These lesson resources focus upon the development of the Nazi Party between Hitler’s release from prison to the Great Depression and are targeted at GCSE students. They include a PowerPoint resource which has a word cloud starter, lesson content, outline of main task and a 5-3-1 plenary. The Word documents contain the main lesson activities which focus upon linking the different aspects of development of the Nazi Party in the mid 1920s, Hope you find these resources useful.
This resource focuses upon an introduction of Churchill’s Iron Curtain speech of 1946. This is aimed at GCSE students and hope this provides an introduction to this pivotal moment in the Cold War.
This PowerPoint presentation examines the impact of the Tet Offensive on the Vietnam War. I use this with my GCSE students as an information resource.
Hope this is useful.
Accompanying my lesson resources on Hitler becoming Chancellor of Germany, this cartoon exercise can be used as an extension exercise or a starter for the next lesson using the cartoon as an exam question focus activity. Really like this cartoon and have used it a number of times in lessons.
Hope it is useful to you.
This lesson is for GCSE students studying the Modern World History course and focuses upon the events and reasons why Hitler was appointed Chancellor of Germany. This lesson naturally follows on from my lesson resources of Germany and the Great Depression.
The resources include a PowerPoint presentation which contains a word cloud starter, the key content, brief overview of main lesson activity and a My Brain plenary. The accompanying Word document contains the main lesson activity which is a chart based exercise with an explanation table.
Hope this helps!
Fill my brain was something I saw and expanded upon from the @CaldiesMusic Plenary Learning Grid resource which can be found through this link – https://jivespin.wordpress.com/2013/06/18/plenary-learning-grids-adding-student-choice-to-the-end-of-your-lessons/ This easy to implement strategy requires students to draw an outline of their brain. Once this is done ask students to fill their brain with as much as they have learned in the lesson. They can do this through writing key words, bullet points, drawings anything they like. This then gives their brain a word cloud like image. Once this is done they have to highlight the most important thing in their brain what has happened this lesson.
An extremely quick and easy way to highlight progress but also allowing students to summarise their learning in an engaging and accessible way. The PowerPoint slide below outlines the activity to students and the photographs show some of the outcomes which were used this week.
Gallery Walks or, as Steve Garnett called them, Pictures from Memory, is a great strategy if you have room and time to set up. This activity takes a little more time to set up compared with many other tasks from the Lazy Teacher strategy that I often use.
This lesson was for Year 7 students on the key features of a medieval village. The lesson began with a discussion on what they thought might be included in a medieval village. Then students were divided into pairs and gave themselves the title of A or B. The Galley Walk task was then outlined with person A going outside the classroom and looking at one of the 8 identical diagrams of a medieval village posted in the corridor for a minute. After a minute they would return to the classroom to their partner and then describe the diagram of the medieval village which person B would draw from the description – this would be time limited to one minute. This would be repeated 4 or 5 times with two students appointed as Learning Spies checking that no cheating was going on.
Once the drawing was finished, it would be marked in accordance to a mark scheme highlighted on the board. Then students would design a medieval village of their own based on what they have learned. Then a plenary based on the Learning Grids which allow for students to show their learning in lots of different ways.
These resources are designed for a GCSE or equivalent group. The focus of the lesson is the impact of the Great Depression on Germany covering the years 1929 to 1932. The main resource is a powerpoint presentation, on which there is a word cloud based starter, a presentation of the main information, an outline of the main activity, which involves students classifying information and reaching a judgement, with an extension task and a draw your brain and fill it activity. The accompanying worksheet covers the main task and has a table based sorting task.
One of my most popular posts on this blog is Learning Grids – A Question of Sport in your Lesson, which can be found through this link – https://jivespin.wordpress.com/?s=learning+grids. It is without doubt one of my favourite teaching activities and I love making them as well as getting my students to make their own as part of a revision process.
Today, I saw a new application of this wonderfully flexible resource on Twitter through Calderstones Music [@CaldiesMusic] – who are well worth following as are their sister Twitter account @CaldiesTandL. They used the activity by putting different plenaries in each square and for students to throw the dice twice to get a co-ordinate to reach a square and complete its plenary activity. Their example can be found below.
I thought this was a brilliant twist to a favourite strategy, so I decided to make my own for a Key Stage 3 class which I used this afternoon. It worked like a dream. My effort can be found below and can be used and amended. Just one note on Calderstones Music version – I LOVED the draw your own brain and fill it with what you have learned this lesson activity. Fantastic stuff!
This resource was inspired by Neil Smith’s The History Teacher’s Handbook, which is a very useful guide to key issues in teaching History. From this, I saw a resource that encouraged students to evaluate their own performance in mock examinations. In the days now when OFSTED are specifically looking at teachers creating a ‘learning dialogue’ with their students in their exercise books, this resource is another tool to create that ‘learning dialogue’ meaningfully and easily. The resource encourages students to record a breakdown of their exam result and then reflect on this by recording what they did well and what they need to improve upon. Based upon this, students then set themselves a target for each paper. For my students they will be able to do this by reading my comments on their marked work and from the mark scheme. Once completed, students sign them, you take them in and sign them to acknowledge that you have read them – I will add a comment by each target to approve or suggest amendment.