The focus of this lesson is to build upon the Aims of the ‘Big Three’ 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 and its structure / covenant through a series of student led (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around summarising a famous quote from Woodrow Wilson. Teacher introduces the lessons intention. **Starter: ** Students flip over their hook sheet and after watching an introduction video about the League’s aims (2 provided and embedded into the PP) Students then answer a series of quick fire questions. Main task 1: Students engage in a quiz-quiz-trade activity to learn some of the key definitions and structure of the League – students then complete the first part of their activity sheet. All instructions provided in the PP description. Main Task 2: this then leads into deepening students understanding of the purpose of the league. Where students are tasked with finding their partner to main a detail of the League with the correct descriptor. (Rewards to students who successful match up). After feedback students then complete the second half of their sheet / create a piece of ‘Smart Graffiti’ to chart the initial weaknesses of the League. Plenary: Students form a judgment on a sticky note on the most significant initial weakness in the League’s structure and leave their opinion on the interactive board which could be used to form part of the hook for next lessons. **All videos embedded / descriptions an prompts included in the PP description. **

The focus of this lesson is to build upon the Aims of 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 successes in the 1920’s and to judge the most significant through a series of student led (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the origins of the LON and source evaluation . Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s ( embedded into the PP) Students then answer a series of quick fire questions about the views people had of its aims. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can (timer included) - teacher challenges students to fill out the differentiated proforma to see how many they can remember (prizes for most completed sheet) students then to mix-pair-share to assist each other in completing their sheet. Main Task 2: students are then to arrange their card sort of successes into an arrow of significance and to form a judgment on the most significant success in the bigger picture on their worksheet. Plenary: Students break into small groups who have selected the same ‘most significant success’ 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 an prompts included in the PP description. **

The focus of this lesson is to build upon the failures 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 reasons behind Japan’s Decision to invade Manchuria 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 Great Depression and its impact on LON + to complete a map of south East Asia with as much detail as possible. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage in a literacy relay task to summarize the various reasons behind Japan’s decision to invade (all explained on the PP). After watching a consolidation video about the invasion (summary video) (embedded into the PP) Students then answer the questions from the relay task verbally as the teacher received feedback. Main Task 2: Students then to arrange their card sort answers of reasons into order of significance to form a judgment for the main reason or the invasion. There is an option for students to do this as a team or individually (Both resources provided). Plenary: Students then could meet with students who have the same significance opinion as themselves to discuss further why they believe this – students then to answer exam style question (Why did Japan invade Manchuria in 1931?) + peer assess each other’s work (WAGOLL Also provided to model a full mark response). **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 in Manchuria 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 impact of Japan’s Decision to invade Manchuria. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the reasons behind Japan’s decision and its impact on LON + to complete a re-call source question with as much detail as possible. Teacher introduces the lessons intention. Starter: After watching a consolidation video about the invasion (summary video) (embedded into the PP) the teacher received feedback to re-call knowledge. Main Task 1: Students are provided with an A3 impact sheet where they are to highlight all of the failures of the LON and to then further explain why / how these were a failure. (Alternative task suggested in the PP description). Main task 2: students are then to apply their contextual knowledge to evaluating a source of evidence for usefulness (Layers of inference) students then compare their responses to a WAGOLL response where they are to highlight where the candidate has used details of the source / own knowledge to address the question. Students are then to use this skill to work upon a different source of evidence themselves and answer the usefulness question (supplied in the inference booklet) Plenary: Teacher poses question on the board ‘What was the most significant failure of the League dealing with the Manchuria Crisis 1931? Various answers are printed off and placed around the room.; students are challenged to go and stand by their opinion for the correct response and justify it (all explained in the PP description). **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the failure 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 as a result of the 1929 Depression and to judge the most significant problem posed 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 the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the depression to re-call / introduce knowledge ( 2 video options embedded into the PP) Students then engage in a quiz-quiz-trade activity to reinforce and build up their knowledge surround the depression. Main task 1: Student engage in a ‘6 monkeys’ variety task to learn about the initial impact of the depression on the L.O.N: Monkey 1 – Read (or teacher reads) The first monkey is to read a piece of text that relates to the concept, idea or process. This stage allows differentiation to take place, as students of different abilities could be given texts with Monkey 2 – Drawing Monkey 2: Draw! it’s time for some drawing! Students have to draw a diagram/ cartoon/ flow chart to describe what they have understood from reading the text.h different degrees of detail, complex vocabulary or even on different topics. Monkey 3: Key words Lead reader reads out the highlighted words students add these to their pictures. Monkey 4: Students explain the story to their partner. Monkey 5: one students is selected to read out to the class – whilst students follow along with the actual story on the board. _ if they do it mostly accurately they can get a prize. ALL STUDENTS THEN WRITE UP IN THEIR OWN WORDS. Main task 2: Students to apply their acquired knowledge to complete the reverse of their sheet where they shall begin the judge the most significant problem this posed to the L.O.N. Plenary: Students break into small groups / individually to assess the message of some source of evidence linked with the Depression (focusing on exam skill) students then stick responses on the whiteboard as an exit pass.

