Secondary social history resources

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Civil Rights Who contributed the most to Civil Rights, Kennedy or Johnson?

Civil Rights Who contributed the most to Civil Rights, Kennedy or Johnson?

Who contributed the most to Civil Rights, Kennedy or Johnson? LO: To explain the contribution of JFK and LBJ to African American Civil Rights. LO: To build an argument using evidence to argue for which President contributed the most to Civil Rights. Know the role of Kennedy and Johnson for Civil Rights. Be able to explain and compare the actions of both Presidents on Civil Rights of African Americans. Begin to consider and make a judgement of which President had more of a beneficial role for Civil Rights within the framework of different factors.

By W17

Civil Rights Martin Luther King and Malcolm X through Historians views

Civil Rights Martin Luther King and Malcolm X through Historians views

How have Historians identified the contributions by Martin Luther King Jr. and Malcolm X to the Civil Rights Movement? LO: Explain the contributions made by MLK and MX in context of past leaders. LO: To assess Historian’s assessments of MLK and MX contribution to the Civil Rights movement, and then form a judgement . Know what contribution was made to Civil Rights by Martin Luther King and Malcolm X. Be able to compare and contrast the approaches of both leaders. Begin to use Historian’s arguments to create a judgement about the similarities of the contribution made by Martin Luther King Jr. and Malcolm X to Civil Rights.

By W17

Civil Rights What happened during the Civil Rights Movement 1955-63

Civil Rights What happened during the Civil Rights Movement 1955-63

What happened during the Civil Rights Movement between 1955-63? LO: Able to independently research the three different stages of the Civil Rights Movement between 1955-63. LO: To explain and identify examples of continuity and change within these events. Know what key events took place during the Civil Rights Movement between 1955-63. Be able to research and explain events from different stages of the Civil Rights Movement, to then explain and identify continuity and change. Begin to use Historian’s opinions of the key events alongside own research to identify common themes of continuity and change across the whole time period.

By W17

Civil Rights To what extent can the Brown decision be seen as a turning point?

Civil Rights To what extent can the Brown decision be seen as a turning point?

To what extent can the Brown decision be seen as a turning point in the campaign for African American Civil Rights? LO: Able to explain the importance of the Brown V. Board of Education Supreme Court Case to African American Civil Rights. LO: To use primary sources to form a judgement if the decision was a turning point. Know what the Brown V. Board of Education Supreme Court case was. Be able to explain the debate of the extent to which the case was a turning point using Primary Source to support an argument. Begin to make a judgement which will form a response to an essay question looking at the extent to which this Supreme Court case was a turning point.

By W17

Civil Rights Second World War and Cold War

Civil Rights Second World War and Cold War

Which aspect this period had the greatest impact on improving Civil Rights for African Americans between 1941-1960? Know the three different impacts on Civil Rights between 1941-1960. Be able to explain each impact and argue for one impact to be the greatest compared to the other two impacts. Begin to come to a written and comparative judgment of which is the most important impact which is supported by evidence and a Historian's opinion.

By W17

Civil Rights In the Roaring Twenties and through the Depression.

Civil Rights In the Roaring Twenties and through the Depression.

How did cultural and political influences effect the development of African American Civil Rights between 1920-41? LO: Able to explain the geopolitics aspects of Continuity and Change within Civil Rights during the 1920s. LO: To evaluate two different extracts of Historians to explain FDR’s New Deal. Know the combination of persecution and progress in the 1920s. Be able to compare the continuity and change of African American’s Civil Rights of the 1920s through key factors. Begin to use Historian’s extracts to explain the impact of the President Roosevelt's policy of the New Deal on African Americans Civil Rights.

By W17

Civil Rights Who's contribution was the most important between 1880-1920?

Civil Rights Who's contribution was the most important between 1880-1920?

Who’s contribution was the most important for the development of African American’s Civil Rights between the 1880s to 1920s? LO: Be able to explain and sympathies with the increasing restrictions on African American Civil Rights between 1880s-1920s. LO: To research the role of 6 key individuals and judge their contributions to Civil Rights. Know what restrictions to Civil Rights were taking place between 1880s-1920s. Be able to explain the role of 6 key individuals and their contribution to African Americans Civil Rights in this period. Begin to make a judgement of who made the most effective contribution.

By W17

Civil Rights Which aspect of the Gilded Aged restricted Civil Rights?

Civil Rights Which aspect of the Gilded Aged restricted Civil Rights?

Which aspect of the Gilded Age (1875-96) restricted Civil Rights of African Americans the most? LO: Able to explain the restrictions to Civil Rights caused by Jim Crow Laws and the Separate but Equal doctrine. LO: To make a comparison judgment using source of which restricted the most. Know what Jim Crow Laws and the Separate but Equal doctrine was. Be able to explain how both aspect restricted Civil Rights. Begin to compare both aspects through the use of Primary Sources to practice the skills of using Primary Source material to justify an argument.

By W17

Civil Rights Opposition groups during Reconstruction

Civil Rights Opposition groups during Reconstruction

How did opposition groups restrict the development of Civil Rights for African Americans during Reconstruction? LO: Be able to explain how opposition groups gained support in the South. LO: To analyze and use a range of given sources in practice of their use in answering an essay question. Know what opposition to Civil Rights for African Americans existed during Reconstruction. Be able to explain the factors which gave support to opposition groups in the South of America, and explain the connection to Democrats. Begin to analyze sources by looking at how they can be used in responding to an essay question, and thus practicing source analysis for coursework.

By W17

Civil Rights How was African American identity formed through Slavery and the American Civil War?

Civil Rights How was African American identity formed through Slavery and the American Civil War?

LO: To be able to explain the term Civil Rights and the Slave Triangle Trade. LO: To use two historian’s texts to examine the formation of African American identity through Slavery and the Civil War. Know and able to define Civil Rights, and outline the struggle of African Americans. Be able to explain the Slave Trade, as well as how this and the American Civil War helped to form a identity for African Americans. Begin to make a judgement using parts of Historians texts to explain which event, slavery or the American Civil War had the biggest impact on identity.

By W17

War on Terror Why did the events of the 11th September 2001 shock the world?

War on Terror Why did the events of the 11th September 2001 shock the world?

LO: To be able to explain the events of the 11th September 2001. LO: To create a judgment of which factor is the most important for understanding why this terrorist attack shocked the world. MUST:Know the events of the 11th September 2001 and how they shocked the world. SHOULD: Be able explain how this event shocked the world through three key factors; Political, Social and Military. COULD:Create a television report which comes to a judgment of which is the most shocking factor.

By W17