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 focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitlers Anschluss of Austria in 1938 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. **Starter: ** students watch a video (optional but embedded) are challenged to suggest why they may be surprised by the message of the interview video. Teacher then links into and introduces the lessons intention. Main task 1: Students are provided with a key information sheet breaking the stages of Anschluss down – students to highlight 3 key features of each stage. Students are then challenged to write a series of questions based on the information to quiz each other about the stages of Anschluss. Students then to meet back at their table and complete their table sheet in more detail. Show consolidation video (embedded). Students then to explain why Hitler was able to achieve Anschluss in 1938. Structure strips and success criteria (MARK Scheme) for differentiation. Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. (Home work included for source evaluation).

The purpose of this lesson is to enable students to understand how Ford contributed towards the economic growth of the US through developing their understanding of key words and concepts. Hook: As students enter they are challenged with completing an A-Z sheet of how many key words they already associate with the 1920s. Teacher introduces lesson / outcomes. Starter: Teacher then uses the PP to introduce Henry Ford and a bit of his background / famous for. Students can then watch an introductory video (Embedded) and make some initial notes. Teacher introduces the ‘Cycle of Prosperity’, students provided with a blank cycle and are challenged to memorize the completed version on the IWB in 30 seconds (timer included) Students then have 2 minutes to try and complete their blank sheet with as much detail as possible. Link this then to some other major concepts associated with Ford (8 more in total), students to play a memory activity to remember them initially which then flows into a game of taboo - all explained in the PP. Students can then watch another video and tick off where they can spot their newly learned words / concepts whilst watching. Following this students are asked to complete an exam style question to explain the impact ford had being challenged to use as many words as possible, easily adapted structure strips provided for differentiation. Finish with ‘learn beyond the lesson’ option for further stretch and challenge. (Dragons den presentation style activity included also which could be another lesson in itself) Easily enough for 2/3 lessons. All videos etc are embedded with links provided. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

I recently used this lesson for a mixed ability KS3 class. Pupils will learn about the storming of the Bastille during the French Revolution. The main task is literacy relay where pupils will work in teams to answer the questions related to the different interpretations of the Storming of the Bastille. Pupils are then to form a judgment regarding which sides' story of events they trust more, either Historian's version of events of that of the 3rd Estate. Pupils will then answer their leveled judgment question. I have also included a modern day link to how Bastille day is celebrated today along with an opportunity to learn beyond. Videos are embedded into the presentation, however I have also provided the links for these as well. Differentiation though outcome and a peep sheet to help with the main task. SMSC question included to encourage further discussion points. Many thanks.

This lesson should lead on from recently studying the 'Declaration of the Rights of Man'. 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' receive crime cards to which then then decide individually upon the most fitting punishment this will link in later with the lesson when the guillotine and how it was used during the 'Terror' is explained. Pupils can compare justice and crimes fitting the appropriate punishments. Pupils will consolidate with a video regarding how the Revolution became extreme though the September Massacre as a case study. Pupils' then compete in groups to complete a literacy relay regarding the 'Terror' to increase their knowledge of the events which took place and the main forces involved. Peep sheet has been provided here for differentiation. Pupils then watch a BBC Bitesize video to consolidate before 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. Many thanks

Learning Intention and differentiated outcomes all linked to Edexcel new scheme assessment objectives (A01-A02) Teacher introduces Harvey though an audo listening activity via an mbedded MP3. Students use thier listening skills to remember and then add information to create a profile about Harvey and his discoveries. Pupils’ will then work in teams and study an evidence sheet to explain the different factors which allowed Harvey to discover his findings. (All explained within presentation - History Relay) Pupils consolidate this task by watching a short video (embedded) Pupils then study the impact Harvey had upon the progression of medicine. (Edexcel Text book will be required). Print off and use highlighters to complete the task. Pupil’s then consolidate their judgment through answering a structured Edexcel new scheme exam style question. This comes with exam tips and a WAGOL. 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.

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.

An introduction lesson to 'Pirates'. This is a lesson with a series of chunked tasks to introduce piracy to pupils or this could be used as a fun one off lesson. You do not need exercise books for this lesson. All videos have link provided or are embedded.

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.

