The purpose of this lesson is for students to debate if Nixon was right to keep the invasions of Cambodia and Lao a secret from the US public during his Vietnamisation program. This skill is linked with final 16 mark statement questions found in papers 1 /2 &3. Studentts begin though a starter task of attempting to fill in a blank map completing the names of the countries, the Ho Chi Minh Trail, Gulf of Tonkin and any cities etc. Students are introduced to the invasion of Cambodia through a short video clip of Nixon's televised explanation (embedded). The main task revolves around the teaching and learning strategy of '6 monkeys'. All explained within the resource pack attached . After assessing the impact of this invasion in 1970 students are introduced to the invasion of Laos in 1971 and how the US public reacted to the news of these invasions. Students are to complete a short 4 mark source evaluation activity linked with the Kent State Shooting protest. After these tasks and debates students will be ready to form an overall judgment regarding the initial debate question: Was Nixon right to keep the invasions of Cambodia and Laos a secret from the US population? I have included an extension video showcasing a news report of how currently the US are attempting to get Cambodia to repay for the damages caused during the invasion (video embedded).

Assembly complete with music & embedded videos. Assembly begins with the question ‘what is recycling’ followed by student feedback. Teacher will talk through statistics are visualised on the board about plastic waste. followed by a video which lots of students will find shocking regarding how much plastic waste there is in the sea and how the is affecting marine life. A slide on local recycling centers you could swap to be localised to your school. Slide on what you could be recycling as a student and where you could go. Finishes with prayer. Delete school banner and replace with your own logo.

This lesson focuses upon students identifying continuities and changes in how the Black Death / Plague was approached from the first strain in 1348 to when ti returned in 1665 focusing upon, Causes - Treatments - Prevention. **Lesson Plan: ** Lesson begins with a hook to recap the approached to the Black Death in 1348 via ‘The Walking Chocolate Bar’ activity (explained in the PP). The teacher ill then use this to introduce the learning intention & Outcomes. Students will record their work from the various activities on a double sided work sheet. students to watch one or two video clips (provided) to identify what approaches stayed the same / changed. the teacher can then take feedback and question students using the accompanying slides of information to help students complete the first half of their sheet. the biggest changes between 1348 - 1665 comes in the form of prevention. the students can be presented with a card sort of the new preventative measured taken in 1665 to avoid the plague. Students are challenged to Diamond 9 Rank these in order of effectiveness. students then work to complete a blank map of a town filling it with pictures and labels of the different preventative methods introduced. (Extension: Students explain the most / lead affective preventative method). Once completing their sheet and after student feedback- students complete an exam style question for a plenary (Mark Scheme and WAGOLL provided). Sounds clips are embedded / links provided / Peep sheet / More than one lessons worth of content / resources easily! Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The lesson focuses upon a series of student led tasks to assess and judge the worst aspect of factory conditions. Lesson begins with intention and outcomes linked with the first recorded video footage from 1895 of factory workers to hook students in. Students starter task sees them working in pairs through a ‘write - round - robin’ task where they will write the alphabet down the side of their book and pass between themselves to write as many adjectives as they can about factories in a set amount of time. Teacher will show image on the interactive white board. Prize to winning team who complete as many words as possible. Students are then to watch a video (embedded) on life in a Victorian Factory - they are tasked with bullet pointing as many negative aspects of work life as they can. students then engage with a PICTIONARY style activity to embed the identified negative aspects (all explained within the PP description). Students then either use their own ideas or the card sort provided to rank order factory conditions from worst to least to form an over all judgment as a group but then also individually. Students must justify their opinion as a plenary. All music sounds and video are embedded into the PP.

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s and fits into the bigger picture of ‘Why had international peace collapsed by 1939’? **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about key terminology which will be used throughout the lesson. Teacher introduces the lessons intention. **Starter: ** students apply their ‘Give me 5’ task applying this to a source of evidence provided with think-pair-share time. Teacher take feedback to then introduce the starter task. Students listen to an introductory sound clip summarising the lessons learning and answer the questions provided on the PP (Audio embedded). Main task 1: Students are provided with a key card of facts to learn and use to complete the relevant section of the Axis Alliance sheet. Students are then to circulate the room and peer teach each other until their sheet is complete – teacher can then check this against the WAGOLL on the interactive Whiteboard. Main Task 2: Students then to assess the country who posed the biggest threat to the LON – students to judge and then summarize on a mini whiteboard to justify their opinion (using sheet to support them). Show consolidation video (embedded) Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to encourage students to form a judgment surrounding the character of Becket (not why he was murdered) but if he was a Saint or a Sinner. Students enter class and handed a sticky note to settle . focus them on the starter activity (Why do I stand on this table?) Students watch clip of the Dead Poets Society which links in with the historical skill of observing people / events from different interpretations. Introduce the ideas behind Becket - students are supplied with an interpretation and on the back must summarise its message (saint or sinner and a quick summary) ten interpretations supplied. Students then are provided with a sheet and must circulate the room and interview each other to complete their worksheet of all the different opinions on Becket. students then use the sheet to support a judgment activity where they rank order the opinions again in order of convincing / least convincing. Plenary - students debate / judgment line their overall judgment and write up in their books. All video are embedded.

