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.

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 the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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 aim of this lesson is to allow pupils to explore the 1965 'Watts Riot' as a case study linking in with the era of 'Black Power'. To start - have room ‘turned upside down’ – desks on sides – chairs turned over – information / interviews and pictures to be stuck around the room - hand pupils their investigation sheets as they walk in allow a certain amount of time to pass for pupils to lead their own learning here to discover what has happened, why, where, who and the outcome: Chips or paper money (print off) to be handed to pupils this can be exchanged for help from the teacher if they spend it however they lose a merit or sweets etc.. As a reward. Pupils then define a riot and feedback their findings to the teacher who leads a discussion about the riots and other riots which took place during this time before linking this knowledge to interpreting a source of evidence form the riot. Pupils are then introduced to the 'Kerner Report' which then allows pupils to demonstrate their knowledge with a judgment line activity about the impact of these riots upon the civil rights Movements. Video plenary which of modern day link riot which similarly took place in Ferguson, Missouri, 2014. Peep sheet available for less able pupils: all video and sound clips are embedded into the presentation with further advice on running the lesson to be found in the description.

This was recently graded an 'outstanding' lesson by Ofsted. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Mix Pair Share - Rally Robin). All videos and songs included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with Geography and RE slides provided if required. I have also included a Sacco and Vanzetti Guilty or Not Guilty - Trial Investigation. SMSC Plenary included linked with current 2016 affairs. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. (All images and videos / songs from Google / YouTube). Many Thanks.

Full lesson about Julius Caesar. Complete with lesson plan and main task sheets with an assessment question. (Differentiated for higher / lower ability pupils). This lesson focuses on teaching pupils to use evidence to support their answers which I use during my 'What is History?' scheme of work for year 7.

The lesson begins with a hook song (Strange Fruit) pupils enter to this song and consider the lyrics to hook them into the lesson - what is the song about? Through a Geography & Literacy link; pupils consider what ‘white supremacy’ means and why was the idea of it so prominent in the south? Pupils are then introduced to the KKK through a video (embedded) which identifies a case study of one of the horrific crimes they committed. Pupils are then set off on their 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 (11 pieces of evidence included) around the room to create a fact file on the experience KKK (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. Pupils will then have the knowledge they will need to assist in their exam style question plenary or homework (mark scheme included) which the teacher can then use to assess progress. Peep sheet to prompt less able is included. 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 / rated history resources.

The purpose of this lesson is to introduce pupils to The VC and their tactics. Pupils will begin with a literacy inquiry into 'Guerrilla Tactics' before being introduced to a short video - pupils are encouraged to note down all the tactics they can spot. Once receiving feedback the teacher will then instruct pupils to rank what they believe at the most effective tactics (judgment line/ whiteboards / sticky notes to explain most effective tactic). Pupils will then be introduced to the VC tunnels and assess two sources of evidence to inquire into the most useful to understand VC tactics (GCSE Edexcel mark scheme included to self / peer assess). Pupils watch a video (embedded) to consolidate. Further advice can be found in the description of the presentation and all videos/ sound clips are embedded (links provided). You may use to wish the Pearson USA textbook to support with the lessons content.

The purpose of this lesson is to show pupils how the Gulf of Tonkin Incident and then resolution acted as a trigger for the start of the Vietnam War. Pupils will begin by studying a primary document of a telephone conversation between President Johnson and the President's Special Assistant for National Security Affairs regarding the incident. Pupils will consider a series of questions to figure out what has happened. Pupils will then be introduced to the incident through a blow by blow events sheet - pupils will be encouraged to summarie each key event of the incident before identifying and explaining its main features. this is then consolidated though a video (embedded). Pupils will then consider the bigger picture of the other events which led up to the outbreak of war - identifying and explaining them from past lessons before being encouraged to judge the most significant reason. Pupils will then demonstrate their knowledge with an exam style question linked the the Edexcel scheme either in lesson of for homework. All videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.

The purpose of this lesson is to introduce pupils to some of the initial causes of the Vietnam War, namely the end of French rule. The lesson begins with a ‘Beware of Landmines!’ (Optional Warm-Up Simulation) before introducing pupils to the 4 question types for paper 3 section 2. Pupils are introduced to Vietnam and how the Cold War led to USA’s involvement - pupils then conduct an investigation into the end of French rule though a role play task -video and a group sticky note activity. Pupils then enquire into the Geneva Accord selecting information to stick around their map to then assess the impact of the convention and evaluate its success. Videos are embedded and further advice on how the run the lesson can be found in the description of the presentation. See my show for more Edexcel lessons.

