Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show how fighting in the trenches led to terrible injuries, infection and problems in treated the wounded. Students judge which medical conditions were the worst and rate them according to their severity. Case studies include trench foot and shellshock with an excellent BBC link to treating infection on the battlefield. They also learn the difficulties of transporting the wounded and which facilities were available for this at the beginning of 1914 and how this changed over time. Activities include recall and retrieval, evaluation and judgement, discussion and debate, a thinking quilt linking ideas together, as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show the devastating effect upon the soldiers, both physically and mentally from the new technological advances in warfare used at the beginning of the twentieth century. The weapons analysed, for example, include the use of the Lee Enfield Rifle, the machine gun, grenades, artillery shells as well as the use of gas. Activities include retrieval practice, the evaluation of the weapons used and their effect on the soldiers, the use of video evidence, a true or false and noughts and crosses quiz as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson explores the significance of the Buffalo to the Plains Indians way of life. Students learn about how survival depended on the Buffalo for everything as they analyse which parts of the Buffalo are used for what and how each part had a significance. They can map this out on a printable worksheet. There is an excellent video link to Ray Mears and his brilliant American West series. The final part of the lesson introduces the students to the ‘importance’ question and some tips on how to tackle it for GCSE exam question practice. Some answers for peer assessment are given if required. The plenary requires students to answer questions to reveal a catchphrase from the lesson. The resource is differentiated and gives suggested teaching strategies. Some sentence starters for retrieval practice are also included. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson explores the role of the Chief in Plains Indian society, with his different qualities, role and duties to perform. Students learn as each tribe could have many chiefs, this led to confusion and distrust amongst the US Government Officials who struggled to come to terms with their customs and traditions. Famous Chiefs such as Sitting Bull are analysed as well as the role of a council. Students will also evaluate the role of warrior brotherhoods and women in Plains Indian society. Students are also questioned on how the Plains Indians way of life might change if the US Government struggled to develop relationship with them due to the tribes having many Chiefs. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to examine push and pull factors which contributed to the migration west. Students are introduced to the Oregon Trail and learn how the Government promoted its use by providing $30,000 for an expedition led by John Fremont to map it out and report how exciting and achievable it was to travel along it. An excellent accompanying video in contrast shows the realities however of travelling to the west. Students are given various scenarios which they have to decide are push and pull factors and for extra challenge decide if they are social, political or economic factors. There is some follow up exam question practice using the ‘consequences’ question worth 8 marks. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included on spelling key words. It comes in PowerPoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson examines the process and problems of migration using the Oregon Trail, exacerbated and proliferated by the discovery of Gold in California. Students analyse the positive and negative effects of migrating to California and are then challenged to link statistics to the various facts shown. There is some text analysis on the Donner Party and its consequences with key questions as well as video footage to reinforce the learning. Some GCSE question practice focuses of the narrative account question with key exam skills attached as well as some help if required. The plenary uses an interactive hangman game. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using the odd one out is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to examine the role of the two leaders of the Mormons; Joseph Smith and Brigham Young and the story of the Mormon migration West to Salt Lake City. Students learn the teachings of the Mormons and how isolationist the movement became in the face of so much hostility and persecution. Students have a choice of tasks using key questions or a story board to plot the life of Young and then annotate some text to analyse the leadership qualities of Brigham Young. They also complete a prioritisation activity as well as a planning thinking quilt of Brigham Young to ascertain his successful migration west. There is some GCSE exam question practice on the ‘importance’ question, with help if required and a noughts and crosses quiz at the end to reinforce the learning of the lesson. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included. The resource comes in PowerPoint format is there is a wish to adapt or change.