The purpose of this lesson is to enable students to explain why the reformation began though an escape room / chronology style activity. Hook: Students to enter and define the words Reformation from a dictionary, prize / merit / house point to the student who is able to do this first. Teacher introduces lesson intention / outcomes before introducing the concept of the reformation and the main task. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with Martin Luther and ending with the impact of reformation on England. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story the the reformation. Students to then be supplied with the the story on the handout and to highlight 2 key events to help explain why the reformation began. Students can then complete a write up in their books. Structure strips included for support (Easily adapted). This is more than likely to consist of 2 lessons worth of material / activities. All music and videos are embedded into the PP (Links provided) **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson to to start with a recap of industries that prospered to then transition into a case study about the problems faced by agriculture and farming during the 1920s. Outcomes: Expected Progress: To outline what products and industries boomed. Good Progress: To identify the problems faced by farms. Excellent Progress: To explain and judge the worst problem faced by farmers. Starter: Memory activity / card sort about electrical and industrial products which boomed. all explained in the embedded video. Main Task: Students watch embedded introduction video and read accompanying information sheet about the problems faced by farmers - students to highlight the main problems and the summarize on their card sort. Students cut these out and rank order them in order of worst problems. Plenary: student use the card sort to create a piece of ‘smart graffiti’ in their books outlining the problems faced by the farming and agricultural industries’ in the USA during the 1920s. All video and sound clips are embedded into the PP.

The purpose of this lesson is to introduce students to the causes of the US boom between 1919-1930. Students enter with a task to immediately complete a recall five definitions they will need to understand for this lesson. The teacher introduces the lesson intention / the bigger picture and outlines definitions on the board. Main task 1: students are each supplied with a cause factor card. Students to watch a summary video and are challenged to look out for their particular factor title when it appears in the video. Students then summarize on the back of their card how this factor led to an economic boom in the USA. They will have the printed explanation on the other side if they require it for support. A select number of students are then asked to become experts in their particular factor. they are to remain at their tables or at designated points around the classroom whilst other students circulate to ‘interview them’ and complete their factor sheet. Main task 2: A challenge and more challenging option of tasks here for differentiation: Challenge: Diamond 9 rank order the factors in order of most to least significant. Then explain why you have placed the factors in those positions. More challenging: Students to receive factor title sheet to cut out - students then draw connections between each of the factors to explain how they link together - textbook support could be used here. Students could add further sub factors of their own. To then verbally justify and present back to the teacher class as a plenary.

The purpose of this lesson is to help students address the question, “To what extent was US society tolerant?” Through a series of student led tasks and fits into a bigger picture of a 1920s USA Depth Study. Hook: Students enter with dictionaries on their desks and are challenged to define ‘Immigrant’ or ‘Immigration’. Teacher takes feedback and introduces lesson title / outcomes. Students then watch an introductory video (Embedded) with an option to further define that ‘intolerant’ means. Starter: students are provided with a worksheet about the concerns US society had about immigrants in the 1920s. Students are challenged to categories these into – social – economic – political reasons before teacher takes feedback with a WAGGOL on the board. Main: Teacher shows another video (Embedded) and students are challenged to identify all the problems that they faced. Students each receive an ‘immigration experience’ sheet and one information sheet per table. Students to summarize. Circulate the class and select a student on each table who seems to have really grasped the topic. These students are to then stay behind at their table whilst the rest of the class circulate and spend 5 minutes each being peer taught about the immigration topic by the student who was selected to stay behind. Students can then summarize the experience of immigrants at this time in either a freeze frame or in a written task as a plenary. I have included additional information / videos in the presentation which could be used by the teacher to further support this task. Separate task for more able: I have included a work sheet, information sheet / video which more able students could be set as a separate task encouraging them to consider Native Americans and their experience provided the fact they were treated almost the same as immigrants despite being natives. A source evaluation homework sheet is also included. All videos and sound are embedded into the PP with links provided. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

Embark on a dynamic lesson crafted to acquaint students with the novel 2024 Paper 4 questions and the corresponding techniques for adeptly addressing them. This comprehensive session encompasses two model answers accompanied by engaging activities, fostering an interactive learning environment. Additionally, extension activities have been thoughtfully included, promoting collaborative learning opportunities among students. This lesson aims to equip students with a nuanced understanding of the updated 2024 Paper 4 format, empowering them to tackle questions with confidence and proficiency.