This outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. The key theory 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 used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritize the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain why Custer lost the Battle of the Little Bighorn. 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 reasons why Custer lost at the Battle of the Little Bighorn. 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 and arguments for writing their essay. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify & describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyze: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource includes nine diamond shaped cards which include a range of factors to explain why Custer lost the Battle of the Little Bighorn. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why Custer lost at the Battle of the Little Bighorn. 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 arguments for writing their essay. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify and describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyse: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. It could be used alongside any main stream text book or resource or as an independent stand alone resource. It also makes an excellent revision activity on the topic as well as preparation for an essay or extended essay on the topic. If you would like to provide even more challenge, then why not check out my diamond 9 activity on this topic. I also have an iPad version which can be purchased from my TES shop. When you purchase this resource, you will receive a two page A4 sheet in Microsoft Word. The activity includes four heading cards labelled Leadership of Custer, Leadership of Reno Benteen, Leadership of Crazy Horse and Other US Army Leaders as well as 28 statement cards. If you wish to add challenge then you could delete the heading cards and ask your students to come up with their own headings. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify and describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyse: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. It could be used alongside any main stream text book or resource or as an independent stand alone resource. It also makes an excellent revision activity on the topic as well as preparation for an essay or extended essay on the topic. If you would like to provide even more challenge then why not check out my diamond 9 activity on this topic. You can also download an iPad version from my TES shop. When you purchase this resource, you will receive a two page A4 sheet in Microsoft Word. The activity includes four heading cards labelled Leadership of Custer, Leadership of Reno & Benteen, Leadership of Crazy Horse and Other US Army Leaders as well as 28 statement cards. If you wish to add challenge then you could delete the heading cards and ask your students to come up with their own headings. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify and describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyse: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? 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 great resource is designed to help students explain why so many people decided to settle on the Great Plains? This resource is designed to be used with the full spectrum of leaners and can also be used as a starter, plenary or revision activity. If you are looking for a resource that provides more challenge, then please check out my diamond 9 activity in my TES shop. When you purchase this resource you will be able to download a single, A4 sheet, which can be photocopied for your students. It includes a learning objective, instructions and four heading cards as well as fourteen statements which need to be sorted. The headings are new technology, end of the civil war, transcontinental railroads and the policies of the US government. The aims and objectives for this lesson are: Theme: The American West Know: What were the main reasons why so many people settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did so many people settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? 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 great resource is designed to help students explain why so many people decided to settle on the formally inhospitable Great Plains in the 19th Century. This resource is designed to be used with the full spectrum of leaners and can also be used as a starter, plenary or revision activity. If you are looking for a resource to provide a little more challenge then check out my diamond 9 activity on this topic. When you purchase this resource you will be able to download a single, A4 sheet, which can be photocopied for your students. It includes a learning objective, instructions and four heading cards as well as fourteen statements which need to be sorted. The headings are new technology, end of the civil war, transcontinental railroads and the policies of the US government. The aims and objectives of this lesson are: Theme: The American West Know: What were the main reasons why Homesteaders settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did Homesteaders settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? 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 excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full range of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customized for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyze: Why do historians disagree about the number of people killed in the ‘Wild’ West? 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 excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full spectrum of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customised for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyse: Why do historians disagree about the number of people killed in the 'Wild' West? 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 decide whether the Great Fire of London in 1666 was an accident or a deliberate act of arson by foreign Catholic spies. It can be used with the full range of abilities. When you purchase this resource you will download a single page A4 sheet with eleven information cards that contain facts and source extracts. This has been especially designed so that it can be easily photocopied for your students. These information cards are labelled A to K. The instructions on the sheet are as follows: Task 1: Cut out the cards below, sort them under the heading below. Task 2: Use the evidence from the card sort to write an essay to the following question: Was the Great Fire of London in 1666, started by accident or by foreign Catholic spies? The aims and objectives for this lesson are: Theme: The Restoration? Know: What were the causes of the Great Fire of London in 1666? Understand: What are the arguments for and against the fire being started by accident? Evaluate: Why were foreign Catholic spies blamed for starting the fire? WILF - What Am I Looking For? Identify and describe: What were the causes of the Great Fire of London? Explain: What are the arguments for and against the fire being started by accident? Analyse: Why were Catholic spies blamed for starting the fire? 