Dingbats are a great starter, mini plenary or plenary that can add a bit of fun to any lesson, whilst helping students learn important key words for the lesson. This great resource is designed to help students understand and learn about the different types of evidence that historians use as well introduce them to some of the key words that we use like biased and reliable. The resource has been provided them in Microsoft Word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this free 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 using our resources with your students. Kind Regards Roy

If you are looking for a fun, interactive revision game that can be used as a starter or plenary then this resource for you. It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. This great resource is designed to help students understand and learn about the different types of evidence that historians use as well introduce them to some of the key words that we use like biased and reliable. The resource has been provided them in Microsoft Word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this free 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 using our resources with your students. Kind Regards Roy

These revision cards cover all the key factors that you will need to know about the Treaty of Versailles, 1919. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun using our resources with your students and stay in touch. Kind Regards Roy

This great resource has is suitable for a wide range of learners. It looks at the economic, political, social and environment impact of the Railways in Britain 1840 - 1900. The resource contains four pages of information, facts and sources on this topic and one pages of questions and tasks that build up to an assessment essay on this topic. This is a tried and tested resource which will provide your students with a relatively easy opportunity to achieve the highest grades in blooms by demonstrating how different factors are interconnected. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my card sort and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

This great little resource is suitable for students of all abilities. The card sort includes four factors,economic, social, political and environment as well as 16 cards / changes that need to be sorted under these headings. This is a great way of adding in some cooperative, pair share and kinesthetic learning into your lesson on this topic. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my worksheet and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

This 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 a Venn diagram 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. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & describe: What did HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men. The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.' The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. Meanwhile, the Venn diagram activity includes a blank Venn and a information box at the bottom from which students can select key facts and political ideas about the two presidential candidates to help them complete the diagram. Once completed the activity, students could add additional information that they have learnt from the class text book or video clip. I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & Describe: What were HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. A lot of time and effort has gone into making these resources. We appreciate your feedback. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This 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 a black Venn diagram 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. 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 is designed to be used as revision guide to explain why poverty became a political issue in 1906 as a prelude to studying the Liberal Reforms 1906 - 1911 or the Suffragettes at either GCSE or A Level This three page resource includes a range of information and sources about British society in 1900 and the work of the social reformers into the primary and secondary causes of poverty on page 1. These revision notes also look at the issue of national efficiency and why Britain was losing its place in as the World economic power as well as the growth of both trade unions and the Labour Party. Page two of this resource includes diagrams, graphs and quotes from the Rowntree Report into the causes of poverty in York. Page 3 includes a summary exercise with a list of focus questions to help students pick out the key information that they need to know for the exam. 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 has been finely tuned for over 10 years and used to deliver many outstanding lessons right across my faculty. It has been so successful that it has attracted the attention of Hodder, Pearsons, Boardworks and Heinemann who have asked me to produce similar online resources for their text books. Each section of this booklet on the Liberal Reforms 1906 - 1911, includes revision notes, review sheets, activities, past paper questions and pupil mark schemes on the following sub topics of the OCR GCSE Modern World Specification from 2013: Structure of Edwardian Society Poverty & Lassie Faire Why did Poverty become a political issue? The Social Reformers Why did the Liberals win a landslide victory in 1906? Why did the Liberals Introduce their reforms? The Liberal Reforms Opposition to the Liberal Reforms How Effective were the Liberal Reforms? I would recommend printing this resource in a saddle stitch format on A3 paper if your reprographics person can do it. Importantly for everyone studying this topic, this resource includes a detailed section on ‘Why did the Liberals win a landslide victory in 1906?’ which is not covered in the official text books but is on the new 2013 specification. After reviewing each section, I would recommend that students complete the relevant past paper questions, swap and mark each others work using the pupil mark scheme and then improve their answers for homework. 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 four page study guide deals with the topic of why the Liberals won a landslide victory in 1906, by looking at the mistakes made by the Conservative Party in the period 1899 - 1906. If you are studying GCSE Modern World History, this topic was added into the new specification in 2013, but there are no text books dealing with this important part of the new specification. These notes are suitable for GCSE and A Level students. The resource includes information and sources on the election campaign in 1906 as well as the following topics which contributed to the Conservatives defeat: Boer War, Chinese Slavery, Social Reform, New Liberalism and Free Trade. The notes that included have been bullet pointed and written in a style that is accessible to the full ability range at KS4 or ages 14 to 16. I have tried to include sources that stand a good chance of coming up in the exam on Chinese labour, free trade and lack of social reform. In terms of activities, I have included a thinking skills review triangle activity which could be completed in groups or pairs and then fed back to the rest of the class. Ideally, I would recommend doing mind map exercise on this topic with your students with each issue being a separate branch. The aims and objectives for this revision lesson are: Theme: Liberal Reforms Know: Why did the Liberals win a landslide victory in 1906? Understand: What role did the issues of Free Trade, the Boer War, Chinese Slavery and lack of social reform play in making the Conservative Party increasingly unpopular? Understand: How far was New Liberalism responsible for the Conservative defeat in 1906? Evaluate: What was the most important factor in the Conservative election defeat in 1906? WILF: What Am I Looking For? Identify and describe: Why did the Liberals win a landslide victory in 1906? Explain: What factors contributed to the unpopularity of the Conservative Party in 1906? Analyse: Why was New Liberalism more attractive to working class voters? 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 understand why the US economy boomed in the 1920’s. 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 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 why the US economy boomed in the 1920s. Once students have cut the cards out they are set three tasks including: Remove any reasons for the boom 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 the US economy boom in the 1920’s. Record and explain your reasons. 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: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? Analyze: 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. 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 module was designed for use with Year 7, but with a few tweaks it could easily be adapted for use with other year groups. It looks at issues relating to Healthy Eating and Obesity and aims to build up student knowledge that may exist from their knowledge of health campaigns. All the relevant resources are included for download. Key Issues addressed: • The rise in obesity amongst young people in the UK. • The promotion of healthy eating habits to counter the problem. • The personal choices young people make when deciding what to eat. • Student understanding of how key components of the food pyramid and personal choices may lead to future health concerns. • Student understanding of how school meals are designed with student long term health concerns in mind. • Highlighting types of eating disorders e.g. anorexia nervosa and bulimia nervosa and where support structures exist within school. • The concept of negative role models in fashion for young people. Sample: Lesson 1: • To introduce the problem of UK Obesity • To promote healthy eating habits Objectives: • Identify the extent of UK obesity amongst young people. • Describe the concept of healthy eating • Explain: key term of obesity and associated ideas surrounding healthy eating • Analyse: the impact of UK obesity for the young people in relation to the health triangle.

This great resource is designed to help students understand why the US economy boomed in the 1920’s. 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 why the US economy boomed in the 1920s. 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 the US economy boom in the 1920’s. Record and explain your reasons. 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 skill as well as their arguments for their essay. The aims and objectives for this lesson are: Theme: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? 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. 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 revision guide covers all the key information you would need to know about the Liberal Reforms 1906 - 1911 for GCSE History. The topics covered in this study / revision guide for students include: Edwardian Society Poverty & Lassie Faire Political Parties Why did Poverty become a political issue? Findings of the Rowntree Report & Charles Booth Why did the Liberals win a landslide victory in 1906? Why did the Liberals Introduce their reforms? How effective were the Liberal Reforms? Who opposed the Liberal Reforms? Each section comes with activities to help you draw out the key information as well as both primary and secondary sources which may come up in your exam. If you are a teacher, we have supplied this information in word so that you can customise it for your students but would ask that you respect our copyright. 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 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 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

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

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