This fun and interactive lesson, has been commissioned by the History Academy, to shine a spotlight on a lesser-explored facet of women’s history. Delving into the different roles women played during the English Civil War, the lesson illuminates their contributions, from leading armies and fortifying against sieges, to safeguarding homes, serving as camp followers, providing medical care, trade, ensuring food production, assuming responsibilities in law enforcement, leadership of their churches and, diplomatic negotiations and even fighting as soldiers. Once the marketplace activity is complete, students have the opportunity to reinforce their learning through engaging exercises such as a ‘heads and tails’ activity or a continuum, post-it note voting exercise. Subsequently, you can then choose to set them a fully supported extended writing task that challenges students to critically analyse the extent to which they agree with the traditional interpretation encapsulated in the statement: “Women did not play any important roles during the English Civil Wars.” This task encourages students to delve deeper and reevaluate the significance of women’s contributions during this period. When you purchase this lesson you will be able to download 33 slide Microsoft PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, templates, historical sources, writing frames, a continuum exercise, heads and tails summary, word search, tasks and activities. Everything has been carefully pitched to suit a wide range of abilities. This lesson has also uploaded as a PDF. Please see the detailed preview. The aims and objectives of this lesson are: Theme: English Civil War Know: What were the lives of women live before the English Civil War? Understand: What roles did women play during the English Civil War? Evaluate: How far did the English Civil War change the lives of women? Skills: Source Analysis, Change, Continuity & Collaboration WILF – What Am I Looking For? Can You Describe: What were the lives of women like before the English Civil War? Can You Explain: What roles did women play during the English Civil War? Can You Evaluate: How far were women confined to domestic roles? If you like this resource, 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. Kind Regards Roy

Dive into the Medieval period with this engaging and interactive lesson! Explore the bustling towns of the past and discover the crucial role Guilds played in promoting trade and commerce. Through thought-provoking activities, learners will analyse the reasons behind the success of Medieval towns, the organisation of Guilds and their impact on trade and the economy. This lesson is aimed at the full spectrum of learners, all the tasks and activities have been supported with differentiated tasks and activities to support all students on their historical journey through the working lives of Medieval craftsmen and women. Upon purchasing this lesson, you will gain access to a comprehensive educational package. This includes a 37-slide PowerPoint Presentation, a three-page Word worksheet, and an additional support page tailored for foundation students. The PowerPoint features clear aims, objectives, diverse outcomes, informative slides, historical sources, templates, writing frames, interactive tasks like heads and tails, fill-in-the-blank exercises, questions, video links, as well as engaging starters and plenaries. Both worksheets align closely with the PowerPoint content and activities. For convenience, all materials are also provided in PDF format. Kindly refer to the detailed preview for more insights. The aims and objectives of this lesson are: Theme: Medieval Society Know: What was it like to work in a Medieval town? Understand: How did the Guilds control the quality of goods that were made? Evaluate: Why were Medieval towns good for trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What was it like to work in a Medieval town? Can You Explain: How did the Guilds control the quality of goods being made? Can You Evaluate: Why were Medieval towns successful? If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. 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

Engage your students with this fun, dynamic and interactive marketplace activity, specifically designed to encourage them to delve into the debate surrounding the legendary highwayman Dick Turpin. By collaborating in this activity, students will have the opportunity to critically examine and discuss whether Dick Turpin should be regarded as a hero or a villain, fostering a deeper understanding of historical perspectives and ethical considerations, whilst practicing their critical thinking and essay writing skills. The lesson begins with either a snowball, whiteboard or source analysis starter, before moving onto the main task which gets them to analyse a historical narrative about different stages of his life that has been broken up into different information slides. These can be posted around the classroom or shared amongst groups. Students record the key facts on whether he was a hero or a villain in their exercise books or in one of two specially designed summary sheets that can be previewed below. Once they have completed the market place activity, they are presented with a number of different tasks that you can choose from to help them consolidate their knowledge and form a judgement. When you purchase this lesson you will be able to download a 36 slide PowerPoint which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, extended writing task, templates, writing frames and video links. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers and a wanted poster activity. This lesson has also been uploaded as a PDF, just in case you do not have access to Office. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar topics in our 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This great resource has been tried and tested over 25 years and looks at the causes and results of the Protestant Reformation. However, before you look away, this resource is designed to suit the full range of learning abilities that you would find in a main stream school. Some of you may even recognise parts of this resource from an older version, which I have now updated, from school history, that was downloaded over 400,000 times. This is a must have resource! The PowerPoint includes 5 activities. The first activity is a snowballing starter using all the key words in the lesson. The second activity gets students to annotate / label a medieval painting of purgatory. This will hopefully lead to a class discussion on ideas about Heaven and Hell. The third activity is to update and correct their labelling with purple pen. There then follows a series of slides and links to video clips explaining medieval ideas on relics, indulgences (Pardons) and Martin Luther’s role in challenging them. This is all done simply at a level that main stream students can understand. The fourth activity, gets students to design their own Wittenberg Poster using Martin Luther’s ideas. This can be completed and aged for homework using tea bags or coffee and makes an excellent classroom display. 1000s of my students have completed this task and loved it! The final activity, which might take a second lesson, gets students to compare and contrast the similarities and differences between a Catholic and a Protestant Church. All the templates are included at the end of the PowerPoint. The aims and objectives for this outstanding lesson are: Theme: Why did Britain ‘break’ with Rome? Know: Who was Martin Luther and why did he disagree with the Pope? Understand: What are the differences between a Protestant & Catholic? Evaluate: Why was there religious conflict in the 16th Century? Skills: Cause, Consequence, Change & Continuity. WILF - What Am I Looking For? Identify and describe: the differences between a Protestant and a Catholic Church? Explain: Why martin Luther protested against the Catholic Church? Analyse: Why was there Religious Conflict in the 16th Century? Anyway, have fun completing this lesson with your students. Its simple, fun and easy to edit to suit your own students. If you like this resource you will absolute love my lesson on the Martyrs - history with the best bits left in! Kind Regards Roy

