Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

It would be great if you could leave some feedback for this lesson. It mainly uses the Pearson book as I found the Hodder book does not really focus on the 'consequences' aspect at the end. STARTER: A filling in the missing term exercise to allow students to recap basic key knowledge about the uses of the buffalo for the Plains Indian way of life. BACKGROUND: Students watch a 6 minute clip (hyperlinked) to see why the white settlers and US Government wanted to hunt buffalo and the main consequences of this for the Plains Indians. EVIDENCE ANALYSIS: Source from Frank Mayer (also in Pearson book) to promote discussion about the Indian way of life. TASK: I have given a choice of three possible tasks to help students gain knowledge of the impact of the extermination: 1 - A letter from a Sioux Indian to President Grant making clear the consequences of the buffalo extinction. 2 - A simple comprehension task from page 90 with 10 questions. 3 - An outline of a buffalo head with 11 spaces in which students can select their own facts about the extermination of the buffalo. EXAM QUESTION: Explain two consequences of the extermination of the buffalo on the way of life of the Plains Indians.
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13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

This lesson takes the students through an overview of the Wall Street Crash, then the students gain knowledge of how Hitler used this event to increase his support from a variety of social groups. RECAP: German key word match up. A chance for students to become more familiar with Germans terms which have been used already. STARTER: What was the Wall Street Crash? a 3 minute opening clip from a documentary which gives the students an overview of the event. BACKGROUND: Students taken step by step through the events of the Wall Street Crash (see image). TASK: Students given a prinatble worksheet (may work better on A3) to find out how each social group were affected by the Wall Street Crash. They then investigate how Hitler and the Nazis targetted each group. Finally, from the images provided (as a printout and PP slides), students select which propaganda posters would best affect each social group. EXTENSION TASKS: Explanation type questions. EXAM FOCUS: A chance to give students a practice with reading 3 different interpretations of the events and explaining what the main difference between them is. FACT SHEET: Included to replace the book if needed. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Lesson 6: Edexcel GCSE History 1-9 -Whitechapel - Difficulties policing Whitechapel.

Please be kind enough to leave a review if you like this resource. This lesson is fully contained and will allow you to avoid using the text book if needed. STARTER: What do the various pieces of evidence in the pictures tell the students about the difficulties of policing the area? TASK 1: Students can either use the book (Pearson) or the handout that is included with this lesson, to identify what the problems were and explain why they are problems. A w/s has been created for them to do this. TASK 2: Students now use the evidence from the time to analyse these problems. PLENARY/ASSESSMENT: Students given two sources to explain how they would follow up.
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KS3 History The Industrial Revolution c.1750-c.1900 Source Inference Lesson 2

KS3 History The Industrial Revolution c.1750-c.1900 Source Inference Lesson 2

The second lesson in a series I am creating to investigate the Industrial Revolution. All resources for the teaching of this lesson are included in the PP including a varied selection of sources which can be printed off and used for the investigation. Students begin with a short crossword which recaps the key terms about the period. 16 different sources are given in the PP so they can be used in a variety of ways in your classroom. The skill tested is inference which will be needed for assessment at GCSE, this will be a useful practice for students lower down the school. Students then select upto 6 of the sources to complete a table with what they can see and then what they have inferred from the source about the Industrial Revolution. There are two GCSE inference questions at the end to give students as a challenge if needed. Plenary also included. This lesson will be available on its own and a bundle once the unit has been completed.
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KS3 History The Industrial Revolution in Britain Overview Lesson 1

KS3 History The Industrial Revolution in Britain Overview Lesson 1

This is the first lesson in a series which covers features of the Industrial Revolution c1750-c.1900. In this lesson, the students use one source, George Cruishank’s ‘British Beehive’ in order to identify features of British society at the time. Students begin with questioning what they believe the ‘Industrial Revolution’ was. They are then given a copy of the illustration to discuss and analyse. After looking at this, they are prompted to complete a choice of activities such as producing their own ‘British Beehive’ or answering a set of increasingly hard questions about the source. A high resolution copy of the source has been included in two different formats and worksheets for the students to produce their own beehive have also been included. You should not need anything else (unless you want) to teach this lesson. Throughout this unit, there will be opportunities for students to practice important GCSE skills needed for all exam boards. I WILL BE PUTTING THIS LESSON AND THE OTHERS INTO A FULL UNIT BUNDLE WHEN I HAVE COMPLETED THEM.
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GCSE History Edexcel Crime & Punishment Revision Pack/Booklet

