This is a resource for late-KS3 or KS4 students about the different types of government that exist in the world. Students are invited to think of as many types of government thy can as a starter activity, which can be recorded n the worksheet. They must then come up with definitions of the words democratic, undemocratic, and totalitarian. The second half of the worksheet is about matching the different types of government to their definitions, on the information sheet. Students must think of examples, with some provided for lower-ability students. Higher ability students are invited to choose one of two extensions to build on the knowledge gained through the lesson. All answers are on the powerpoint.

This is a card sort for students to match up laws and groups to their definitions. Students can explain what is the more important of these laws and organisations.

This is a card sort for students to categorise workers’ rights and responsibilities. Students can explain what is the more important of their rights, and of their responsibilities.

A chronology activity for events of the Montgomery Bus Boycott. It can ether be done as a numbering activity, or as a card sort. Each description is numbered, at present, for teacher’s ease of reading. Remember to tipp-ex out the numbers before use. There is a differentiated sheet for lower-ability students. More able student can explain which was the most significant of the consequences, in the short and long term. They can relate to the protesters themselves and the wider Civil Rights movement/USA. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a whole-lesson on Martin Luther King. it contains a link to the ‘I have a Dream’ speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King’s significance. Students finish by considering the effect of non-peaceful protest.

A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.