This highly adaptable revision guide with a past paper question and assessment for learning pupil mark scheme is must have for anyone studying the causes of the Second World War. The first page includes all the key facts students need to know about German rearmament and why Britain and France failed to stop Germany. The second page includes two activities, a summary table why Germany was able to rearm 1933 - 1939 and a discussion / extended writing activity which aims to assess how successful was Germany’s attempts to rearm in comparison to the rest of the world by 1939. The third page includes an optional Oxford and Cambridge Exam Board source based question on why the disarmament conference failed, whilst page four contains the pupil mark scheme and writing frame for the question. The resource is provided in word so it can be easily adapted to suit your students. It can be used as part of a lesson or a piece of homework for students studying this topic or as revision guide. Aims and Objectives Theme: Causes of the Second World War Know: How did Germany rearm 1933 - 1939? Understand: Why were Britain and France unable to stop Germany rearming? Evaluate: How successfully was German rearmament 1933 - 1939? WILF Identify: How big did German armed forces grow between 1933 - 1939? Explain: why did Britain and France fail to stop Germany? Analyse: How successful was German rearmament from 1933 - 1939? Kind Regards Roy

These great resources look at the problems facing coal miners from 1750 - 1900. The PowerPoint includes the aims and objectives, information slides, eight activities, an assessment, pupil mark scheme and three outstanding video clips from interviews with Doncaster coal miners that I created as part of an oral history project. Meanwhile, the card sort exercise is designed as a mini plenary to help what students have learnt so far or a preparation or the assessment task. The aims and objectives are: Theme: How did the steam engine revolutionise industry? Know: What changes took place in the coal mining industry 1750 - 1850? Understand: How the new methods increased coal production? Evaluate: How did the steam engine revolutionise mining production? Skills: Cause, Consequence, Significance, Evaluation and Judgement. What Am I Looking For this lesson? Identify = the changes that took place in the coal mining industry. Describe = the changes that took place in the coal mining industry. Explain = how the new machinery and steam engines improved coal production? Analyse = form a judgement how far the steam engine revolutionized coal production? I was awarded a teaching award from BECTA in 2011 for the oral history resources and interactive content that I developed for these lesson resources. Activity 1: A Snowballing Exercise Activity 2: Produce a spider graph summarising the problems facing miner using a clip from worst jobs in history Activity 3: Class Feedback and review of what has been learnt Activity 4: Jot down five facts about surviving a rood collapse in a coal mine Activity 5: Guess my job Activity 6: Card Sort Activity 7: Class discussion: How far did the steam engine solve the problems facing miners Activity 8: Spider Summary Activity 9: Assessment with student mark scheme. You may also wish to download the differentiated worksheet that could be used to accompany these resources. However, these resources can easily stand on there own. Kind Regards Roy

