In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The repeal of the Corn Laws in 1846, was a major turning point in British History. At the heart of the debate on their repeal was what role should the government play in society, should it govern in the interests of the landed elite or in the majority?The Prime Minister, Sir Robert Peel took the decision to put ‘Country before Party’ and enlisted the help of the Duke of Wellington to help force it through Parliament as his last act before retiring from politics. The debate over the Corn Laws was fierce both inside and out of Parliament with the Anti-Corn Law League pushing for a ‘Free Trade’ policy in the hope of reducing tarriffs to help the poor. The ‘Protectionist’ or ‘Free Trade’ argument has divided British politics ever since and was at the heart of the Brexit debate. Due to the complexities to the debate surrounding the Corn Laws, they are rarely studied at KS3, but this outstanding lesson, which has been field tested and refined in the classroom cleverly reduces the key issues to understandable bitesizes. The core task revolves around a card sort which gets students to sort through arguments both for and against the Corn Laws. The PowerPoint been designed to support the card sort provides information slides, sources, video links, tasks to not only help provide some fun and engaging activities for your students, but deepen and extend their understanding. When you purchase this resource you will be able to download a one page Word Document which contains a learning objective, instruction for the card sort, two heading cards and 18 information cards to be sorted under them. I have also provided this as a PDF file. You will also also be able to download a 20 slide supporting PowerPoint which contains two optional starters, information slides, video links, tasks and activities. These activities include a speech writing activity for either Sir Robert Peel advocating the Corn Laws or an MP opposing their abolition. This is backed up with a peer review sheets and guidance on how to write a persuasive speech. Alternatively, you could set your students the extended writing task to explain why the Corn Laws were repealed. I have also included several plenaries that you can choose from including a thinking skills review triangle activity. For more information please review the preview. This lesson is aimed at higher ability KS3 students but is also suitable for students studying this topic at GCSE or A Level. The aims and objectives are: Theme: Popular Protest in the 19th Century Know: Why were the Corn Laws introduced in 1804? Understand: Why did the Anti-Corn Law League want them repealed? Evaluate: Why were the Corn Laws abolished in 1846? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why were the Corn Laws and introduced? Explain: Why the Anti-Corn Law League wanted to abolish them? Analyse: Why were the Corn Laws abolished in 1846? Kind Regards Roy

The debate on whether the government should nationalise certain parts of British Industry is a controversial topic. In the UK, public ownership has always been a tool to pick up the economic and social pieces after the private sector failed spectacularly. The 1945, the Labour government nationalised coal, the railways, and steel. But the main reason for state control over heavy industry was to rectify decades of deliberate under-investment by their owners. In other words, the taxpayer came to the rescue of private capital as in the case of the Banking Crisis in 2008. This outstanding resource is designed to help students sort through some of the arguments for and against both nationalisation and competition in the private sector. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The heading cards are labeled ‘Public Ownership is Good’ and ‘Privitisation is Better.’ However, these could easily be edited and labeled Arguments for Nationalisation’ and ‘Arguments Against’, depending upon the ability of your class. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. The aims of this lesson / activity are: Theme: Economic Understanding Know:What is the difference between a nationalised and privitised industry? Understand: What are the arguments for and against nationalisations? Evaluate: Should the government nationalise parts of the British economy? WILF - What am I Looking For? Identify and describe - the difference between a nationalised and privitised industry? Explain - What are the arguments for and against nationalisations? Analyse -Should the government nationalise parts of the British economy? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive resource is designed to help students revise the USA during the age of prosperity in the 1920s. Dingbats are interactive flashcards designed to help students focus on key terms and facts, transforming revision into a social and enjoyable experience. With Dingbats, say goodbye to solitary studying! They encourage teamwork and peer assessment, making learning more engaging. Regular use, combined with the strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster essential connections for exam success. These flashcards are perfect for starter activities, serving as a fun game at the beginning of a lesson or a mini plenary to assess understanding or reinforce learning. Their versatility allows them to be included in revision booklets or printed on cards for easy storage in students’ pockets or envelopes. Additionally, students can use them independently for their own revision. Upon downloading this lesson, you’ll access a Word document featuring Dingbats for the USA in the 1920s, along with an 18-slide PowerPoint detailing how to utilize them effectively. Game 1 involves one player reading key words while the other guesses the topic, enhancing memory recall. Game 2 challenges players to describe the topic without using key words, making it more difficult. Other fun and competitive activities like Pictionary and Charades are also included. