The Purpose of this lesson is to conduct an investigation into the events and impact of the Freedom Summer of 1964 and how this led to the introduction of the Civil Rights Act. Lesson begins with a trailer for the film 'Freedom summer' as pupils enter class they will be handed the Louisiana literacy test to take when they sit down. This is a purposefully confusing text to stop black people from registering to vote. Pupils are then introduced to the Mississippi murders though a clip from "Mississippi Burning' embedded - pupils are encouraged to write a series of questions they would like answered about these murders (they will then be able to answer these later in the lesson). Pupils study the original information booklet appealing for volunteers to enrol in the freedom summer before using this to summarise what it was about. (extension activity included here for more-able pupils) Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. After reflecting upon the evidence pupils will try to answer they questions they set themselves about the murders and how this again gained national attention - pupils will reflect upon an audio clip from part of a speech by President Kennedy to then discuss if he supported the Civil Rights Movement. this can then lead the way for introducing the civil rights act of 1964 - pupils are set a homework to reflect upon to what extent it was successful (linked in with GCSE exam criteria) All videos are embedded (links provided) further advice can be found in the description of the presentation.

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

A double sided work sheet to assist in introducing The Holocaust. Includes an exam style question with sources and an accompanying success criteria.

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 New Scheme (1-9) All outcomes are linked with Paper One's Assessment Objectives 1 & 2. This lesson focuses upon how ideas of treatment and prevention of illness changed during the 20th Century. through focusing on the development of technology and the creation of the NHS in 1948, through to Government intervention and lifestyle campaigns. The aim of this lesson is to judge the impact and significance of these changes over time. Videos are embedded/ links provided with further advice in the description of the PowerPoint Presentation. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

The lesson begins with pupils being handed a letter from the Mayor of Montgomery pupils interpret and infer from it to guess the focus of the lesson. Pupils are introduced to Rosa Parks and asked to discuss what they already know about her and segregation in the south. There is a video (embedded) to introduce pupils to Rosa Parks refusing to give up her seat. Pupils are provided with a fact file sheet highlighters are to be used to assess why she was significant as many other women before her had refused to give up their seats. Pupils are then required to circulate the classroom to piece together the events of the bus boycott which followed (additional activity suggestions are suggested as well) Pupils watch a video to embed knowledge of events. I then use whiteboards as a plenary to assess this e.g. each write an event and arrange themselves in chronological order. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

The purpose of this lesson is to develop pupils understanding of the Little Rock Nine for either KS3 or GCSE. The lesson begins with a choice of hooks / starters depending upon the personality of your class. 1. Reflection upon Bravery and standing up for what is right. 2. A Reflection upon their pupils first day at school and if older pupils have a responsibility to look after pupils in lower years. Pupils are introduced to the Little Rock Nine through some written information and a short video (embedded) Pupils reflect upon a visual source of Elizabeth Eckford using their knowledge to interpret and infer from the source. The main task involves pupils using a card sort to assess the positive and negative impacts this had upon the Civil rights movement. A judgement line can then be used to assess progress. Pupils consolidate with another video before demonstrating their knowledge through an exam style question - although this could be set as Homework (included). I have also included an additional section of resources such as a modern day link video (embedded) and discussion of learning beyond the classroom. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

This lesson is focused upon the changed implemented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc … Lesson begins with a recap of Johnson leaving office and Nixon’s approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into… 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.

the purpose of this lesson is to focus upon the reasons for the failure of Vietnamisation and how this led to the US eventually fully withdrawing troops from Vietnam for good. the first half of this lesson is focus around student led group work. Students will complete a series of tasks designed to: 1. Identify the reasons for the failure of Vietnamisation. 2. Focus upon categorizing these reasons. 3. forming a judgment about the most significant reason. students watch a consolidation video (embedded). Students will then have acquired enough knowledge to complete the worksheet provided. Exam Preparation: students will then be provided with an exam style question from paper 3. "How far do you agree with interpretation 1/2 about.." Students are to use this completed work sheet for support but I have also provided a 'Peep sheet' for less able learners. No textbook required for this lesson. Please see my shop for a complete Scheme of Learning about the Vietnam War.

