This outstanding resource is designed to provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. 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 also be used as a starter, plenary or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Cold War? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold War? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource is designed to help students build up a sound understanding of the chronology of events for international relations 1918 - 1939, through a simple card sort. It can be used as a revision exercise, starter or plenary and is aimed at the full range of ability. When you purchase this resource you will receive a two page Microsoft Word document, which is full customisable to your needs. You can easily add or delete events to suit your syllabus and learners. The card sort includes twenty five key events with their dates, which have been mixed up. Your students can either sort them from memory or research the answers using a core text book. Once complete they can either stick them across two pages in their exercise book or onto a sheet of A3 paper. I have also included an extension activity: One of the key issues you need to decide is ‘how far Hitler was responsible for starting the Second World War?’ Create a key for your timeline to show which events can be blamed on Hitler’s aggression, the failure of the League of Nations or Britain, France or Russia. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for starting the Second World War? Know: What were the key international events 1919 - 1939? Understand: What is their correct chronological order? Evaluate: Which events were the result of Hitler's foreign policy? WILF: What Am I Looking For? Identify & describe: What were the key international events 1919 - 1939? Explain: Which events were the result of Hitler's aggressive foreign policy? Analyse: How far was Hitler responsible for starting the Second World War? If you like this resource then why not check out my other resources on this topic in my TES shop. I have a full range of revision resources on the causes of the Second World War as well as more challenging card sorts such as diamond nine activities. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource was designed for a lesson observation and comes with its own lesson plan. It is suitable for a range of learners and includes some great ideas and strategies to try out with your students. The information on the consequences of the Black Death for the market place activity have been beautifully presented and linked into the decline of feudalism, the peasants revolt and the Renaissance. The core question for students t investigate is 'how far was the Black Death a disaster for Medieval society?' The resource includes a PowerPoint with aims, objectives, differentiated outcomes as well as two alternative innovative starters and plenaries. It then includes six information slides about how the symptoms and causes of the Black Death as well as an activity around the effectiveness of Medieval medicine at this time. The next six slides are designed to be either printed off on A3 or A4 to be used for the market place activity. They are grouped together so that each table would have two information sheets. The final slide includes an activity to help students structure an extended answer on: 'How far was the Black Death a disaster for Medieval society?' I have also included a card sort on this topic called 'The Black Death, before and after, which can be used as an alternative plenary. The aims and objectives for this lesson are: Theme: Medieval Society Know: What were the consequences of the Black Death? Understand: How did the Black Death change Medieval society? Evaluate: How far was the Black Death a disaster for Medieval society? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What were the effects of the Black Death? Explain: How did the Black Death change Medieval society? Analyse: How far was the Black Death a disaster for Medieval society? As part of the plenary you could discuss what impact would a similar disease have on jobs, housing and society today in modern Britain. Its important to ask in this lesson, for whom was it a disaster and how much of a disaster. My students concluded, that it was a disaster for the feudal lords who began to lose control over their peasants. 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 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 controversy within FDR's government surrounding the setting up of the Works Progress Administration. When you buy this resource you will receive a twenty four slide PowerPoint that includes information, sources and ten 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 animate 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 gets students to evaluate some of the jobs created by the CWA and decide if they were boondoggles and Activity 6 aims to get students to explain how the PWA tried to help the unemployed. Activity 7 is a source analysis question which aims to get students to assess the short comings of the PWA. This could be adapted to an exam style question. I have provided a pupil mark scheme that could be easily adapted to suit your own exam board. Activity 8 asks students to evaluate whether the jobs created by the WPA were 'boondoggles', whilst activity 9 aims to get students to copy down the diagram about the achievements of the WPA and improve it after watching a media clip. Activity 10 is based around a class discussion on whether Harold Ickes or Harry Hopkins was right and includes quotes by historians to help fuel the debate. 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 WPA try to help the unemployed? Evaluate: How successful was the WPA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the WPA try and help the unemployed? 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 great resource makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed at low to middle ability students, although it is also suitable for higher ability students. If you would like to give them some stretch and challenge, then you could always ask them to prioritise the different factors or even download my diamond 9 or activity on this topic. If you have a class set of iPads, I also have a electronic version of this card sort. The resource includes four heading cards labelled social reformers, political rivalry, new liberalism and national efficiency, as well as 16 statement cards to be correct sorted under them. The aims and objectives for this lesson are: Theme: How successful were the Liberal Reforms 1906 - 1911? Know: Why the Liberals introduced their reforms? Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision? Evaluate: which factors were the most important? WILF: What Am I Looking For? Identify and describe: Why did the Liberals introduce their reforms? Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play? Analyse: Which factors were the most important? 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 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 great little resource makes an excellent starter, plenary or even a homework for students studying the aims and objectives of the Nazi Party when it was renamed the Nationalist German Workers Party in 1920. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. The resource includes two heading cards which briefly explain what is meant by a Nationalist and Socialist in the context of Germany in the 1920s and 12 statement cards taken from the 25 point programme produced by the new Nazi Party in 1920. Students are instructed to cut out the cards and organise them under the two headings. Depending upon the class, it should take no more than 10 - 15 minutes to do the card sort. The aims and objectives are: Theme: The Rise of Hitler Know: What were the aims of the Nazi Party in 1920? Understand: Which ideas were Nationalists or Socialist? Evaluate: Why would these aims appeal to the German people? WILF - What Am I Looking For? Identify & describe: The aims of the new Nazi Party in 1920 Explain: Which ideas were Nationalist or Socialists? Evaluate: Why would these ideas attract the support of some German people? 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 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 great resource is designed to help students analyse historical interpretations and can be used to help students at both GCSE and A Level. I have successfully used this type of resource with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. 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 C = Comment E = Example C= Content E = Explain C= Context (Source & Knowledge) L = Link 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

