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 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

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.

Short introduction to life in 19th Century Britain. All lesson outcomes are linked to A01 & A02. Pasteur: Pupils will study Pasteur as a case study watching video clips / information and sources of evidence to judge his importance and the importance of the Germ Theory to the progression of medicine. Koch: Pupils compete in small teams to answer a series of questions to build their knowledge up on Koch and his significance in the progression of Medicine. Pupils then complete a silent coversation with prompts to debate the significance of each individual. To consolidate pupils watch a short video clip and summarise the impact of the Germ Theory in Britain. Pupils should be prepared then to answer an exam style question as Homework. I have included a success critera personalised and smimplified to allow pupils to answer this 16 mark 'how far do you agree question' from the Edxecel GCSE new scheme. You will need the new Edexcel GCSE 'Medicine Through time' book for ths lesson.

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 focuses upon the significance of Fleming, Florey & Chain, allowing pupils to judge who provided the most significant contribution to its discovery. The aim of this lesson is to judge the impact of penicillin upon British medicine overall. This can be consolidated in an exam style question (WAGOL provided). Videos are embedded into the presentation with links provided. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of 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 purpose of this lesson is to inform pupils about the ‘Chain on Evacuation’ on the Western Front. Pupils will study the role of the RAMC & FANY within this process from Regimental Aid Posts to the Base Hospital. To further extend pupils understanding I have included a role play card sort activity. The video is embedded (Link provided). Pupils consolidate their learning by applying their knowledge to an exam style question (Success criteria and differentiated help sheets included). You will need the Edexcel Medicine Through Time Textbook for part of this lesson.

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 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. **

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.

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.

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

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.