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 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 purpose of this lesson is to not only inform students about Hyperinflation but to challenge them to think about it in the bigger picture, how it was a product of the T.O.V and how it links into national and international impacts in the longer term. Students enter with a task to immediately complete (Pictures will be scattered around the classroom, students are to study the picture and on a sticky note write down what they believe the lesson title will be - something along the lines of Hyperinflation (Critical thinking). Teacher then goes through some starter quick fire true / false questions with the students to recall learning. Students think pair share what Hyperinflation could mean before it is outlines by the teacher (opportunity for student rewards). Students then watch a short embedded video about how Germany was impacted by the TOV which led to Hyperinflation. The main task is centered around a memory activity regarding the consequences of Hyperinflation. students work in pairs to complete the card pairing activity before mix-pair-sharing the consequences between themselves. Again opportunity for a consolidation ‘memory test’ where students could compete for prizes. Students then complete and exam style GCSE question assessing their acquired knowledge (structure strips provided for differentiation). Students to peer assess for a plenary.

The purpose of this lesson is to lay the foundations for the causes behind the 1920’s Red Scare in the USA, kept specifically general to link with varying GCSE Exam Boards but specifically focusing upon developing critical thinking skills causes and judging significance. Lesson begins with a hook: RE-call five to settle students before beginning the lesson with an introduction to rumour spreading: Example of Chinese whispers and video regarding ‘Fake News’ to hook students into the concept of a red scare and moral panic. Option to provide a secret students: with a mission to spread a rumour round the class to further hit home how news / rumours can spread (card provided). Students supplied with the A3 causes sheet and are then to watch a short clip outlining some of the causes of the Red Scare between WW1-1921. Students are challenged to title the picture on the sheet with the causes identified within the video. Following this students are asked to either: Circulate the room and museum walk the causes in more detail or students could be provided with a specific cause and become and expert in it then then peer teach the rest of the students in the class. Lessons finished with students assessing and judging the mos significant cause of the Red Scare by standing next to the cause they believe was the most significant and think-pair sharing with any like minded students to critically explain the most important - writing or verbally explaining to the teacher.

The purpose of this lesson is to enable students to categories the different changes taking place for women during the 1920s and to judge the most significant change. HOOK: Students enter and watch a rather stereotypical video outlining how women were regarded during the 1910-1920s. Students to answer the question on their sticky note. Teacher takes feedback and introduces lesson intention / outcomes. Starter: Students think-pair-share to discuss an image of some flappers and to feedback wy they could / could not be surprised by the photograph. Main: Teacher has a choice of 3 embedded videos to show, each one linked to students answering the question ‘What changes can you identify’. One video however shows 102 year old Alice who was a flapper back during the Harlem Renaissance, students could be challenged to come up with some questions they would like to ask her, of which they should be able to answer themselves by the end of the lesson. Students to then be supplied with a card sort of 9 changes women faced during the roaring 20s. Students are first to colour / categories the changes before Dimond 9 ranking them in order of significance. This can then be taken in feedback or lined to a GCSE explain type question. Plenary: students ‘snowball fight’ all the changes that happened to women during the 1920s. All videos are embedded into the Power Point. **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 gain an overview of how leisure time was spent during the 1920s through a collaborative student led task. Hook: Students enter with information placed around the room about a famous Hollywood actress from the 1920s, students are posed with the question, why did she find it difficult to find work by 1930? (Answer she was eastern Europe and after ‘talkie’ films began native English speakers found it hard to understand her. Teacher takes feedback introduces lessons title / outcomes. Starter: Students watch a short video clip (embedded) about 1920s entertainment, students to list as many leisure activities as they can. Teacher then introduces the main task where these identified forms of entertainment will be built upon. Main Task: Pupils work in teams to collect information from sources around the room. Pupils are allowed about 30 mins to gather the information to then use it to create a fact file / spider diagram on large A1 paper … Or individually on A4 paper. If they work in teams I usually then take a photo of each teams work and shrink them down to a4 to stick in books. Pupils should then have the knowledge to answer the assessment question either at the end of the lesson or the lesson after depending on how long this task takes. All explained in the PP itself. I have have included a peep sheet for further differentiation. There is an opportunity to watch a clip from the first ever talkie film ‘The Jaz Singer’, this is a good discussion point as it also links in with racism in the 1920s USA as well. Plenary: Students use their fact film to answer an exam style explain question now (easily adaptable structure strips included for differentiation). Homework: Students could be challenged to watch ‘The Great Gatsby’ and I have included 2 differentiated worksheets to go with the film, students to look out for varying forms of entertainment, but also other features of 1920s USA such as speakeasies, Jaz, racism, prohibition, flappers etc. All videos are embedded. Please see my shop for other History resources and bundles. https://www.tes.com/teaching-resources/shop/morlem**

