Describes the structure of the US government and the difference between state and federal laws.

If you are using this bundle and are looking for Lesson 8, it is the lesson entitled 'Red Scare'. Apologies this is not more clearly labelled. I'm uploading this lesson for free because the bulk of the lesson I taught on it was me drawing a flow diagram of the wall street crash and students making their own diagrams. There is a good clip though with a summary attached. ALL will understand that the Wall Street Crash resulted from the boom years of the 1920s, will also be able to describe the effects of the WSC MOST Will understand the relationship between the boom and the bust and explain the effects of the WSC SOME Will be able to analyse aspects of both the boom and bust to identify where ideas of isolationism and laissez-faire had contributed to the crisis.

This resource is essentially just a link to an external website. I have uploaded it because it forms the fourth lesson of my scheme of work, but is not my creation so of course it needs to be a free upload. My Hastings lesson is also free if you want to try out a more substantial resource of mine and if you like this style of teaching, please have a look at the full scheme of work in my shop. All I will say about this is you will read it through and be daunted, no doubt your year 7 class are new to you and new to the school, and possibly just a little crazy. But take a risk and give it a go! The more you make this a pantomime, the more fun it is and the more memorable it is for students.

This is an active lesson which borrows heavily from thinkinghistory.com and their re-enactment instructions http://thinkinghistory.co.uk/ActivityBase/BattleofHastings.html I have provided the resources I use before and after the re-enactment; weighing up the advantages of each side, a quick paragraph on who is most likely to win, the re-enactment itself and then the news report with NC level success criteria. Lovely lovely lesson, works well as part of my Hastings Scheme of Work that you can find in my shop.

I attended a lecture with my year 12 and took these notes which I then typed up into a resource for them to use. There were lots of facts that weren't covered in any of the textbooks so this is a useful resource to read over before planning a lesson on this topic. Please review if this was useful.

A complete lesson - ready to go if you’re in a hurry, or full of tasks to pick and choose from if you have time to personalise this for your class. All resources included on the Power Point to make it easy to access and print the necessary parts. Aims to cover these objectives: * To understand how segregation came about * To give detailed descriptions of segregation * To explain the attitudes towards race that made segregation so pervasive * To predict the challenges faced by civil rights campaigners Includes a variety of tasks, classroom discussion with additional information for the teacher to support questioning, group work task with opportunity for students to move and a 7 minute clip of a primary source for students to evaluate. Includes ideas for differentiation for each task and so is suitable as a stand alone resource for KS 3 and KS 4, a great intro to the topic for KS 5 but would need to be accompanied by a textbook on the topic to support the research task. Originally designed to support teaching of Edexcel AS Level D5 Civil Rights module.

Edexcel A Level Paper 1 Option F: In search of the American Dream: the USA 1917-1996 This lesson is an introduction to the course, it gives the teacher an idea of what students already know about the USA and gives a snapshot of what the USA is like at the moment. There are also slides on the structure of the US government, but I usually give my own description with the slides as illustrations. - Students name US states - Students use own tech and existing knowledge to answer general knowledge questions - homework which asks students to find an existing article about the USA today - slides on structure of government

Edexcel Paper 1, Option F: In search of the American Dream LESSON 2 What is the American Dream? Follow on from the intro lesson, this lesson uses the homework students were set in the first lesson as a task in this lesson. You could just print off some articles about the US in the news though and students could use those instead. - Students identify themes in the news articles - definitions of the American dream used and discussed as a basis for finding a class definition

Students analyse change using continuum bars. will also need previous learning on previous Presidents (Wilson onwards) and a textbook to refer to on Roosevelt's presidency. The 'Edexcel Paper 1: Searching for rights and freedoms in the 20th century' is what I use. Tasks include: chronological placing of Presidents recall of previous facts learned about that President an examination of FDR from the textbook completing the worksheet on the continuum of change

You need a textbook resource on the New Deal, or access to internet research for students to complete one of the tasks in this lesson. They just need basic information on the provisions of the new deal so they can summarise individual elements such as the NRA for each other. Learning Outcomes ALL Will be able to recall key facts about the New Deal MOST Will be able to explain how the New Deal helped the economy SOME Will be able to analyse the extent to which the New Deal altered the Presidency Lesson includes: Source analysis of a political cartoon Student paired research Student paired presentations individual students select evidence to support the point that the New Deal changed the Presidency in its relationship with Congress and business.

This game gives students the chance to be a boy in the Hitler youth following the Nazi policies. Board spaces are either events such as reading aloud from Mein Kampf, or questions from the sheet provided to test students knowledge, allowing them either to move forwards or remain. Great consolidation game for KS3 and KS4, especially when revision pressure starts! Thanks to Paul Durnall who gave me this.

ALL Will be able to describe why Hoover didn’t win MOST Will be able to identify detailed and relevant material to support their points SOME Will be able to analyse the factors to show how they are connected This lesson includes differentiated questions on the values and promises of Franklin D Roosevelt compared with the disaster Presidency of Hoover. Students will either need the textbook for this, or another resource on the Bonus Army.

This is a great game for introducing numeracy into a history topic. Students work their way around a Roman Empire trading map and at each port they are offered opportunities to trade goods that the Romans would have traded, for denarii. Once they get to the next port, they flip a coin or roll a dice to find out what price they receive for their goods, then they have options to buy more goods of a different time and move on to the next port to find out what their luck brings. The accountancy sheet helps them to keep track of their money, they will need counters to indicate their position on the map and coins and a dice to help them work out what happens with their products. As mentioned, this game is great for numeracy, but also in giving students an idea of the scope of the Roman Empire and how trade opportunities were increased by the stability offered by the Empire. Perfect for KS3, but not too tough for the top end of KS2. Many thanks to Paul Durnall who gave me this.