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 diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards include a range of factors to explain the causes of the Second World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. 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 arguments for writing their essay. on the causes of the Second World War. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945? Know: What were the causes of the Second World War? Understand: Which factors were the most important? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I Looking for? Identify & describe: The main reasons why the Second World War started in 1939? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource is designed to help students build up a sound understanding of the chronology of events for international relations 1918 - 1939, through a simple card sort. It can be used as a revision exercise, starter or plenary and is aimed at the full range of ability. When you purchase this resource you will receive a two page Microsoft Word document, which is full customisable to your needs. You can easily add or delete events to suit your syllabus and learners. The card sort includes twenty five key events with their dates, which have been mixed up. Your students can either sort them from memory or research the answers using a core text book. Once complete they can either stick them across two pages in their exercise book or onto a sheet of A3 paper. I have also included an extension activity: One of the key issues you need to decide is ‘how far Hitler was responsible for starting the Second World War?’ Create a key for your timeline to show which events can be blamed on Hitler’s aggression, the failure of the League of Nations or Britain, France or Russia. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for starting the Second World War? Know: What were the key international events 1919 - 1939? Understand: What is their correct chronological order? Evaluate: Which events were the result of Hitler's foreign policy? WILF: What Am I Looking For? Identify & describe: What were the key international events 1919 - 1939? Explain: Which events were the result of Hitler's aggressive foreign policy? Analyse: How far was Hitler responsible for starting the Second World War? If you like this resource then why not check out my other resources on this topic in my TES shop. I have a full range of revision resources on the causes of the Second World War as well as more challenging card sorts such as diamond nine activities. 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 understand why the causes of the First World War 1914 - 1918. 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 organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain the causes of the First World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. 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 arguments for writing their essay. The aims and objectives for this lesson are: Theme: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help teaching students studying popular culture in the USA during the 1930s. It looks at the effects of the Great Depression on popular culture and the development of art, music, fashion, novels, comics, magazines and other media. Each slide contrasts the developments in the 1930s and compares them to the 1920s, whilst linking in the historical context to help explain what changed and why. When you purchase lesson / resource you will receive a thirteen slide PowerPoint. The first slide includes a Technicolour picture of the Wizards of Oz. The second slide includes the aims and objectives as well as differentiated outcomes. Page three includes a snowballing starter using the key words for the lesson as well as instructions on how to complete the activity. The fourth slide defines and explains what is meant by the term popular culture and looks at Jazz Music. The Fifth slide looks at the effect of the Great Depression on popular culture in the USA and includes two links and an activity designed to look at similarities and differences two popular songs from the 1920s and 30s. Sides six to eleven look at radio, art, music, comics, cinema, writers and authors and include a wide rank of historical sources and links to examples on YouTube. Meanwhile, slides twelve and thirteen include an AQA GCSE question on popular culture and include a pupil mark scheme which can be used to either peer or self assess students answers. The aims and objectives of the this lesson are: Theme: The USA in the 1930’s Know: What is popular culture? Understand: How did popular culture develop in the 1930’s? Evaluate: What impact did the Depression and the New Deal have on popular culture? WILF: What Am I Looking For? Identify and describe: Different examples of popular culture in the 1930’s? Explain: How did popular culture change? Analyse: What impact did the Depression and the New Deal have on popular culture in the 1930’s? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help teaching students studying popular culture in the USA during the 1930s. It looks at the effects of the Great Depression on popular culture and the development of art, music, fashion, novels, comics, magazines and other media. Each slide contrasts the developments in the 1930s and compares them to the 1920s, whilst linking in the historical context to help explain what changed and why. When you purchase lesson / resource you will receive a thirteen slide PowerPoint. The first slide includes a Technicolour picture of the Wizards of Oz. The second slide includes the aims and objectives as well as differentiated outcomes. Page three includes a snowballing starter using the key words for the lesson as well as instructions on how to complete the activity. The fourth slide defines and explains what is meant by the term popular culture and looks at Jazz Music. The Fifth slide looks at the effect of the Great Depression on popular culture in the USA and includes two links and an activity designed to look at similarities and differences two popular songs from the 1920s and 30s. Sides six to eleven look at radio, art, music, comics, cinema, writers and authors and include a wide rank of historical sources and links to examples on YouTube. Meanwhile, slides twelve and thirteen include an AQA GCSE question on popular culture and include a pupil mark scheme which can be used to either peer or self assess students answers. The aims and objectives of the this lesson are: Theme: The USA in the 1930’s Know: What is popular culture? Understand: How did popular culture develop in the 1930’s? Evaluate: What impact did the Depression and the New Deal have on popular culture? WILF: What Am I Looking For? Identify and describe: Different examples of popular culture in the 1930’s? Explain: How did popular culture change? Analyse: What impact did the Depression and the New Deal have on popular culture in the 1930’s? 