This lesson was especially commissioned by the History Academy to help mark the 40th Anniversary of the Miners’ Strike in 2024. We have worked with former miners from across the country to put together something special. We have also produced a market place activity version of this lesson, which can be downloaded from our TES shop. This lesson provides an overview of how different groups reacted such as the government, striking miners, working miners, the police, the LGBTQ and Britain’s ethnic minorities as well as Women Against Pit Closures. If you are looking for a more detailed look at each of these groups individually, then we will be uploading more resources shortly. In terms of activities, we have literally thrown in the kitchen sink by including a dazzling array of activities to suit the full range of learners. This lesson is suitable for KS3 and KS4 students. When you purchase this lesson, you will be able to download a 41 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides,a knowledge quiz, word searches, a heads and tails activity, a continuum exercise, as well as a creative writing and and presentation task. We have also uploaded both a worksheet and booklet which you can choose to help accompany this lesson. All resources in this lesson have also been uploaded as PDFs. For more information, please see the sample preview. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: How did different groups in society react to the Miners’ Strike? Understand: How much support was there for the miners? Evaluate: What was the short term impact of the strike? WILF – What Am I Looking For? Can You Describe: How different groups reacted to the Miners’ Strike? Can You Explain: How much support there was for the miners? Can You Evaluate: What was the short term impact of the strike? 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This outstanding and Becta award-winning lesson has been refined and fine-tuned in the classroom over the course of 30 years. It is part of a series that was written and produced by the History Academy to commemorate the 40th anniversary of the Miners’ Strike. The lesson aims to provide a fun and interactive learning experience, allowing students to understand what it was like to be a flying picket and why they targeted pits in Nottinghamshire and Derbyshire. The overarching goal of this lesson is to examine the short-term impact of the Miners’ Strike of 1984-1985. By studying the experiences of flying pickets and their actions during the strike, students can gain insights into the dynamics of life in a pit village and the effects of the strike on the mining industry and the wider community. When you purchase this lesson you will be able to download a twenty eight slide PowerPoint Presentation and an accompanying four page worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, interactive tasks, activities, word searches, graphic organisers and links to relevant clips from our oral history data base on YouTube. The worksheet contains information, historical sources, pictures, diagrams, tasks and activities. Both documents have also been uploaded as PDFs for easy access and compatibility across different devices. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: What is a ‘picket line’ and a ‘flying picket? Understand: Why did striking miners travel to working pits in other areas? Evaluate: What were the short term effects of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: What a ‘picket line’ or ‘flying picket’ was in 1984? Can You Explain: Why striking miners travelled to working pits in other areas? Can You Evaluate: What were the short term effects of the Miners’ Strike? 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 ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ 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 dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This fun and interactive card sort activity is designed to help government and politics, as well as PSCHE and ethics teachers, engage students in a critical discussion on the topic of bribery and corruption and its impact on government and society. The activity is focused on exploring the pros and cons of these unethical practices, providing students with a deeper understanding of the complex issues involved. Aims and Objectives: Know: What is bribery and corruption? Understand: How can bribery and corruption undermine civil society? Evaluate: What are the advantages and disadvantage of bribery and corruption? Skills: Cause, Consequence, Compare, Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What is bribery and corruption? Can You Explain: How can bribery and corruption undermine civil society? Can You Evaluate: What are the pros and cons of bribery and corruption? When you purchase this lesson, you will be able to download a one page Word Document, which contains the 18 statements and quotes to be sorted as well as a supporting 21 slide PowerPoint Presentation. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, writing frames, video links, tasks and activities to support the main card sort activity. Please see the detailed preview. If you like these resources, 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

Dive into the Medieval origins of Parliament with this engaging and interactive marketplace activity! This resource is specifically designed to develop your students’ critical analytical skills while encouraging collaboration and source analysis, whilst they move around the room looking at the different information slides. This is an ideal lesson for the kinesthetic learner. This dynamic lesson enhances students’ understanding of the Medieval foundations of Parliament and its significant role in shaping modern British democracy across England, Scotland, Ireland, and Wales. Additionally, it serves as an invaluable tool for promoting citizenship education, fostering a deeper comprehension of the democratic processes and historical context that influence our governance today. The lesson begins by tracing the Anglo- Saxon origins of the Witan and how this evolved into the Great Councils held by King John, the impact of Magna Carta in 1215, and the parliaments of Simon De Montford, Henry III and Edward I. The lesson has been designed to provide a sound foundation and the conceptual links that are necessary for students later studying the causes of the English Civil War and reform of the franchise in the 19th and 20th Centuries. It concludes with a change and continuity task which link the historical developments to the evolution of our parliamentary system in the 20th Century, by including an overview section on devolution and Welsh, Scottish and Irish independence movements. We have included variety of support activities and tasks to cater to different learning needs at KS3. You will find all the additional photocopying and support tasks in the additional resource section at the end. When you download this lesson you will be able to access a 38 side PowerPoint Presentation, which has also been uploaded as a PDF. The PowerPoint includes aims, objectives, information slides, video links, historical sources, templates, writing frames, missing word activities, word search and various tasks and activities. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Medieval Society Know: Who was Simon de Montford and why did he call the first Parliament? Understand: Why did English kings continue calling Parliaments? Evaluate: What were the Medieval origins of Parliamentary democracy? Skills: British Values, Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Simon de Montford and why did he call the first Parliament? Can You Explain: Why did English kings continue calling Parliaments? Can You Evaluate: What were the Medieval origins of Parliamentary democracy?

This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter. 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 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 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