Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the Battle of Stalingrad. Learning Intention and differentiated outcomes (SMSC). Pupils will recap the terms of the Nazi-Soviet Pact and discuss a piece of source evidence before leading a short inquiry into why Hitler wanted to invade the USSR. Pupils' will then compete in teams in a literacy relay activity inquiring into The Battle of Stalingrad and identifying the various factors which saw the Nazis loose the battle. 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 the Nazis lost. Pupil's then consolidate their judgment through watching a short video clip (embedded) before 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.

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.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of evacuated young people boarding a train to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video / MP3 sounds clips (with links) are embedded within the presentation. The aim of this lesson is to allow young people to explore and empathise with the evacuated young people during WWII. Pupils begin filling out a tag for themselves (reminiscent of the time) before being asked to write a short blurb about their partner to appeal to a host family. Pupils then pack their suitcase catagorise what they believe boys/girls would have needed to take with them. I then split my pupils up and place them in different areas of the classroom (locations evacuees would have been sent to). The main task involves studying an evidence pack to allow pupils to decide of the evacuation process was a success or failure by the British Government. Pupil's then consolidate watching a short video (embedded) before forming 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. Depending upon ability / how through you wish to be this could easily transcend into a two lesson process. Many Thanks.

All outcomes linked with GCSE Exexcel Assessment Objectives (A01/A02) Pupils are introduced to smallpox and how it began to impact upon Britain. Pupils will then compete in teams in a literacy relay to explain Jenner’s discovery and the reactions to this. (Both positive and negative. Pupils then consolidate and explain Jenner’s significance (A02) with the use of a video (several links provided to use based upon ability of your class). Pupils then use a card sort activity to help them explain the long term & short term impact of Jenner’s discovery. Pupils finish the lesson with a short blurb on how Jenner’s discovery influenced Pasteur and Koch to further develop vaccinations and how these changes prevented diseased in the future. You may wish to use the new Edexcel Medicine through time text book to help support this lesson, but is not necessarily required.

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. This lesson comes complete with a work booklet so no folders / books will be required. Pupils start by annotating ‘A Court for King Cholera’ to assess how unhygienic 19th Century London was. Pupils then watch a video (Link provided) to introduce the Choler outbreak. Pupils will be introduced to John Snow and how he discovered Cholera, again a video is provided (embedded) here to assist with pupils learning. Pupils then use an additional worksheet using highlighters to assess then impact of his discovery before consolidating their learning through answers a 16 mark exam style question from paper one (Medicine Through Time 1250-Present)

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. This lesson focuses upon the significance of Fleming, Florey & Chain, allowing pupils to judge who provided the most significant contribution to its discovery. The aim of this lesson is to judge the impact of penicillin upon British medicine overall. This can be consolidated in an exam style question (WAGOL provided). Videos are embedded into the presentation with links provided. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge regarding the development of the cattle industry. Pupils will learn about: -Joseph McCoy - Goodnight-Loving - John Iliff Through visual / written and video resources pupils will build their knowledge regarding the significant of these individuals and their impact upon the long drives / ranching. Pupils consolidate their learning with an exam style question lifted from Paper 2. Videos links are provided and further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of the Johnson County War to then be applied to an exam style question (Paper 2, Question 2: Write a narrative account analysing…) There are various structures this lesson could take and examples of these have been included in the description of the presentation to suite the needs of your class. I have included a model answer to use as a guide for pupils in writing a narrative account of the Johnson County War.

his lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge regarding the life of a Cowboy and the problems they faced. Pupils will also learn about the rivalry between Ranchers and Homesteaders. the lesson begins with a re-cap of the reasons cattle ranching spread to the Great Plains before conducting an inquiry into the life of a Cowboy. I have included two possible tasks here to appeal to various learning styles. 1. Pupils can listen to a song about the life of a Cowboy identifying the problems they faced. OR 2. Pupils watch a short video clip explaining the life of a Cowboy on a Ranch. Pupils can then use this knowledge to complete a consolidation task linked to the different roles of Cowboys on the Long Drives / in Ranches. Pupils are then introduced to the problems encountered by Ranchers and Homesteaders (Video embedded here to introduce the problem of Barbed Wire). Pupils will then compete in groups in a relay style task to identify the other main rivalries between Ranchers and Homesteaders. OR If you have computer access I have also suggested an alternative cartoon strip style task. (Link Provided) this may work better for less able pupils. Videos links are provided and further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class. You will need the Pearson Edexcel American West Textbook for one of the activities.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two's Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of outlaws such as 'Billy the Kid' and the events of the OK Corral Shoot out. Pupils begin by recapping the problems of lawlessness in the West - (Card Sort Activity) Pupils can rank these cards in various orders before applying their gain knowledge of these to a table of information. The Teachers then introduce the problem of outlaws and gangs in the West using The Reno Gang and 'billy The Kid' as examples. Pupils then work independently or in groups to construct a narrative account (As per question 2 of Paper 2) of the OK Corral shootout using a story board which can later be used as a revision tool. Videos are either embedded or links provided. Further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two's Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge regarding the continued developments of settlement in the West. 1. Exoduster Movement (1879) 2. Oklahoms Land Rush (1893) Pupils begin with a re-cap of different impacts of migration by studying American Progress, an 1872 painting by John Gast. Pupils then have a card sort activity to build their understanding of the causes and consequences of the Exoduster Movement 1879. Pupils then condust an inquiry of the Oklahoma Land Rush 1893 by viewing a video (embedded) and using a worksheet to consider the different perspectives in relation to this (Plains Indians V Settlers). Pupils then consolidate with an exam style question (Mark shceme Provided). Videos are embedded and links and further advice can be found within the description of the presentation. you may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.

The purpose of this lesson is to introduce pupils to section one of paper three (The USA, 1954-75: Conflict at Home and Abroad): Attitudes towards black people during the 1940/50s. Tasks are linked to assessment objectives AO/1/2/3. Pupils are introduced to the two question types linked with American Civil Rights. Pupils then begin with defining 'Civil Rights' through a think-pair-share activity before being introduced to President Obama's inauguration - pupils are encouraged to discuss why this was such a significant part of American History. Reverse back to the USA during the 1940s and 50s: Pupils view a very racist animated cartoon from the time to prompt discussion about white peoples' attitudes towards black people. Pupils then use the support sheet to create a kick-starter campaign raising awareness about the mistreatment of black people during this time. Pupils then consolidate their learning with an exam style question.

Pupils begin by spotting the difference between a white and a black school during the 1950s. Reverse teaching strategy will be used here to add context as to why this was happening. Pupils are introduced to ‘Plessy V Ferguson’ (Video embedded) and define Separate but equal. (mini white boards could be used for this task) Teacher then introduced what the Jim Crow Laws were - pupils watch a video (embedded) and see how many they can identify. (again mini whiteboards could be used again to identify these a good visual strategy to show pupil progress) Pupils are then challenged to remember as many laws as they can before conducting a snowball fight activity to consolidate this (instructions in the description of presentation) Pupils are then encouraged to rank the laws (worst to least worst) before participating in a mix-pair-share Kagan activity explaining which they personally feel to be the worst law. Pupils will then apply their newly acquired knowledge back to one of the original photographs they were shown at the start of the lesson inferring what they can about the Jim Crow Laws From it.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of the Homestead Act of 1682 and the impact it had upon the American West. Pupils will build upon their prior knowledges of Migration (See my store for this lesson) to explain the consequences of the Homestead Act. The lesson is split into two learning phases: 1. The problems of living on a Homestead. 2. The achievements and limitations of the Act. Pupils then consolidate their learning by explaining two consequences of the Homestead Act as per the Edexcel GCSE Paper 2 question One ‘The American West’. Videos are embedded and links and further advice can be found within the description of the presentation.