The Purpose of this lesson is to conduct an investigation into the events and impact of peaceful protest during the early 1960s of the Civil Rights Movement. The lesson begins with a hook video / audio clip reading of Martin Luther Kings ' Letter from Birmingham Jail'. Pupils reflect upon this and ask a question they would like answered at the end of the lesson. Pupils then think-pair-share about what methods might the African American population of Birmingham employ to bring an end to segregation in such a city? Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. Pupils are then encouraged to conduct a journalistic investigation into the events of the campaign through 'interviewing' key figures though a relay activity (all explained in the presentation). To consolidate pupils will then write their own newspaper report about the events of the campaign and its significance linked with exam skills. Peep sheet provided for support. The lesson finished with the setting of a consolidation homework & an explanation about the March on Washington / extra newspaper articles for stretch and challenge. All videos are embedded (links provided) further advice can be found in the description of the presentation.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960. Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line. All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation. Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.

The purpose of this lesson is to develops students’ knowledge upon the Greensboro sit-in movement and its significance to the civil rights Movement. Pupils will enter the room and handed an information recording sheet - various news articles will be stuck around the room pupils will be in 'the pit' - and will have to work out what has happened - who - when - where and why before drawing a scene based upon the information they have collected. Pupils will be introduced to the Sit-in movement though slides and a video (embedded). there are lots of discussion questions included here to prompt discussion. Pupils will then inquire into the significance of the sit-tin movement through a card sort - an activity is embedded into the lesson plan here however, this can be changed to suit your class. Pupils will then answer an exam style question to explain the significance of the sit-in movement. Success criteria and literacy scaffold is included here to support. Further advice and descriptions can be found within the presentation. Please see my shop for other high quality resources.

The lesson begins with an inquiry into Martin Luther King Jr. Pupils are encouraged to discuss what they already know before studying a newspaper article written by a white journalist about his involvement in the boycott - pupils sue this (highlighters) to assess his leadership qualities. Pupils then look at 'the bigger picture' - pupils will use their worksheet to wander the room or work in groups studying information provided to them or stuck around the room. Pupils are encouraged to visit at least 3 sheets and record what they can learn about the successes of the boycott. I have provided 3 AFL activities proceeding this task (choose to suit your class / ability) 1. Mix-Pair-share 2. Snowball fight 3. Group discussion (A1 paper required) Pupils will then answer an assessment question (Challenge and prompt sheet provided for differentiation). Once this is done pupils are provided with a previously prepared answer and are encouraged to peer assess it with the mark scheme (handout provided) pupils can then reflect upon their own answer in relation to the handout. Further advice can be found in the description of the presentation. Please see my shop for other high quality history resources.

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.

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 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.

A full scheme of work for Edexcel GCSE Medicine Through Time 1250-Present. A Perfect opportunity to use / amend or add to your own scheme of work for this topic. Included: - 27 lessons all categorised into (Ancient Beliefs - Medieval - Renaissance - 19th Century and 20th Century. - Lesson outcomes - Lesson key content / learning focus - Resources -Pedagogical Suggestions - Differentiation - Exam Style Assessment Questions for Each Lesson - Cross-Curricular Links - Homework Ideas - SMSC Questions / Themes in Each Lesson

Pupils begin by spotting the difference between a white and a black school during the 1950s. Reverse teaching strategy will be used here to add context as to why this was happening. Pupils are introduced to ‘Plessy V Ferguson’ (Video embedded) and define Separate but equal. (mini white boards could be used for this task) Teacher then introduced what the Jim Crow Laws were - pupils watch a video (embedded) and see how many they can identify. (again mini whiteboards could be used again to identify these a good visual strategy to show pupil progress) Pupils are then challenged to remember as many laws as they can before conducting a snowball fight activity to consolidate this (instructions in the description of presentation) Pupils are then encouraged to rank the laws (worst to least worst) before participating in a mix-pair-share Kagan activity explaining which they personally feel to be the worst law. Pupils will then apply their newly acquired knowledge back to one of the original photographs they were shown at the start of the lesson inferring what they can about the Jim Crow Laws From it.

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.

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 the Homestead Act of 1682 and the impact it had upon the American West. Pupils will build upon their prior knowledges of Migration (See my store for this lesson) to explain the consequences of the Homestead Act. The lesson is split into two learning phases: 1. The problems of living on a Homestead. 2. The achievements and limitations of the Act. Pupils then consolidate their learning by explaining two consequences of the Homestead Act as per the Edexcel GCSE Paper 2 question One ‘The American West’. Videos are embedded and links and further advice can be found within the description of the presentation.

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 regarding the continued developments of settlement in the West. 1. Exoduster Movement (1879) 2. Oklahoms Land Rush (1893) Pupils begin with a re-cap of different impacts of migration by studying American Progress, an 1872 painting by John Gast. Pupils then have a card sort activity to build their understanding of the causes and consequences of the Exoduster Movement 1879. Pupils then condust an inquiry of the Oklahoma Land Rush 1893 by viewing a video (embedded) and using a worksheet to consider the different perspectives in relation to this (Plains Indians V Settlers). Pupils then consolidate with an exam style question (Mark shceme Provided). Videos are embedded and links and further advice can be found within the description of the presentation. you may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.

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.