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.

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 early settlements such as mining towns in the west and the problems of lawlessness. Pupils begin with an inquiry of the problems associated with settling on and near the plains. They will then complete a card sort activity matching the problems with the solutions. Pupils then take part in a mix-pair-share activity to help develop their understanding of some key definitions (US Marshal. sheriff, Posse, vigilante). The main tack involves studying the problems of lawlessness in these early settlements. Pupils conduct a murder mystery investigation, examining clues to determine the cause of death. this activity will cover topics such as gangs & racism, claim jumping and vigilantes. Pupils can then use the information to complete a worksheet to build their contextual knowledge. Videos are embedded and links and further advice can be found within the description of the presentation. There is enough material here to last more than one lesson depending how thorough you wish to be. You may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.

In this lesson pupils will assess to what extent Edward VI was a good King during the short time he was in power. As pupils enter the class they will be provided with a portrait picture of Edward and Henry VIII. Pupils will mix and then pair up with a pupil who has the opposite portrait to them. Pupils will discuss the similarities between the two portraits. Pupils will then answer the question: Why has the artist painted Edward in a similar way to Henry? (White boards could be used to showcase visual progress). Pupils will then watch a video (link provided) pupils are encouraged to identify the challenges Edward will face during his reign. The main task is designed around pupils circulating their classroom studying evidence stuck to the walls (9 sheets) gathering and categorising this information about Edward into 'Good King & 'Bad King'. This can then be used to answer an exam style question which assesses 'balance'. Plenary: Pupils will form their overall judgment and can either verbally explain though a whole class judgment line or individually on a sticky note to be stuck to the board. There are plenty of directions this lesson could take and various ways the source evidence could be used to suit your class. A prompt and challenge sheet has been included to stretch and challenge / support weaker students.

Included: PowerPoint with embedded video / instructions / song links & opportunity to learn beyond the classroom. Mystery Sources Peep Sheet (Help envelope to differentiate) Song Lyrics sheet. Sources for Silent debate. 2 source evaluation Homework's to help pupils consolidate learning at home. Lesson Plan to help guide you through the whole lesson. You will also need A3/A1 paper for 'Silent Debate' activity.

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

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).

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s 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 key terminology which will be used throughout the lesson. Teacher introduces the lessons intention. **Starter: ** students apply their ‘Give me 5’ task applying this to a source of evidence provided with think-pair-share time. Teacher take feedback to then introduce the starter task. Students listen to an introductory sound clip summarising the lessons learning and answer the questions provided on the PP (Audio embedded). Main task 1: Students are provided with a key card of facts to learn and use to complete the relevant section of the Axis Alliance sheet. Students are then to circulate the room and peer teach each other until their sheet is complete – teacher can then check this against the WAGOLL on the interactive Whiteboard. Main Task 2: Students then to assess the country who posed the biggest threat to the LON – students to judge and then summarize on a mini whiteboard to justify their opinion (using sheet to support them). Show consolidation video (embedded) 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. **All videos embedded / descriptions and prompts included in the PP description. **

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.

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.

The purpose of this lesson is for pupils to be introduce to the origins of the 'Black #Power Movement' through a case study of Malcolm X. Pupils will begin by viewing a video of the only meeting between MLK and X - this leads into good discussion about why this was so significant as both had the same aims but opposing ways of achieving them. Pupils then conduct a short literacy relay activity to introduce the life and different identities of Malcolm X. Childhood: Malcolm Little. 1920s He was known as Detroit Red in the early 1940s. He took the name of Malcolm X in 1952. Finally changed his name to El-Hajj Malik el-Shabazz in 1964. Pupils then split into groups to study into one aspect of his life (Computer or laptops are suggested but of not available I have included lots of information about Malcolm's life). Pupils then consolidate their learning into a paragraph which the teacher can then use to create a revision document about Malcolm's life. Further advice can be found in the description of the presentation. All videos are embedded (Links provided).

The focus of this lesson is to build upon the Aims of the structure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s successes in the 1920’s and to judge the most significant through a series of student led (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the origins of the LON and source evaluation . Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s ( embedded into the PP) Students then answer a series of quick fire questions about the views people had of its aims. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can (timer included) - teacher challenges students to fill out the differentiated proforma to see how many they can remember (prizes for most completed sheet) students then to mix-pair-share to assist each other in completing their sheet. Main Task 2: students are then to arrange their card sort of successes into an arrow of significance and to form a judgment on the most significant success in the bigger picture on their worksheet. Plenary: Students break into small groups who have selected the same ‘most significant success’ they coach each other and then nominate a representative to go ‘Head-To-Head’ with another student with a differing opinion to argue out their opinion. Teacher decided on the most convincing / articulate reasoning and awards points. **All videos embedded / descriptions an prompts included in the PP description. **

This lesson introduces the concept of Slavery and through a series of chunked tasks pupils will be able to define a slave and explain the causes of slavery by the end of the lesson. This lesson is perfect for an introduction to the slave experience or would link in nicely with a SOW on the British Empire. All videos are embedded with links also provided. This lesson could be completed without the need for exercise books. Pupils consolidate their learning at the end of the lesson through completing an exam style question which concentrates on pupils developing balanced answers.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960. Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line. All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation. Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.