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. **

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 introduce the reasons behind 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 impact of the Manchurian crisis. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the causes and reasons behind the invasion (summary video) (embedded into the PP) Main task 1: Students are tasked with completing their own card sort sheet of reasons all of which can be found in the introduction video. Teach than takes feedback and challenged students to think of the bigger picture and add their own reasons (re-calling previous learning) Students can then be challenged to form a judgment on the most significant reason Italy wished to invade. Main Task 2: Students are to think-pair-share the options open to the L.O.N as a result of Italy’s reasons to invade. There are to be recorded on A1 sheets of paper around the room – students are to circulate the room adding their opinion to each option in regards to: How it would have stopped Mussolini and why it was not done Teacher then draws this all together to form a judgment on why the League did not try and stop Mussolini. Plenary: are supplied with a key source from one of Mussolini’s speeches the day before invasion and are challenged to summarize his reasons for invasion in as little words as possible (reward / prize for students who condenses the most but still gets the meaning across). **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitler’s Saar plebiscite 1935 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 Hitler’s foreign policy and key terminology. **Starter: ** Teacher then links into and introduces the lessons intention. Main tasks: Students to complete in pairs against each other to answer a series of quick fire questions in the form of a literacy relay (explained in the PP) to unpick the plebiscite’s main events. Students then use the answers to quiz each other in the correct answers before teacher takes feedback. Students then use the information to create a short cartoon strip outlining the events. Students complete a card sort assessing the significant and impact of the plebiscite (judgment line to consolidate) Plenary: Students to apply their acquired knowledge to explain underneath their cartoon strip the significance of the plebiscite in the bigger picture. Students then have a revision sheet completed to go into books / folders outlining the events of the Saar and its impact on why international peace had collapsed by 1939.

The focus of this lesson is to build upon the collapse of international peace in the 1930s. The lesson’s purpose is to learn about Hitler’s decision to invade the Rhineland and in the bigger picture of the failures of the 1930s why this was allowed 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 international relations at the time. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage with a video to introduce the situation and engage in a student led justification task where students must focus upon the decisions of France / Britain / Germany all explained in the PP. Main Task 2: Students to then engage in a 6 monkeys style activity to outline the ‘story’ of the invasion now that the scene has been set before applying this knowledge to the evaluation of a source of evidence. Students will discuss the source but then engage in a WAGOLL (What a good one looks like) activity to form an overall judgment on the purpose of the source. **All videos embedded / descriptions and prompts included in the PP description. **

This is an entire lesson regarding the famous court case "Brown V Board of Education". This pack includes: Starter, main tasks and plenary. Video links have been included for auditory and visual learners. A Literacy Relay task has also been included for kinaesthetic learners. The lesson encourages debate in order to answer the question: "“To what extent do you think Brown v Board of Education was a success for the civil rights”? Differentiated outcomes (One linked with an SMSC outcome) Cross-curricular Geography link and literacy links are included. The lessons ends with a set up for "Little Rock 9".

This was originally designed to be a 30 minute session. However, there is much to play around with / add. For middle / high ability SMSC included and differentiation Lesson plan worksheet and presentation

Included: Video Hook (Video embedded and link supplied). Starter Activity, what is the job of a modern Nurse? Case Study One: Florence Nightingale. *Video:* Case Study 2: Mary Seacole. GCSE (AQA New Scheme) Style Question, with Mark Scheme and pupil friends notes on how to answer it supplied. (Peer Assessment Advised). Role Play Plenary. Differentiated Outcomes Supplied. (This lesson appeals to Auditory and Visual Learners the best).

Learning Intention: To what extent did Hitler create a ‘terror’ state? Hook: Video to be played upon arrival to class. Differentiated outcomes. (SMSC Outcome included). All videos embedded within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with RE as SMSC aspects are included. 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. The purpose of this lesson is to encourage pupils to be critical of evidence debating reliability and usefulness to reach their own conclusion in regards to the learning intention. Middle - high ability. (All images and videos from Google / YouTube). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Write Rally Robin Starter). Videos are included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Lesson plan and HW source activity included (Differentiated). This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks.

This lesson has been created for KS3 but could be easily adapted to KS4 students studying American West etc. Provided: Hook: Starter Lesson Intention and differentiated outcomes: Plenary. Pupils to study evidence to judge the best Native American weapon by the end of the lesson. Videos are included within the presentation. This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks. Categories

Hook Starter video to be played as pupils enter class. Lesson Intention and differentiated outcomes. (Cross Curricular with RE). Video links are included and some videos / music are embedded within the presentation. HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Cross Curricular link with Geography. Video links are included within the presentation. Literacy relay activity included (Differentiated for more / less able). Structured extended answer writing frames provided (Differentiated for more / less able). Judgment lines can be used for AFL as an extension. This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson is fantastic to introduce the main topics for the Civil rights Movement in America from 1920-1969. 1.KKK 2. Jim Crow Laws 3. Rosa Parks 4. Civil Right Leaders 5. Emmett Till Included in this pack is: Presentation. (Lesson hook, starter, main tasks, plenary) (Videos and song links included for visual / auditory learners) Worksheet. Homework Sheet. SMSC discussion / Literacy links / Kagan activities are included (for kinesthetic learners) Higher ability alternative delivery included in the second half of the presentation through the form of a 'learning station' method. (Just delete the information provided in the work sheet).

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Play video (embedded) this is to prompt some empathy for victims who have witnesses house fires. Pose the question: how would you feel? Lesson Intention and differentiated outcomes. Video links are embedded within the presentation. This lesson could be used without the need for exercise books. Source evidence to print off is included in a separate section at the end of the presentation. Pupils are to use evidence and compete in teams to learn about the causes and consequences of the Great Fire of London. Pupils could then think about the most significant evidence which helped them achieve this. I recently used this for my middle to high ability year 8 class which received a lot of praise from the observer. This would link in nicely when studying The Stewarts. (All images and videos / worksheet from Google / BBC Bitesize). Many Thanks.