The purpose of this lesson is to encourage pupils to further consider why Diem was so unpopular though studying the 'Strategic Hamlet Program' and his persecution of Buddhists. Pupils will do this though a combination of tasks (provided within the presentation) charting the involvement of Kennedy to the assassination of Diem. Some key pupils will have a 'secret' mission to recruit other members of the class to join the NFL - all explained within presentation. This knowledge can then be consolidated with an exam style question from Edexcel Paper3, section2, question 3D. (Pupil friendly mark scheme provided) All videos are embedded (links provided) Further advice can be found in the description of the presentation. I have also included a HW charting the progress of US involvement.

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 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 build pupils knowledge of outlaws such as 'Billy the Kid' and the events of the OK Corral Shoot out. Pupils begin by recapping the problems of lawlessness in the West - (Card Sort Activity) Pupils can rank these cards in various orders before applying their gain knowledge of these to a table of information. The Teachers then introduce the problem of outlaws and gangs in the West using The Reno Gang and 'billy The Kid' as examples. Pupils then work independently or in groups to construct a narrative account (As per question 2 of Paper 2) of the OK Corral shootout using a story board which can later be used as a revision tool. Videos are either embedded or links provided. Further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class.

The lesson begin through an inquiry into the 'Black Lives Matter' movement currently happening in the USA. Pupils are encouraged to think why this organisation exists and can they draw any similarities between what a video shows them (embedded) and what was happening in the USA during the 1940s. Pupils develop their own aims if they were to start a civil rights organisation then compare then with the NAACPs. Pupils develop their knowledge on the NAACP through watching a video (embedded) and competing an assessment sheet from what they learn. Pupils then compare the NAACP with CORE and their ethos of using nonviolence to achieve their aims. Pupils study the rules of CORE and complete an activity to embed these in their knowledge (a variety of tasks are suggested for differentiation) Pupils complete the lesson through comparing the successes of both organisations before deciding which organisation assisted the civil rights movement the most. All videos are embedded (links provided) there is also advice on how the lesson could run for your class in the description of the PP.

The purpose of this lesson is to introduce pupils to section one of paper three (The USA, 1954-75: Conflict at Home and Abroad): Attitudes towards black people during the 1940/50s. Tasks are linked to assessment objectives AO/1/2/3. Pupils are introduced to the two question types linked with American Civil Rights. Pupils then begin with defining 'Civil Rights' through a think-pair-share activity before being introduced to President Obama's inauguration - pupils are encouraged to discuss why this was such a significant part of American History. Reverse back to the USA during the 1940s and 50s: Pupils view a very racist animated cartoon from the time to prompt discussion about white peoples' attitudes towards black people. Pupils then use the support sheet to create a kick-starter campaign raising awareness about the mistreatment of black people during this time. Pupils then consolidate their learning with an exam style question.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the Civil Rights Movement by 1965 through concentrating upon the March on Selma which led to the passing of the Voting Rights Act 1965. There are a variety of hook / starter activities to choose form dependent upon your class e.g. Geography map skills starter to chart the distance between Selma and Montgomery. Pupils are introduced to the March though watching the trailer and answering questions on the film 'Selma' leading to a source based activity then a card sort / time line activity to chart the events of the march. Pupils will select the most significant turning point they believe in these events which led to the Voting Rights Act 1965. I have included videos to prompt discussion (embedded) and links provided, homework and an exam preparation skill based source task. Further advice can be found in the description of the presentation itself.

hook starter of a spotlight teasing an image of the declaration. Differentiated learning outcomes (SMSC included). Pupils will discuss their human rights, define its meaning and then create their own, 'Teenagers Rights'. Pupils will then learn about 'The Declaration for The Rights of Man' comparing and contrasting modern human rights with that of the French during the Revolution. Pupils will discuss the problems facing France and that of the 3rd Estate and how these problems were rectified by the declaration. Pupils then rank the rights in order of importance before deciding upon the most significant and how it affected France. Videos are embedded or links have been included in the description. Many Thanks.

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. **