The lesson begins with an inquiry into Martin Luther King Jr. Pupils are encouraged to discuss what they already know before studying a newspaper article written by a white journalist about his involvement in the boycott - pupils sue this (highlighters) to assess his leadership qualities. Pupils then look at 'the bigger picture' - pupils will use their worksheet to wander the room or work in groups studying information provided to them or stuck around the room. Pupils are encouraged to visit at least 3 sheets and record what they can learn about the successes of the boycott. I have provided 3 AFL activities proceeding this task (choose to suit your class / ability) 1. Mix-Pair-share 2. Snowball fight 3. Group discussion (A1 paper required) Pupils will then answer an assessment question (Challenge and prompt sheet provided for differentiation). Once this is done pupils are provided with a previously prepared answer and are encouraged to peer assess it with the mark scheme (handout provided) pupils can then reflect upon their own answer in relation to the handout. Further advice can be found in the description of the presentation. Please see my shop for other high quality history resources.

The purpose of this lesson is to show pupils how the Gulf of Tonkin Incident and then resolution acted as a trigger for the start of the Vietnam War. Pupils will begin by studying a primary document of a telephone conversation between President Johnson and the President's Special Assistant for National Security Affairs regarding the incident. Pupils will consider a series of questions to figure out what has happened. Pupils will then be introduced to the incident through a blow by blow events sheet - pupils will be encouraged to summarie each key event of the incident before identifying and explaining its main features. this is then consolidated though a video (embedded). Pupils will then consider the bigger picture of the other events which led up to the outbreak of war - identifying and explaining them from past lessons before being encouraged to judge the most significant reason. Pupils will then demonstrate their knowledge with an exam style question linked the the Edexcel scheme either in lesson of for homework. All videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.

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.

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 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.

Hook video (embedded) about road safety to engage students when waiting for others to arrive. This Assembly focuses upon educating students of how to stay safe when walking / traveling too / from school. after the hook video the assembly begins with a vote upon the most popular methods of traveling to school and which students travel by each one. Followed by statistics of injuries and accidents recently linked to silly and dangerous behaviour traveling too and from school. Students are asked to reflect upon what could distract them on the way to school and are then reminded about the law linked with riding a bike. Followed by a safety video to consolidate (embedded). Assembly finishes with a prayer.

The purpose of this assembly is to encourage students to reflect upon the potential of growth mind-sets. Especially good to run before an assessment point or during revision periods. All videos and songs are embedded. Assembly starts with questioning about what a growth mind set could be before showing a video clip of ‘People Are Awesome’ showing humans completing amazing feats. Teacher to link this back to how they all have growth mind sets. Teacher asks again what a growth mind-set could be. Teacher the shows video of how a growth mind-set can help students achieve (example the tortious and the hare). Students are quized on example of what could be considered a growth mind set or a closed mind-set. Finishes with a prayer. Delete school banner and replace with your own logo.

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 explain the impact and then longer term consequences of appeasement / Munich Agreement and Sudeten Crisis. Hook: Students to enter and to complete a quick source of evidence settler based on appeasement. Students receive this as they enter the class from another student or the teacher (to be printed off the presentation) Teacher takes feedback and introduces the lessons intentions and aims. Main task 1. students to play a mix -pair-share activity ‘hey did you know?’ all explained in the PP and linked to the shorter term impacts of the Munich agreement, there can then be a quick memory test before students detail some of these in their books / applied to a quick GCSE exam prep question (structure strips provided for differentiation). Main task 2: Students then complete a summary activity about specifically France and Britain’s reaction to Hitler’s further occupation of Czechoslovakia/ combined with an embedded video. Students are the n to use both of these as resources to complete a quick ‘newspaper style’ summary sheet detailing this information to go into their books. All videos are embedded into the PP (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 help students address the question, “To what extent was US society tolerant?” Through a series of student led tasks and fits into a bigger picture of a 1920s USA Depth Study. Hook: Students enter with dictionaries on their desks and are challenged to define ‘Immigrant’ or ‘Immigration’. Teacher takes feedback and introduces lesson title / outcomes. Students then watch an introductory video (Embedded) with an option to further define that ‘intolerant’ means. Starter: students are provided with a worksheet about the concerns US society had about immigrants in the 1920s. Students are challenged to categories these into – social – economic – political reasons before teacher takes feedback with a WAGGOL on the board. Main: Teacher shows another video (Embedded) and students are challenged to identify all the problems that they faced. Students each receive an ‘immigration experience’ sheet and one information sheet per table. Students to summarize. Circulate the class and select a student on each table who seems to have really grasped the topic. These students are to then stay behind at their table whilst the rest of the class circulate and spend 5 minutes each being peer taught about the immigration topic by the student who was selected to stay behind. Students can then summarize the experience of immigrants at this time in either a freeze frame or in a written task as a plenary. I have included additional information / videos in the presentation which could be used by the teacher to further support this task. Separate task for more able: I have included a work sheet, information sheet / video which more able students could be set as a separate task encouraging them to consider Native Americans and their experience provided the fact they were treated almost the same as immigrants despite being natives. A source evaluation homework sheet is also included. All videos and sound are embedded into the PP with links provided. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

Embark on a dynamic lesson crafted to acquaint students with the novel 2024 Paper 4 questions and the corresponding techniques for adeptly addressing them. This comprehensive session encompasses two model answers accompanied by engaging activities, fostering an interactive learning environment. Additionally, extension activities have been thoughtfully included, promoting collaborative learning opportunities among students. This lesson aims to equip students with a nuanced understanding of the updated 2024 Paper 4 format, empowering them to tackle questions with confidence and proficiency.

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.