This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students highlight the positives and negatives of the New Deal. This can lead to judgment and priority activities, which are structured at the bottom of the lower ability sheet. I have also used it to lead to an overall debate on how successful the New Deal was. There is a higher ability sheet without the judgement sentences too, so that they must do their own wrting.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the outbreak of WWII. As an extension, students can use the cards to explain their thoughts on the most important reason for the outbreak of WWII, and apportion responsibility to the major nations involved. More able students have a differentiated resource which allows them to exemplify and explain each of the reasons given. Categories could include, but not be limited to: The Treaty of Versailles The League of Nations Hitler’s foreign policy It could be done as a venn diagram using the second sheet.

The powerpoint allows students to decide what was a Medieval belief in the spread of the Black Death, and what was a real cause. The worksheet allows students to decide what was: • Completely ineffective in stopping the spread of the Black Death • Of limited effect in stopping the spread of the Black Death • More effective in stopping the spread of the Black Death Students then explain one treatment that was effective, and why, then one treatment that was ineffective and why people did it anyway. More able students can extend themselves by explaining why people did not know the real causes, and the extent to which fear played a part in the disease’s treatment.

This is an activity to introduce Hitler’s foreign policy 1933-9. Hitler’s aims can be introduced by watching the video of his speech. Students can discuss what they think Hitler is likely to do to achieve what he talks about in the speech. Students make a graph of the actions that Hitler undertook. They plot them in chronological order (this can be done as a card sort), and decide which were political or military actions. There are two sheets for the actions, one in chronological order for less able students, one jumbled up for students to arrange (and possibly stick down? - If so, do the graph sheet on A3 for space reasons.) More able students can explain a turning point in the actions which made war inevitable at some point, and explain why other events led to war. They can also offer their thoughts on how Britain and France should have reacted to successfully avoid war.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the effects of the Blitz. Students can use the cards to explain their thoughts on the worst effects of the Blitz, and why the Blitz failed to break British morale. As an extension, students can choose either to write as a German or British journalist, explaining a one-sided point of view on the Blitz. Categories could include, but not be limited to: Fear Death Destruction of cities

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Britain and France pursued Appeasement. and why it was supported by the public. Students are then challenged to justify their decision on the most important of the reasons, and givew their own reactions to Appeasement, including the problems that it caused. Categories could include, but not be limited to: Political reasons Economic reasons Military reasons It can be done as a Venn diagram using the second sheet. As an extension, students can answer an exam-style question on Appeasement. (This will require a deeper understanding of Appeasement and its consequences.)

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Japan invaded Manchuria. Students are then challenged to justify their decision on the most important of the reasons, and give their own reactions to the Japanese invasion of Manchuria, evaluating the key reason and thoughts on the League’s role. Categories could include, but not be limited to: Manchuria (unique location / problems) Japan’s strength League members’ weakness Others It can be done as a Venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. This could be done as a group, paired or individual activity.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. AS an extension they then have a series of questions to answer to explain and justify their thoughts on the Japanese invasion and the lack of adequate response of the League. This is an excellent resource to stimulate debate of the Japanese and the League.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the US Government gained control of the Great Plains. Students can use the cards to explain their thoughts on which were more / less important reason for the US Government gaining control of the Great Plains. Categories could include, but not be limited to: Indian weakness US Government policy US Army strength Pioneers / settlers on the Plains As an extension, students can answer an exam-style question on the reasons for the he US Government gaining control of the Great Plains.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons why Germans supported Hitler. Students can watch the clip to get a feel for what Hitler felt about other countries compared to Germany. Students can use the cards to explain their thoughts on whether they would have voted for Hitler, and why Hitler wanted the support of these different groups of people Categories could include, but not be limited to: Workers and families Business / farm owners Soldiers Nationalists As an extension, students can choose either to write as a German or foreigner, explaining a one-sided argument of why Hitler gained such support.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the Mormons were successful migrants. Students can use the cards to explain their thoughts on the importance of successes on the journey and on arrival at the Great Salt Lake. Categories could include, but not be limited to: Personality of Brigham Young Organisation Statehood As an extension, students can answer an exam-style question on the reasons for the Mormons’ success.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the Plains Indians were considered savage by white Americans. Students can define the word savage and more able students can think of synonyms. Students can use the cards to explain their thoughts on which were more / less important reasons for the Plains Indians being considered savage by white Americans. Categories could include, but not be limited to: Religion Lifestyle Governance As an extension, students can answer an exam-style question on the reasons for the Plains Indians being considered savage by white Americans.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that the Plains Indians were assimilated on reservations. Students can use the cards to explain their thoughts on which were more / less restricting effects of the reservations. More able students can prioritise reasons for the Indians ending up on reservations. Categories could include, but not be limited to: Religion Lifestyle Governance Health / nutrition

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. They then have a series of questions to answer to explain and justify their thoughts on the reactions of Hitler and Chamberlain. It finishes with an exam-style question for the new GCSE spec.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the Medieval regression in medicine. More able students can use the cards to explain their thoughts on the most important reason for the Medieval regression in medicine, and suggest reasons why the period saw some progress in surgery. At the end, they are challenged to make a hypothesis for life expectancy in the period, which can be returned to in a later lesson. Categories could include, but not be limited to: War Communication Religion It could be done as a venn diagram using the second sheet.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the American entry to WWII. More able students can use the cards to explain their thoughts on the most important reason for the American entry to WWII, and decide how important Pearl Harbour was. Categories could include, but not be limited to: Pearl Harbour and aftermath USA’s desire to help allies Political desire to join the war Nazi aggression It could be done as a venn diagram using the second sheet.

The white SHP USA 1919-45 textbook is needed for this activity. It is great for lesson observations. You will need to photocopy the pages about the Red Scare, cut out the three sections, and collate them. Place appropriate numbers of each of three 3 sections around the room, and label each section A-C. Students go into groups of three. They assign themselves a letter A-C. They can fill out about a third of the sheet. When they have done all they are able to, they go back into their original group and share answers. Use the powerpoint to support, and introduce debate on Billy Sunday.

A resource for students to compare and contrast the lives of Hitler and Stalin. I use it as an introduction to sixth form units, or with high-ability year 9s. There are definitions of key words to help with literacy, and information sheets on aspects of the lives of Hitler and Stalin. Students read the information, either displayed around the room or printed off as handouts. They fill in the table of information about each character, and then complete the similarites and differences section.

This card sort allows students to judge the good and bad parts of life for African American soldiers. Students can split the cards into advantages and disadvantages. They can decide on categories for the factors - such as army life, families, money. More able students can explain the best and worst features of life for African American soldiers. they can use the video to explain what happened in the Civil War.