There are a lot of resources included in this pack. The following information is how I have ran the lesson in the past; but please change and adapt the resources to suit your teaching style / pupils. I hope you find them useful. Pass the parcel style starter where pupils work out the lessons topic. I wrap up a bar of chocolate and place a ‘clue card’ on each layer. Alternatively you could give a card to different groups who must act out for the rest of the class to guess their word (Spelling together ‘the Nazi Soviet Pact’) Pupils will visit 5 stations around the classroom to help answer the question ‘Why did Hitler and Stalin sign the Nazi-soviet pact?’ NOTE: You will need additional material for station 4. Station 1: atch video Station 2: Visual Cartoon Source + map of Poland showing how it would be invaded and divided by both countries (simple). (white board pens can be used to label countries / make notes if you laminate the sheets) (visual learners) Station 3: Source table – sources A-F – differentiation: Some easier to understand + read than others) (Again – white board pens can be used to circle / underline key text) (for those who prefer reading) Station 4: touch and feel boxes – Box 1 – contains a clock and a bomb to show that both sides would be bought time but the bomb indicates that war would eventually commence. Box 2: contains a small wooden pole and some grass = Pole-Land = to show that both sides would befit from dividing Poland between them. (Kinaesthetic learners) Station5 : (The Secret station) – A3 information sheet which consolidates everything that happened to lead to the pact being signed with benefits for both sides) This will be revealed half way through the lesson. Pupils can then answer exam style question before peer assessing.

I recently used this lesson for a mixed ability KS3 class. Pupils will learn about the storming of the Bastille during the French Revolution. The main task is literacy relay where pupils will work in teams to answer the questions related to the different interpretations of the Storming of the Bastille. Pupils are then to form a judgment regarding which sides' story of events they trust more, either Historian's version of events of that of the 3rd Estate. Pupils will then answer their leveled judgment question. I have also included a modern day link to how Bastille day is celebrated today along with an opportunity to learn beyond. Videos are embedded into the presentation, however I have also provided the links for these as well. Differentiation though outcome and a peep sheet to help with the main task. SMSC question included to encourage further discussion points. Many thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture: Who Neville Chamberlain was. The Munich Agreement. Defining Appeasement. Pupils' will then compete in teams in a literacy relay activity to identify the positives and negatives of appeasement. Pupils' will then collate their answers and arrange the factors into these categories before ordering the factors by significance. 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. Additionally I have included a source evidence Homework piece and a differentiated 'peep sheet' for less able pupils to help them consolidate the lessons learning. All videos are embedded and/or links provided.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the battle to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. What the battle of Britain was, the technology and planes involved and an interactive pupil activity which leads onto how radar helped. Throughout I have embedded various BBC news clips (links provided in description). Pupils then conduct a 'Quest for knowledge', where they will circulate the classroom collecting and recording information about the battle on their sheets. Pupils' will then work in teams and study evidence packs to sort the different reasons Britain won into categories before deciding upon the most important reason Britain won as a class. Pupils consolidate their individual judgment through answering a structured 8 mark exam style question. Instructions and advice on how they lesson is to run can be found in the description of the presentation. All videos have been embedded and links provided in the description.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the Battle of Stalingrad. Learning Intention and differentiated outcomes (SMSC). Pupils will recap the terms of the Nazi-Soviet Pact and discuss a piece of source evidence before leading a short inquiry into why Hitler wanted to invade the USSR. Pupils' will then compete in teams in a literacy relay activity inquiring into The Battle of Stalingrad and identifying the various factors which saw the Nazis loose the battle. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason the Nazis lost. Pupil's then consolidate their judgment through watching a short video clip (embedded) before answering a structured 8 mark exam style question. Instructions and advice on how they lesson is to run can be found in the description of the presentation.

This lesson should lead on from recently studying the 'Declaration of the Rights of Man'. 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). Starter: Pupils' receive crime cards to which then then decide individually upon the most fitting punishment this will link in later with the lesson when the guillotine and how it was used during the 'Terror' is explained. Pupils can compare justice and crimes fitting the appropriate punishments. Pupils will consolidate with a video regarding how the Revolution became extreme though the September Massacre as a case study. Pupils' then compete in groups to complete a literacy relay regarding the 'Terror' to increase their knowledge of the events which took place and the main forces involved. Peep sheet has been provided here for differentiation. Pupils then watch a BBC Bitesize video to consolidate before answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Many thanks

Learning Intention and differentiated outcomes all linked to Edexcel new scheme assessment objectives (A01-A02) Teacher introduces Harvey though an audo listening activity via an mbedded MP3. Students use thier listening skills to remember and then add information to create a profile about Harvey and his discoveries. Pupils’ will then work in teams and study an evidence sheet to explain the different factors which allowed Harvey to discover his findings. (All explained within presentation - History Relay) Pupils consolidate this task by watching a short video (embedded) Pupils then study the impact Harvey had upon the progression of medicine. (Edexcel Text book will be required). Print off and use highlighters to complete the task. Pupil’s then consolidate their judgment through answering a structured Edexcel new scheme exam style question. This comes with exam tips and a WAGOL. 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.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of evacuated young people boarding a train to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video / MP3 sounds clips (with links) are embedded within the presentation. The aim of this lesson is to allow young people to explore and empathise with the evacuated young people during WWII. Pupils begin filling out a tag for themselves (reminiscent of the time) before being asked to write a short blurb about their partner to appeal to a host family. Pupils then pack their suitcase catagorise what they believe boys/girls would have needed to take with them. I then split my pupils up and place them in different areas of the classroom (locations evacuees would have been sent to). The main task involves studying an evidence pack to allow pupils to decide of the evacuation process was a success or failure by the British Government. Pupil's then consolidate watching a short video (embedded) before forming 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. Depending upon ability / how through you wish to be this could easily transcend into a two lesson process. Many Thanks.