Assembly complete with embedded videos and music. focus upon the impact of fighting and linking to case studies of ‘One Punch Deaths’ to discourage fighting and encourage solving problems with words. Second part of the assembly is linked with ‘guilty by association’ how students who witness bullying or fights are just as guilty as the protagonist for encouraging bullying / fights and not trying to stop it. Finishes with a prayer.

The purpose of this lesson is to develops students’ knowledge upon the Greensboro sit-in movement and its significance to the civil rights Movement. Pupils will enter the room and handed an information recording sheet - various news articles will be stuck around the room pupils will be in 'the pit' - and will have to work out what has happened - who - when - where and why before drawing a scene based upon the information they have collected. Pupils will be introduced to the Sit-in movement though slides and a video (embedded). there are lots of discussion questions included here to prompt discussion. Pupils will then inquire into the significance of the sit-tin movement through a card sort - an activity is embedded into the lesson plan here however, this can be changed to suit your class. Pupils will then answer an exam style question to explain the significance of the sit-in movement. Success criteria and literacy scaffold is included here to support. Further advice and descriptions can be found within the presentation. Please see my shop for other high quality resources.

Included: A lesson about Roman Crime and Punishment (there is a lower and a high ability adapted version of the lesson) Starter sheet Main task sheets (differentiated for more and less able) presentation Thorough lesson plan I have included literacy, numeracy and SMSC links Many Thanks

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 introduce pupils to: - The Plains Indians. - their way of life. - Structure of society. - Beliefs / Religion. - Attitudes towards war and land. The lesson starts with an introduction to the question types pupils can expect for this section of Paper 2 and an overview of the topics which they will study in the American West. Pupils will compete in a Literacy Relay: Using an information booklet based upon the need to know information regarding Plains Indians (as recommended by the Pearson Edexcel Textbook), pupils will work in teams to answer a series of questions in the fastest time. Pupils will then use their answers to complete their own worksheet consolidating their understanding of the Plains Indians. I have further provided videos (embedded & links provided)and additional slides to deepen pupils knowledge and understanding of the importance of the Buffalo to the Plains Indians and their beliefs about land and nature. (Delivery advice within the description of the presentation).

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 relationships and growing tension between the Plains Indians and settlers between 1835-62. Pupils will begin with a discusion of Sacheen Littlefeather refusing to accept the Best Actor Oscar on behalf of Marlon Brando due to the mistreatment of Native Americans throughout history. Why is this? Pupils will then study and discuss why there may have been tension and conflict between the Plains Indians and settlers; before being introduced to the Fort Laramie Treaty as recommended by the Pearson Edexcel Textbook. Pupils will inquire into the terms of the treaty (see description on the slide for activity advice) and why it was so unfair (class treaty sheet, explained in presentation) before consolidating with an exam style question form paper 2 about the consequences of the Treaty. Videos are embedded and links and further advice can be found within the description of the presentation. you will need the Edexcel GCSE 1-9 American West Text Book to support part of this lesson. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

This lesson is focused upon the changed implemented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc … Lesson begins with a recap of Johnson leaving office and Nixon’s approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into… 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.

This was graded an ‘outstanding’ lesson. Hook Starter to be handed to students as they enter class. Lesson Intention and differentiated outcomes. Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. Diary extracts / time line are included within this pack (other stations could include text books, laptops EG: On the Anne Frank Website an interactive tour of the Annex. I also included a ‘bigger picture’ station which showed an overview of The Holocaust though pictures etc as a whole. (All images and videos / sheets from Google / BBC Bitesize). Lesson plan included.

Handy structure strips that cover the different types of questions for IGCSE papers 1 / 2 in History They are very useful when preparing students for exam preparation, assessments and writing up questions in lessons. The students also use these to make their own structure strips for revision.

**Colour coded DOUBLE SIDED A3 / A4 knowledge organiser / Revision mat / book marks - for the entire American Course. ** Side One: Focusing on progress between key time periods. 1954-60 1960-65 1965-70 **Side 2: ** Significant Individuals (MLK, Rosa Parks, Malcolm X , Kennedy, Johnson, Garvey, W.E.B. Du Bois, Bucker T Washingson, thurgood Marshal). Government Acts (1964 Civil Rights / 1965 Voting Rights. **Key organisations: ** NAACP SCLC SNCC CORE Black Panthers KKK Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the civil rights movement by 1960. Pupils will inquire into who the freedom riders were and the purpose, aims and possible problems of their movement. Pupils will lead their own learning though the collection of information to then record this information in chronological order on their worksheets to create a time line. All videos, sound clips and random name generator are embedded with further advice upon the structure of the lesson to be found in the description of the presentation. Pupils will complete the lesson though comparing the freedom riders with other nonviolent methods of campaigning so far during the civil rights movement - E.g. Greensboro Sit-ins to then form an overall judgment.

