ‘the Nazi Soviet Pact’) Pupils will visit 5 stations around the classroom to help answer the question ‘Why did Hitler and Stalin sign the Nazi-soviet pact?’ NOTE: You will need additional material for station 4. Station 1: atch video Station 2: Visual Cartoon Source + map of Poland showing how it would be invaded and divided by both countries (simple). (white board pens can be used to label countries / make notes if you laminate the sheets) (visual learners) Station 3: Source table – sources A-F – differentiation: Some easier to understand + read than others) (Again – white board pens can be used to circle / underline key text) (for those who prefer reading) Station 4: touch and feel boxes – Box 1 – contains a clock and a bomb to show that both sides would be bought time but the bomb indicates that war would eventually commence. Box 2: contains a small wooden pole and some grass = Pole-Land = to show that both sides would befit from dividing Poland between them. (Kinaesthetic learners) Station5 : (The Secret station) – A3 information sheet which consolidates everything that happened to lead to the pact being signed with benefits for both sides) This will be revealed half way through the lesson. Pupils can then answer exam style question before peer assessing.

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.

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). The lesson starts by covering the bigger picture: Who Neville Chamberlain was. The Munich Agreement. Defining Appeasement. Pupils' will then compete in teams in a literacy relay activity to identify the positives and negatives of appeasement. Pupils' will then collate their answers and arrange the factors into these categories before ordering the factors by significance. 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 'peep sheet' for less able pupils to help them consolidate the lessons learning. All videos are embedded and/or links provided.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the battle to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. What the battle of Britain was, the technology and planes involved and an interactive pupil activity which leads onto how radar helped. Throughout I have embedded various BBC news clips (links provided in description). Pupils then conduct a 'Quest for knowledge', where they will circulate the classroom collecting and recording information about the battle on their sheets. Pupils' will then work in teams and study evidence packs to sort the different reasons Britain won into categories before deciding upon the most important reason Britain won as a class. Pupils consolidate their individual judgment through answering a structured 8 mark exam style question. Instructions and advice on how they lesson is to run can be found in the description of the presentation. All videos have been embedded and links provided in the description.