Order of lessons for Paper 3.

A colour coded wall display to help students engage with / understand the complexities and Geography of the Vietnam War. **Included: A3 Map to print off. 16 significant events of the Vietnam War. Each are colour coded: Short term causes Long term causes events of the war Tactics End of the Vietnam War. ** Fantastic for understand GCSE but also KS3 to simplify for younger students. You may require string to link up some of the events to locations. I have included a map but you may wish to purchase your own.

**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

Colour coded A3 / A4 knowledge organiser / Revision mat / book marks - for the entire Pearson Edexcel Medicine though time course. (Paper 1) Focusing on change and continuity during the 4 main periods: Medieval Renaissance 19th Century 20th Century Significant Individuals / Government acts / Discoveries / Inventions / Dates Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

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.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture: Who Neville Chamberlain was. The Munich Agreement. Defining Appeasement. Pupils' will then compete in teams in a literacy relay activity to identify the positives and negatives of appeasement. Pupils' will then collate their answers and arrange the factors into these categories before ordering the factors by significance. Pupil's then consolidate 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. Additionally I have included a source evidence Homework piece and a differentiated 'peep sheet' for less able pupils to help them consolidate the lessons learning. All videos are embedded and/or links provided.

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.

A two sided revision sheet for Elizabethan England. - Key Dates & events . Threats at Home and Abroad . Religious Settlement . Elizabethan society and exploration - Key words - Significant Individuals.

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.

This lesson has been created for KS3 but could be easily adapted to KS4 students studying American West etc. Provided: Hook: Starter Lesson Intention and differentiated outcomes: Plenary. Pupils to study evidence to judge the best Native American weapon by the end of the lesson. Videos are included within the presentation. This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks. Categories

A double sided work sheet to assist in introducing The Holocaust. Includes an exam style question with sources and an accompanying success criteria.

Learning Intention: To what extent did Hitler create a ‘terror’ state? Hook: Video to be played upon arrival to class. Differentiated outcomes. (SMSC Outcome included). All videos embedded within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with RE as SMSC aspects are included. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. The purpose of this lesson is to encourage pupils to be critical of evidence debating reliability and usefulness to reach their own conclusion in regards to the learning intention. Middle - high ability. (All images and videos from Google / YouTube). Many Thanks.

**FREE KNOWLEDGE ORGANISER INCLUDED. ** There are two parts to this lesson. 1. Pupils will identify why Mary was a threat. Pupils will be handed a Tudor family tree as they enter class. The question on the board will be: Why was Mary a threat? E.g. She was Catholic or next in line for the Throne. After receiving feedback pupils will then watch a short video clip where they will be further asked to identify other reasons why Mary was a threat to Elizabeth. Pupils will then use this information to describe two feature of Mary’s threat to Elizabeth. (I have a provided a WAGOL to support pupils with this task). 2. Decision making activity. Pupils are then informed about the reasons which led Mary to flee to England. Pupils will engaged in an active decision making activity to decide what Elizabeth should do about the problem of Mary. Pupils will be able to then use this information to form a judgment about what they believe would have been the correct decision for Elizabeth to make. Before it is revealed that Elizabeth decided to imprison Mary for 19 years. A1 paper will be required. There are further instructions and prompts included within the presentation.

The purpose of this lesson is to enable students to explain how and why appeasement was failing though an escape room / chronology style activity. Hook: Students to enter and will have some knowledge recall questions and extension source to complete straight away so there is no wasted learning time. Students receive this as they enter the class from another student or the teacher. Teacher takes feedback and introduces the lessons intentions and aims. 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 appeasement and finishing with the German occupation of the Sudeten Land. 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. students can then receive a ready made time-line. students use this knowledge to help them evaluate sources of evidence linked with the Munich Agreement and appeasement. Sources to be printed out and stick on A1 paper with varying levels of challenge questions linked to GCSE. suggestions in the PP. students can circulate the room evaluating the sources before teacher takes feedback. Source evaluation Instagram plenary to consolidate. 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 lesson focuses upon a series of student led tasks to assess and judge the worst aspect of factory conditions. Lesson begins with intention and outcomes linked with the first recorded video footage from 1895 of factory workers to hook students in. Students starter task sees them working in pairs through a ‘write - round - robin’ task where they will write the alphabet down the side of their book and pass between themselves to write as many adjectives as they can about factories in a set amount of time. Teacher will show image on the interactive white board. Prize to winning team who complete as many words as possible. Students are then to watch a video (embedded) on life in a Victorian Factory - they are tasked with bullet pointing as many negative aspects of work life as they can. students then engage with a PICTIONARY style activity to embed the identified negative aspects (all explained within the PP description). Students then either use their own ideas or the card sort provided to rank order factory conditions from worst to least to form an over all judgment as a group but then also individually. Students must justify their opinion as a plenary. All music sounds and video are embedded into the PP.

