The purpose of this lesson is to not only inform students about Hyperinflation but to challenge them to think about it in the bigger picture, how it was a product of the T.O.V and how it links into national and international impacts in the longer term. Students enter with a task to immediately complete (Pictures will be scattered around the classroom, students are to study the picture and on a sticky note write down what they believe the lesson title will be - something along the lines of Hyperinflation (Critical thinking). Teacher then goes through some starter quick fire true / false questions with the students to recall learning. Students think pair share what Hyperinflation could mean before it is outlines by the teacher (opportunity for student rewards). Students then watch a short embedded video about how Germany was impacted by the TOV which led to Hyperinflation. The main task is centered around a memory activity regarding the consequences of Hyperinflation. students work in pairs to complete the card pairing activity before mix-pair-sharing the consequences between themselves. Again opportunity for a consolidation ‘memory test’ where students could compete for prizes. Students then complete and exam style GCSE question assessing their acquired knowledge (structure strips provided for differentiation). Students to peer assess for 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

The purpose of this lesson is to enable students to gain an overview of how leisure time was spent during the 1920s through a collaborative student led task. Hook: Students enter with information placed around the room about a famous Hollywood actress from the 1920s, students are posed with the question, why did she find it difficult to find work by 1930? (Answer she was eastern Europe and after ‘talkie’ films began native English speakers found it hard to understand her. Teacher takes feedback introduces lessons title / outcomes. Starter: Students watch a short video clip (embedded) about 1920s entertainment, students to list as many leisure activities as they can. Teacher then introduces the main task where these identified forms of entertainment will be built upon. Main Task: Pupils work in teams to collect information from sources around the room. Pupils are allowed about 30 mins to gather the information to then use it to create a fact file / spider diagram on large A1 paper … Or individually on A4 paper. If they work in teams I usually then take a photo of each teams work and shrink them down to a4 to stick in books. Pupils should then have the knowledge to answer the assessment question either at the end of the lesson or the lesson after depending on how long this task takes. All explained in the PP itself. I have have included a peep sheet for further differentiation. There is an opportunity to watch a clip from the first ever talkie film ‘The Jaz Singer’, this is a good discussion point as it also links in with racism in the 1920s USA as well. Plenary: Students use their fact film to answer an exam style explain question now (easily adaptable structure strips included for differentiation). Homework: Students could be challenged to watch ‘The Great Gatsby’ and I have included 2 differentiated worksheets to go with the film, students to look out for varying forms of entertainment, but also other features of 1920s USA such as speakeasies, Jaz, racism, prohibition, flappers etc. All videos are embedded. 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.

There are a lot of resources included in this pack. The following information is how I have ran the lesson in the past; but please change and adapt the resources to suit your teaching style / pupils. I hope you find them useful. Pass the parcel style starter where pupils work out the lessons topic. I wrap up a bar of chocolate and place a ‘clue card’ on each layer. Alternatively you could give a card to different groups who must act out for the rest of the class to guess their word (Spelling together ‘the Nazi Soviet Pact’) Pupils will visit 5 stations around the classroom to help answer the question ‘Why did Hitler and Stalin sign the Nazi-soviet pact?’ NOTE: You will need additional material for station 4. Station 1: atch video Station 2: Visual Cartoon Source + map of Poland showing how it would be invaded and divided by both countries (simple). (white board pens can be used to label countries / make notes if you laminate the sheets) (visual learners) Station 3: Source table – sources A-F – differentiation: Some easier to understand + read than others) (Again – white board pens can be used to circle / underline key text) (for those who prefer reading) Station 4: touch and feel boxes – Box 1 – contains a clock and a bomb to show that both sides would be bought time but the bomb indicates that war would eventually commence. Box 2: contains a small wooden pole and some grass = Pole-Land = to show that both sides would befit from dividing Poland between them. (Kinaesthetic learners) Station5 : (The Secret station) – A3 information sheet which consolidates everything that happened to lead to the pact being signed with benefits for both sides) This will be revealed half way through the lesson. Pupils can then answer exam style question before peer assessing.

Order of lessons for Paper 3.