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating your own Dingbats, supported by suggested homework tasks. Both documents are available as PDFs for easy printing and sharing. Aims and Objectives of the Lesson: Theme: USA 1919 - 1929 Know: How to use Dingbats and flashcards for revision Understand: Various card games that can be played Evaluate: The effectiveness of these methods for revision Skills: Revision techniques, competition, and collaboration WILF – What Am I Looking For? Describe: How to use Dingbats and flashcards for revision Explain: Different revision techniques applicable with Dingbats Evaluate: The most effective strategies for your learning needs If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the problems facing farmers and how successful the Agricultural Adjustment Administration was at solving them. When you buy this resource you will receive a card sort and a twenty three slide PowerPoint that includes information, sources, links to video clips and eight activities. Activity 1 is a snowballing starter. Activity 2 is based around a class discussion of FDR’s inauguration speech the aims of the New Deal. Activity 3 is a discussions around an animated diagram about how consumer fear was undermining the US economy and making unemployment worse. Activity 4 looks at ‘pump priming’ and why certain groups opposed it and is linked to a source analysis question. Activity 5 is based around a class or pair discussion about a key quote by FDR on the role of agriculture in the recovery. Activity 6 looks at the achievements of the AAA and gets students to think about why some groups would oppose its work. Activity 7 gets students to evaluate how successful the AAA was at increasing farm prices, whilst activity 8 is based around the card sort that gets students to evaluate how successful the AAA was a solving the problems facing US farmers. Finally, activity 9 is a cartoon source analysis and includes an student mark scheme. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the AAA try to help the problems facing farmers? Evaluate: How successful was the AAA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the AAA try and help farmers? Analyse: How successful was the New Deal 1933 – 1939? This resource is designed as a teaching aid. It is supplied in Microsoft PowerPoint and can be fully edited and customised for your students. It would also make a great teaching resource. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is designed to help students understand the lives of American cowboys. It focuses on the clothes and equipment that they used to help them survive their everyday challenges. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter of the key words, a labeling exercise to test students prior knowledge, information slides and instructions on how to complete the accompanying card sort and peer assess it. I have also embedded several video clips to illustrate how the equipment was used. The word document includes all the cards with both the names and the descriptions of the clothes and equipment worn by cowboys to be correctly sorted. The aims and objectives of the lesson are: Theme: The American West Know: What equipment did a cowboy use to do his job? Understand: How did cowboys use their equipment? Evaluate: How successfully did cowboys adapt to their environment? WILF: What Am I Looking For? Identify & describe: The equipment carried by cowboys Explain: How was each piece of equipment used? Analyse: Begin to come to a judgement on how successfully cowboys adapted to their environment? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources look at a key turning point in both British history. They have been tried, tested and adapted over the past 25 years. You may have come across an earlier version on other website’s, but these have been fully updated, interactive and designed to promote debate, discussion and opportunities for AFL. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the railways 1840 - 1900? Explain: The impact of the railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? The PowerPoint includes ten activities which can be customised for your students, including the card sort activity that I have also included in this package. In addition, the PP includes 15 information slides that are linked to the activities. Activity 1 is a simple snowing balling starter using the key words. Activity 2 is an alternative starter centered around two images of the ancient world and a picture of the building of the railways and asks which one required the greatest achievement using muscle power alone? Activity 3 is designed around some map work looking at the impact of the railways on the environment and landscape. Activity 4, is focused around the economic impact of the railways and the jobs they created in other industries. Activities 5 and 6 are numeracy tasks that get students to calculate how much businessmen could save transporting goods by railways in todays money - all calculations / answers are included. Activity 7, looks at the impact of the railways had on literature and culture. The rest of the PP includes the card sort activity and as well as the extended writing and pupil mark scheme, which could be used for peer assessment if you wish. As with all my resources they are designed to engage and provide students with steps to access the higher grades. This is reflected in the prompts that have included both in the card sort and the extended writing task / essay for their assessment. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal. Kind Regards Roy

This outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the controversy within FDR's government surrounding the setting up of the Works Progress Administration. When you buy this resource you will receive a twenty four slide PowerPoint that includes information, sources and ten activities. Activity 1 is a snowballing starter; Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal; Activity 3 is a discussions around an animate diagram about how consumer fear was undermining the US economy and making unemployment worse; Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question; Activity 5 gets students to evaluate some of the jobs created by the CWA and decide if they were boondoggles and Activity 6 aims to get students to explain how the PWA tried to help the unemployed. Activity 7 is a source analysis question which aims to get students to assess the short comings of the PWA. This could be adapted to an exam style question. I have provided a pupil mark scheme that could be easily adapted to suit your own exam board. Activity 8 asks students to evaluate whether the jobs created by the WPA were 'boondoggles', whilst activity 9 aims to get students to copy down the diagram about the achievements of the WPA and improve it after watching a media clip. Activity 10 is based around a class discussion on whether Harold Ickes or Harry Hopkins was right and includes quotes by historians to help fuel the debate. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the WPA try to help the unemployed? Evaluate: How successful was the WPA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the WPA try and help the unemployed? Analyse: How successful was the New Deal 1933 – 1939? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the role played the Civilian Conservation Corps. This lesson is one of a series looking in detail at the role played by each of the New Deal alphabet agencies. It is designed to be a case study so there is some overlap if you have bought some of the other resources. However, if you have then you will already know the high standards that we set ourselves at the History Academy when we create our resources. When you buy this resource you will download a PowerPoint with twenty two slides that include information, sources, links to video clips and nine activities. Activity 1 is a snowballing starter. Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal. Activity 3 is a discussions around an animated diagram about how consumer fear was undermining the US economy and making unemployment worse. Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question. Activity 5 is based around a class or pair discussion about a key quote by the historian John Salmond about the aims of the CCC. Activity 6 looks at the important questions about why FDR made helping young men and the environment a top personal priority. Activity 7 is source analysis question based around how the CCC aimed to help young men, whilst activity 8 is designed to get students to review two sources and two short video clips to help them evaluate how successful the CCC was at achieving its core aims. Finally, activity 9 rounds the lesson off by reviewing the good and bad points of working in the CCC. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the CCC try to help young men and the environment? Evaluate: How successful was the CCC? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the CCC try and help young men and the environment? Analyse: How successful was the New Deal 1933 – 1939? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These resources look at the key reasons why the US economy boomed in the 1920s. I've included a PowerPoint, two worksheets and some revision / dingbat cards on the key features of the USA in the 1920s. Woven into the fabric of the PowerPoint and worksheets are two past paper questions which can be easily adapted to suit your assessment criteria. Both the PowerPoint and the worksheets focus on the key role played by the car industry in stimulating demand and pioneering mass production techniques. These resources are ideal for foundation and core students and include a range of DART stratedgies including a mix of true and false statements, missing word as well as traditional digging deeper questions. The learning objectives are as follows: Theme: Why did the US Economy Boom in the 1920s? Know: Who was Henry Ford and why was he so successful? Understand: How did assembly lines, unskilled workers and standardisation help to cut production costs? Evaluate: How did car production contribute to the US Boom and the cycle of prosperity? WILF – What Am I Looking For? Identify / Describe: Who was Henry Ford and why was his ‘Tin Lizzy’ so popular? Explain: How did mass production techniques cut production cost? Analyse: Come to a judgement on how far the car industry contributed to the US Boom? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The aim of these bundled resource is explain what problems US farmers faced to get students to assess why they didn't share in the prosperity in the 1920s, The aims and objects are as follows: Theme: Dark side of the US boom in the 1920s Know: What problems faced farmers in the 1920s? Understand: What impact did Republican policies & mass production have on farmers? Evaluate: How far were the problems of US farmers caused by government policies? WILF: What Am I Looking For? Identify / describe: What problems faced farmers in 20s? Explain: The impact of government policies and mass production on the price of farming produce? Analyse: Which was the most significant problem? Both resources contain activities for core and able students as well as past paper questions for the OCR examination board (Oxford & Cambridge). These can be easily adapted to suit your own assessment criteria. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson covers the period from the Coal Mines Act of 1842 to just before the Miners’ Strike in 1984. It is designed to providing an overview of how the working conditions of miners changed for either KS3 or KS4 class. The topics covered include the reforms introduced by the 1842 Coal Mines Act, the formation of the first trade union in 1889, the General Strike of 1926, Nationalisation, the formation on both the NCB and the NUM in 1946 and the 1972 strike which brought down Edward Heath’s Conservative government. This lesson follows on from looking at conditions in the coal mines in the 18th & 19th Centuries and would serve as a good introduction to the Miners’ Strike. When you purchase this lesson you will be able to download a 27 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. Please look at the sample preview for further information. The aims and objectives of this lesson are: Theme: Coal Mining in Britain Know: What changes were made to the coal industry in 1842? Understand: How did unions improve working conditions? Evaluate: Why had working conditions for miners improved by 1984? Skills: Source Analysis, Cause, Change & Continuity WILF – What Am I Looking For? Can You Describe: What changes were made to the coal industry in 1842? Can You Explain: How did unions try to help improve working conditions? Can You Create: A timeline showing the key changes to coal mining before 1984 If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This market place activity on ‘Coal Mining before 1984’ covers the period from just before the Coal iInes Act in 1842 to just before the Miners’ Strike in 1984. It is designed to be fun and interactive and get pupils cooperating and moving around the classroom, whilst providing an overview of the changes to miners working conditions. The topics covered include the reforms introduced by the 1842 Coal Mines Act, the formation of the first trade union, the General Strike, Nationalisation, the formation on both the NCB and the NUM and the 1972 strike which brought down Edward Heath’s Conservative government. This lesson is aimed at students in KS3 and KS4 and follows on from looking at conditions in the coal mines in the 18th & 19th Centuries and would serve as a good introduction to the Miners’ Strike. This lesson is aimed at KS3 and was designed originally for a middle ability Year 9 class, but it is also suitable for KS4 students studying modern Britain. In addition to the market place activity, we have included a range of different activities that you can sellect for your classes from knowledge recall questions, heads and tails timeline, missing words, word search, knowledge quizzes, review triangles and an essay question along with supporting activities and templates. When you purchase this resource you will be able to download a 29 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded the wordsearch as a PDF. Please look at the sample preview for further information. The aims and objectives of this lesson are: If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These tried and tested resource looks at one of the most amazing feats of the modern age, the building of the railways in Victorian Britain. The accomplishment of the navvies, often overlooked in history, rivals that of the pyramid builders and those who built the Great Wall of China. This resource is part of a series that have been written on the Transport Revolution. It follows on from the birth of the railways, but can be sued a stand alone resource. The PowerPoint is design to support the worksheet, but can be used independently. The activities are designed to appeal to a wide range of learners. There are five activities in the PowerPoint including, a snowballing starter of the key words, a class debate, heads and tails, labelling exercise and a word search. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: What problems faced engineers whilst building the railways? Understand: How did engineers overcome the shape of the land? Evaluate: Why did the railways rapidly grow from 1850 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: how railway engineers built the railways? Explain: How railway engineers overcame the shape of the land? Analyse: Begin to come to a judgement on why the railways expanded rapidly between 1850 – 1900? The PowerPoint also includes some links to some amazing videos on You Tube. Please remember that the PP must be in show mode in order for the hyperlink to work. Anyway, have fun with this lesson. My students always love it. Its fully customisable as everything in provided in Microsoft documents. You may want to include some local examples of viaducts, cuttings, embankments if you want to contextualise the learning to your local environment. Kind Regards Roy

This great resource is designed to help students understand the reasons for the development and then decline of Cattle Ranching in the American West. The aims and objectives are: Theme: The American West Know: How did cattle ranching decline in the American West? Understand: What factors contributed to cattle ranching success and decline? Evaluate: Why did cattle ranching decline in the American West? WILF: What Am I Looking For? Identify and describe: Why cattle ranching developed and then declined? Explain: What factors helped cattle ranching to develop and then decline? Analyse: Begin to come to a judgement on which factors were the most important? The resources come in the form of a PowerPoint and a card sort with a separate answer sheet. There are five activities in this lesson which are aimed for students of all abilities. Activity 1 is a snowballing starter using the keywords. Full instructions included. Activity 2 is a review activity designed to test students prior knowledge. They are given 5 factors why the cattle industry developed and are then expected to write a sentence explaining why they think it would help it to develop. Activity 3, builds upon Activity 2 by getting students to improve their answers in (purple pen) after having