The focus of this lesson is to encourage students to form a judgment surrounding the character of Becket (not why he was murdered) but if he was a Saint or a Sinner. Students enter class and handed a sticky note to settle . focus them on the starter activity (Why do I stand on this table?) Students watch clip of the Dead Poets Society which links in with the historical skill of observing people / events from different interpretations. Introduce the ideas behind Becket - students are supplied with an interpretation and on the back must summarise its message (saint or sinner and a quick summary) ten interpretations supplied. Students then are provided with a sheet and must circulate the room and interview each other to complete their worksheet of all the different opinions on Becket. students then use the sheet to support a judgment activity where they rank order the opinions again in order of convincing / least convincing. Plenary - students debate / judgment line their overall judgment and write up in their books. All video are embedded.

The lesson focuses upon a series of student led tasks to assess and judge the worst aspect of factory conditions. Lesson begins with intention and outcomes linked with the first recorded video footage from 1895 of factory workers to hook students in. Students starter task sees them working in pairs through a ‘write - round - robin’ task where they will write the alphabet down the side of their book and pass between themselves to write as many adjectives as they can about factories in a set amount of time. Teacher will show image on the interactive white board. Prize to winning team who complete as many words as possible. Students are then to watch a video (embedded) on life in a Victorian Factory - they are tasked with bullet pointing as many negative aspects of work life as they can. students then engage with a PICTIONARY style activity to embed the identified negative aspects (all explained within the PP description). Students then either use their own ideas or the card sort provided to rank order factory conditions from worst to least to form an over all judgment as a group but then also individually. Students must justify their opinion as a plenary. All music sounds and video are embedded into 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 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.

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitlers Anschluss of Austria in 1938 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. **Starter: ** students watch a video (optional but embedded) are challenged to suggest why they may be surprised by the message of the interview video. Teacher then links into and introduces the lessons intention. Main task 1: Students are provided with a key information sheet breaking the stages of Anschluss down – students to highlight 3 key features of each stage. Students are then challenged to write a series of questions based on the information to quiz each other about the stages of Anschluss. Students then to meet back at their table and complete their table sheet in more detail. Show consolidation video (embedded). Students then to explain why Hitler was able to achieve Anschluss in 1938. Structure strips and success criteria (MARK Scheme) for differentiation. 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. (Home work included for source evaluation).

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. **

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 focus of this lesson is to build upon the collapse of international peace in the 1930s. The lesson’s purpose is to learn about Hitler’s decision to invade the Rhineland and in the bigger picture of the failures of the 1930s why this was allowed 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 international relations at the time. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage with a video to introduce the situation and engage in a student led justification task where students must focus upon the decisions of France / Britain / Germany all explained in the PP. Main Task 2: Students to then engage in a 6 monkeys style activity to outline the ‘story’ of the invasion now that the scene has been set before applying this knowledge to the evaluation of a source of evidence. Students will discuss the source but then engage in a WAGOLL (What a good one looks like) activity to form an overall judgment on the purpose of the source. **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 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 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 Japan’s Decision to invade Manchuria and to judge the most significant 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 Great Depression and its impact on LON + to complete a map of south East Asia with as much detail as possible. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage in a literacy relay task to summarize the various reasons behind Japan’s decision to invade (all explained on the PP). After watching a consolidation video about the invasion (summary video) (embedded into the PP) Students then answer the questions from the relay task verbally as the teacher received feedback. Main Task 2: Students then to arrange their card sort answers of reasons into order of significance to form a judgment for the main reason or the invasion. There is an option for students to do this as a team or individually (Both resources provided). Plenary: Students then could meet with students who have the same significance opinion as themselves to discuss further why they believe this – students then to answer exam style question (Why did Japan invade Manchuria in 1931?) + peer assess each other’s work (WAGOLL Also provided to model a full mark response). **All videos embedded / descriptions and prompts included in the PP description. **

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.