The purpose of this assembly is to encourage students to reflect upon the potential of growth mind-sets. Especially good to run before an assessment point or during revision periods. All videos and songs are embedded. Assembly starts with questioning about what a growth mind set could be before showing a video clip of ‘People Are Awesome’ showing humans completing amazing feats. Teacher to link this back to how they all have growth mind sets. Teacher asks again what a growth mind-set could be. Teacher the shows video of how a growth mind-set can help students achieve (example the tortious and the hare). Students are quized on example of what could be considered a growth mind set or a closed mind-set. Finishes with a prayer. Delete school banner and replace with your own logo.

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

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

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 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.

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.

This is a fully resourced session comprising of a combined 32 slide PowerPoint which could be used during an Assembly / lesson / form time or even a whole year group work shop to fully prepare all ability students KS3 -KS5 for assessments or exams. Approximately taking 1 hour to complete. The workshop / lesson includes: Hook videos How to videos. Warm up exercise Effective preparation techniques Revision techniques appealing to all learning styles Useful websites and platforms for students to use Do’s and dont’s of revision. Opportunities to discuss / practice techniques Worksheet for students to complete and take away All videos are embedded and further advice can be found in the description of the presentation. Just delete the school header at the top to replace with your own.

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

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