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History? ?? Take Cover!!!

History? ?? Take Cover!!!

Presentation contains 30 activities designed for use as a starter or plenary for Key Stage 3 History which focus on different periods of history and will promote research skills. Presentation has similar structure to “Geography? Take Cover” and “Religious Education? Take Cover”. Presentation can be used as a teacher led activity. Answers are given to all 30 challenges and all 30 activities are also available in a printer friendly mode to facilitate homework or give support for non specialist cover lessons. Presentation can also be used as an enjoyable “end of unit” activity. The whole presentation contains 93 slides and hyperlinks are embedded throughout.
20JET12
Life for Black Americans in the 1930s - Civil Rights movement.

Life for Black Americans in the 1930s - Civil Rights movement.

Life for black Americans in the 1930s. This resource includes 1x PowerPoint This lesson is about 60 minutes long and includes attached activities, challenging and thoughtful questions, embedded URL links where appropriate and tasks/information for students to use to learn what life was like for Black Americans during the 1930s in America The resource PowerPoints includes a starter activity a variety of tasks and then a suggested homework. Level: KS3/KS4 History Time 1Hours+ Learning Objectives To analyse the extent that Black Americans could access their civil rights in 1930s America.
fantastic17
Klu Klux Klan & African American civil rights

Klu Klux Klan & African American civil rights

Why did people want to join the Klu Klux Klan?. This resource includes 1x PowerPoint and 1 x Handout This lesson is about 60 minutes long and includes attached activities, challenging and thoughtful questions, embedded URL links where appropriate and tasks/information for students to use to learn about the Klu Kluz Klan and their role in shaping the struggle for Civil Rights in America The resource PowerPoints includes a starter activity a variety of tasks and then a suggested homework. Level: KS3/KS4 History Time 1Hours+ Learning Objectives To be able to explain why some white Americans joined the Ku Klux Klan (level5/6) To analyse why the organisation started to grow in the 1950-60s (level 7/8)
fantastic17
Significance and Montgomery Bus Boycott

Significance and Montgomery Bus Boycott

Significance and Montgomery Bus Boycott. This resource includes 1x PowerPoint This lesson is about 60 minutes long and includes attached activities, challenging and thoughtful questions, embedded URL links where appropriate and tasks/information for students to use to learn about How significant was the Montgomery Bus Boycott in helping black Americans to get Civil Rights? The resource PowerPoints includes a starter activity a variety of tasks and then a plenary. Level: KS3/KS4 History Time 1Hours+ Learning Objectives To explore criteria for making judgements about historical events (5/6) To begin to judge and explain the significance of the Montgomery Bus Boycott (7) To analyse a range of judgements on historical significance (8)
fantastic17
Ultimate Xmas Quizzes

Ultimate Xmas Quizzes

3 Festive quizzes, broken into categories of Christmas trivia, Logos, Famous Characters/Celebrities, Movies and Music
totticoves
The Holocaust: A source based enquiry

The Holocaust: A source based enquiry

Three fully resourced lessons on the Holocaust. Each lesson is a source based enquiry which includes a PowerPoint with a step by step guide and activities, differentiated worksheets, source sheets, literacy support and a range of activities.
planmylesson
Vietnamisation (Edexcel GCSE 1-9)

Vietnamisation (Edexcel GCSE 1-9)

Tthis lesson is focused upon the changed implimented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc .. Lesson begins with a recap of Johnson leaving office and Nixon's approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into.. 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.
morlem
How successful was the NEP?

How successful was the NEP?

Lesson focussing on the NEP. Bits and pieces stole here and there from people. Students were able to grasp why it was a betrayal to Bolshevism and ended with 10 mark question for homework. This was more to show students the requirements needed at GCSE level. The extract is there for any high achievers who would excel reading more complex information.
jlincoln1
Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

Nazi Germany & the Rise of a Dictatorship: Lesson 15 Who suffered the most under the Nazis, 1933-39?

Students learn about Nazi policies towards minority groups and how these were influenced by eugenics. The main activity requires students to position Nazi policies on a graph frame, with the positioning based on their opinion re the severity of the persecution. The graph is then used to complete a series of tasks. Clear step by step instructions, differentiated activities and worksheets. This is the last lesson in the unit of work.
planmylesson