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.

A resource for younger or lower-ability students. Students arrange events into chronological order. They then decide which were the causes, events and consequences of the fire. They explain why the fire spread so quickly by writing sentences about aspects of London in September 1666. Finally they decide whether to write an article or make a storyboard of the events (presented in activity 1) in the fire.

A card sort to show the events which led to the outbreak of the Civil War in 1642. This is a very flexible activity and can be used with all abilities. Students can decide which causes fit into each of the three categories - political, economic and religious (these are defined on the sheet). Students can use more than one colour for any that overlap categories. Students can also decide which were the fault of the king, and which were the fault of Parliament. More able students can categorise the long- and short-term causes. Students are invited to make and explain judgments on the most important causes, and on whether the King or Parliament was to blame. This can be used as the base for a piece of extended writing. The card sort can be done as a venn diagram using the second sheet.

This is a worksheet which allows students to explain the consequences of the action of the Little Rock Nine. Students have a bank of phrases to help them give explanations of the success / problems caused by the Little Rock affair.

An interactive decision-making sheet for students to fill in. They place themselves in the position of Boudicca, 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. They can then fill in what really happened This could be done as a group, paired or individual activity.

This is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.

A chronology activity for events of the Montgomery Bus Boycott. It can ether be done as a numbering activity, or as a card sort. Each description is numbered, at present, for teacher's ease of reading. Remember to tipp-ex out the numbers before use. There is a differentiated sheet for lower-ability students.

This PowerPoint allows teachers to show students some of the goods, ideas and knowledge that retuned to Europe from the Holy Land. The details on the third slide can be brought up on the whiteboard one by one for students to fill in to their own copy of the table, or the slide can be printed and used as a cut and stick.

This is a card sort designed to allow students to categorise and prioritise reasons that Henry VIII made the Break with Rome. More able students can use the cards to explain their thoughts on the most important reason for the Break. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort designed to allow students to categorise and prioritise reasons that the Peasants’ Revolt started. More able students can use the cards to explain their thoughts on the most important reason for the revolt. It could be done as a venn diagram using the second sheet.

A resource for GSCE students studying the Prohibition era in the USA. There are two cards sorts, one one why Prohibition was introduced, and one for why it was repealed. The repeal card sort is best done as a diamond 9 activity. Categories could include, but not be limited to: corruption, violence, crime, alcohol, the public.

This is a resource which can be used as a colour-coded worksheet or a card sort. There are differentiated resources for the ore and lower-ability students. Students are asked to identify changes for the better and for the worse. They must then categorise changes as work, daily life, crime and government/voting. There are extension questions for students to make judgement on the best and worse changes, and an overall judgement. There is a summary of the positive and negative changes, with key words marked in red.

This is a cut and stick activity. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a whole-lesson on Martin Luther King. it contains a link to the 'I have a Dream' speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King's significance. Students finish by considering the effect of non-peaceful protest.