The American West, c 1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the strengths and weaknesses of the Homestead Act of 1862. What was the Homestead Act and who could apply? How did the US Government make it easier for US citizens to become Homesteaders from what had happened previously? Students will also be required to think and judge who really benefitted from it. Was it all US Citizens who benefitted or did anyone else? Were the Plains Indians considered when this Act was passed and how did it affect them? There are notes on the slides to help. Students are required to complete a GCSE ‘importance’ practice question and are challenged to think why each specific term was significant. The plenary requires connecting and linking key words and dates. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using an odd one out activity. It comes in Powerpoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to assess how positive the US Government’s early attempts were to ‘civilise’ the Plains Indians between c.1830-1851. By adopting a westward expansionist policy, students have to question how beneficial this was and for whom? Was America to benefit from improving the Plains, by ploughing it for farming, digging up its minerals for manufacturing or simply clearing its forests for timber? Students are given various scenarios and laws such as the Indian Removal Act and the Indian Appropriations Act and individually rate each scenario by colour coding a battery to signify positive or negative before coming to a conclusion as to who benefited from this conflict over land. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included using causal equations. It comes in PowerPoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson focuses on the impact of Pacific Railroad Act of 1842. Students analyse maps and original advertisements to evaluate how effective the railroad companies were in encouraging people to move west and the difficulties involved in building a railroad in the first place. They focus on the effects of the American Civil War and judge the economic impact of the railroad in terms of travel, immigration, the rise of towns, farming as well as the growth of the cattle industry. They also have to determine the negative impacts the railroad had on the Plains Indians and the Buffalo. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary requires thinking around the popular head, heart, bin and bag activity. The resource is differentiated and gives suggested teaching strategies. Some key word retrieval practice is also included using a spider diagram. It comes in Powerpoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to understand the rise of the cattle industry and the impact it had on the American West. Students are given a Texan Cattle Industry Thinking Quilt which introduces them to new concepts and key words. They are introduced to Joseph McCoy and have to decipher a number of statements relating to him which have specific errors in them to correct. They analyse various texts and video links on the Goodnight-Loving Trail as well as the rise of John Iliff and have to work out relating statistics as well as key questions which aim to challenge assumptions and beliefs. There is some GCSE exam practice on the ‘consequences’ question, with help given if required. The plenary is a talking heads activity. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice on source recall is also included. It comes in Powerpoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to explore the conflicts between the US Government and the Plains Indians in the 1860’s. It is split into two parts. The first part analyses Little Crow’s War of 1862 and the second part analyses the Sand Creek Massacre of 1864. Students are required to place themselves in the shoes of Little Crow and have to choose which decisions he took against the US Government as a result of the Dakota Sioux’s plight, which became more and more desperate. This is completed in the form of a quiz where points are allocated for the right decisions taken by the students. Answers are given throughout if wrong choices are made with accompanying explanations. There is a printable worksheet included on which they give information about his early life and the reasons for growing tensions with the US Government. The sheet also tracks the decisions made by the students and the points awarded for each decision. At the end of the task, students will be keen to hear that the results are in and a winner announced! In part 2 of the lesson a chronological exercise as well as questions around the impact of the Sand Creek Massacre will be posed to the students. The plenary requires some critical thinking skills around causal equations. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the rivalry and tensions that grew up between ranchers and homesteaders on the Plains from the 1860’s onwards. Students have to think why conflict arose on the Plains and what the arguments might be with some initial guidance. They also learn about the checkerboard allocation of land and the issue of free ‘public land’. Using some typical scenarios which arose, they have to come up with solutions to the problems. There is some GCSE exam question practice on the ‘consequences question’, with some help given if required. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice linking key words and subject is included. The plenary links key words from the lesson together to form sentences to reinforce the learning. There is also some retrieval practice at the start. It comes in Powerpoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson to analyse the work of the cowboys on the Long Drives and on Cattle Ranches of the American Plains. At the start, some myths are dispelled about cowboys, many of which can be attributed to Hollywood films and John Wayne. Students learn the importance of the Long Drives and the roles the cowboys played in bring the cattle to their final destination, including all the hazards on the way. They also study the life on the ranches and the further difficulties endured by the cowboys in their work. Students are thus prepared to answer a GCSE exam practice question on the importance of cowboys to the cattle industry worth 8 marks, with help given if required. The plenary challenges students to decide if the statements can be categorised to the Ranches or the Long Drive. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included. It comes in Powerpoint format which can be amended and changed to suit.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse some of the problems the early settlers faced moving west onto the Great Plains. Students have to work out the initial problems through various images and think through how they could solve these. They also have to decide how to deal with the swarms of locusts that descended on the Great Plain such as in 1874 when an estimated 120 billion grasshoppers devastated over 300,000 square kilometres of land. There is some GCSE exam question practice on the consequences question with some help given if required. The plenary requires students to use dice to pick and link key words together to create sentences. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice with talking heads is also included on the front slide. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel The aim of this lesson is to explore the problems of the rapid rising of mining towns and the lawlessness they created. Students complete a Head and Tails activity and a thinking quilt which challenges them to decide the greatest changes as well as the most important and biggest impact the early towns and settlements brought. There is some GCSE exam question practice on the ‘importance question’, with some help given if required. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice using an A-Z task is also included. It comes in PowerPoint format if there is a wish to adapt and change.

