The focus of this lesson is to build upon the Aims & the structure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s failures in the 1920’s and to judge the most significant through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the successes of the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s failures (summary video) (embedded into the PP) Students then answer a series of quick fire questions about the views people had of its structure and failures / flaws. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can to then fill in their map sheet. OR card sort and cut up the failures and students handed one each to become an expert in and complete the relevant section of their map sheet. Students then mix pair share to help each other complete their entire sheet. Main Task 1 (optional): Students could then to arrange their card sort of failures into an arrow of significance and to form a judgment on the most significant failure. Main task 2: Students to apply their acquired knowledge to source evaluation and exam technique through using a ‘layers of inference’ sheet to support weaker learners. Students then answer their exam style question and peer assess (proforma included). Plenary: Students break into small groups who have selected the same ‘most significant failure’ they coach each other and then nominate a representative to go ‘Head-To-Head’ with another student with a differing opinion to argue out their opinion. Teacher decided on the most convincing / articulate reasoning and awards points. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the failures of the LON and in the 1930s fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to chart the events of Italy’s invasion of Abyssinia through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the reasons for Mussolini’s invasion. Teacher introduces the lessons intention. **Starter: ** Take feedback from the hook activity and use the slides + embedded video to re-cap the reasons for Mussolini’s invasion. Main task 1: Students to be provided with their timeline / story board sheet – the main events should be blown up on A3 and stuck around the room (encourage to complete in pencil in case of mistakes). Students to circulate the room and consolidate the main events of the invasion into chronological order. Alternative: Condense slides and cut up and students work in teams to arrange into chronological order before completing sheet. Alternative 2: Provide key students with an event in chronological order – ask them to memorize it then the rest of the class make their way around the room meeting with the students who can teach them that part of the event – students then complete sheets. Afterwards watch the consolidation video about the main events of the invasion (summary video) (embedded into the PP) and students can add extra detail to their sheet! Main Task 2: teacher goes through some sources of evidence on the PP to consider reactions to the events and Britain France (league’s response) Students then to be supplied with layers of inference sheet to evaluate a source themselves and complete an exam style question. Teacher then draws this all together to form a judgment on why the League ultimately failed Abyssinia (could do a judgment line task). Plenary: Students break into group and one ‘Lead Learner’ students is provided with the consolidation quiz sheet and quizzes the rest of their team to consolidate learning keep a tally of quickest and correct responses (prize / merit / certificate for winners)/ Easily enough her for more than one lesson and please see the bundle this lesson is attached to for more lessons linked with the League in the 1920’s / 1930’s. **All videos embedded / descriptions and prompts included in the PP description. **

This was recently graded an 'outstanding' lesson by Ofsted. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Mix Pair Share - Rally Robin). All videos and songs included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with Geography and RE slides provided if required. I have also included a Sacco and Vanzetti Guilty or Not Guilty - Trial Investigation. SMSC Plenary included linked with current 2016 affairs. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. (All images and videos / songs from Google / YouTube). Many Thanks.

This pack contains two lessons. Lessons outcomes are: Expected: To study the life of a famous Naval soldier. (SMSC) Challenge: To explain a famous battle at sea, its causes and consequences. Stretch: To use source evidence to support an exam style question. The first lesson consists of a case study regarding Jack Cornwell and his importance to a ‘famous naval battle’. At the age of only 16, he was posthumously awarded the Victoria Cross and was the youngest British to take part in the battle). Pupils will study his story from a cut out card sort activity catagorising information about his life. Pupils then reassemble to card sort into a jigsaw to reveal that he died as a result of the Battle of Jutland. Pupils are then encouraged to complete further research about other British men who fought in the battle (computers will be required of this, otherwise I have set it as a Homework). The second lesson allows pupils to study source evidence (primary and secondary) to help reach the lessons outcomes. Pupils then consolidate the past 2 lessons with an exam style question. Then pupils can use the success criteria to peer assess with WW / EBI to identify areas of improvement regarding their extended writing. The presentation itself is aesthetically pleasing and engaging with lots of colour including moving Giff images. All videos are embedded (links also provided). I highly recommend having an ‘interactive’ station for the second lesson as there is a fantastic website (link included) which allows pupils to listen to first hand accounts of the battle from survivors. The lessons finish with how the Battle is remembered today 100 years on.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Starter: Pupils' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

hook starter of a spotlight teasing an image of the declaration. Differentiated learning outcomes (SMSC included). Pupils will discuss their human rights, define its meaning and then create their own, 'Teenagers Rights'. Pupils will then learn about 'The Declaration for The Rights of Man' comparing and contrasting modern human rights with that of the French during the Revolution. Pupils will discuss the problems facing France and that of the 3rd Estate and how these problems were rectified by the declaration. Pupils then rank the rights in order of importance before deciding upon the most significant and how it affected France. Videos are embedded or links have been included in the description. Many Thanks.

Full lesson about Julius Caesar. Complete with lesson plan and main task sheets with an assessment question. (Differentiated for higher / lower ability pupils). This lesson focuses on teaching pupils to use evidence to support their answers which I use during my 'What is History?' scheme of work for year 7.

