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 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. **

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

This pack contains two lessons. Lessons outcomes are: Expected: To study the life of a famous Naval soldier. (SMSC) Challenge: To explain a famous battle at sea, its causes and consequences. Stretch: To use source evidence to support an exam style question. The first lesson consists of a case study regarding Jack Cornwell and his importance to a ‘famous naval battle’. At the age of only 16, he was posthumously awarded the Victoria Cross and was the youngest British to take part in the battle). Pupils will study his story from a cut out card sort activity catagorising information about his life. Pupils then reassemble to card sort into a jigsaw to reveal that he died as a result of the Battle of Jutland. Pupils are then encouraged to complete further research about other British men who fought in the battle (computers will be required of this, otherwise I have set it as a Homework). The second lesson allows pupils to study source evidence (primary and secondary) to help reach the lessons outcomes. Pupils then consolidate the past 2 lessons with an exam style question. Then pupils can use the success criteria to peer assess with WW / EBI to identify areas of improvement regarding their extended writing. The presentation itself is aesthetically pleasing and engaging with lots of colour including moving Giff images. All videos are embedded (links also provided). I highly recommend having an ‘interactive’ station for the second lesson as there is a fantastic website (link included) which allows pupils to listen to first hand accounts of the battle from survivors. The lessons finish with how the Battle is remembered today 100 years on.

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.

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.

Lesson begins with students recalling why the riots of 1965-68 began. This can then lead into the introduction of this lesson which focuses upon King’s campaign in Chicago. Pupils will watch the first 5 minutes of an ‘Eyes on the Prize’ Documentary to set the scene, there are questions included to support, these can be printed off or one question delegated to each table to answer. Teacher then consolidates initial learning through using a GIF map to discuss the housing and black ghetto problems Chicago was experiencing. this leads into a 4 mark inference question to assess progress. the main tasks is cantered around pupils assessing the successes and failures of the ‘Chicago Campaign’. Teacher will copy PP 72-73 of Pearson ‘Conflict at Home and Abroad’ textbook - pupils work in pairs to highlight success and failures in different colours, before planning an 16 mark statement question answer between them. This can then be completed professionally as homework. the lesson ends with video clip and a reflection of MLK and his assassination. Pupils can have the opportunity to write an obituary for MLK’s life as a plenary. Peep sheet and a structure strip are included to help support pupils in planning their 16 mark question and chunking information about the Chicago Campaign.

The purpose of this lesson is to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

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 purpose of this lesson is to enable students to understand how Ford contributed towards the economic growth of the US through developing their understanding of key words and concepts. Hook: As students enter they are challenged with completing an A-Z sheet of how many key words they already associate with the 1920s. Teacher introduces lesson / outcomes. Starter: Teacher then uses the PP to introduce Henry Ford and a bit of his background / famous for. Students can then watch an introductory video (Embedded) and make some initial notes. Teacher introduces the ‘Cycle of Prosperity’, students provided with a blank cycle and are challenged to memorize the completed version on the IWB in 30 seconds (timer included) Students then have 2 minutes to try and complete their blank sheet with as much detail as possible. Link this then to some other major concepts associated with Ford (8 more in total), students to play a memory activity to remember them initially which then flows into a game of taboo - all explained in the PP. Students can then watch another video and tick off where they can spot their newly learned words / concepts whilst watching. Following this students are asked to complete an exam style question to explain the impact ford had being challenged to use as many words as possible, easily adapted structure strips provided for differentiation. Finish with ‘learn beyond the lesson’ option for further stretch and challenge. (Dragons den presentation style activity included also which could be another lesson in itself) Easily enough for 2/3 lessons. All videos etc are embedded with 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 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 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

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

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.

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.