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. These revision cards cover the key factors that you will need to know for 19th Century Public Health in Britain. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. I’ve provided them in word so you can easily adapt them for your own classes. 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. This resource is supplied in Microsoft Word so it can be easily edited and adapted to suit your students. Kind Regards Roy

This great resource is designed to be used as a starter, plenary or mini plenary on the topic of the US Constitution. This activity is suitable for students of all ages and abilities and includes cards with varying degrees of challenge. The resource contains three heading cards labelled President, Congress and The Supreme Court, as well as 22 statement about the US Constitution, which can been matched up to them. The aims and objectives for this lesson would be: Theme: How is the USA governed? Know: What are the three branches of the Federal Government in the US Constitution? Understand: What powers does each branch of the Federal Government have? Evaluate: What role is played by each branch in helping to keep the other in check? WILF: What Am I Looking For? Identify and describe: The three different branches of the Federal Government? Explain: What role does each play within the Constitution? Evaluate: How does each branch of the US Constitution help to keep the other in check? This resource is provided in word so that you can easily adapt the resource for your class. 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 great resource is designed to be used as a starter, plenary or mini plenary on the topic of the US Constitution. This activity is suitable for students of all ages and abilities and includes cards with varying degrees of challenge. The resource contains three heading cards labelled President, Congress and The Supreme Court, as well as 22 statement about the US Constitution, which can been matched up to them. The aims and objectives for this lesson would be: Theme: How is the USA governed? Know: What are the three branches of the Federal Government in the US Constitution? Understand: What powers does each branch of the Federal Government have? Evaluate: What role is played by each branch in helping to keep the other in check? WILF: What Am I Looking For? Identify and describe: The three different branches of the Federal Government? Explain: What role does each play within the Constitution? Evaluate: How does each branch of the US Constitution help to keep the other in check? This resource is provided in word so that you can easily adapt the resource for your class. 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 great card sort activity is designed to get students to compare and contrast the political beliefs and backgrounds of Herbert Hoover and Franklin D Roosevelt in the Presidential Election of 1932. It would make a great starter, plenary or mini plenary that could be used with any text book on this topic. The resource includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & describe: What did HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to 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 great card sort activity is designed to get students to compare and contrast the political beliefs and backgrounds of Herbert Hoover and Franklin D Roosevelt in the Presidential Election of 1932. It would make a great starter, plenary or mini plenary that could be used with any text book on this topic. The resource includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & describe: What did HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to 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 aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men. The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.' The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. Meanwhile, the Venn diagram activity includes a blank Venn and a information box at the bottom from which students can select key facts and political ideas about the two presidential candidates to help them complete the diagram. Once completed the activity, students could add additional information that they have learnt from the class text book or video clip. I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & Describe: What were HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? 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. A lot of time and effort has gone into making these resources. We appreciate your feedback. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource makes an excellent starter, plenary or mini plenary for a variety of lessons on this topic. I usually use this activity whilst teaching about Stalin or Hitler, but it can also be used in government, politics, ethics and citizenship lessons. This resource includes two heading cards labelled 'Democracy' and 'Dictatorship' as well as eighteen statement cards which can be matched to either heading. The resource is provided in word so you can easily adapt this resource for your students by adding or taking away statements. The aims and objectives for this lesson are: Theme: The rise of the dictators Know: What is the difference between democracy and dictatorship? Understand: How is the way in which law and order is maintained different in both systems? Evaluate: How democratic were the systems of government set up by Stalin and Hitler? WILF - What Am I Looking For? Identify and describe: What are the key features of a dictatorship and democracy? Explain: What the differences between a democracy and dictatorship? Analyse: How similar and different were the systems of government set up by Stalin and Hitler? 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 great resource is designed to help students evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop ‘The New Deal: AAA.’ The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating ‘how successful was the AAA at solving the problems of US farmers in the 1930s?’. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted to suit the needs of your students. 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 resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was the New Deal? 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 provide stretch and challenge for students studying hos the international situation led to the ‘Red Sacre’ in the 1950s USA. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organize our knowledge and connect our learning. It can also be used as a starter, plenary or as a revision activity on how the international situation helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the international situation helped to increase the fear and mistrust of the USSR. Once students have cut the cards out they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. Make a smaller diamond shape using what you think are the four most important international events or factors that helped to cause the Red Scare in the 1950s? 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 thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: What key international events increased mistrust and tension between the USA & USSR? Understand: How did the international situation help to ignite the ‘Red Scare’? Evaluate: How far was the international situation responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: The international situation from 1945 to 1953 Explain: How did the international situation help to ignite the ‘Red Scare’? Analyse: How far was the international situation responsible for causing the ‘Red Scare’? 