GCSE History Edexcel Crime & Punishment Revision Pack/Booklet

This pack includes: 31 fact sheets for each topic needed for the Edexel 1-9 Crime and Punishment GCSE History Paper 1 unit. Each fact sheet can be copied into a revision booklet for your students. The amount of detail is high but key points are highlighted throughout for weaker students. Also included are 4x revision diagrams for each period of the study and 4 x example exam question sheets with sample questions from Edexcel’s specimin and sample papers. This will make a perfect revision booklet for the students as I find the revision workbooks currently available seem to lack some detail in key areas. Information has been taken from both Hodder and Pearson books to keep a balance. Please be kind enough t leave a review if you find this pack useful. I am about to start a differentiated version of this content so watch this space.
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GCSE History Revision:  Edexcel 1-9 Crime and Punishment with Whitechapel - Paper 1

GCSE History Revision: Edexcel 1-9 Crime and Punishment with Whitechapel - Paper 1

This is a pack of revision materials needed for the Edexcel Paper 1 Crime and Punishment with Whitechapel. Included in this revision pack: An overview sheet for each historical period (Medieval, Early Modern, Industrial, Modern). They have been produced in colour and black and white for easy photocopying. Each sheet contains wider historical context, religion, Crimes and Laws, Law Enforcement and Punishments. There is also a focus with continuity and change with the case studies also included. A 4 sheet revision handout for the Whitechapel Historical Environment which also includes a section on the types of evidence which could be used for the follow up question. Loads of revision cards which can be simply photocopied, cut out and used as a revision card game in class. I have uploaded one slide of each in the preview boxes but it is all included in a 23 slide Power Point for ease of use.
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Weimar and Nazi Germany timeline 1918-1939 Edexcel 1-9

Weimar and Nazi Germany timeline 1918-1939 Edexcel 1-9

A fully categorised timeline of the all the key events studied for Weimar and Nazi Germany until 1939. This has been specifically developed for GCSE Edexcel 1-9. However, is highly useful for all exam board and KS3 studies of the rise of the Nazi Party. You are buying a fully editable timeline produced on PP but also a basic copy which you could literally copy and paste into any document format. The image you have is of the bottom 1/4 of the timeline to get an idea of the categories used in the key.
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13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

13 GCSE History Edexcel 1-9 Weimar and Nazi Germany: 1929 Crash and increase of Nazi support.

This lesson takes the students through an overview of the Wall Street Crash, then the students gain knowledge of how Hitler used this event to increase his support from a variety of social groups. RECAP: German key word match up. A chance for students to become more familiar with Germans terms which have been used already. STARTER: What was the Wall Street Crash? a 3 minute opening clip from a documentary which gives the students an overview of the event. BACKGROUND: Students taken step by step through the events of the Wall Street Crash (see image). TASK: Students given a prinatble worksheet (may work better on A3) to find out how each social group were affected by the Wall Street Crash. They then investigate how Hitler and the Nazis targetted each group. Finally, from the images provided (as a printout and PP slides), students select which propaganda posters would best affect each social group. EXTENSION TASKS: Explanation type questions. EXAM FOCUS: A chance to give students a practice with reading 3 different interpretations of the events and explaining what the main difference between them is. FACT SHEET: Included to replace the book if needed. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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10. GCSE History Edexcel 1-9: Weimar and Nazi Germany 1918-39 - The development of the Nazi Party

10. GCSE History Edexcel 1-9: Weimar and Nazi Germany 1918-39 - The development of the Nazi Party

In this lesson, the students use the term BLAST to remember the various methods used by the Nazis to increase their popular support. Starter: Students use two sources to ‘infer’ which talents Hitler is showing early in his career. Background: A teacher led series of slides taking students through the fascinating early stages of Hitler’s life until 1918. Video clips: I have hyperlinked 4 short video links about the actions and methods used by Hitler to develop the party and highlight his skills. Task: Students use a printable sheet to use to answer a series of questions based on sources and information. This can either be used the the fact sheets attached or the Pearson book. Plenary: A 12 question quiz to assess student knowledge. Fact sheets - differentiated and higher ability. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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GCSE Edexcel History Paper 1 and Paper 3 Source and Interpretation Mat.

GCSE Edexcel History Paper 1 and Paper 3 Source and Interpretation Mat.

