The Purpose of this lesson is to conduct an investigation into the events and impact of peaceful protest during the early 1960s of the Civil Rights Movement. The lesson begins with a hook video / audio clip reading of Martin Luther Kings ' Letter from Birmingham Jail'. Pupils reflect upon this and ask a question they would like answered at the end of the lesson. Pupils then think-pair-share about what methods might the African American population of Birmingham employ to bring an end to segregation in such a city? Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. Pupils are then encouraged to conduct a journalistic investigation into the events of the campaign through 'interviewing' key figures though a relay activity (all explained in the presentation). To consolidate pupils will then write their own newspaper report about the events of the campaign and its significance linked with exam skills. Peep sheet provided for support. The lesson finished with the setting of a consolidation homework & an explanation about the March on Washington / extra newspaper articles for stretch and challenge. All videos are embedded (links provided) further advice can be found in the description of the presentation.

The purpose of this lesson is for pupils to be introduce to the origins of the 'Black #Power Movement' through a case study of Malcolm X. Pupils will begin by viewing a video of the only meeting between MLK and X - this leads into good discussion about why this was so significant as both had the same aims but opposing ways of achieving them. Pupils then conduct a short literacy relay activity to introduce the life and different identities of Malcolm X. Childhood: Malcolm Little. 1920s He was known as Detroit Red in the early 1940s. He took the name of Malcolm X in 1952. Finally changed his name to El-Hajj Malik el-Shabazz in 1964. Pupils then split into groups to study into one aspect of his life (Computer or laptops are suggested but of not available I have included lots of information about Malcolm's life). Pupils then consolidate their learning into a paragraph which the teacher can then use to create a revision document about Malcolm's life. Further advice can be found in the description of the presentation. All videos are embedded (Links provided).

This lesson is cantered around the various bombing raids conducted by the US in Vietnam. Pupils will access and develop this information though exam style techniques. the lesson begins with a short introduction from a documentary to set the scene of, ‘Operation Rolling Thunder’. students will use two interpretations to decide upon the main difference in views regarding this (support sheets included for less able) . I have also included a students friendly mark scheme for self /peer assessment. students will then work in groups of three to complete a worksheet categorizing the successes and failures of: 1. Operation rolling thunder. 2. Operation Cedar Falls 3. Operation Ranch hand. Students will then be provided with a choice of questions with an accompanying student friendly mark scheme to plan a 16 Mark answer which can then be completed for Homework. the lesson finishes with a judgment line activity where students can verbalize their overall judgments regarding the success of these ‘Search and Destroy’ Operations. You will require the Pearson Edexcel textbook for a section of this lesson.

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.

The purpose of this lesson is to educate students on the reasons for support of the Vietnam War. The lesson focuses upon measuring public opinion of the War, Hard Hat Riots, Nixon's 'silent majority' among many other reasons supporting the Vietnam war to then apply this knowledge to a utility question. After a fun 'patriotism' starter task students will work to record all acquired knowledge on a fully resourced knowledge builder work sheet. Although not neccessarily required any school textbook could be used to support student learing and progress. All sources of evidence are included and annotated to support students along with videos which are embedded and links provided. There is also a student friendly mark scheme to be used for peer / self assessment of student answers to the assessment question.

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 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.

This is an entire lesson regarding the famous court case "Brown V Board of Education". This pack includes: Starter, main tasks and plenary. Video links have been included for auditory and visual learners. A Literacy Relay task has also been included for kinaesthetic learners. The lesson encourages debate in order to answer the question: "“To what extent do you think Brown v Board of Education was a success for the civil rights”? Differentiated outcomes (One linked with an SMSC outcome) Cross-curricular Geography link and literacy links are included. The lessons ends with a set up for "Little Rock 9".

Included: Video Hook (Video embedded and link supplied). Starter Activity, what is the job of a modern Nurse? Case Study One: Florence Nightingale. *Video:* Case Study 2: Mary Seacole. GCSE (AQA New Scheme) Style Question, with Mark Scheme and pupil friends notes on how to answer it supplied. (Peer Assessment Advised). Role Play Plenary. Differentiated Outcomes Supplied. (This lesson appeals to Auditory and Visual Learners the best).

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.

Hook Starter video to be played as pupils enter class. Lesson Intention and differentiated outcomes. (Cross Curricular with RE). Video links are included and some videos / music are embedded within the presentation. HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Cross Curricular link with Geography. Video links are included within the presentation. Literacy relay activity included (Differentiated for more / less able). Structured extended answer writing frames provided (Differentiated for more / less able). Judgment lines can be used for AFL as an extension. This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson is fantastic to introduce the main topics for the Civil rights Movement in America from 1920-1969. 1.KKK 2. Jim Crow Laws 3. Rosa Parks 4. Civil Right Leaders 5. Emmett Till Included in this pack is: Presentation. (Lesson hook, starter, main tasks, plenary) (Videos and song links included for visual / auditory learners) Worksheet. Homework Sheet. SMSC discussion / Literacy links / Kagan activities are included (for kinesthetic learners) Higher ability alternative delivery included in the second half of the presentation through the form of a 'learning station' method. (Just delete the information provided in the work sheet).

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Play video (embedded) this is to prompt some empathy for victims who have witnesses house fires. Pose the question: how would you feel? Lesson Intention and differentiated outcomes. Video links are embedded within the presentation. This lesson could be used without the need for exercise books. Source evidence to print off is included in a separate section at the end of the presentation. Pupils are to use evidence and compete in teams to learn about the causes and consequences of the Great Fire of London. Pupils could then think about the most significant evidence which helped them achieve this. I recently used this for my middle to high ability year 8 class which received a lot of praise from the observer. This would link in nicely when studying The Stewarts. (All images and videos / worksheet from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Pupils to ask as many questions as they can of the evidence. Winner for table with most questions. Pupils then select one they wish to have answered by the end of the lesson. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Video links are included within the presentation. 2 HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. Judgement line to be used as a plenary to assess pupils progress. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson should lead on from recently studying the Battles of WWI or Field Marshal Haig. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Short blurb about how the Generals of WWI may have been misjudged. Starter: Discuss the picture showing all the the Generals and their statistics from The Great War, how many of them lived / died & how/ awarded medals etc. I have then allowed my pupils to watch Blackadder series 4 final episode 'Goodbye'. Pupils are to be critical of this and afterwards discuss if this was a true representation of war conditions / Generals. I have provided a YouTube link to the episode (In case it is taken down or it does not work, you may wish to purchase the DVD). I then use a judgment line to assess progress and gain pupil's opinions in relation to how far we can trust this episode to be reliable and then in relation to the learning intention question. Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. This lesson would work best having used sources in previous lesson to study WWI Generals / Marshals, I have used Haig in previous lessons. Pupils are encouraged to use this evidence to help construct their answers.