**The purpose of this lesson is for students to develop their understanding regarding the importance of trade for the growth of the Empire. ** **Lesson Plan: ** Hook / starter - Embedded video of all the countries which have been part of the British Empire - students to enter and remember as many as they can. Lesson introduction (optional) goods of the Empire such as bananas, spices, tea, coffee, sugar etc. are placed into bags / big bags - students circulate the room and feel feel / smell the bags content to guess what the good may be. This leads into the watching of a BBC video where students are challenged to remember more goods that the Empire traded in. Students complete the ‘Empire Map Worksheet’ with the locations of goods and trade routes. Students are then issued with an advertisement of one of the goods sold back in Britain. students engage in a MIX-PAIR-SHARE activity to discuss key questions linked to the advertisements Students then return to write up their work in the books linked to a GCSE style question (Exam skill advice and structure included for differentiation). **Plenary: **Blockbusters linked to empire good! **Lots of of interactive activities to engage students with songs included and moving gifs! **

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 purpose of this lesson is to focus upon the reasons for the failure of Vietnamisation and how this led to the US eventually fully withdrawing troops from Vietnam for good. the first half of this lesson is focus around student led group work. Students will complete a series of tasks designed to: 1. Identify the reasons for the failure of Vietnamisation. 2. Focus upon categorizing these reasons. 3. forming a judgment about the most significant reason. students watch a consolidation video (embedded). Students will then have acquired enough knowledge to complete the worksheet provided. Exam Preparation: students will then be provided with an exam style question from paper 3. "How far do you agree with interpretation 1/2 about.." Students are to use this completed work sheet for support but I have also provided a 'Peep sheet' for less able learners. No textbook required for this lesson. Please see my shop for a complete Scheme of Learning about the Vietnam War.

The purpose of this lesson is to encourage pupils to reflect upon the progress made by the Civil Rights Movement by 1965 through concentrating upon the March on Selma which led to the passing of the Voting Rights Act 1965. There are a variety of hook / starter activities to choose form dependent upon your class e.g. Geography map skills starter to chart the distance between Selma and Montgomery. Pupils are introduced to the March though watching the trailer and answering questions on the film 'Selma' leading to a source based activity then a card sort / time line activity to chart the events of the march. Pupils will select the most significant turning point they believe in these events which led to the Voting Rights Act 1965. I have included videos to prompt discussion (embedded) and links provided, homework and an exam preparation skill based source task. Further advice can be found in the description of the presentation itself.

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.

The purpose of this lesson is to develop pupils understanding of the Little Rock Nine for either KS3 or GCSE. The lesson begins with a choice of hooks / starters depending upon the personality of your class. 1. Reflection upon Bravery and standing up for what is right. 2. A Reflection upon their pupils first day at school and if older pupils have a responsibility to look after pupils in lower years. Pupils are introduced to the Little Rock Nine through some written information and a short video (embedded) Pupils reflect upon a visual source of Elizabeth Eckford using their knowledge to interpret and infer from the source. The main task involves pupils using a card sort to assess the positive and negative impacts this had upon the Civil rights movement. A judgement line can then be used to assess progress. Pupils consolidate with another video before demonstrating their knowledge through an exam style question - although this could be set as Homework (included). I have also included an additional section of resources such as a modern day link video (embedded) and discussion of learning beyond the classroom. (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 history resources.

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.

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 purpose of this lesson is to introduce Diem's Government to pupils proceeding the Geneva Convention. Pupils begin with an enquiry into 'the domino theory' and how this kept the USA engaged with South Vietnam. This is done though a short explanation and a video (embedded). Pupils then spend the majority of the lesson first identifying reasons diem was so unpopular through an active reading activity and embedding this knowledge though a variation of tasks e.g. 'walking chocolate Bar' or a ' Snowball Fight'. Pupils will then be encouraged to card sort their chosen reasons and diamond rank them in order of significance. Pupils can then write up their findings before the setting of a homework to further consolidate their lessons learning. all videos are embedded with instructions for activities to be found within the PowerPoint presentation. Please see my story for other Vietnam resources.