The American West 1835-1895, GCSE 9-1 Edexcel This lesson aims to introduce the Fort Laramie Treaty and how the Government began to force the Plains Indians into fixed territories. Students have to decide and justify why conflict and tension grew between the Plain Indians and white settlers, with some red herrings thrown in for challenge. The terms of the Fort Laramie Treaty are given, which the students should learn and a printable worksheet is provided. They also have to rate the success of each term and/or fact about the Treaty by colour coding a battery and then deciding the problems each might cause. A quick fire quiz also will reinforce their learning. There is some GCSE question practice on the consequences question, with some help given if required. A play your cards right plenary (complete with music) will test chronology and understanding from this and previous lessons. The resource is differentiated and gives suggested teaching strategies. Some retrieval practice is also included on the first slide on treaties. It comes in PowerPoint format if there is a wish to adapt and change.

The American West, c1835-c1895, GCSE 9-1 Edexcel This lesson aims to understand the reasons for the relative success of Red Cloud against the US Government as opposed to Little Crow and Black Kettle. Students have to piece together the causes behind Red Cloud’s decision for going to war despite his tribe being divided and the awareness of the previous consequences of fighting back. They learn about Fetterman’s Trap and the second Fort Laramie Treaty. They then have to decide the reasons or limits of Red Cloud’s success (such as Sitting Bull and Crazy Horse refusing to sign the Treaty). I have also included an interactive click and drag exercise using activex textboxes which moves text to complete gap fills to reinforce the learning of the lesson. The plenary uses an interactive flashcard activity linking to Plains Indian Chiefs. There is some follow up exam question practice using the ‘write a narrative account’ worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included linking key words together. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the large scale mass migration of black Americans to Kansas in 1879. Students are introduced to a picture called ‘American Progress’, painted in 1872 and have to decide how and why it promotes the inhuman treatment of native Americans. They also have to answer the following key questions: Where does the word Exoduster come from? Who was Benjamin Singleton and why was there a mass migration of black Americans to Kansas in 1879? Furthermore they have to pick part and decipher the causes and consequences of this mass migration to Kansas and why black Americans received a positive as well as a negative reaction from white Americans living there. The plenary uses boxing gloves to spark a number of discussions amongst the students and what they have understood in this and previous lessons. There is some follow up exam question practice using the ‘consequences ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included which involves splatting bubbles. It comes in Powerpoint format which can be amended and changed to suit.

The American West, c1835-c1895, GCSE 9-1 Edexcel The aim of this lesson is to analyse the fears over the Ghost Dance and the significance of the Wounded Knee Massacre. Students have to analyse text, answer differentiated questions and use video evidence to evaluate the reasons for the massacre and the implications of the Ghost Dance. The plenary is a connection wall which requires students to connect 4 key words together and explain why. There is some follow up exam question practice using the ‘write a narrative account ’ question worth 8 marks, with help given if needed. The resource is differentiated and gives suggested teaching strategies. Some recall retrieval practice is also included from the start. It comes in Powerpoint format which can be amended and changed to suit.