These outstanding resources on the Christmas Truce in 1914 are a great lesson no matter the time of year, but they make a particularly moving, touching and inspirational end to the long Autumn Term on the meaning of Christmas. I’ve provided two resources with this lesson. They can be used in any subject across the curriculum. This topic links to History, Music, RE, PSCHE, English, Drama and Music. The first resource is a worksheet with a series of activities aimed to support a wide spectrum of learners. I’ve built in extension tasks as well as DART strategies for the less able. The PowerPoint is designed to primarily to support the delivery of the worksheet, but includes the aims and objectives, a snowballing starter for pair and share, differentiated questions for different groups, historical sources and diagrams to help illustrate core ideas as well as carefully selected video and music clips. This is one of my favourite lessons and I am confident that it will quickly become yours as well. Treat yourself to good lesson, avoid the painful Christmas videos at the end of term and create a memorable educational moment in time for your students with this truly inspirational story. Both resources included in this lesson have been uploaded in both Office and PDF format. Theme: The First World War Know: What happened during the Christmas Truce in 1914? Understand: Why did the British and German troops hold an unofficial truce? Evaluate: Why wasn’t there a Christmas truce in 1915? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during the Christmas Truce in 1914? Can You Explain: Why did the British and German troops hold an unofficial truce? Can You Evaluate: Why wasn’t there a Christmas truce in 1915? If you like this resource then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource is designed to help students studying the impact that the mountain men and early pioneers had the American West. It can be used as a revision activity, preparation for an essay on this topic or as a starter or plenary. It can be used alongside any of the main stream text books on the American West or even my PowerPoint on this topic which can be downloaded via The History Academy TES shop. This type of activity is ideal for lower and middle ability students, but I have also included some stretch and challenge in the second task. The card sort includes two heading cards labelled negative and positive consequences as well as 16 cards that can sorted underneath them. This sort of task should take a middle ability group 10 to 15 minutes and a lower ability group 20 minutes. The card sort is designed to be independent of any textbook or resource, but it would be an ideal resource to use alongside the SHP textbook The American West 1840 - 1895 or my PowerPoint on the mountain men. The aims and objectives of this lesson are: Theme: The American West Know: Who were the mountain men? Understand: What negative / positive role did they play in the settlement of the American West? Evaluate: How significant was their impact on the settlement of the West? WILF - What Am I Looking For? Identify and describe: The impact of the mountain men on the American West? Explain: What positive / negative role did they play on the settlement of the American West? Analyse: How important was their impact on the settlement of the American 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 be used a stand alone lesson or to be printed off in color, laminated and displayed in your classroom. It contains a number of color slides which explain to students how to analyse a historical source successful by looking at their origin, nature, purpose, access to information etc… Underpinning this is the use of the acronyms PEEL and CCCJ as potential scaffolds or writing frames to help students structure their answers: P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement In most of the sliders are examples of sentence starters to help your students get started. This is a must have resource for any history teacher wanting to make sure that they are equipped with a range of specialists tools for helping their students sharpen up their analysis. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy

This great resource is designed to help students analyze historical interpretations. I have successfully used this type of resource for many years with my students. When it is successfully completed it provides them with an excellent writing frame or scaffold for writing a high quality answer.. Used overtime, this type of resource will help to embed good practice and help students develop the important thinking and analysis skills they will need to tackle interpretation questions. As you can see in the preview, this is a single sheet resource with several squares. It is an evolution of the thinking skills reliability squares organiser that some of you may have come across before. The first square gets students to comment on the message of the source. The second square gets them to back this up with quotes, evidence and examples from the source. The third box gets students to analyse / explain the interpretation using outside knowledge, which would move them up to the next level, whilst the forth square gets them to analyse / explain the reliability of the interpretation with reference to the origin, nature, purpose, audience, access to information and its intended impact, which would take them up to the higher levels. Finally, the last box is designed to get them to link their analysis and come to a judgement to any other source being studied at the same time to help secure that A*. Underpinning the graphic organiser is the use of both PEEL and CCCJ as potential scaffold: P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement Back in the days when examiners could provide training and feedback, these acronyms underpinned many of the level descriptors. If you would like a great resource which for further explaining these to your students then check out my PP on 'How to use a source successfully at GCSE.' This can also be printed off and laminated to make some great eye catching wall displays. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy PS I have also seen members of my department use this resource to pass around students to get them to complete a different box for differentiation or collaborative learning

