Colour coded A3 / A4 knowledge organiser / Revision mat / book marks - for the entire Pearson Edexcel Medicine though time course. (Paper 1) Focusing on change and continuity during the 4 main periods: Medieval Renaissance 19th Century 20th Century Significant Individuals / Government acts / Discoveries / Inventions / Dates Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to inform students not only about the Great Exhibition but also it’s importance to the British Empire. **Lesson Plan: ** Lesson starts Embedded song plays as students enter with a literacy hook to immediately begin work to define an exhibition to then challenge students to think of any modern day ones. Starter: Students watch a short intro video (embedded) to then define ‘The Great Exhibition’. The teacher than has the option to watch a more in depth video (embedded) which students have a series of questions to answer linked with it’s inception - what was on display and what countries exhibited products and goods. Answers provided then for students and teacher to go though. Main Task: students engage in a literacy relay task and work in teams competing against each other to build their knowledge upon the Exhibition. there could be a prize for the winning team. Teacher then embedded knowledge using the answers and student feedback - students can mix-[air-share the answers between each other. **Plenary: **Acquired knowledge can then be demonstrated though the answering of an exam style question (differentiated though scaffold / mark scheme and sentence starters / key words). ***Lots of visuals / moving images and music embedded within the presentation. ***

Handy structure strips that cover the different types of questions for IGCSE papers 1 / 2 in History They are very useful when preparing students for exam preparation, assessments and writing up questions in lessons. The students also use these to make their own structure strips for revision.

The focus of this lesson is to build upon the Aims of the ‘Big Three’ 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 and its structure / covenant through a series of student led (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around summarising a famous quote from Woodrow Wilson. Teacher introduces the lessons intention. **Starter: ** Students flip over their hook sheet and after watching an introduction video about the League’s aims (2 provided and embedded into the PP) Students then answer a series of quick fire questions. Main task 1: Students engage in a quiz-quiz-trade activity to learn some of the key definitions and structure of the League – students then complete the first part of their activity sheet. All instructions provided in the PP description. Main Task 2: this then leads into deepening students understanding of the purpose of the league. Where students are tasked with finding their partner to main a detail of the League with the correct descriptor. (Rewards to students who successful match up). After feedback students then complete the second half of their sheet / create a piece of ‘Smart Graffiti’ to chart the initial weaknesses of the League. Plenary: Students form a judgment on a sticky note on the most significant initial weakness in the League’s structure and leave their opinion on the interactive board which could be used to form part of the hook for next lessons. **All videos embedded / descriptions an prompts included in the PP description. **

The purpose of this lesson is to enable students to explain how and why appeasement was failing though an escape room / chronology style activity. Hook: Students to enter and will have some knowledge recall questions and extension source to complete straight away so there is no wasted learning time. Students receive this as they enter the class from another student or the teacher. Teacher takes feedback and introduces the lessons intentions and aims. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with appeasement and finishing with the German occupation of the Sudeten Land. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story. students can then receive a ready made time-line. students use this knowledge to help them evaluate sources of evidence linked with the Munich Agreement and appeasement. Sources to be printed out and stick on A1 paper with varying levels of challenge questions linked to GCSE. suggestions in the PP. students can circulate the room evaluating the sources before teacher takes feedback. Source evaluation Instagram plenary to consolidate. This is more than likely to consist of 2 lessons worth of material / activities. All music and 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 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 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.

hook starter of a spotlight teasing an image of the declaration. Differentiated learning outcomes (SMSC included). Pupils will discuss their human rights, define its meaning and then create their own, 'Teenagers Rights'. Pupils will then learn about 'The Declaration for The Rights of Man' comparing and contrasting modern human rights with that of the French during the Revolution. Pupils will discuss the problems facing France and that of the 3rd Estate and how these problems were rectified by the declaration. Pupils then rank the rights in order of importance before deciding upon the most significant and how it affected France. Videos are embedded or links have been included in the description. Many Thanks.

The lesson begin through an inquiry into the 'Black Lives Matter' movement currently happening in the USA. Pupils are encouraged to think why this organisation exists and can they draw any similarities between what a video shows them (embedded) and what was happening in the USA during the 1940s. Pupils develop their own aims if they were to start a civil rights organisation then compare then with the NAACPs. Pupils develop their knowledge on the NAACP through watching a video (embedded) and competing an assessment sheet from what they learn. Pupils then compare the NAACP with CORE and their ethos of using nonviolence to achieve their aims. Pupils study the rules of CORE and complete an activity to embed these in their knowledge (a variety of tasks are suggested for differentiation) Pupils complete the lesson through comparing the successes of both organisations before deciding which organisation assisted the civil rights movement the most. All videos are embedded (links provided) there is also advice on how the lesson could run for your class in the description of the PP.

This was graded an ‘outstanding’ lesson. Hook Starter to be handed to students as they enter class. Lesson Intention and differentiated outcomes. Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. Diary extracts / time line are included within this pack (other stations could include text books, laptops EG: On the Anne Frank Website an interactive tour of the Annex. I also included a ‘bigger picture’ station which showed an overview of The Holocaust though pictures etc as a whole. (All images and videos / sheets from Google / BBC Bitesize). Lesson plan included.