This pack includes 2 lessons dependent upon how detailed you wish to be in your delivery. Each 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 1 introduces the question types for section 1 of Paper 1, with hints and tips about how to answer them. I then usually complete a brief introduction to life in the Trenches. Lesson 2 focuses upon the context of medicine in the 20th Century. Pupils will inquire into the development of Aseptic Surgery, X-rays and Blood Transfusions. Pupils will be provided with the opportunity to apply their knowledge to the question types introduced in lesson 1. I have provided some video links and a WAGOL. you could the new GCSE Edexcel Medicine Through Time Textbook to help support this lesson.

This lesson has been designed for the GCSE Edexcel Medicine Through Time module. All outcomes are linked with Paper One’s Assessment Objectives 1-2-3. The lesson starts with an inquiry into a source of evidence from a soldiers diary who requires surgery. Pupils consider exam style questions to further their inquiry into following up information in the source. Examples have been provided. The main focus of this lesson is for pupils to conduct an inquiry into the advancements in medicine as a result of WW1. - Splints. - Mobile X-Ray Units. - Blood Transfusions and the Blood Bank at Cambrai. - Plastic Surgery. I have provided additional information sheet and a work sheet for pupils to do this, with advice on the forms this task could take. I have also included videos to help extend pupils knowledge. I have included a Homework which relates to furthering source inquiry skills required for Paper 1. You will need the Edexcel Medicine Through Time Textbook for part of this lesson. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The lesson begin through an inquiry into the 'Black Lives Matter' movement currently happening in the USA. Pupils are encouraged to think why this organisation exists and can they draw any similarities between what a video shows them (embedded) and what was happening in the USA during the 1940s. Pupils develop their own aims if they were to start a civil rights organisation then compare then with the NAACPs. Pupils develop their knowledge on the NAACP through watching a video (embedded) and competing an assessment sheet from what they learn. Pupils then compare the NAACP with CORE and their ethos of using nonviolence to achieve their aims. Pupils study the rules of CORE and complete an activity to embed these in their knowledge (a variety of tasks are suggested for differentiation) Pupils complete the lesson through comparing the successes of both organisations before deciding which organisation assisted the civil rights movement the most. All videos are embedded (links provided) there is also advice on how the lesson could run for your class in the description of the PP.

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 lesson begins with a hook song (Strange Fruit) pupils enter to this song and consider the lyrics to hook them into the lesson - what is the song about? Through a Geography & Literacy link; pupils consider what ‘white supremacy’ means and why was the idea of it so prominent in the south? Pupils are then introduced to the KKK through a video (embedded) which identifies a case study of one of the horrific crimes they committed. Pupils are then set off on their 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 (11 pieces of evidence included) around the room to create a fact file on the experience KKK (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. Pupils will then have the knowledge they will need to assist in their exam style question plenary or homework (mark scheme included) which the teacher can then use to assess progress. Peep sheet to prompt less able is included. Further advice can be found in the description of the presentation. All video are embedded and links provided. Please see my shop for other high quality / rated history resources.

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.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the Civil Rights Movement by 1965 through concentrating upon the March on Selma which led to the passing of the Voting Rights Act 1965. There are a variety of hook / starter activities to choose form dependent upon your class e.g. Geography map skills starter to chart the distance between Selma and Montgomery. Pupils are introduced to the March though watching the trailer and answering questions on the film 'Selma' leading to a source based activity then a card sort / time line activity to chart the events of the march. Pupils will select the most significant turning point they believe in these events which led to the Voting Rights Act 1965. I have included videos to prompt discussion (embedded) and links provided, homework and an exam preparation skill based source task. Further advice can be found in the description of the presentation itself.

The purpose of this lesson is to show pupils how the Gulf of Tonkin Incident and then resolution acted as a trigger for the start of the Vietnam War. Pupils will begin by studying a primary document of a telephone conversation between President Johnson and the President's Special Assistant for National Security Affairs regarding the incident. Pupils will consider a series of questions to figure out what has happened. Pupils will then be introduced to the incident through a blow by blow events sheet - pupils will be encouraged to summarie each key event of the incident before identifying and explaining its main features. this is then consolidated though a video (embedded). Pupils will then consider the bigger picture of the other events which led up to the outbreak of war - identifying and explaining them from past lessons before being encouraged to judge the most significant reason. Pupils will then demonstrate their knowledge with an exam style question linked the the Edexcel scheme either in lesson of for homework. All videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.

In this lesson pupils will assess to what extent Edward VI was a good King during the short time he was in power. As pupils enter the class they will be provided with a portrait picture of Edward and Henry VIII. Pupils will mix and then pair up with a pupil who has the opposite portrait to them. Pupils will discuss the similarities between the two portraits. Pupils will then answer the question: Why has the artist painted Edward in a similar way to Henry? (White boards could be used to showcase visual progress). Pupils will then watch a video (link provided) pupils are encouraged to identify the challenges Edward will face during his reign. The main task is designed around pupils circulating their classroom studying evidence stuck to the walls (9 sheets) gathering and categorising this information about Edward into 'Good King & 'Bad King'. This can then be used to answer an exam style question which assesses 'balance'. Plenary: Pupils will form their overall judgment and can either verbally explain though a whole class judgment line or individually on a sticky note to be stuck to the board. There are plenty of directions this lesson could take and various ways the source evidence could be used to suit your class. A prompt and challenge sheet has been included to stretch and challenge / support weaker students.