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 has been created for KS3 but could be easily adapted to KS4 students studying American West etc. Provided: Hook: Starter Lesson Intention and differentiated outcomes: Plenary. Pupils to study evidence to judge the best Native American weapon by the end of the lesson. Videos are included within the presentation. This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks. Categories

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 introduce pupils to: - The Plains Indians. - their way of life. - Structure of society. - Beliefs / Religion. - Attitudes towards war and land. The lesson starts with an introduction to the question types pupils can expect for this section of Paper 2 and an overview of the topics which they will study in the American West. Pupils will compete in a Literacy Relay: Using an information booklet based upon the need to know information regarding Plains Indians (as recommended by the Pearson Edexcel Textbook), pupils will work in teams to answer a series of questions in the fastest time. Pupils will then use their answers to complete their own worksheet consolidating their understanding of the Plains Indians. I have further provided videos (embedded & links provided)and additional slides to deepen pupils knowledge and understanding of the importance of the Buffalo to the Plains Indians and their beliefs about land and nature. (Delivery advice within the description of the presentation).

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

Opposition and Reactions to the Vietnam War. (Pearson Edexcel GCSE) The purpose of this lesson is to educate students on the reasons for opposition to the Vietnam War. the lesson focuses upon Measuring public opinion, the students movement and the draft to then apply this knowledge to a utility question. Students will work record all acquired knowledge on a fully resources knowledge builder work sheet. Although not necessarily required any school textbook could be used to support student learning and progress. All sources of evidence are included along with videos which are embedded and links provided.

The purpose of this lesson is to enable students to collaboratively work together in order to explain the significance of the Scopes Monkey Trial of 1925 in the wider context of ‘how intolerant was 1920s US society’. Hook: Students enter room (cartoons / pictures to be placed on tables / walls) students are to use these to write their own title for the lesson, guided by the teacher. Starter: Studenst watch 2 video clips (Simpsons / Morgan Freeman National Geographic) in order to define creationism v evolution theory. Teacher then use PP to outline fundamentalism in the southern states of the USA during the 1920s. There is the a quick 1925 textbook comprehension task to consolidate this. Main: Students to work together in a 6 monkeys style activity (all explained within the PP description) in order to explain the causes and events of the trial, teacher can help facilitate but this is very much a student led lesson. There is then an embedded video to each to help students consolidate their write up / new report. (Teacher’s choice). Plenary: Students are to MIX-PAIR-SHARE the varying different results of the trial then then apply all of their acquired knowledge to the question, ‘How significant was the monkey trial in demonstrating intolerance in US society during the 1920s?’. This can then be written up in another lesson or for homework. All videos are embedded with links provided in the powerpoint. **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 convey the causes of the wall street crash in a student friendly and accessible manner though a series of student led (less teacher talk) tasks. Hook: students enter and use the displayed picture on the IWB to guess the title of the lesson. Starter: Students are introduced by the teacher to the lesson’s outcomes and a brief introduction sheet which can be printed off and handed out for support. Students then to watch a video identifying in simple terms the causes of the crash. This is embedded, and students can list the causes they identify. Main task 1: Students are supplied with some of the main causes of the crash broken down in the form of flash cards. Students to MIX-PAIR-SHARE their cards to remember as many causes as possible. Teacher then takes feedback on the IWB. Alternatively, students could be supplied with one set of flash cards each and could rank order the causes in order of importance or in a Dimond 9 ranking system. Main task 2: Teacher hands out worksheet - Students record their specific cause from the card they were supplied with on the sheet (Summarizing) Students are then to mix around the room and support each other in completing the rest of their sheet through peer teaching. There is also the option to categorize into long / short term causes plus rank order in significance. Teacher then can take feedback. Plenary: Students to summarize the cause of the wall street crash in the form of a tweet to consolidate lessons learning. All videos are embedded. Please see my shop for other History resources and bundles. https://www.tes.com/teaching-resources/shop/morlem