This lesson explores the causes and variety of opposition to the New Deal. A source starter allows inferences of criticisms of the New Deal, leading to a video exploring motivations behind the critics. Students then explore one opponent in depth and present to either the whole class or small groups, building a picture of the five main opponents. An interpretation plenary allows a review of criticisms of the New Deal and interpretation skills.

This lesson explores how the stock market worked in the 1920s, leading to an assessment of the benefits and dangers of gambling on the stock market. Students begin by using a video to explore some positives and negatives of the market. Using the handout, students create their own diagram of how the stock market works, making their own definitions for the key terms. Students then play a game exploring how the market worked by ‘buying’ their own shares. Students then summarise their learning in written answers, culminating in a discussion plenary of how ordinary people and companies benefited from the stock market boom.

The first lesson in the scheme American 1920-73: Opportunity and Inequality, focusing on what American society was like by 1920. The lesson begins with an exploration of existing knowledge of America, moving to exploring the American political system. Students then watch a video on how immigrants came to America through Ellis Island, leading to an assessment of which groups held the most ‘value’ in society at the time. Students then create a spider diagram on why people emigrated to America at this time, linking it to the melting pot idea. Finally, students summarise America society by 1920 with 5 key words or phrases.

This lesson explores the role played by Henry Ford and mass-production in the economic boom. The lesson begins with a recap of existing knowledge of mass-production, moving on to gathering information about the role played by Ford and his business. Students then use an information handout to explore in depth the role played by Ford and the impact on America’s economy/society. Using a further video students assess the advantages and disadvantages of mass production. Finally, students create an acrostic poem recapping Henry Ford and the economic boom.

This lesson explores the causes for and events of the Red Scare in the 1920s. A source starter explores the issues of the melting pot and fears of ideological differences, leading to video notes exploring why communism was so feared at this time. Students then explore why communism was feared, linking in the Palmer raids. Using a video and a card sort, students assess how the case of Sacco and Vanzetti showed attitudes towards immigrants at this time. Finally, students link their learning to a source showing fears of anarchists and communism at this time.

This lesson focuses on planning and writing a 12-mark essay assessing which was more important in ending the depression in America: New Deal or WW2. The lesson starts with a rapid recap of both, swapping and sharing information, leading to a collaborative, modelled planning of the essay after exploring Level 3 criteria. Students then write a judgement to the essay and complete a judgement line plenary.

This lesson explores how popular culture developed in the 1930s. The lesson starts by exploring what popular culture is with reference to today, considering what it can tell us of a society. Students then watch two videos which explore popular culture changes in the 1930s, leading to a data capture on popular culture changes in the 1930s. Students then plan or answer an 8-mark explain question on ‘in what ways popular culture changed during the 1930s’. Finally students use the criteria to mark or improve their own answer/plan.

This lesson explores how WW2 affected the USA both positively and negatively. The lesson starts with a recap of key terms from the previous lesson (e.g. Cash and Carry), moving into a video introducing the impact of WW2 on US society/economy/politics. Students then use the hand out to create a table showing the positive and negative impacts of WW2, leading to application planning to an 8-mark response on the impact of war on African-Americans and women. Students then debate the overall impact of WW2 on America, leading to an interpretation plenary on the legacy of WW2, linking in knowledge gained from the lesson.

This lesson begins with students exploring what they already know about WW2, using a video then to note down how the US became involved. Students then explore the stages to war from 1935-1941 assessing how involved America was at each stage. Students then complete notes and questions on how Pearl Harbour was the trigger point for US involvement. Students then create a mind map showing how WW2 benefitted the US economy. A judgement plenary explores how ‘beneficial’ WW2 was for America.

A lesson exploring how effective the New Deal was in bringing recovery. The lesson begins with a recap of the Alphabet Agencies using a card sort, leading to completion of a data capture sheet assessing how far the New Deal worked across different groups/areas. Students then categorise the impact of the New Deal cards into successes and failures, allowing students to reach a summary judgement about the New Deal’s impact. Students then apply their learning to planning and 8-mark ‘which interpretation do you find the most convincing’ question, leading to a timed answer (with model answer included). The lesson concludes with students exploring which interpretation of the New Deal they find the most convincing and why.

This lesson recaps the key content on Public Health from Medieval England to the modern day beginning with a quiz-quiz-trade starter. Students then categorise the evidence into the different factors, using this to plan a 16-mark essay response on the government being the most important factor in developing public health. Students then write a model paragraph and self or peer assess this. Finally, students complete a trio recap plenary.

This lesson explores the extent of progress by the end of the 18th century for causes and cures. The lesson begins with a recap of how disease had been treated up to the start of the Renaissance, leading to a video allowing exploration of change and continuity of medicine. The lesson leads to a source task, exploring scientific v supernatural cures in this time, leading to a table task assessing progress and remaining limitations. Finally, students complete a continuum plenary assessing the extent of progress by the 18th century.

This lesson explores the success of surgery in the Medieval period and the extent of progress. The lesson begins with an exploration of what is needed to make surgery successful, leading to a video exploring how surgery developed. This is then extended upon with the card task adding to the table of evidence. A progress check recaps students understanding, leading to a written judgement on which area saw the most progress. Finally a judgement line/post it plenary allows an assessment of how much progress students believe was made in the Medieval period.

This lesson compares the impact that Christianity and Islam had on surgical development in the Medieval period. The lesson starts with a source task which introduces the differing perspectives, leading to an evidence gathering comparison table of the two religions. A video further develops Islamic medicine, allowing a judgement on why Islamic doctors made more progress at this time. Students then apply their learning to a ‘similarity’ question leading to a written judgement/timed response

This lesson explores the development of anaesthetics and antiseptics, and the impact on surgery. The lesson begins with a discussion of the issues remaining in surgery with a video introducing Simpson and Lister. This then leads to an exploration of the role of anaesthetics and antiseptics through completing categorisation tasks and written responses, with the addition of a progress checkpoint. Students then plan and answer an 8-mark significance question around anaesthetics, marking their own or their peers and improving their answers. A judgement plenary allows students to develop which they feel was most significant and over which time.

This lesson revisits Vesalius, Pare and Harvey and focuses on how they helped surgery to develop. The lesson begins with a Medieval surgery knowledge audit, leading to a task on Vesalius and ranking his contributions in terms of importance. Students then review Harvey, considering successes and limitations, moving on to review Pare and his importance. At each stage challenge questions extend thinking and promote comparison of significance. An opportunity for ‘utility’ practice on Pare leads to a plenary debate on who had the largest contribution to the development of surgery in the Renaissance.