This great resource is designed to be used a stand alone lesson or to be printed off in colour, laminated and displayed in your classroom. It contains a number of colour 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 outstanding resource has been designed to provide stretch and challenge for students studying reasons why Italy invaded Abyssinia in 1935 -35. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors which explain why Italy invaded Abyssinia in 1935 - 36. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Italy invaded Abyssinia in 1935 -36. Record and explain the reasons for your choices. 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 understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Italy invade Abyssinia in 1935 - 36? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Mussolini's decision to invade? WILF - What Am I Looking For? Identify and describe: Why Mussolini invaded Abyssinia? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Mussolini's decision to invade? 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 analyse historical interpretations for the AQA GCSE History specification. I have used this several time with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. Used overtime, this type of resource will help to embed good practice and help train students up with the thinking and analysis skills they will need to tackle this type of interpretation question. 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, which worth a L1. 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 into a L3, 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 a high L3. The final box is designed to get them to link their analysis and come to a judgement to any other source being studied as part of the AQA GCSE History Syllabus. Underpinning the graphic organiser is both PEEL and CCCJ. P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement 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. Kind Regards Roy

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

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? 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 looks at the development of cattle ranching and the key exam question on why cattlemen decided to drive their herds north? I’ve pitched the text level at lower to middle ability but the challenge of the final thinking skills review triangle is sufficient to stretch the more able. The PowerPoint includes information slides on the background to cattle ranching and the long drives as well as information on: The Impact of the American Civil War 1861-1865 Increased demand for beef in the East The actions of Goodnight and Loving The building of the railroads The actions of Joseph McCoy There are two core activities, a snowballing starter of the key words for the lesson and a thinking skills review triangle activity linked to a past paper question. As always, this resource can be easily edited and is designed to be used along side any main stream text book on this topic. The resource can also be uploaded to a virtual learning environment and set as a homework The learning objectives are: Theme: The American West Know: How did cattle ranching develop in the American West? Understand: Why did cattlemen drive their herds north? Evaluate: Which factor was the most important? WILF: What Am I Looking For? Identify & describe: Why cattle ranching developed in the American West? Explain: Why cattlemen drove their herds north? Analyse: Begin to come to a judgement on which factor was the most important? If you like this resource, then please check out some of my others in this series. Kind Regards Roy