All necessary resources included, this lesson includes a music based starter, questions on a British Pathe clip, a cart sort exercise, a structured literary task and a guided research homework task that asks them to assess the prediction they made in the plenary. The big question that students can answer following this lesson is 'Why did people migrate to Britain after the Second World War?' The lesson covers both push and pull factors and examines why Britain wanted immigrants to come in the first place. Lesson Objectives: ALL: Will be able to identify reasons why Britain wanted immigrants and why people in the West Indies wanted to emigrate MOST: Will be able to describe the push and pull factors and come to a conclusion as to why people migrated in the 1950’s SOME: Will be able to bring their ideas together to explain why so many people migrated in the 1950’s and predict what effect this might have on communities in the UK Suitable for all KS3, HA KS2 or LA KS4 All activities are differentiated and resourced, this lesson can be a standalone lesson or part of a series of lessons on either migration, race or post war recontstruction.

Too often do year 7 arrive in my classroom having learned the basics of the 1664 plague at primary school and so thinking they already know about the 1348 plague as the symptoms were the same. This creative writing task and role play revitalises what can for some students be a surprisingly well trodden topic. NB: Primary school teachers - this task is equally appropriate for KS2 when covering the 1664 plague, although I imagine you will want to add more structure to the writing task. Melton Task: Students will write a short story detailing the events in the fictional village of Melton when the Plague arrives. The story will be in three distinct stages that are already prestructured for students: What happens when the Black Death reaches Melton, how the villagers respond and what happens to the survivors. Melton Background - this is the beginning of the story, or the prelude. You can get students to read this, read it too them or do a 'knock and read' to keep students following along. (This is where you begin to read and circle the room, knock on the table of a student you want to read next, then keep walking and knocking so as many as possible get to read. the uncertainty of knowing who is next makes all students keep up with the reading in front of them.) Melton Role Play - the second part of the play asks students to detail a discussion the villagers might have had in the village church when they knew what they were up against. This task allows students to role play in groups, you will want to prompt them to be finding solutions - what 'cures' were on offer? What did people believe caused the Black Death? Finally students will write up their story, most likely they will do this for homework. There is great potential for you to use your own success criteria to generate a relatively painless level for this work. Thanks to Paul Durnall who gave me these.

Teaching the feudal system is not the most exciting lesson, so I have turned this one on its head. Students spend the lesson preparing to teach the feudal system to their parents/guardians at home, using the facts they can gain from the lesson. They know this at the outset, have the feudal system explained to them and have 20 minutes to prepare their 'mini lesson' during their history lesson. I have several slides explaining the feudal system with cartoon pictures in colour to liven things up, then you have a class discussion about the homework. Ask them about their favourite lessons and what kind of activities the teachers had them doing. I've put loads of suggestions for this on the PowerPoint and the best thing about this lesson is that there is absolutely no marking! Parents fill in a feedback sheet for the homework and all you need to do is smile and say well done - the parents have marked them for you! Learning Objectives covered here: ALL: Will be able to describe the feudal system MOST: Will be able to explain the relationships between each level SOME: Will be able to explain how this would help William to keep control over his new country. Bonus material - a colouring in sheet of the feudal system. Not bad cover if you got them to colour and then annotate it.

This lesson is an introduction to the basic issues that Martin Luther had with the Catholic church. It touches on the central role of the priest, indulgences and the financial profligacy of the church. There is one task that uses a page from the SHP Year 7 textbook, but most textbooks will have a page to help answer the question 'what were the main differences between Protestants and Catholics?' This is the question that students use the page to answer, so if you have a similar resource then this lesson is still good for you. Here are the lesson objectives this lesson is designed to satisfy: ALL: Will be able to identify differences between the Catholic and Protestant Churches MOST: Will be able to explain the differences based on what the Protestants protested about SOME: Will be able to make supported inferences about why some people were unhappy with the Catholic church

This lesson contains an essay structure for this question: Were Republican ideas the main reason for the fact that there was a Republican president and a Republican majority in Congress in the years 1921-1931? The lesson is centred around helping students to feel confident to have a go at this.

This follows on from lesson 5 which introduces students to the ideas of isolationism, normalcy and rugged individualism. It aims to achieve these outcomes: ALL will be able to explain why the American public admired Republican ideas at this time. MOST will be able to relate these to ideas of ‘normalcy’,’isolationism’ and ‘rugged individualism and explain how the three Republican presidents used these ideas. SOME Will be able to support their answer on the appeal of Republicanism with context from the 1920’s. The lesson includes a clip with questions for students to discuss, a colour coding card sort activity, a paragraph which they use to highlight evidence, a homework sheet on Harding and Coolidge and a worksheet to focus the lesson activities.

This PowerPoint includes all of the resources to run either a single, or a double lesson on Mansa Musa. It is aimed at Year 7 and provides support for students working between L3 and L6 on the old NC Levels. Lesson objectives: L3 - To identify facts about Medieval Mali and Mansa Musa L4 - To describe Medieval Mali and Mansa Musa L5 - To make inferences from sources about Medieval Mali and Mansa Musa L6 - To explain what Medieval Mali and Mansa Musa would seem like to a time traveller, drawing inferences from sources to support their points. Activities include: * A task where students work in pairs, one looks at an image and describes it to his/her partner. The partner draws the image. * Fact generation, teacher models how to get facts from the source, students compete. * Using written sources to gather information * Creating a Time Traveller's Guide to Medieval Mali