reviewed 5 slides explaining why the cattle industry developed. I have built some additional discussion questions into these slides to help students connect their learning with some of the reasons why the industry later declines. Activities 4 - 7, deal with the decline of the industry. Activity 4 is a summary exercise, whilst Activity 5 is a card sort. Once students have reviewed the information, they are expected to sort the cards to create 5 PEE's paragraphs explaining why Cattle Ranching declined. I have supplied a colour coded answer sheet to display onto the IWB to help students review their answers. Activity 6, is a past paper question with built in structure and support on 'The disastrous winter of 1886-87 was the most important reason for the end of the open range’. How far do you agree with this statement? The final activity provides students with an AFL student mark scheme to help them peer assess their answers. As with all my resources, they are produced to a high standard and are designed to be interactive. Have fun and if you like this lesson, check out some of my other resource bundles. Kind Regards Roy

This outstanding resource which I have used many times over the past 25 years in one shape or another during lesson observations with Ofsted and or LEA advisors. It forms part of a series that I have uploaded to the TES on the Transport Revolution 1750 - 1900. This particular resources focus on the birth of the railways up to the period known as 'Railway Mania' in the 1850s. The PowerPoint includes aims, objectives, starters and three activities that are accessible to a wide spectrum of learners. These activities include a snowballing starter of the key words, a heads and tails activity as well as a thinking skills review triangle activity on what were the most important steps / inventions to the birth of the railways. The PowerPoint also contains a number of linked in video clips and animated steam engines. I would like to add that I am not a train spotter, but I've always found that my students, especially the boys have thoroughly enjoyed this topic so put the fun back into the industrial revolution by looking a few machines rather than just focusing on social history. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: Why were the important steps to the introduction of the steam locomotive? Understand: What were the causes of ‘Railway Mania’? Evaluate: Why did the railways rapidly grow from 1830 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key inventions that were necessary for the invention of the locomotive? Explain: What was ‘Railway Mania’? Analyse: Begin to come to a judgement on which factor to the introduction of the railways? Anyway, have fun with this resource. They are full editable. If you like it, then please check out some of my other resources on the building of the railway and their impact of the economy. Kind Regards Roy

This great little resource has never failed to help my students understand the social, economic and political effects of the Great Depression on the USA, 1929 - 1932. It makes a great little starter or mini plenary to a lesson on this topic. I’ve provided it in word so you can easily adapt it to suit the needs of your students. Aims and Objectives Theme: Why did FDR defeat HH in the Presidential Election in 1932? Know: What effects did the Great Depression have on the USA? Understand: what were the social, economic and political effects of the depression? Evaluate: Why did President Hoover become increasingly unpopular? WILF - What Am I Looking For? Identify and describe: What were the effects of the Great Depression? Explain: Which effects were economic, social or political? Analyse: Link the effects of the Great Depression together to help explain why HH became more unpopular with the American people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource has been designed to help students understand the first hundred days of FDR’s Presidency and how he tackled the underlying causes of the Depression. This resource is suitable for GCSE, but can also be used to give a broad outline A Level students. The PowerPoint includes aims & objectives, differentiated outcomes, a snowballing starter and information slides on the aims of the New Deal, the Spiral of Depression, FDR’s inauguration speech, Bank Act, Beer Act, Fireside Chats and of course the Alphabet Agencies. I’ve also built in a number of tasks and activities around various sources and video clips as well as several animated diagrams to help explain some of the more difficult economic concepts such as ‘The Spiral of Depression’ and ‘Pump Priming.’ The main task is to complete a review sheet on the action that FDR took during his first 100 days and decide whether his government was providing relief, recovery or reform. To support this activity, I have also produced an information sheet, which can printed off from the PP, on the Alphabet Agencies. The plenary activity includes a source analysis task on the usefulness of a political cartoon on the Fireside Chats. Different exam board syllabuses look at the Alphabet Agencies in varying degrees of depth. This PowerPoint will provide a good introduction to the work of each agency, please check my shop for more detailed in depth lessons on the work of each alphabet agency. The aims and objectives of this lesson are: Theme: The New Deal 1933 – 1945 Know: What steps did FDR take to end the Depression in his first 100 days? Understand: What were the aims of the New Deal? Evaluate: How far did the New Deal provide Relief, Recovery & Reform? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: What were the aims of the New Deal? Analyse: How successful were the first hundred days of FDR’s Presidency? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut the cards out, they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy