The purpose of this lesson is to enable students to explain why the reformation began though an escape room / chronology style activity. Hook: Students to enter and define the words Reformation from a dictionary, prize / merit / house point to the student who is able to do this first. Teacher introduces lesson intention / outcomes before introducing the concept of the reformation and the main task. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with Martin Luther and ending with the impact of reformation on England. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story the the reformation. Students to then be supplied with the the story on the handout and to highlight 2 key events to help explain why the reformation began. Students can then complete a write up in their books. Structure strips included for support (Easily adapted). This is more than likely to consist of 2 lessons worth of material / activities. All music and videos are embedded into the PP (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 to to start with a recap of industries that prospered to then transition into a case study about the problems faced by agriculture and farming during the 1920s. Outcomes: Expected Progress: To outline what products and industries boomed. Good Progress: To identify the problems faced by farms. Excellent Progress: To explain and judge the worst problem faced by farmers. Starter: Memory activity / card sort about electrical and industrial products which boomed. all explained in the embedded video. Main Task: Students watch embedded introduction video and read accompanying information sheet about the problems faced by farmers - students to highlight the main problems and the summarize on their card sort. Students cut these out and rank order them in order of worst problems. Plenary: student use the card sort to create a piece of ‘smart graffiti’ in their books outlining the problems faced by the farming and agricultural industries’ in the USA during the 1920s. All video and sound clips are embedded into the PP.

The purpose of this lesson is to introduce students to the causes of the US boom between 1919-1930. Students enter with a task to immediately complete a recall five definitions they will need to understand for this lesson. The teacher introduces the lesson intention / the bigger picture and outlines definitions on the board. Main task 1: students are each supplied with a cause factor card. Students to watch a summary video and are challenged to look out for their particular factor title when it appears in the video. Students then summarize on the back of their card how this factor led to an economic boom in the USA. They will have the printed explanation on the other side if they require it for support. A select number of students are then asked to become experts in their particular factor. they are to remain at their tables or at designated points around the classroom whilst other students circulate to ‘interview them’ and complete their factor sheet. Main task 2: A challenge and more challenging option of tasks here for differentiation: Challenge: Diamond 9 rank order the factors in order of most to least significant. Then explain why you have placed the factors in those positions. More challenging: Students to receive factor title sheet to cut out - students then draw connections between each of the factors to explain how they link together - textbook support could be used here. Students could add further sub factors of their own. To then verbally justify and present back to the teacher class as a plenary.

The purpose of this lesson is to enable students to explain the impact and then longer term consequences of appeasement / Munich Agreement and Sudeten Crisis. Hook: Students to enter and to complete a quick source of evidence settler based on appeasement. Students receive this as they enter the class from another student or the teacher (to be printed off the presentation) Teacher takes feedback and introduces the lessons intentions and aims. Main task 1. students to play a mix -pair-share activity ‘hey did you know?’ all explained in the PP and linked to the shorter term impacts of the Munich agreement, there can then be a quick memory test before students detail some of these in their books / applied to a quick GCSE exam prep question (structure strips provided for differentiation). Main task 2: Students then complete a summary activity about specifically France and Britain’s reaction to Hitler’s further occupation of Czechoslovakia/ combined with an embedded video. Students are the n to use both of these as resources to complete a quick ‘newspaper style’ summary sheet detailing this information to go into their books. All videos are embedded into the PP (Links provided) **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

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.