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. 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. 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. 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

These two work sheets are great for foundation and core students. They look at the main reasosn why the economy boomed and the role played by car industry in stimulating demand and kick starting the cycle of prosperity. The tasks and activities include missing word activities, true and false statements as well as straight forward exam style questions. Before purchasing, please look at the combo of resources that I have put together including PowerPoints and Dingbats. It might save you some money! 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 Kind Regards Roy

These revision cards cover all the key factors that you will need to know about the USA in the 1920s. If you are looking for a fun, interactive revision game that can be used as a starter or plenary, then this resource for you! It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 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

The aim of this 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? The resource begins by setting out the aims and objects. The starter is a snowballing activity, instructions included. The first part of the presentation then looks at the impact of the First World War and mass production on the plight of the farmers. It then looks at the impact on their income and spiraling debt problems. The next part of the presentation then looks at the impact of overproduction on the environment and minority groups such as Alack people and Hispanic Americans. The avatar then introduces an alternative interpretation of why farmers didn't share in the prosperity of the boom by looking at the roles played by Republican policies such as tariffs, prohibition and laisse faire attitudes that resulted in the problems of the farmers being furtherer compounded. The plenary activity focuses on a thinking skills review triangle, which aims to get students to decide which factors were the most important in preventing farmers from sharing in the prosperity of the boom. This slide could be printed off. It should be pointed out that their is no definitive answer, but the group or pair work around this task is designed to promote discussion and class debate to later help students with their assessment questions. The assessment section includes 4 questions from OCR or the Oxford and Cambridge exam board. The first is a describe, the second is an explain and the third is an essay question. The final question is a source based question which could be used as either a starter or a plenary. I have also included pupil mark schemes which could be used to get students to either mark or peer assess their work. This resource really well alongside my worksheet on why didn't farmers benefit from the Boom which you can download and buy separately or as a bundle with this presentation. If you like this resource then you can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates. 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 Kind Regards Roy

The aim of this 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? The resource begins by setting out the aims and objects. The starter is a snowballing activity, instructions included. The first part of the presentation then looks at the impact of the First World War and mass production on the plight of the farmers. It then looks at the impact on their income and spiraling debt problems. The next part of the presentation then looks at the impact of overproduction on the environment and minority groups such as Alack people and Hispanic Americans. The avatar then introduces an alternative interpretation of why farmers didn't share in the prosperity of the boom by looking at the roles played by Republican policies such as tariffs, prohibition and laisse faire attitudes that resulted in the problems of the farmers being furtherer compounded. The plenary activity focuses on a thinking skills review triangle, which aims to get students to decide which factors were the most important in preventing farmers from sharing in the prosperity of the boom. This slide could be printed off. It should be pointed out that their is no definitive answer, but the group or pair work around this task is designed to promote discussion and class debate to later help students with their assessment questions. The assessment section includes 4 questions from OCR or the Oxford and Cambridge exam board. The first is a describe, the second is an explain and the third is an essay question. The final question is a source based question which could be used as either a starter or a plenary. I have also included pupil mark schemes which could be used to get students to either mark or peer assess their work. If you like this resource then why not 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 matter. 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

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 outstanding study guide, worksheet or assessment for learning pack has stood me in good stead over the years and looks at the problems facing US farmers in the 1920s. As you can see in the preview panel, the information is broken down into carefully crafted bullet points to aid the learner both in lesson and during revision. Each section is consolidated with an activity which is suitable for the full range of foundation, core and advanced students. I usually read the study guide with my students who are suitably equipped with highlighters to help them summarise and pick out the key facts. On page 2 of the guide I have included a flow chart to show the vicious cycle of debt and poverty that the farmers got caught up introducing the new mass production technologies to agriculture as a spider graph created by my own students summarising the key facts. The consolidation task is a thinking skills review diagram that is designed to promote discussion and debate in groups before feeding back to a class discussion on the IWB. Page 3 of the booklet has two past paper questions from OCR. I always get my students to work there way through them to build up their confidence, but you could always direct certain learners to particular questions as part of your differentiation. The first question is a describe, whilst the second is an explain question. On page 4, there is a full OCR essay question which requires an introduction, main body and conclusion. In the next section, I have also included a n Oxford and Cambridge source analysis question 'on what is the message of this cartoon.' In the final section of the booklet, I have included self help guides for each question to help students write their answers as well as pupil mark schemes which can be used to peer and self assess their work. I always use my visualizer to demonstrate and model mark on my IWB. 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 Kind Regards Roy

This outstanding card sort is designed to help students studying the impact of the Gold Rush on the American West by looking at the positive and negative consequences affecting both Native Americans and the early settlers. It can be used as a revision activity, preparation for an essay on this topic or as a starter or plenary. It can be used alongside any of the main stream text books on the American West or even my PowerPoint on this topic which can be downloaded via The History Academy TES shop. The aims and objectives are: Theme: The American West Know: What impact did the gold rush have on the West? Understand: What impact did the gold rush have on both Native Americans and settlers. Evaluate: What were the most significant negative and positive consequences? Skills: Cause, Consequence, Significance and Interpretation WILF: What Am I Looking For: Identify & describe the impact of the gold rush on the USA & the West. Explain the positive and negative impact on both the Native Americans and settlers. Analyse and come to a judgement on who benefitted from the gold rush? Task 1: Sort the consequences under the two headings Task 2: Number the positive and negative changes to show the level of their importance for each column. Task 3: Create a color code using a pen or a highlighter to show which consequences were negative for Native Americans 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 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 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

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

These fun and engaging resources on the Transport Revolution, focus on the development of the new roads, turnpike trusts, coaching inns and the impact that they had on everyday life. They are designed to be suitable for the full range of ability and include a wide range of differentiated tasks and activities that should last at least two lessons. When you purchase these resources you will be able to download a Powerpoint presentation and three worksheets that can be printed separately or as a booklet. The first worksheet looks at the state of the roads in 1750 and why the government decided to set up the Turnpike Trusts after the 1745 Jacobite Rebellion. The Second worksheet can be used either in lesson or set as homework and looks at the different road designs that the road builders experimented with until they finally settled on McAdams design. Later they added tar and created TarMcadams or Tarmac as we call it today. The third worksheets looks at the impact of the new roads and the development of coaching inns and the rise of the highwayman. The PowerPoint includes aims, objectives, tasks and activities to help facilitate the lesson. All the documents have also been uploaded as PDFs just in case you need to upload them or don’t have access to Office. The series of lessons follow on from the free introductory lesson that has been uploaded to the TES website. If you wish to preview the high quality resources and activities that have been created for this series, then please download it first to make sure that these resources fit with your teaching style. The aims of this lesson are: Theme: The Transport Revolution 1750 - 1900 Know: What state were the roads in 1745? Understand: What improvements were made to the building of roads? Evaluate: How did these improvements help the Industrial Revolution? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF: What Am I Looking For? Can You Describe: The problems with Britain roads in 1745? Can You Explain: How did the building and design of roads improved? Can You Analyse: Begin to come to a judgement on how successful these changes were to both society and the economy? 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