The focus of this lesson is to build upon the failure 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 failures as a result of the 1929 Depression and to judge the most significant problem posed 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 the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the depression to re-call / introduce knowledge ( 2 video options embedded into the PP) Students then engage in a quiz-quiz-trade activity to reinforce and build up their knowledge surround the depression. Main task 1: Student engage in a ‘6 monkeys’ variety task to learn about the initial impact of the depression on the L.O.N: Monkey 1 – Read (or teacher reads) The first monkey is to read a piece of text that relates to the concept, idea or process. This stage allows differentiation to take place, as students of different abilities could be given texts with Monkey 2 – Drawing Monkey 2: Draw! it’s time for some drawing! Students have to draw a diagram/ cartoon/ flow chart to describe what they have understood from reading the text.h different degrees of detail, complex vocabulary or even on different topics. Monkey 3: Key words Lead reader reads out the highlighted words students add these to their pictures. Monkey 4: Students explain the story to their partner. Monkey 5: one students is selected to read out to the class – whilst students follow along with the actual story on the board. _ if they do it mostly accurately they can get a prize. ALL STUDENTS THEN WRITE UP IN THEIR OWN WORDS. Main task 2: Students to apply their acquired knowledge to complete the reverse of their sheet where they shall begin the judge the most significant problem this posed to the L.O.N. Plenary: Students break into small groups / individually to assess the message of some source of evidence linked with the Depression (focusing on exam skill) students then stick responses on the whiteboard as an exit pass.

A colour coded wall display to help students engage with / understand the complexities and Geography of the Vietnam War. **Included: A3 Map to print off. 16 significant events of the Vietnam War. Each are colour coded: Short term causes Long term causes events of the war Tactics End of the Vietnam War. ** Fantastic for understand GCSE but also KS3 to simplify for younger students. You may require string to link up some of the events to locations. I have included a map but you may wish to purchase your own.

**The purpose of this lesson is for students to develop their understanding regarding the importance of trade for the growth of the Empire. ** **Lesson Plan: ** Hook / starter - Embedded video of all the countries which have been part of the British Empire - students to enter and remember as many as they can. Lesson introduction (optional) goods of the Empire such as bananas, spices, tea, coffee, sugar etc. are placed into bags / big bags - students circulate the room and feel feel / smell the bags content to guess what the good may be. This leads into the watching of a BBC video where students are challenged to remember more goods that the Empire traded in. Students complete the ‘Empire Map Worksheet’ with the locations of goods and trade routes. Students are then issued with an advertisement of one of the goods sold back in Britain. students engage in a MIX-PAIR-SHARE activity to discuss key questions linked to the advertisements Students then return to write up their work in the books linked to a GCSE style question (Exam skill advice and structure included for differentiation). **Plenary: **Blockbusters linked to empire good! **Lots of of interactive activities to engage students with songs included and moving gifs! **

This lesson could be used for one lesson. However, to gain the most out of this I suggest using it over a two lesson period dependent upon how much detail / discussion you wish to go into. 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). The lesson is structured in order to achieve the learning outcomes: Expected: You can describe & explain the problems on the Home-front. (SMSC). Challenge: You can explain how DORA & rationing helped overcome these. Stretch: You can evaluate and analyse the impact of government intervention. Activities include a museum walk of propaganda posters, a diamond 9 ranking task of DORA's laws, discussion points from videos (SMSC / modern day link opportunities). Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Videos are embedded or I have included the links in the presentation description.

**Colour coded DOUBLE SIDED A3 / A4 knowledge organiser / Revision mat / book marks - for the entire American Course. ** Side One: Focusing on progress between key time periods. 1954-60 1960-65 1965-70 **Side 2: ** Significant Individuals (MLK, Rosa Parks, Malcolm X , Kennedy, Johnson, Garvey, W.E.B. Du Bois, Bucker T Washingson, thurgood Marshal). Government Acts (1964 Civil Rights / 1965 Voting Rights. **Key organisations: ** NAACP SCLC SNCC CORE Black Panthers KKK Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

This was graded an ‘outstanding’ lesson. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the London Blitz to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. I have included 5 stations however these could be less / more dependent upon size and ability of your class. Eg: 1. War time memories / experience of the Blitz. 2. Propaganda posters (Blackout and recruitment to help during air raids). 3. Anderson / Morrision shelters. 4. Text book / war time newspapers 5. Interactive station (War time house / Interactive Air Raid map). Pupil’s then consolidate 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. (All images and videos / sheets from Google / BBC Bitesize). Many Thanks.

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. The purpose of this lesson is to inform pupils about the ‘Chain on Evacuation’ on the Western Front. Pupils will study the role of the RAMC & FANY within this process from Regimental Aid Posts to the Base Hospital. To further extend pupils understanding I have included a role play card sort activity. The video is embedded (Link provided). Pupils consolidate their learning by applying their knowledge to an exam style question (Success criteria and differentiated help sheets included). You will need the Edexcel Medicine Through Time Textbook for part of this lesson.

Order of lessons for Paper 3.