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.

This lesson has been designed for the GCSE Edexcel Medicine Through Time module. All outcomes are linked with Paper One’s Assessment Objectives 1-2-3. I have provided a student booklet with this lesson for pupils to complete throughout. The focus of this lesson is to enable pupils to develop their knowledge and understanding of the problems associated with: - Transport / Communication. - Injuries / Disease. - The effects of Gas. Upon British soldiers. Each section of the lesson is linked to an exam style questions to consolidate and test pupils understanding. I have provided WAGOLs / pupil friendly mark schemes where appropriate. All videos have been embedded (Links provided) I have also provided a Homework to help pupils learn key words associated with the problems on the Western Front. You will need the Edexcel Medicine Through Time Textbook for part of this lesson. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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).

This lesson is cantered around the various bombing raids conducted by the US in Vietnam. Pupils will access and develop this information though exam style techniques. the lesson begins with a short introduction from a documentary to set the scene of, ‘Operation Rolling Thunder’. students will use two interpretations to decide upon the main difference in views regarding this (support sheets included for less able) . I have also included a students friendly mark scheme for self /peer assessment. students will then work in groups of three to complete a worksheet categorizing the successes and failures of: 1. Operation rolling thunder. 2. Operation Cedar Falls 3. Operation Ranch hand. Students will then be provided with a choice of questions with an accompanying student friendly mark scheme to plan a 16 Mark answer which can then be completed for Homework. the lesson finishes with a judgment line activity where students can verbalize their overall judgments regarding the success of these ‘Search and Destroy’ Operations. You will require the Pearson Edexcel textbook for a section of this 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 focus of this lesson is to build upon the failures of the LON in Manchuria 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 impact of Japan’s Decision to invade Manchuria. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the reasons behind Japan’s decision and its impact on LON + to complete a re-call source question with as much detail as possible. Teacher introduces the lessons intention. Starter: After watching a consolidation video about the invasion (summary video) (embedded into the PP) the teacher received feedback to re-call knowledge. Main Task 1: Students are provided with an A3 impact sheet where they are to highlight all of the failures of the LON and to then further explain why / how these were a failure. (Alternative task suggested in the PP description). Main task 2: students are then to apply their contextual knowledge to evaluating a source of evidence for usefulness (Layers of inference) students then compare their responses to a WAGOLL response where they are to highlight where the candidate has used details of the source / own knowledge to address the question. Students are then to use this skill to work upon a different source of evidence themselves and answer the usefulness question (supplied in the inference booklet) Plenary: Teacher poses question on the board ‘What was the most significant failure of the League dealing with the Manchuria Crisis 1931? Various answers are printed off and placed around the room.; students are challenged to go and stand by their opinion for the correct response and justify it (all explained in the PP description). **All videos embedded / descriptions and prompts included in the PP description. **

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 chart the events of 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 reasons for Mussolini’s invasion. Teacher introduces the lessons intention. **Starter: ** Take feedback from the hook activity and use the slides + embedded video to re-cap the reasons for Mussolini’s invasion. Main task 1: Students to be provided with their timeline / story board sheet – the main events should be blown up on A3 and stuck around the room (encourage to complete in pencil in case of mistakes). Students to circulate the room and consolidate the main events of the invasion into chronological order. Alternative: Condense slides and cut up and students work in teams to arrange into chronological order before completing sheet. Alternative 2: Provide key students with an event in chronological order – ask them to memorize it then the rest of the class make their way around the room meeting with the students who can teach them that part of the event – students then complete sheets. Afterwards watch the consolidation video about the main events of the invasion (summary video) (embedded into the PP) and students can add extra detail to their sheet! Main Task 2: teacher goes through some sources of evidence on the PP to consider reactions to the events and Britain France (league’s response) Students then to be supplied with layers of inference sheet to evaluate a source themselves and complete an exam style question. Teacher then draws this all together to form a judgment on why the League ultimately failed Abyssinia (could do a judgment line task). Plenary: Students break into group and one ‘Lead Learner’ students is provided with the consolidation quiz sheet and quizzes the rest of their team to consolidate learning keep a tally of quickest and correct responses (prize / merit / certificate for winners)/ Easily enough her for more than one lesson and please see the bundle this lesson is attached to for more lessons linked with the League in the 1920’s / 1930’s. **All videos embedded / descriptions and prompts included in the PP description. **

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. **

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitler’s Saar plebiscite 1935 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 and key terminology. **Starter: ** Teacher then links into and introduces the lessons intention. Main tasks: Students to complete in pairs against each other to answer a series of quick fire questions in the form of a literacy relay (explained in the PP) to unpick the plebiscite’s main events. Students then use the answers to quiz each other in the correct answers before teacher takes feedback. Students then use the information to create a short cartoon strip outlining the events. Students complete a card sort assessing the significant and impact of the plebiscite (judgment line to consolidate) Plenary: Students to apply their acquired knowledge to explain underneath their cartoon strip the significance of the plebiscite in the bigger picture. Students then have a revision sheet completed to go into books / folders outlining the events of the Saar and its impact on why international peace had collapsed by 1939.