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 be used with a wide range of abilities, to help them understand the MAIN (Military Alliances, Arms race, Imperialist and Nationalist) causes of the First World War. The resource includes two pages of activities, which have been carefully designed so that page one can be used with KS3 students, whilst page two includes extension cards to add challenge for KS4 /5. The document is provided in Microsoft Word so you can easily customise the cards for your students by adding or deleting them. The more able at KS3 could have a go at sorting the extension cards. The instructions / tasks that have been set for this activity are as follows: 1. Cut out the cards and sort them under one of the four headings below. 2. Review the cards with your partner. Which factor do you think was the most important? 3. Create a key to show which factors were either long term or short term causes ? 4. Extended answer: What were the causes of the First World War? The last part of the resource includes a essay plan, with sentence starters to help students write a essay explaining the causes of the First World War. The aims and objectives of this lesson are: Theme: The First World War 1914 - 1918 Know: What were the MAIN causes of the First World War? Understand: What role did each MAIN cause play in starting the First World War? Evaluate: Which factor was the most important? WILF: What Am I Looking For? Identify and describe: What were the MAIN causes of the First World War? Explain: What role did each MAIN cause play in starting the First World War? Analyse: What was the most important cause of the First World War? 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 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 help your students study or revise the causes of the Second World War 1933 - 1939. It has been tried, tested and refined 24 years of my teaching career. Each chapter includes step by step notes and activities to help students consolidate their understanding of this topic. They are designed to be accessible to the full range of ability. The aims and objectives that would accompany this revision guide are: Theme: Causes of the Second World War 1933 - 1939? Know: What were the different steps to the Second World War? Understand: What were Hitler's aims at each step to war? Understand: Why did Britain and France reluctant to take action against Germany? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I looking For? Identify and describe: What were the causes of the Second World War? Explain: Why did Britain, France and Germany react in the way they did at each step to war? Analyse: How far was Hitler responsible for starting the Second World War? When you buy this resource the following topics are covered: 1. Hitler’s Foreign Policy Aims 2. German Rearmament 3. The Saar Plebiscite 4. Remilitarisation of the Rhineland 5. Austria (Anschluss), 1938 6. Appeasement Czechoslovakia, 1938 7. Why did Britain support a policy of Appeasement? 8. End of Appeasement: Czechoslovakia, 1939 9. The Nazi-Soviet Pact 10. German Invasion of Poland, 1939 11. How far was Hitler’s Foreign Policy to blame? 12. Cartoons on Hitler’s Foreign Policy If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help your students revise the causes of the Second World War 1933 - 1939. It has been tried, tested and refined 24 years of my teaching career. Each chapter includes step by step notes and activities to help students consolidate their understanding of this topic. They are designed to be accessible to the full range of ability. The aims and objectives that would accompany this revision guide are: Theme: Causes of the Second World War 1933 - 1939? Know: What were the different steps to the Second World War? Understand: What were Hitler’s aims at each step to war? Understand: Why did Britain and France reluctant to take action against Germany? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I looking For? Identify and describe: What were the causes of the Second World War? Explain: Why did Britain, France and Germany react in the way they did at each step to war? Analyse: How far was Hitler responsible for starting the Second World War? When you buy this resource the following topics are covered: 1. Hitler’s Foreign Policy Aims 2. German Rearmament 3. The Saar Plebiscite 4. Remilitarisation of the Rhineland 5. Austria (Anschluss), 1938 6. Appeasement Czechoslovakia, 1938 7. Why did Britain support a policy of Appeasement? 8. End of Appeasement: Czechoslovakia, 1939 9. The Nazi-Soviet Pact 10. German Invasion of Poland, 1939 11. How far was Hitler’s Foreign Policy to blame? 12. Cartoons on Hitler’s Foreign Policy If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students assess how successful the New Deal 1933 was at helping the US economy recover from 1933 to 1941. It is suitable for the full range of ability of students from 14 to 18, as I have included a mixture of easy as well as challenging statements. The resource includes a single A4 sheet, with two heading cards labelled ‘successful’ and ‘unsuccessful’ as well as 22 statements that can be sorted under either headings. I would recommend getting your students to cut out the cards, sort them and then feed back to the class or their group before sticking them into their books. If you are pressed for time, then you could always get your students to use the heading cards to create a key or colour in the statement using highlighters. There are several extension activities that you an then so with the sorted statements. Firstly, they could create a key to label some of the statements ‘Relief, Recovery or Reform.’ Secondly, they could use the sorted statements to attempt an extended question on: 'How successful was the New Deal from 1933 - 1941. Theme: The USA in the 1930s. Know: What ‘action’ did FDR take through his New Deal to help the American economy recover? Understand: In what areas of the economy did the New Deal succeed / fail? Evaluate: How far did the New Deal help the US economy to recover 1933 - 1941? WILF: What Am I Looking For? Identify and describe: The ‘action’ taken by FDR to help the economy recover? Explain: In what areas of the economy did the New Deal succeed or fail? Analyse: How far did the New Deal help the US economy to recover 1933 - 1941? 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