Attendance assembly complete with hook song as students enter for Assembly / Form Time. the assembly is chocked full of statistics and encourages student reflection on the following: Minutes late to lesson / School over time. Attendance over time linked to achievement at GCSE. Attendance and success linked to ‘The Bigger Picture’ with up to date average salary compared to attainment for (2018). Reflection of Good / Bad reasons to be off school. Encouraging a lot of student reflection and responses with a double sided card to take away to keep in blazer pocket / planner complete with poster for Form / Classrooms.

Included: Video Hook (Video embedded and link supplied). Starter Activity, what is the job of a modern Nurse? Case Study One: Florence Nightingale. *Video:* Case Study 2: Mary Seacole. GCSE (AQA New Scheme) Style Question, with Mark Scheme and pupil friends notes on how to answer it supplied. (Peer Assessment Advised). Role Play Plenary. Differentiated Outcomes Supplied. (This lesson appeals to Auditory and Visual Learners the best).

Pupils define ‘One Second Order Historical Concept’ as a hook. Linked with A02. All outcomes are linked with Assessment Objectives 1 & 2. Pupils will study p49-50 in the textbooks (Photocopied) highlighting in 2 different colours treatment which changed and treatment which stayed the same from the Medieval period. (To extend learning could discuss Syphilis) Slide included to extend learning. Pupils then wok on a card sort to connect sentences together to help explain the changes and continuities in how diseases were prevented. (Pring off slide for card sort). Pupils consolidate with an exam style question from the new scheme linked to A01 & A02. I have included a WAGOL to this question to model an answer. You could ask pupils to peer assess WWW/EBI. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson.

A full scheme of work for Edexcel GCSE Medicine Through Time 1250-Present. A Perfect opportunity to use / amend or add to your own scheme of work for this topic. Included: - 27 lessons all categorised into (Ancient Beliefs - Medieval - Renaissance - 19th Century and 20th Century. - Lesson outcomes - Lesson key content / learning focus - Resources -Pedagogical Suggestions - Differentiation - Exam Style Assessment Questions for Each Lesson - Cross-Curricular Links - Homework Ideas - SMSC Questions / Themes in Each Lesson

The purpose of this lesson is to educate students on the reasons for support of the Vietnam War. The lesson focuses upon measuring public opinion of the War, Hard Hat Riots, Nixon's 'silent majority' among many other reasons supporting the Vietnam war to then apply this knowledge to a utility question. After a fun 'patriotism' starter task students will work to record all acquired knowledge on a fully resourced knowledge builder work sheet. Although not neccessarily required any school textbook could be used to support student learing and progress. All sources of evidence are included and annotated to support students along with videos which are embedded and links provided. There is also a student friendly mark scheme to be used for peer / self assessment of student answers to the assessment question.

The purpose of this lesson is for students to debate if Nixon was right to keep the invasions of Cambodia and Lao a secret from the US public during his Vietnamisation program. This skill is linked with final 16 mark statement questions found in papers 1 /2 &3. Studentts begin though a starter task of attempting to fill in a blank map completing the names of the countries, the Ho Chi Minh Trail, Gulf of Tonkin and any cities etc. Students are introduced to the invasion of Cambodia through a short video clip of Nixon's televised explanation (embedded). The main task revolves around the teaching and learning strategy of '6 monkeys'. All explained within the resource pack attached . After assessing the impact of this invasion in 1970 students are introduced to the invasion of Laos in 1971 and how the US public reacted to the news of these invasions. Students are to complete a short 4 mark source evaluation activity linked with the Kent State Shooting protest. After these tasks and debates students will be ready to form an overall judgment regarding the initial debate question: Was Nixon right to keep the invasions of Cambodia and Laos a secret from the US population? I have included an extension video showcasing a news report of how currently the US are attempting to get Cambodia to repay for the damages caused during the invasion (video embedded).

The focus of this lesson is to build upon the failures of the LON and in the 1930s fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the reasons behind Italy’s invasion of Abyssinia through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the impact of the Manchurian crisis. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the causes and reasons behind the invasion (summary video) (embedded into the PP) Main task 1: Students are tasked with completing their own card sort sheet of reasons all of which can be found in the introduction video. Teach than takes feedback and challenged students to think of the bigger picture and add their own reasons (re-calling previous learning) Students can then be challenged to form a judgment on the most significant reason Italy wished to invade. Main Task 2: Students are to think-pair-share the options open to the L.O.N as a result of Italy’s reasons to invade. There are to be recorded on A1 sheets of paper around the room – students are to circulate the room adding their opinion to each option in regards to: How it would have stopped Mussolini and why it was not done Teacher then draws this all together to form a judgment on why the League did not try and stop Mussolini. Plenary: are supplied with a key source from one of Mussolini’s speeches the day before invasion and are challenged to summarize his reasons for invasion in as little words as possible (reward / prize for students who condenses the most but still gets the meaning across). **All videos embedded / descriptions and prompts included in the PP description. **