This resource is useful to print off for students in your department as a training tool as to how they should answer the source and interpretation questions in their Edexcel Paper 1 and Paper 3 exams. I have produced two mats - one can be specifically used with the Crime and Punishment Whitechapel unit as it already includes options of evidence that students can use in the ‘follow up’ question. The other mat, this has been left blank so you can include your own list of evidence that students can pick from. The other question types fit every topic for the following questions: Inference [4] Usefulness [8] What is the difference between the two Interpretations? [4] Why is there a difference between the two interpretations? [4] How far do you agree with interpretation 2? [16] How would you follow up? [4]
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6. GCSE History Edexcel 1-9 Germany 1918-39: Recovery under Stresemann (economic & foreign policy)

6. GCSE History Edexcel 1-9 Germany 1918-39: Recovery under Stresemann (economic & foreign policy)

This lesson students will know: Who Gustav Stresemann was and his aims for Germany. How his 3 economic plans (Dawes, Young and Rentenmark) helped Germany recover. How his 3 foreign policy plans (Locarno, League of Nations and Kelogg-Briand) allowed Germany to recover. Why these actions still caused some opposition - the students introduced to opposition from the NSDAP. Starter - a basic recall quiz to recap knowledge about Weimar Germany so far - answers given. Introduction to Stresemann with his main aims and main policies. Task - students can be given a timeline (see images) and use the fact sheet or text book to note down what each action was with its successes and weaknesses. Extension task also given. Task - students then given a series of statements which may have been heard from the time and have to sort them into the criticisms of Stresemann and the compliments. Exam Focus - I have put together some information about how to look at a 'How useful' question with a couple of sources to focus on. An example answer also given with a task for the students to highlight aspects of the answer that make it successful. Fact sheets x2 (one which is slightly more differentiated than the other).
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25. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3 Workers in Nazi Germany.

25. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3 Workers in Nazi Germany.

This lesson questions how far workers in Nazi Germany experienced an increased standard of living. Starter: Recap questions from the previous lesson about the economy.There are plenty of tasks you can choose from here. Starter: Students look at 3 propaganda posters aimed at workers and have to decide how they think the Nazi Party claimed to improve lives for the workers in Germany. Inference: A written source from a German worker. Students discuss what they can learn from it about how far workers’ lives improves. Usefulness: Why is it impossible to presume all workers lives improved equally in Nazi Germany? Discussion based task. Background information with some useful statistics - can also be used to discuss usefulness of evidence. Background information: Students introduced to the German Labour Front, Strength Through Joy and Beauty of Labour. Task: Students study each factor relating to how far lives improved for workers, they should create their own ‘living graph’ to decide if lives improved or became worse based on the information from the fact sheet. Sources: I have included more sources so students can practice using them in lessons or at a homework. Exam questions also included if you need them. EXAM QUESTION FOCUS - HOW USEFUL A sheet provided for students to write on with structure strips for additional help. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

Evidence Usefulness Mat KS3/KS4 Edexcel 1-9 Source based questions.

This sheet is to be given to help students in KS3/4 who will be going on to take the Edexcel GCSE 1-9. It includes a 'how to' section for the 4 source type questions the students will have at GCSE, types of evidence and how to evaluate the usefulness of evidence. Along with a collection of key terms the students can use to help develop their answers. This is specifically for the new Edexcel GCSE and for KS3 students to start developing these source skills early.
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Edexcel GCSE History 1-9 Whitechapel Jack the Ripper full lesson pack.

Edexcel GCSE History 1-9 Whitechapel Jack the Ripper full lesson pack.

This collection contains 10 fully resourced lessons, a unit outline for staff and students, revision mind maps and an evidence mat which can be used with all GCSE Edexcel source questions. Many lessons include animations and sounds. A huge range of printable, exciting handouts, source sheets, worksheets and tables. Where the Pearson book needs to be used I have said but most lessons are self contained.
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Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

Lesson 24 Edexcel GCSE 1-9 American West - Extermination of the buffalo

It would be great if you could leave some feedback for this lesson. It mainly uses the Pearson book as I found the Hodder book does not really focus on the 'consequences' aspect at the end. STARTER: A filling in the missing term exercise to allow students to recap basic key knowledge about the uses of the buffalo for the Plains Indian way of life. BACKGROUND: Students watch a 6 minute clip (hyperlinked) to see why the white settlers and US Government wanted to hunt buffalo and the main consequences of this for the Plains Indians. EVIDENCE ANALYSIS: Source from Frank Mayer (also in Pearson book) to promote discussion about the Indian way of life. TASK: I have given a choice of three possible tasks to help students gain knowledge of the impact of the extermination: 1 - A letter from a Sioux Indian to President Grant making clear the consequences of the buffalo extinction. 2 - A simple comprehension task from page 90 with 10 questions. 3 - An outline of a buffalo head with 11 spaces in which students can select their own facts about the extermination of the buffalo. EXAM QUESTION: Explain two consequences of the extermination of the buffalo on the way of life of the Plains Indians.
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27. GCSE History Edexcel 1-9 Weimar and Nazi Germany: Persecution of Jews

27. GCSE History Edexcel 1-9 Weimar and Nazi Germany: Persecution of Jews

This lesson specifically looks at tracking the treatement of Jews in Germany between 1933-39. Care has been taken not to go beyond this date as the exam specification states, but one of the documentary clips will touch upon post 1939. Starter: A definition of the term Anti-Semitism with some background information. Teacher led information: Explores the reasons for Anti-Semitism in Europe and Germany before 1933. Source Task: Students look at two Nazi propaganda posters showing Jews - what do these posters infer about the attitude towards the Jews. Class Clips: I have selected 3 documentary clips covering the main events and policies towards the Jews - you may only have time to show one so they are at varying lengths. Task: Students have to shade in a chart where they consider how extreme each policy and action against the Jews is. The description has been written for them, but they will need to use the fact sheet (or book) to read more into what actually happened before deciding how extreme the action was. Extension Task: Students then given some questions about what they have found out. ASSESSMENT: I have put together 4 exam questions for this lesson which could act as an end of unit assessment. All sources and answer sheets have been created for students to answer on. The exam question types are: ineference, usefulness, different in interpretation and why the difference in interpretation. There is a possible 12 mark explanation question as the plenary too. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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26 GCSE History Edexcel 1-9 Weimar &Nazi Germany 1918-39 Paper 3: Treatment of Minority Groups

26 GCSE History Edexcel 1-9 Weimar &Nazi Germany 1918-39 Paper 3: Treatment of Minority Groups

This lesson has a particular focus on the treatment of minority groups other than the Jews who will be covered in more depth in lesson 27. Starter: Students expected to identify the minority groups in Nazi Germany using the first letter of the group only. Answers then revealed on the following slide. Source Inference: Students given a poster outlining the methods used by the Nazis to convince German people that the disabled are ‘taking over’. Without any English translation, the students have to discuss what they think the message is. Source Inferences: Two practice exam questions if needed. One visual and one written. Sheets can be printed off and given to the students to write on. Task: Students to use their fact sheet to complete a timeline showing the various laws and actions used by the Nazis to persecute minority groups. Students encouraged to colour code for each different group. Class Clips: Two selected documentary clips to show students for further information. Source Sheet: A selection of sources which can be adapted for class use if needed. Exam Question: An example 12 mark explanation question sheet. Fact Sheet: Everything the students will need to know as background knowledge for the lesson. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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14. GCSE History Edexcel 1-9 Weimar and Nazi Germany: How did Hitler become Chancellor by 1933?

14. GCSE History Edexcel 1-9 Weimar and Nazi Germany: How did Hitler become Chancellor by 1933?

RECAP: A recap paragraph with key facts missing. Students need to fill in the missing facts. This can be kept as a board task or printed if needed. Next slide comes with animated answers. STARTER: What would you do if? Students given the role of Hitler and then Hindenburg with 4 options each about what each key personality should do at this stage. Can promote discussion within the class as no answer is 100% clear cut. This can also be used at the end of the lesson when the students are aware of the events. BACKGROUND KNOWLEDGE: Students given an idea of the pressures that were on Germany and Hindenburg in 1932 and the status of Hitler. TASK: Students to either use the book, or fact sheet (provided) to note down the key events in an illustrated timeline/storyboard. A printable worksheet is provided for them to do this. EXTENSION: Students questioned about the most significant cause of Hitler's rise to power. EXAM FOCUS: Students can be given a 12 mark, 4 mark inference or a how useful style question. There is another slide with an explanation about how to best answer a how useful question. FACT SHEET: I have attempted a slightly differentiated one too, but not sure how much I can take out.
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24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

This lesson looks at the various methods used by the Nazis to reduce unemployment but also questions the usefulness of these statistics by taking into account the ‘hidden unemployed’. STARTER Students to study a bar graph and infer from it what it proves about unemployment from 1933-39. ACTIVITY Key word match up for some important terms worth knowing for the lesson. Answers given on the next slide. RECAP Students have to recap the factors that led to the massive increase in unemployment by linking this lesson to the Treaty of Versailles and Wall Street Crash. CLASS CLIP I have used the short clip from BBC Bitesize with 5 basic questions attached to focus students further. BACKGROUND KNOWLEDGE SLIDES To take students through the basics of all the methods used and promote discussion. TASK SHEET Can be copied and given to students to use or write on. General fact questions and source questions included. EXAM FOCUS A usefulness question and an explain why question. **PLENARY **Students now have chance to evaluate how far Hitler reduced unemployment. **FACT SHEET **All the information needed for the students to fully understand the topic. PLEASE BE KIND ENOUGH TO LEAVE A REVIEW IF YOU ENJOYED THIS LESSON
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