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

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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 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. **

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

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.

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.

The purpose of this lesson is to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

Opposition and Reactions to the Vietnam War. (Pearson Edexcel GCSE) The purpose of this lesson is to educate students on the reasons for opposition to the Vietnam War. the lesson focuses upon Measuring public opinion, the students movement and the draft to then apply this knowledge to a utility question. Students will work record all acquired knowledge on a fully resources knowledge builder work sheet. Although not necessarily required any school textbook could be used to support student learning and progress. All sources of evidence are included along with videos which are embedded and links provided.

The purpose of this lesson is to enable students to collaboratively work together in order to explain the significance of the Scopes Monkey Trial of 1925 in the wider context of ‘how intolerant was 1920s US society’. Hook: Students enter room (cartoons / pictures to be placed on tables / walls) students are to use these to write their own title for the lesson, guided by the teacher. Starter: Studenst watch 2 video clips (Simpsons / Morgan Freeman National Geographic) in order to define creationism v evolution theory. Teacher then use PP to outline fundamentalism in the southern states of the USA during the 1920s. There is the a quick 1925 textbook comprehension task to consolidate this. Main: Students to work together in a 6 monkeys style activity (all explained within the PP description) in order to explain the causes and events of the trial, teacher can help facilitate but this is very much a student led lesson. There is then an embedded video to each to help students consolidate their write up / new report. (Teacher’s choice). Plenary: Students are to MIX-PAIR-SHARE the varying different results of the trial then then apply all of their acquired knowledge to the question, ‘How significant was the monkey trial in demonstrating intolerance in US society during the 1920s?’. This can then be written up in another lesson or for homework. All videos are embedded with links provided in the powerpoint. **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 convey the causes of the wall street crash in a student friendly and accessible manner though a series of student led (less teacher talk) tasks. Hook: students enter and use the displayed picture on the IWB to guess the title of the lesson. Starter: Students are introduced by the teacher to the lesson’s outcomes and a brief introduction sheet which can be printed off and handed out for support. Students then to watch a video identifying in simple terms the causes of the crash. This is embedded, and students can list the causes they identify. Main task 1: Students are supplied with some of the main causes of the crash broken down in the form of flash cards. Students to MIX-PAIR-SHARE their cards to remember as many causes as possible. Teacher then takes feedback on the IWB. Alternatively, students could be supplied with one set of flash cards each and could rank order the causes in order of importance or in a Dimond 9 ranking system. Main task 2: Teacher hands out worksheet - Students record their specific cause from the card they were supplied with on the sheet (Summarizing) Students are then to mix around the room and support each other in completing the rest of their sheet through peer teaching. There is also the option to categorize into long / short term causes plus rank order in significance. Teacher then can take feedback. Plenary: Students to summarize the cause of the wall street crash in the form of a tweet to consolidate lessons learning. All videos are embedded. Please see my shop for other History resources and bundles. https://www.tes.com/teaching-resources/shop/morlem

This is a straight forward lesson which requires pupils to re-cap previous knowledge before introducing the two main innovations in Renaissance medicine. 1. Printing Press 2. Dissection. Before forming an overall judgment of which was more important to the progression of medicine over time. Presentation and lesson plan included. Differentiated lesson outcomes. I have included challenge questions to stretch more able pupils. SMSC, numeracy and literacy links are incorporated. Video links & timers are also included. There is much to play around with here to put your own touch on the lesson. Text books could be used as additional support.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of a raging fire to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. Pupils will watch a short 10 minute video explain what The Reichstag Fire was and the theories surrounding it. Pupils' will then work in teams and study evidence packs to sort the different views regarding who started the fire. Pupils then combine with like minded pupils to explain (using the evidence) their overall opinion. Pupils explain how the different parts of the Enabling Act helped Hitler consolidate his 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. All video links are provided.