Included: PowerPoint with embedded video / instructions / song links & opportunity to learn beyond the classroom. Mystery Sources Peep Sheet (Help envelope to differentiate) Song Lyrics sheet. Sources for Silent debate. 2 source evaluation Homework's to help pupils consolidate learning at home. Lesson Plan to help guide you through the whole lesson. You will also need A3/A1 paper for 'Silent Debate' activity.

This lesson introduces the concept of Slavery and through a series of chunked tasks pupils will be able to define a slave and explain the causes of slavery by the end of the lesson. This lesson is perfect for an introduction to the slave experience or would link in nicely with a SOW on the British Empire. All videos are embedded with links also provided. This lesson could be completed without the need for exercise books. Pupils consolidate their learning at the end of the lesson through completing an exam style question which concentrates on pupils developing balanced answers.

This lesson is designed to round off and consolidate a SOW on 'Slavery' or 'The British Empire'. Pupils begin by voicing their views on modern day slavery. This is linked with a variety of clips (To use at your discretion) to educate pupils on modern day slavery focused upon child labour / sweatshops. Pupils explain why this is wrong / how this could be stopped. This can then be linked to views on abolishing the Slave Trade in 1807. Pupils will then work in teams in a literacy relay style activity (Explained in Presentation) to answer focused questions on the main individuals involved in helping abolish the slave trade in Britain. The main task is centred around pupils using evidence to support an argument to end slavery which they could pitch to Parliament in 1807. This is evidence I have used in past lessons (See my shop) However, this would not make a difference if you have not used these lessons. I have included stretch and challenge sources for the more able pupils to be critical of and use in their arguments. (Differentiated) I have included further more detailed instructions and additional resources within the presentation itself. All videos have links provided / are embedded within the slide show.

This lesson leads on from my previous lessons on Slavery (see my Slavery SOW bundle), however of course this lesson can be used in isolation to fit in with your own SOW. This aim of this lesson is to inform pupils about the experience of slave auctions from the slaves perspective. The lesson starts through introducing pupils to the concept of an auction. Pupils will then study primary narratives of slave auctions and work in teams in a literacy relay task to answer questions to help build their subject knowledge. I have differentiated this task for more / less able pupils. This is then followed by with a video (embedded and link provided) and an SMSC discussion. Pupils consolidate their learning through using their class work for that lesson to support their response to an exam style question.

To link with my previous lesson ('An introduction to Slavery), this lesson starts with an autonomously moving spotlight over a picture (of raw cotton) to hook pupils into the lesson and link to one of the causes of slavery. Pupils begin the lesson through listening to a description of the middle passage to help introduce the lessons theme. Pupils then write an inquiry question they would like answered by the end of the lesson. 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 (12 pieces of evidence included) around the room to create a fact file on the experience of the middle passage on A1 paper (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. A video clip from the show ‘Roots’ can then be shown (embedded) to help consolidate the tasks learning. Pupils will then have the knowledge they will need to answer their enquiry question and an exam style question at the end of the lesson which the teacher can then use to assess progress. Higher and Middle / lower ability version of sources included, with a peep sheet to prompt less able and a challenge sheet for more able. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

This lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One’s Assessment Objectives 1 -2 -3. Lesson begins with an introduction to the trenches, pupils watch a short video (embedded) Pupils study the trench system and answer exam style question to consolidate. Pupils will then complete a sheet outlining the key battles in the British sector of the western front. This will be important for pupils to refer back to when looking at specific medical advancements during WWI. (Differentiated more/ less able versions of sheet included). Exam Style Question Homework can then be set to consolidate (OR this could be completed as a plenary). I have included additional slides/ links/ videos to extend knowledge upon aspects of these battles E.g: Arras Tunnels You will need the Edexcel Medicine Through Time Textbook for part of this lesson.

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 surrounding migration and early settlement in the west: Pupils will circulate the room pretending the follow the Oregon Trail (Thsi will me rearranging desks)- along the way pupils will complete a worksheet (Print in A3) encoutering and learning from information sheets focused upon: The Oregon Trail. The 1849 Gold rush. The Donner Party. Mormon Migration. Problems along they way. As outlined by the Edexcel Paper 2 scheme of work. I have also included a homework exam style question complete with tips and a mark scheme. 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 relationships and growing tension between the Plains Indians and settlers between 1835-62. Pupils will begin with a discusion of Sacheen Littlefeather refusing to accept the Best Actor Oscar on behalf of Marlon Brando due to the mistreatment of Native Americans throughout history. Why is this? Pupils will then study and discuss why there may have been tension and conflict between the Plains Indians and settlers; before being introduced to the Fort Laramie Treaty as recommended by the Pearson Edexcel Textbook. Pupils will inquire into the terms of the treaty (see description on the slide for activity advice) and why it was so unfair (class treaty sheet, explained in presentation) before consolidating with an exam style question form paper 2 about the consequences of the Treaty. Videos are embedded and links and further advice can be found within the description of the presentation. you will need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

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 impact of the transcontinental railroad system on: - Settlers & Farming - Plains Indians -Cattle Industry - National I have created a work booklet to accompany the various tasks of this lesson. Pupils will consolidate their learning with an exam style question (Paper 2 Question 1). I have also included a Homework suggestion. 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 regarding the early settlements such as mining towns in the west and the problems of lawlessness. Pupils begin with an inquiry of the problems associated with settling on and near the plains. They will then complete a card sort activity matching the problems with the solutions. Pupils then take part in a mix-pair-share activity to help develop their understanding of some key definitions (US Marshal. sheriff, Posse, vigilante). The main tack involves studying the problems of lawlessness in these early settlements. Pupils conduct a murder mystery investigation, examining clues to determine the cause of death. this activity will cover topics such as gangs & racism, claim jumping and vigilantes. Pupils can then use the information to complete a worksheet to build their contextual knowledge. Videos are embedded and links and further advice can be found within the description of the presentation. There is enough material here to last more than one lesson depending how thorough you wish to be. You may need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson if you wish.

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

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.

**FREE KNOWLEDGE ORGANISER INCLUDED. ** Lesson begins with pupils relecting upon what they need to revieve the perfect eduxcation. Pupils will engage in a Mix-Pair-Share activity to teach eachother bout the changing views to Educatiion in Elizabethan Society (older attitudes V humanist views). Pupils will then compare a gammar school time table from the Elizabethan era with their own school time table. Pupils are cnouraged to spot the diofrferences / similarfites. the main tack is centered around pupils conducting an 'elizabethan OFSTED Schools inspection based around the following schools, who had access to them interms of sex / social siatus/ age. 1. Grammar Schools 2. Home Schooling 3. Petty Schools 4. Schools for girls 5. Universities Pupils then watch a clip (link in description to identify punishments. Plenary: Pupils pull out of a hat /bag cards with pupil details on them. They then use these to inform where they stand in the appropriate area of the class room which links in with what school that type of pupils would have attended. Further instructions are included in the description of the power point.

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.