This lesson begins with a Starter Activity in which students are invited to comment on an easy, medium or difficult question on a cartoon which sheds light on the position of Black Americans from slavery to the modern day. The lesson title and aims as well as graduated criteria (all will/most will/some will) are introduced and there are some teacher expo slides which explain the concept of significance. This invites students to explain their perspective on what makes someone or something important. The acronym GREAT is introduced (ground-breaking, remembered, importance at the time, affected the future, and turning point) and after a few intro slides on MLK himself, examples are given to aid discussion and understanding of these GREAT significance criteria as they relate specifically to Dr. King and his significance. This information is then used as the class begin their main activity (to make a digital, written, or visual model celebrating his importance.) The lesson concludes with a Design Your Own Question retrieval knowledge activity to check understanding. A consolidation homework task is included where students write an answer to the Key Question. I created this as a series of 3 lessons and its pitched at high achieving Key Stage 3 students for Martin Luther King Day. Because I am British the words are in UK-English. If you have any questions do let me know and I wish you a wonderful day. Dr. King is one of my heroes and I am proud that this lesson will impact on your students as well as mine.

I couldn’t find a book on China 1900-89 which suited my high ability IGCSE students so I wrote one myself. This is my 200-page PDF which covers all of the key parts of the EdExcel specification and which includes comprehension questions and activities at the end of each chapter. I give it to students to supplement the course. It also includes detailed revision menus.

In this lesson, students are introduced to the concept of Jim Crow in a ‘What’s Behind the Squares’ starter activity. Once the squares are revealed, they witness a white American pouring acid into a swimming pool which had previously been a whites-only pool. There is then background information for teacher exposition in which students become aware of Plessy V Ferguson and the nature of segregation and discrimination in the USA at this time. Examples are given of various Jim Crow Laws with images before the main task is introduced. Lesson aims are graduated (all will/most will/some will), and the class is asked to create their own ‘museum’ of Jim Crow artefacts. They are only allowed a maximum of 8 objects (examples are given, but they are encouraged to research their own). Students then present and explain their choices as presentations. The lesson concludes with a plenary where they are asked to find one photograph by Gordon Parks online (from his Segregation Story series) and to create dialogue between the people featured based on their knowledge and understanding acquired in the lesson. There is also a homework task at the end of the 49-slide PPT. I hope your students get as much from this very important lesson as mine do. As with all History lessons about Civil Rights, it is important it is taught sensitively but head-on. I hope the materials here allow you to do just that.

This is a terrific first lesson if teaching a unit on Russia from the turn of the Nineteenth Century until the Revolution. Students are introduced to the lesson with a ‘what’s behind the squares PPT’ which reveals a Social Revolutionary poster displaying Russian society as a wedding cake. They are then given a detailed 8 page set of notes broken down into population, cities, geography, rule and government and so forth and are asked to research and present 8 physical items that explain what life was like for different groups for their main task. They are given some examples (such as Faberge eggs or rubles buried under peasant homes or Cossack knouts/whips to guide them). I have also included a plenary (Dingbats) with some of the key terms students come across in this lesson to test comprehension at the end of their presentations. I hope your students enjoy this lesson as much as mine do. It is designed for secondary aged students who can use detailed information as well as their own research to present their findings. Any questions please let me know and I’m always happy to help.

Welcome to “Exploring Ancient Chinese Philosophy”, where we delve into the rich tapestry of thought from ancient China. In this session, we embark on a journey through the philosophical influences that shaped ancient Chinese society, including Legalism, Confucianism, and Daoism. Our class begins with a stimulating Starter Activity, prompting students to engage in discussion with a friend about images which stemmed from these philosophies, using three-word prompts. As we progress, our Graduated Aims guide us: all will/most will/some will. Through teacher exposition, we provide background information on Legalism, Confucianism, and Daoism. The main activity, introduced thereafter, takes the form of Blind Date Style Responses, where students, grouped in threes, prepare and share responses embodying one of the philosophies. Example responses serve as inspiration. It’s a creative way to develop real understanding on a complicated topic. A revisit to our objectives precedes the plenary, where students engage in a lively vote on the most compelling ‘date’. I’d be so grateful if you can find time to add a positive review if you enjoyed this lesson.