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 focus of this lesson is to build upon the Aims & the structure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s failures in the 1920’s and to judge the most significant 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 successes of the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s failures (summary video) (embedded into the PP) Students then answer a series of quick fire questions about the views people had of its structure and failures / flaws. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can to then fill in their map sheet. OR card sort and cut up the failures and students handed one each to become an expert in and complete the relevant section of their map sheet. Students then mix pair share to help each other complete their entire sheet. Main Task 1 (optional): Students could then to arrange their card sort of failures into an arrow of significance and to form a judgment on the most significant failure. Main task 2: Students to apply their acquired knowledge to source evaluation and exam technique through using a ‘layers of inference’ sheet to support weaker learners. Students then answer their exam style question and peer assess (proforma included). Plenary: Students break into small groups who have selected the same ‘most significant failure’ they coach each other and then nominate a representative to go ‘Head-To-Head’ with another student with a differing opinion to argue out their opinion. Teacher decided on the most convincing / articulate reasoning and awards points. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitler’s Saar plebiscite 1935 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 and key terminology. **Starter: ** Teacher then links into and introduces the lessons intention. Main tasks: Students to complete in pairs against each other to answer a series of quick fire questions in the form of a literacy relay (explained in the PP) to unpick the plebiscite’s main events. Students then use the answers to quiz each other in the correct answers before teacher takes feedback. Students then use the information to create a short cartoon strip outlining the events. Students complete a card sort assessing the significant and impact of the plebiscite (judgment line to consolidate) Plenary: Students to apply their acquired knowledge to explain underneath their cartoon strip the significance of the plebiscite in the bigger picture. Students then have a revision sheet completed to go into books / folders outlining the events of the Saar and its impact on why international peace had collapsed by 1939.

The focus of this lesson is to build upon the failures of the LON and 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 Japan’s Decision to invade Manchuria and to judge the most significant 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 Great Depression and its impact on LON + to complete a map of south East Asia with as much detail as possible. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage in a literacy relay task to summarize the various reasons behind Japan’s decision to invade (all explained on the PP). After watching a consolidation video about the invasion (summary video) (embedded into the PP) Students then answer the questions from the relay task verbally as the teacher received feedback. Main Task 2: Students then to arrange their card sort answers of reasons into order of significance to form a judgment for the main reason or the invasion. There is an option for students to do this as a team or individually (Both resources provided). Plenary: Students then could meet with students who have the same significance opinion as themselves to discuss further why they believe this – students then to answer exam style question (Why did Japan invade Manchuria in 1931?) + peer assess each other’s work (WAGOLL Also provided to model a full mark response). **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the collapse of international peace in the 1930s. The lesson’s purpose is to learn about Hitler’s decision to invade the Rhineland and in the bigger picture of the failures of the 1930s why this was allowed 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 international relations at the time. Teacher introduces the lessons intention. Main task 1: Student competition task: Students to engage with a video to introduce the situation and engage in a student led justification task where students must focus upon the decisions of France / Britain / Germany all explained in the PP. Main Task 2: Students to then engage in a 6 monkeys style activity to outline the ‘story’ of the invasion now that the scene has been set before applying this knowledge to the evaluation of a source of evidence. Students will discuss the source but then engage in a WAGOLL (What a good one looks like) activity to form an overall judgment on the purpose of the source. **All videos embedded / descriptions and prompts included in the PP description. **