All outcomes linked with the new Edexcel History 1-9 scheme. (A01/A02) Pupils receive a card upon entrance to the classroom. (Pain / Infection) Pupils are introduced to the top through studying a picture source of a man screaming in pain: Pupils discuss the problems associated with Surgery. Pupils pair up with pupils who have the same card as them. Using the textbooks pupils summarise how their problem associated with Surgery was overcome. Pupils then mix pair and share to complete the rest of their table. Pupils will the watch a video to consolidate (Embedded / Link provided). Pupils then discus and decide upon the most significant (A02) opposition to developments in anaesthetics and antiseptics before consolidation with an exam style question (WAGOL provided) You will need the new Edexcel GCSE ‘Medicine Through time’ book for this 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. Brief introduction to the changing understanding of medicine by 1900. Pupils then explain the significant of Watson and Cricks discovery of DNA, using a video and the Textbook. Pupils then explain the significant changes in ideas about the causes of illness (variety of activities suggested in description to fit your class) I have opted to do this task via a silent conversation (explained in presentation) Pupils then consolidate with a mock 4 Mark Exam Style Question with a model answer. 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 American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge regarding the development of the cattle industry. Pupils will learn about: -Joseph McCoy - Goodnight-Loving - John Iliff Through visual / written and video resources pupils will build their knowledge regarding the significant of these individuals and their impact upon the long drives / ranching. Pupils consolidate their learning with an exam style question lifted from Paper 2. Videos links are provided and further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two’s Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of the Johnson County War to then be applied to an exam style question (Paper 2, Question 2: Write a narrative account analysing…) There are various structures this lesson could take and examples of these have been included in the description of the presentation to suite the needs of your class. I have included a model answer to use as a guide for pupils in writing a narrative account of the Johnson County War.

This lesson has been designed for the GCSE Edexcel American West module. All outcomes are linked with Paper Two's Assessment Objectives 1 & 2. The focus of this lesson is to build pupils knowledge of outlaws such as 'Billy the Kid' and the events of the OK Corral Shoot out. Pupils begin by recapping the problems of lawlessness in the West - (Card Sort Activity) Pupils can rank these cards in various orders before applying their gain knowledge of these to a table of information. The Teachers then introduce the problem of outlaws and gangs in the West using The Reno Gang and 'billy The Kid' as examples. Pupils then work independently or in groups to construct a narrative account (As per question 2 of Paper 2) of the OK Corral shootout using a story board which can later be used as a revision tool. Videos are either embedded or links provided. Further advice can be found within the description of the presentation regarding the various forms tasks could take to suit your class.

The Purpose of this lesson is to conduct an investigation into the events and impact of peaceful protest during the early 1960s of the Civil Rights Movement. The lesson begins with a hook video / audio clip reading of Martin Luther Kings ' Letter from Birmingham Jail'. Pupils reflect upon this and ask a question they would like answered at the end of the lesson. Pupils then think-pair-share about what methods might the African American population of Birmingham employ to bring an end to segregation in such a city? Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. Pupils are then encouraged to conduct a journalistic investigation into the events of the campaign through 'interviewing' key figures though a relay activity (all explained in the presentation). To consolidate pupils will then write their own newspaper report about the events of the campaign and its significance linked with exam skills. Peep sheet provided for support. The lesson finished with the setting of a consolidation homework & an explanation about the March on Washington / extra newspaper articles for stretch and challenge. All videos are embedded (links provided) further advice can be found in the description of the presentation.

The aim of this lesson is to allow pupils to explore the 1965 'Watts Riot' as a case study linking in with the era of 'Black Power'. To start - have room ‘turned upside down’ – desks on sides – chairs turned over – information / interviews and pictures to be stuck around the room - hand pupils their investigation sheets as they walk in allow a certain amount of time to pass for pupils to lead their own learning here to discover what has happened, why, where, who and the outcome: Chips or paper money (print off) to be handed to pupils this can be exchanged for help from the teacher if they spend it however they lose a merit or sweets etc.. As a reward. Pupils then define a riot and feedback their findings to the teacher who leads a discussion about the riots and other riots which took place during this time before linking this knowledge to interpreting a source of evidence form the riot. Pupils are then introduced to the 'Kerner Report' which then allows pupils to demonstrate their knowledge with a judgment line activity about the impact of these riots upon the civil rights Movements. Video plenary which of modern day link riot which similarly took place in Ferguson, Missouri, 2014. Peep sheet available for less able pupils: all video and sound clips are embedded into the presentation with further advice on running the lesson to be found in the description.