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 tried and tested resource includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Black Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free 1945 - 1975. This booklet is part two of a two part series, which I have had to break up due to size of the resource. This booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on the history of the Black Civil Rights movement from 1960 - 1975. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, Venn diagrams, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding. The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource. The full contents for each section are listen below: 1. Background: How had civil rights improved by 1961? 2. Martin Luther’s ideas, methods and tactics 3. Malcom X’s ideas, methods and tactics 4. Venn diagram activity: Martin Luther King V Malcolm X 5. Voting Rights and empowering black people 6. Birmingham Protest 7. Washington March 8. Civil Rights Act & Freedom Summer 1964 9. Selma & voting rights 10. A new direction: violent direct action 11. Sources on black nationalism 12. Mind Map on black nationalism 13. President Kennedy V President Johnson 14. OCR Past Paper Questions 15. Pupil Mark Schemes I have also included my SmartNotes with aims, objectives, outcomes, annotations, graphic organiser templates and relevant sources as a bonus to help anyone teaching or studying this topic, as a bonus. If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/ Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been tried and tested over a number of years and has played a significant role in helping to improve not only results but also in educating and empowering our students by looking at the important issue of women's equality and civil rights. This booklet includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Women's Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free 1945 - 1975. This booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on US women's history from 1945 - 1980. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, Venn diagrams, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding. The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource. The full contents for each section in the booklet are listen below: 1. Background: The position and status of women 1900 - 1945 2. What Obstacles faced women in the 1960s? 3. What new trends led to the growth of the women’s movement? 4. What methods did the women use to achieve equality? 5. Had women’s rights improved by the mid-1970s? 6. Opposition to the women’s movement. 7. Revision Activity 8. Extension activity using the Feminist Chronicles from 1970 9. How successful was the women’s movement? 10. OCR Style Exam Questions 11. Pupil Mark Schemes I have also included my Smart Notes for teaching this lesson as an added to bonus to help anyone teaching or revising this topic. If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/ Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This tried and tested resource includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Black Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free. It is part one of a two part series, which I have had to break up due to size of the resource. The booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on the history of the Black Civil Rights movement from 1945 - 1963. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding. The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource. The full contents for each section are listen below: 1. Background: Racism in the 1920s & 30s 2. How far did the SWW improve the lives of Black people? 3. Aims of the civil rights movement 4. Brown Verses Board of Education of Topeka, 1954 5. Little Rock, 1957 6. James Meredith and ‘Ole Miss’ 7. Revision activities on the desegregation of education. 8. Why was the fight to desegregate education important? 9. Rosa Parks and the Montgomery Bus Boycott 10. Why was the Montgomery Bus Boycott important? 11. OCR Questions on the impact of the SWW 12. OCR Questions on discrimination in the 1950s 13. OCR Questions on desegregation in education 14. OCR Questions on Rosa Parks & Montgomery Bus Boycott 15. OCR Questions on impact of the Bus Boycott on CR Mov. 16. Mark scheme and advice for what is the message question [7] 17. Mark scheme and advice for why was this source published [7] 18. Mark Scheme and hints for tackling how useful question 19. Mark scheme and hints for tackling How far question [8] 20. Mark scheme and hints on How far does this source prove (7) 21. Mark scheme and hints for tackling describe question [4] 22. Mark scheme and hints for tackling explain question [6] 23. Mark scheme and hints tackling evaluation question [10] I have also included my lesson SmartNotes that I use alongside this bonus as an extra bonus. If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/ Kind Regards Roy

This outstanding resource includes a wide range of revision notes, tasks and activities and that are suitable for the full ability spectrum for studying McCarthyism and the ‘Red Scare’ for either GCSE or A Level. When you purchase this resource you will receive a fifteen page resource in Microsoft Word which can be easily customised for your exam board. Each section contains bullet pointed notes, sources and a wide range of activities to help your students develop their understanding of the topic. These include summary tasks, heads and tails, mind maps and missing word activities. The full contents for each section are listen below: 1. Why was there a ‘Red Scare’? 2. How did the international situation increase American fears about the spread of Communism? 3. How did internal developments in the USA increase American fears about the spread of Communism? 4. What was McCarthyism? 5. What methods and tactics did McCarthy use? 6. McCarthy’s downfall. 7. What were the short and long term consequences of McCarthyism? 8. McCarthy summary exercise. 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 lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. The women’s movement was split between the peaceful suffragists on the one hand, who made up nearly 80% of women, whilst on the other there were the better known militant suffragettes. The lesson resources have been designed to suit the full spectrum of ability at KS3 and should work alongside any mainstream textbook or resource on this topic. However, I have also included a PowerPoint to accompany the lesson which includes all the necessary background knowledge for the lesson. When you purchase this resource you will be able to download a fully editable Microsoft Word document an an accompanying PowerPoint presentation. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. Whilst the PowerPoint includes aims, objectives, differentiated outcomes, information slides, links to appropriate video clips and additional tasks, including an alternative Venn diagram activity comparing the two groups of campaigners. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy Kind Regards Roy