The final lesson in the sequence on the Korean War assesses how much each side gained/lost and applies knowledge to a 16-mark essay question. The lesson begins with a knowledge recap of the causes, cost and impact of the Korean War. Students then assess how much each nation gained and lost, exploring how far each achieved their aims. Students then apply their knowledge to a 16-mark essay question: ‘The main result of the war in Korea, 1950–1953, was that Communist forces had been removed from South Korea.’ How far do you agree with this statement? - completing the essay plan. A model answer is also included. Finally, students review their learning with a ‘trio’ discussion plenary.

Revision materials allowing for a knowledge review of the Korean War

This lesson explores how the war ended in a stalemate and what factors led to peace. The lesson begins with a recap of the causes, events and ending of the war using a video. Students then explore the factors that led to the war becoming a stalemate. Students then watch a brief video outlining the peace treaty, whilst considering WHY a peace treaty occured in 1953. Students then explore the different factors that led to the treaty, alongside the four main agreements made. As a plenary, students begin to consider which nation gained the most from the Korean War.

This lesson explores the events of the Korean War with a focus on the UN actions and Communist response. The lesson starts with a retrieval recap of the learning on Korea so far, moving to a comparison of Truman and MacArthur and their profiles to assess what potential issues could arise from this. Students then use the hand out to assess what happened at each stage of the Korean War, using the information to explain the extent of the US control over the UN. Students then assess how successful the UN intervention was, leading to a corners plenary to show a judgement. Students then apply their learning so far to the question: Write an account of how events in Korea became an international crisis (8 marks).

A revision workbook for students covering the AQA 8145 Elizabethan England topic. The booklet focuses on religious divisions, Catholic threats (with specific examples), the role of Mary, Queen of Scots, domestic threats (Northern rebellion and Essex) and the Spanish Armada. The booklet covers both content and application to exam style responses.

Lesson 21 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on attitudes towards the poor and the government response to poverty in Elizabethan England. The lesson begins with students guessing what the definitions of the different poor would mean, leading to a video introducing the urban poor. Students then utilise source material to make inferences about attitudes, leading to an explanation of the attitudes to the poor in this period. The lesson then focuses on attitudes to the poor, leading to a card sort on the reasons why government actions/attitudes changed over time. Students then examine the legislation used to tackle poverty and explain how significant the impact of this would be. Finally students assess how far poverty had been tackled in the plenary.

Lesson 19 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how far Elizabethan England could be perceived to be a Golden Age. Students use an interpretation to make inferences and test with knowledge, leading to a comparative table assessing how Elizabethan England could, and could not be seen as a Golden Age. Students then use the learning from the lesson to plan and answer: Explain why Elizabethan England could be considered a Golden Age. You may use the following in your answer: • Theatre • Grammat schools You must also use information of your own (12 marks) Students then improve their timed answers using the success criteria. Finally, students assess how far they think Elizabethan England was a Golden Age in a judgement line plenary.

Lesson 20 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on why poverty increased in the Elizabethan period. The lesson begins with an inference starter, leading to a video introducing poverty in Elizabethan England. Students then use the handout to create a mind map showing the different reasons why poverty increased, leading to an explanation of the most significant factor. Students then make links to how the Gentry/nobility would view poverty and finishing with a review of the most significant cause of poverty in this period.

Lesson 16 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on reviewing the threats Elizabeth faced at home and abroad 1569-1588. The lesson starts with a ‘starter for 10’ recap of the key content, leading to a living graph assessing the extent of the threat faced at different stages (students use work books or text books) Students then write a plan for: Explain why Elizabeth faced challenges at home and abroad 1569-1588. You may use the following in your answer: • Excommunication by the Pope • Mary, Queen of Scots. You must also use information of your own (12 marks) Finally, assess whether Elizabeth would have felt more under threat in 1569 or 1588, leading to an exploration plenary of the reasons why Elizabeth was able to survive the challenges she faced by 1588.

Lesson 14 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the outbreak of war with Spain by 1588. The lesson begins with a source starter, establishing students existing knowledge of the Armada, leading to a discussion of why tension could outbreak in war based on existing knowledge. Students then use the information sheets to carousel around the different factors that caused war, leading to an extended written judgement and a corners plenary of the most important thematic reason in causing the war.

Lesson 15 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons why the Spanish Armada failed. The lesson begins by exploring the advantages and disadvantages of Phillip II’s plan, linking in other knowledge. Students then make inferences from an interpretation about the reasons for failure. A categorisation task allows students to explore the themes that caused defeat, leading to a judgement on the most significant. Students then revisit the interpretation and add in knowledge that supports and challenges the interpretation. Finally, students analyse the importance of the Armada as a propaganda victory, analysing the Armada portrait as a plenary.

This lesson explores how the US responded to VC tactics. The lesson starts with a rapid recap to review prior content, leading to a whiteboard discussion of why the US faced issues based on their young, inexperienced soldiers. Students then use the hand out to complete the chart exploring the strengths and weaknesses of various US tactics. The lesson then culminates in students exploring how the US/VC caused the various issues for the American troops.

This lesson focuses on the anti-war movement and how demands for peace escalated. The lesson starts with a picture starter, leading to a discussion over why opposition to the war increased after 1965. Students then complete a chart examining the different factors causing the growth in the anti-war movement, reaching a judgement. Two songs and their lyrics are then analysed to explore the role that songs played in influencing youth culture. Students then explore which anti-war slogans would have been the most effective at protests, leading a plenary vote on the most significant reason that impacted on the anti-war movement.

This double lesson explores what the My Lai Massacre was and how it influenced public views on the war. The lesson starts with analysis of a quote by Nixon, asking students to explore what the lesson is focused on. Students then use the video to note down why the massacre happened and what happened. A discussion then focuses on why students think the massacre occurred and who is to blame. Students then use a handout to explore how Charlie Company was and was not at fault, leading to an exploration of reactions to the massacre. Students then create a mind map of how the My Lai massacre contributed to US failure in Vietnam. Students then explore who they think was to blame for the massacre. The lesson culminates in planning and answering the following question: Write an account of how the Tet Offensive was a turning point in the Vietnam War (8 marks) - students can then write it up in timed conditions.

This lesson explores the events of the Tet Offensive and why it could be seen as a turning point in the Vietnam War. The lesson begins with a recap on why the US had been unsuccessful in the Vietnam War so far, leading to an introduction to Tet using two videos and students making notes on the events/impact. Students then use the hand out to examine Tet, highlighting Communist/US gains, leading to a completion of a table comparing how it was a Communist/US victory. Students then explore why it could be seen a turning point in the war, leading to a corners plenary.

This lesson explores how Herbert Hoover attempted to tackle the issues of the Great Depression. The lesson begins with an interpretation of Hoover, allowing students to make an inference. Students then explore the biography of Hoover and suggest what kind of a leader he would be. A video outlining Hoovervilles leads to an assessment of the different methods Hoover used to tackle the depression - for each students assess if each was a success or failure and why. Students then link the learning to a 4-mark describe question, revisiting the interpretation of Hoover as a plenary.

This lesson explores why Roosevelt beat Hoover in the 1932 election. The lesson starts with an interpretation of Hoover with students supporting and challenging this, leading to a consideration of what voters would want in 1932. A video then introduces the election, leading to students assessing in a tabe why Hoover was unpopular and Roosevelt popular. Students then complete a written assessment, leading to a judgement line plenary on who was responsible for the loss of the 1932 election.