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 ‘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 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

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' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader 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. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

To link with my previous lesson ('An introduction to Slavery), this lesson starts with an autonomously moving spotlight over a picture (of raw cotton) to hook pupils into the lesson and link to one of the causes of slavery. Pupils begin the lesson through listening to a description of the middle passage to help introduce the lessons theme. Pupils then write an inquiry question they would like answered by the end of the lesson. Main Task: Depending on your class the main task for this lesson could take many forms, some suggestions are: Pupils could work in teams and study evidence (12 pieces of evidence included) around the room to create a fact file on the experience of the middle passage on A1 paper (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. A video clip from the show ‘Roots’ can then be shown (embedded) to help consolidate the tasks learning. Pupils will then have the knowledge they will need to answer their enquiry question and an exam style question at the end of the lesson which the teacher can then use to assess progress. Higher and Middle / lower ability version of sources included, with a peep sheet to prompt less able and a challenge sheet for more able. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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).

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.

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.

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 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

Included: A lesson about Roman Crime and Punishment (there is a lower and a high ability adapted version of the lesson) Starter sheet Main task sheets (differentiated for more and less able) presentation Thorough lesson plan I have included literacy, numeracy and SMSC links Many Thanks

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

This is a straight forward lesson which requires pupils to re-cap previous knowledge before introducing the two main innovations in Renaissance medicine. 1. Printing Press 2. Dissection. Before forming an overall judgment of which was more important to the progression of medicine over time. Presentation and lesson plan included. Differentiated lesson outcomes. I have included challenge questions to stretch more able pupils. SMSC, numeracy and literacy links are incorporated. Video links & timers are also included. There is much to play around with here to put your own touch on the lesson. Text books could be used as additional support.

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). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. 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 Hitler to come to power. 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 more / less able version of the literacy relay activity. Many thanks.