This lesson uses political cartoons to draw out inferences about the political climate in the USA before and during the First World War. There is a homework for which students will need the Edexcel textbook which accompanies this course.

ALL will be able to define these ideals and identify their appeal MOST will be able to explain how these ideas would affect politics SOME will be able to analyse the impact of these ideas on American politics This lesson explores how the First World War affected people in the US and includes lots of precise, detailed information for students to use in their essays. I use the term 'fantastatistics' for this kind of evidence (fantastic statistics) and this term is used in the PowerPoint. There is a task which follows on from the homework set in L4 to find out the definitions of 'isolationism' and 'normalcy', but you can allocate 5 mins to this in class if you are using this as a standalone lesson. The lesson asks students to imagine what kind of measures politicians would have to implement in order to return to a pre war country, and this should give students a handle on normalcy and what the US voters were looking for. The lesson also looks at isolationism and rugged individualism and students complete a venn diagram to see where these ideas overlap. This was a really successful exercise for my students who are now really comfortable with these political ideas. NB You will need the edexcel textbook to support this lesson, although if you have an alternate textbook I'm sure you could locate the information elsewhere.

This lesson contains an essay structure for this question: Were Republican ideas the main reason for the fact that there was a Republican president and a Republican majority in Congress in the years 1921-1931? The lesson is centred around helping students to feel confident to have a go at this.

The Powerpoint contains images of Hoovervilles for students to see and for you to describe the effects of the Depression. The worksheet needs to be completed using the textbook. ALL Will be able to describe Hoover’s actions and the effects of the Great Depression MOST Will be able to explain Hoover’s limitations and the impact on public opinion of the Bonus Army SOME Will be able to predict the impact of Hoover’s actions on the former popularity of Republicanism.

This lesson looks particularly at Henry II and the changes he made in 1154. It includes a clip, a sock matching exercise and an alternative exercise if you prefer to keep your students seated. It includes a structured written exercise and a plenary. Learning objectives are: ALL will be able to describe how the King affected law and order in Medieval England MOST will be able to used precise historical detail to describe the changes the King brought SOME will be able to explain how much things change. All resources are included, no textbook needed. Questions are differentiated into traffic light colours.

Intended to give a very quick overview of Tudor England for students in KS4, this lesson gives students the key information they need to begin to study the crimes and punishments of Tudor times. Learning Objectives: ALL Students will be able to recall key facts about life in Tudor Times MOST Students will be able to consider how these facts impacted on the monarch of the time SOME Students will be able to predict what kind of laws the monarchs would have brought in to deal with threats to their rule.

Designed for GCSE students either studying the OCR course, or the Edexcel course, you will need a textbook for this (OCR, SHP and Edexcel are all appropriate for this) and prior learning on law enforcement in medieval times. Students will compare tudor law enforcement with law enforcement from medieval times: ALL Will be able to describe one difference and one similarity MOST Will be able to describe several differences and several similarities using detail SOME Will be able to analyse the extent of change

This needs to be included in a scheme of work on American politics during this period as it helps structure an essay, but it doesn't provide new knowledge on content. The lesson is focused on how to pick out themes and structure an essay at A Level. Students come up with their themes as a class, but suggestions are made in the lesson, students assess a model paragraph to find the evidence and analysis present. Students structure their own paragraphs around the model paragraph structure. The question this lesson considers is “The Vietnam War was the main reason the American public lost confidence in their President between the years 1968 and 1980” How far do you agree? This lesson was designed to be part of a Scheme of Work on Edexcel AS/A Level history Paper 1, Option F: The American Dream

Intended for GCSE students either studying the OCR or Edxecel spec for Crime and Punishment, appropriate for both the new GCSE and the old, this stand alone lesson is designed to be used with a textbook. The SHP, OCR and Edexcel textbooks will all be fine for this lesson. Lesson Objectives: ALL Will be able to describe some of the reasons capital punishment ended MOST Will be able to support their points with detailed evidence SOME explain how these factors led to capital punishment ending This lesson includes a clip about Derek Bentley, a table to be completed using the textbook, a triangle of importance and then an essay question that asks students to compare factors.

Standard board game that requires a dice and counters to represent the students playing. Students complete activity sheet as they play, using the knowledge they gained from the game. Each square details something that might happen to a peasant to either cause them good fortune or bad and instructs students to move ahead or drop back a few spaces accordingly. As students play the game they have a range of activities to complete based on the information they find out in the game. They could do these as they play, or to consolidate what they have learned after. Activities cover: * the feudal system * jobs of the peasant in each season * factors affecting the peasant's life such as the weather * matching pictures to the jobs of the peasant * the roles of other people in the village such as the steward This game is active learning that is student centred. Other than behaviour management, it is hands off for the teacher and enjoyable for students. This is appropriate to KS3. Many thanks to Paul Durnall who gave this to me :-)

This lesson should follow on from either your own lesson on factory conditions, or my other lesson on factory conditions. The focus of the lesson is not new learning, it is practising the skill of assessing reliability based on the caption of the source. It doesn't go as far as NOP but allows students a more organic, paired or group discussion on whether a source is reliable. First you analyse reliability together, then students pass round sources and add their own notes to the bottom before completing a worksheet task. NB. This lesson does not use the word 'bias' when examining sources as in my opinion, this leads students to stop analysing once they have decided that the source is biased. If instead they examine reliability, they are more able to take a balanced view on source reliability. Learning Objectives: To know how to make inferences from the source (L5) and to know how to use the caption to decide how reliable the source is (L6)

This lesson is designed to be used with Access to History:‘Prosperity, Depression and the New Deal: The USA 1980-1954 by Peter Clements, but could be used with another resource if your resource is: * of A level complexity or above (lesson skill focus is finding information in text) * details the Supreme Court challenges made against the New Deal * is no longer than 2 sides of A4 The skill focus is on finding information in text with a view to increasing student confidence in using the textbook and other more complex sources more independently. Tasks include 'skim it/scan it/scope it out' exercise, rephrasing complex concepts into student own words to improve comprehension, and differentiated tasks as per Blooms. Students will also be fully informed about Supreme Court challenges to the New Deal and able to analyse the changing relationships within the US Federal government.