This great resource is designed to help students work cooperatively and research the key stages in Adolf Hitler's life from 1889 - 1933. This lesson makes a great observation lesson if you are trying to demonstrate collaborative learning. The PowerPoint includes information, content and sources that can be printed off on A3 for the following stages in Hitler's life 1889 - 1909, 1909 - 1913, 1913 - 18, 1918 - 23 and finally 1923 - 22. This information can be given out to groups or pinned up on the wall. I've also included an optional observation sheet for students to use to record their research. The first activity in the lesson is a snowballing starter of the key words to help activate the learning. The second task, the market place activity can be approached in one of two ways. Your first option is for your five groups to rotate around the information, record their five facts and then move on to the next stage in Hitler’s life / career OR for a student from each group to speak for their table and rotate and share what their group has learnt. The aim of this activity is not just to give students an overview of Hitler's life and his ideas, but to also get them to listen, speak and collaborate as effective learners. The final activity, is a plenary class discussion which tries to get students to match Hitler's ideas to different stages in his life. There is no perfect match, it is designed to promote debate. There is a second discussion questions which centers around why did Germans vote for Hitler jobs, bread, ripping up the Treaty of Versailles, revenge or Anti-Semitism? The aims and objectives are: Theme: Germany 1923 - 1933 Know: Who was Adolf Hitler and what did he believe? Understand: How did Hitler’s experiences shape his beliefs? Understand: Why did Hitler join and become leader of the Nazis Party? Evaluate: Why did the membership of the Nazi Party increase? Skills: Narrative, Causes, Consequence, Significance. What Am I Looking For this lesson? Identify and describe the key facts about Hitler’s early life? Explain how Hitler’s experiences may have shaped his beliefs? Analyse the reasons why people joined and supported the Nazi Party? 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 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 outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the problems facing farmers and how successful the Agricultural Adjustment Administration was at solving them. When you buy this resource you will receive a card sort and a twenty three slide PowerPoint that includes information, sources, links to video clips and eight activities. Activity 1 is a snowballing starter. Activity 2 is based around a class discussion of FDR’s inauguration speech the aims of the New Deal. Activity 3 is a discussions around an animated diagram about how consumer fear was undermining the US economy and making unemployment worse. Activity 4 looks at ‘pump priming’ and why certain groups opposed it and is linked to a source analysis question. Activity 5 is based around a class or pair discussion about a key quote by FDR on the role of agriculture in the recovery. Activity 6 looks at the achievements of the AAA and gets students to think about why some groups would oppose its work. Activity 7 gets students to evaluate how successful the AAA was at increasing farm prices, whilst activity 8 is based around the card sort that gets students to evaluate how successful the AAA was a solving the problems facing US farmers. Finally, activity 9 is a cartoon source analysis and includes an student mark scheme. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the AAA try to help the problems facing farmers? Evaluate: How successful was the AAA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the AAA try and help farmers? Analyse: How successful was the New Deal 1933 – 1939? This resource is designed as a teaching aid. It is supplied in Microsoft PowerPoint and can be fully edited and customised for your students. It would also make a great teaching resource. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students understand why people from all over the world but particularly Europe, came to the USA in 1900. It is designed to be used as a starter or plenary for a history lesson but could also be used to provide a case study for a geography or personal social lesson on immigration in general. The resource includes two heading cards, push and pull factors as well as twelve statement cards to be sorted under them. These cards include space, growing economy, natural resources, wages, unemployment, adventure, persecution, isolation and peace, lack of opportunity and war and revolution. The aims and objectives for this lesson are: Theme: The USA in the 1920s Know: Why did people what to immigrate to the USA in 1900? Understand: Which reasons were push and pull factors? Evaluate: Which factors were more significant or linked? WILF - What Am I Looking For? Identify and describe: Why did people want to immigrate to the USA? Explain: Which reasons were push and pull factors? Analyse: Which factors were more important or linked together? Once the cards have been sorted, students can start to rearrange the push and pull factors to find links between them and / or organise them into their order of importance before sticking them into their books. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

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

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 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

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 students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners. Some slides are designed to be printed off or photocopied. Please check the slide notes. When you purchase this resource you will receive a eight slide Microsoft PowerPoint. The first slide includes the aims, objectives and differentiated outcomes, which are listed below. The second slide is designed as a starter and includes a snowballing exercise. The third slide introduces the lesson and explains the instructions for the main activity . It also includes a link to a video of Elizabeth I's coronation. The fourth slide, which can be seen in the preview, sets out the six main problems facing Queen Elizabeth I when she became Queen of England. I would recommend photocopying this slide either for either one between two or one each. The first activity is to classify the problems in terms of law and order, money, foreign relations, religion or marriage, whilst the second activity is to identify links between the different problems. In terms of the first activity students could annotate or even create a key. The fifth slides includes a thinking skills review activity which is designed to help students prioritise which problem was the most important / serious. The sixth slide includes instructions and templates for students to write a speech to help them predict how Elizabeth I might try and solve her problems, whilst the seventh slide includes a heads and tails activity to help students work out how she actually solved the problems she faced in 1558. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, foreign relations, marriage and legitimacy? Analyse: Which problem posed the greatest threat to Elizabeth I? 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