This double lesson explores what the My Lai Massacre was and how it influenced public views on the war. The lesson starts with analysis of a quote by Nixon, asking students to explore what the lesson is focused on. Students then use the video to note down why the massacre happened and what happened. A discussion then focuses on why students think the massacre occurred and who is to blame. Students then use a handout to explore how Charlie Company was and was not at fault, leading to an exploration of reactions to the massacre. Students then create a mind map of how the My Lai massacre contributed to US failure in Vietnam. Students then explore who they think was to blame for the massacre. The lesson culminates in planning and answering the following question: Write an account of how the Tet Offensive was a turning point in the Vietnam War (8 marks) - students can then write it up in timed conditions.

This lesson explores the events of the Tet Offensive and why it could be seen as a turning point in the Vietnam War. The lesson begins with a recap on why the US had been unsuccessful in the Vietnam War so far, leading to an introduction to Tet using two videos and students making notes on the events/impact. Students then use the hand out to examine Tet, highlighting Communist/US gains, leading to a completion of a table comparing how it was a Communist/US victory. Students then explore why it could be seen a turning point in the war, leading to a corners plenary.

This lesson explores how both Eisenhower and Kennedy increased US intervention in Vietnam and their similarities/differences. The lesson begins with exploration of existing knowledge of Eisenhower, using a video to make notes, with the same task utilised for Kennedy. Students then use the handout to create a table showing similarities and differences of their policies, leading to a detailed focus on the Strategic Hamlet Programme. Students then list any successes and failures so far for the US in Vietnam, finally assessing how far they agree that the Strategic Hamlet Programme was ultimately a failure for the US.

This lesson explores how the US responded to VC tactics. The lesson starts with a rapid recap to review prior content, leading to a whiteboard discussion of why the US faced issues based on their young, inexperienced soldiers. Students then use the hand out to complete the chart exploring the strengths and weaknesses of various US tactics. The lesson then culminates in students exploring how the US/VC caused the various issues for the American troops.

This lesson focuses on a review of the key content and assessing the impact of the war and the ultimate reasons for US military failure. The lesson begins with a ‘giant post it’ task reviewing knowledge of Vietnam. Students then recap the successes and failures of the four key Presidents linked to Vietnam (Eisenhower, Kennedy, Johnson and Nixon), asking students to consider the relative success of each. A categorisation task then considers the US failures and VC successes, leading to exploration of the impact using the Oxford AQA textbook and previous knowledge to explore the impact of the Vietnam War. Students then utilise this learning in a ‘perfect paragraph’ task for the 8-mark write an account question. Finally, students use a model answer focusing on why the US lost the war to explore why this would achieve a Level 4 in the 16-mark essay response.

This lesson explores the US withdrawal and eventual fall of Saigon in 1975. The lesson begins with a discussion task on what all sides would want to achieve from the peace settlement, leading to a video and handout summarising the key points agreed. Students then assess who gained the most from the agreement, justifying their choice. Students then use a video to examine how Saigon fell, leading to the creation of a spider diagram and justification of the most significant factors. Finally, students explore interpretations of the fall of Saigon, reaching a judgement on the one they most agree with.

This lesson explores the role of the Domino Theory in causing the US intervention in the Vietnam War. The lesson begins with a retrieval starter, moving on to a video which introduces the fears of the Domino Theory. Students then use an information sheet to synthesise the Domino Theory using only 20 words and imagery. Knowledge is then applied to a 4-mark source question mirroring the exam paper, which can be written up in class and peer/self-assessed. Finally, a judgement plenary explores what Eisenhower was the most worried about in relation to the Domino Theory.

Revision materials allowing for a knowledge review of the Korean War

The final lesson in the sequence on the Korean War assesses how much each side gained/lost and applies knowledge to a 16-mark essay question. The lesson begins with a knowledge recap of the causes, cost and impact of the Korean War. Students then assess how much each nation gained and lost, exploring how far each achieved their aims. Students then apply their knowledge to a 16-mark essay question: ‘The main result of the war in Korea, 1950–1953, was that Communist forces had been removed from South Korea.’ How far do you agree with this statement? - completing the essay plan. A model answer is also included. Finally, students review their learning with a ‘trio’ discussion plenary.

This lesson explores why the Korean War was significant in the short and long term. A bingo plenary allows a recap of the key knowledge of the topic, moving into a video asking students to consider how the government would view the war in contrast to the US public. Students then use the handout to complete the Venn diagram, assessing the impact of the war in terms of human cost, the cold war and weapons build up. A post-it note plenary allows an assessment of what students consider the most signifcant impact of the war.

This lesson explores how the war ended in a stalemate and what factors led to peace. The lesson begins with a recap of the causes, events and ending of the war using a video. Students then explore the factors that led to the war becoming a stalemate. Students then watch a brief video outlining the peace treaty, whilst considering WHY a peace treaty occured in 1953. Students then explore the different factors that led to the treaty, alongside the four main agreements made. As a plenary, students begin to consider which nation gained the most from the Korean War.

This lesson explores the events of the Korean War with a focus on the UN actions and Communist response. The lesson starts with a retrieval recap of the learning on Korea so far, moving to a comparison of Truman and MacArthur and their profiles to assess what potential issues could arise from this. Students then use the hand out to assess what happened at each stage of the Korean War, using the information to explain the extent of the US control over the UN. Students then assess how successful the UN intervention was, leading to a corners plenary to show a judgement. Students then apply their learning so far to the question: Write an account of how events in Korea became an international crisis (8 marks).

A workbook that reviews the key content required for the 2025 Historic Environment study on Hardwick Hall. The booklet covers why manor houses were built, who Bess of Hardwick was, typical features of manor houses, how Hardwick Hall was and was not a typical manor house, changes reflected by Hardwick and essay planning.

Lesson 25 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This double lesson explores why the attempts to colonise Virginia was significant. A starter for 10 recaps the learning on society, leading to an explanation of the significance of Virginia for England, ranking the most to least significant. Students then complete a carousel activity examining the reasons why the colonisation of Virginia failed. Students then apply their learning from the past three lessons to the following 16-mark essay question: ‘The main reason that voyages of exploration were undertaken during Elizabeth’s reign was to increase England’s wealth.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • Spain and the New World • Elizabeth I You must also use information of your own. This can be answered timed, or at home. Finally, students assess how far they think the failures in Virginia were due to Walter Raleigh.

Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.

Lesson 23 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for and significance of Drake’s circumnavigation of the Globe. The lesson starts with a review of existing knowledge of Drake, leading to a video which introduces the slave trade as reason for exploration. Students then use the information to explain what Drake’s motivations were, exploring the relative significance of these. Students then complete a carousel activity exploring the differing impacts of Drake’s circumnavigation, leading to a group discussion of which was the most significant. The lesson culminates in a post-it note plenary exploring which result each student feels was the most significant.

Lesson 22 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the increase in exploration in Elizabethan England. The lesson begins with an image starter, asking students to guess why exploration was significant, leading to a video which introduces the benefits of exploration for Elizabethan England. Students then explain the significance of each factor in encouraging exploration, leading to a judgement on the most significant factor. This information is then used in a self/peer-assessed describe question. Finally, students assess the benefits of exploration, finishing the lesson with a recap plenary.