ALL Will be able to describe the key features of McCarthyism MOST Will be able to explain how this impacted on American politics and culture SOME Will be able to use detailed evidence to analyse the threat posed by McCarthyism to the American government Self contained lesson with all resources contained, differentiated questions and a homework paragraph structure.

If you are using this bundle and are looking for Lesson 8, it is the lesson entitled 'Red Scare'. Apologies this is not more clearly labelled. I'm uploading this lesson for free because the bulk of the lesson I taught on it was me drawing a flow diagram of the wall street crash and students making their own diagrams. There is a good clip though with a summary attached. ALL will understand that the Wall Street Crash resulted from the boom years of the 1920s, will also be able to describe the effects of the WSC MOST Will understand the relationship between the boom and the bust and explain the effects of the WSC SOME Will be able to analyse aspects of both the boom and bust to identify where ideas of isolationism and laissez-faire had contributed to the crisis.

I attended a lecture with my year 12 and took these notes which I then typed up into a resource for them to use. There were lots of facts that weren't covered in any of the textbooks so this is a useful resource to read over before planning a lesson on this topic. Please review if this was useful.

Before teaching, I worked in recruitment. When I became the Head of Year 12 I combined my expertise in recruitment with my experience working with young people and put this guide together to help students write a CV that will show off their skills to potential employers. Suitable for all teenagers and young people, but aimed at teenagers aimed 16 and above, this resource could be used in form time or PSHE, or you could upload it onto your VLE for students to access as and when they need it. Here is the beginning so you know what you're buying, but please be aware that all formatting has been taken out as TES doesn't support it in this blurb. This guide is designed to help you write an excellent CV which will show off your talents to a potential employer. For each section I will tell you first ‘What the Employer wants to see’, then ‘How YOU can do this’ and finally ‘Traps to avoid’. I’ve given you some examples of how you might want it to look, but don’t forget its your CV, so try experimenting with different fonts etc. CONTENTS: P1. Name and Contact Details Section, ‘Profile’ P3. Education Section P4. Work Experience section P5. Key Achievements section P6. Computer Skills, Interests P7. References P8. Need more help? Name and Contact Details What the Employer wants to see - Your name nice and big so they can pick it out of the pile of CVs they have on their desk, your contact details so they can call you and get you in for an interview. How YOU can do this – Don’t take up too much space but make sure they are clearly visible. Get an email address that sounds professional, DON’T use silly ones like fishboy43_@hotmail.com. Example: Mahatma Ghandi 66, Plainsboro Road, Ipsley, Birmingham, B14 7EJ Tel: 0121 444444 Mob: 0789876543 email:mghandi@gmail.com It is not necessary to put your date of birth or marital status on your CV. This is because this information is not relevant under employment law and could only possibility be used to discriminate. If you do chose to include this information then put it somewhere a bit lower down according to your formatting. You don’t want it to distract from the important stuff.

This resource for KS5 looks at the challenges faced by Reagan in exerting his power as president, and looks at whether the Presidency was 'imperilled' and power disseminating to Congress. The resources in this pack support students to achieve the first two of these Learning Objectives, the third objective is a holistic objective that asks students to consider their previous learning on Nixon, Ford and Carter. If they haven't learned this, they will still have access to the first two objectives. ALL: Will be able to describe how it was difficult for Reagan to use his power MOST: Will be able to explain how the obstacles Reagan faced would impede his policies SOME: Will be able to make links between these obstacles and the failures of the previous presidents to explain how the Presidency had become ‘imperilled’

Civil Rights, KS5, students need an existing knowledge of MLK's Southern Campaigns before they can access this lesson effectively. All resources included, no need for additional textbooks although they are always useful for extra material. The starter asks students to look at the Moynihan Report and decide why MLK turned his attention North. The main body of the lesson is a card sort on the Northern Campaign, students separate 'event' cards from 'analysis' cards, then use the event cards to put together a chronology. Students then colour code their cards to align with various reasons the Northern campaign was unsuccessful, then they either make three bullet point lists, or write three paragraphs to answer the question.

This follows on from lesson 5 which introduces students to the ideas of isolationism, normalcy and rugged individualism. It aims to achieve these outcomes: ALL will be able to explain why the American public admired Republican ideas at this time. MOST will be able to relate these to ideas of ‘normalcy’,’isolationism’ and ‘rugged individualism and explain how the three Republican presidents used these ideas. SOME Will be able to support their answer on the appeal of Republicanism with context from the 1920’s. The lesson includes a clip with questions for students to discuss, a colour coding card sort activity, a paragraph which they use to highlight evidence, a homework sheet on Harding and Coolidge and a worksheet to focus the lesson activities.