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason Hitler to come to power. Pupil's then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Additionally I have included a source evidence Homework piece and a differentiated more / less able version of the literacy relay activity. Many thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture: Who Neville Chamberlain was. The Munich Agreement. Defining Appeasement. Pupils' will then compete in teams in a literacy relay activity to identify the positives and negatives of appeasement. Pupils' will then collate their answers and arrange the factors into these categories before ordering the factors by significance. Pupil's then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Additionally I have included a source evidence Homework piece and a differentiated 'peep sheet' for less able pupils to help them consolidate the lessons learning. All videos are embedded and/or links provided.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the battle to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. What the battle of Britain was, the technology and planes involved and an interactive pupil activity which leads onto how radar helped. Throughout I have embedded various BBC news clips (links provided in description). Pupils then conduct a 'Quest for knowledge', where they will circulate the classroom collecting and recording information about the battle on their sheets. Pupils' will then work in teams and study evidence packs to sort the different reasons Britain won into categories before deciding upon the most important reason Britain won as a class. Pupils consolidate their individual judgment through answering a structured 8 mark exam style question. Instructions and advice on how they lesson is to run can be found in the description of the presentation. All videos have been embedded and links provided in the description.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the Battle of Stalingrad. Learning Intention and differentiated outcomes (SMSC). Pupils will recap the terms of the Nazi-Soviet Pact and discuss a piece of source evidence before leading a short inquiry into why Hitler wanted to invade the USSR. Pupils' will then compete in teams in a literacy relay activity inquiring into The Battle of Stalingrad and identifying the various factors which saw the Nazis loose the battle. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason the Nazis lost. Pupil's then consolidate their judgment through watching a short video clip (embedded) before answering a structured 8 mark exam style question. Instructions and advice on how they lesson is to run can be found in the description of the presentation.

Lesson Intention and differentiated outcomes. (SMSC) Videos and embedded and links are included within the presentation. This lesson could be used without the need for exercise books as it is a museum walk for the most part. I have included 10 evidence sheets however these could be less / more dependent upon size and ability of your class. Pupils begin defining an Empire before consolidating with a video about the Roman Empire. Pupils then collect information from sources of evidence around the room to help them answer an assessment style question. Pupil's then consolidate their learning through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of evacuated young people boarding a train to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video / MP3 sounds clips (with links) are embedded within the presentation. The aim of this lesson is to allow young people to explore and empathise with the evacuated young people during WWII. Pupils begin filling out a tag for themselves (reminiscent of the time) before being asked to write a short blurb about their partner to appeal to a host family. Pupils then pack their suitcase catagorise what they believe boys/girls would have needed to take with them. I then split my pupils up and place them in different areas of the classroom (locations evacuees would have been sent to). The main task involves studying an evidence pack to allow pupils to decide of the evacuation process was a success or failure by the British Government. Pupil's then consolidate watching a short video (embedded) before forming their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Depending upon ability / how through you wish to be this could easily transcend into a two lesson process. Many Thanks.

This is an introductory lesson to help introduce Native Americans. Pupils watch 'Hook' video clip to guess what the lesson is about. Learning Intention and differentiated outcomes (SMSC). Pupils then watch a short video to introduce them to the daily lives of a Native American tribe. The majority of the lesson is based around the main task of 'Literacy Relay'. This is where pupils compete in teams to answer a series of questions based upon an information booklet. Pupils are then asked to use the information learnt from the main task to create a role-play or a series of Freeze-frames about a day in the life of a Native American. This lesson could easily be completed without the need of an exercise book.

All outcomes linked with GCSE Exexcel Assessment Objectives (A01/A02) Pupils are introduced to smallpox and how it began to impact upon Britain. Pupils will then compete in teams in a literacy relay to explain Jenner’s discovery and the reactions to this. (Both positive and negative. Pupils then consolidate and explain Jenner’s significance (A02) with the use of a video (several links provided to use based upon ability of your class). Pupils then use a card sort activity to help them explain the long term & short term impact of Jenner’s discovery. Pupils finish the lesson with a short blurb on how Jenner’s discovery influenced Pasteur and Koch to further develop vaccinations and how these changes prevented diseased in the future. You may wish to use the new Edexcel Medicine through time text book to help support this lesson, but is not necessarily required.

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. This lesson comes complete with a work booklet so no folders / books will be required. Pupils start by annotating ‘A Court for King Cholera’ to assess how unhygienic 19th Century London was. Pupils then watch a video (Link provided) to introduce the Choler outbreak. Pupils will be introduced to John Snow and how he discovered Cholera, again a video is provided (embedded) here to assist with pupils learning. Pupils then use an additional worksheet using highlighters to assess then impact of his discovery before consolidating their learning through answers a 16 mark exam style question from paper one (Medicine Through Time 1250-Present)