These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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 can be used both as a class and revision guide to help students studying why support for the Nazis increased from 1923 - 1932. With the more able it would make a great homework activity. The first section looks at how the Beer Hall Putsch and Hitler's trial launched his political career, whist the second section looks at the impact of the Great Depression on increasing support for the Nazis. The third section allows students to study several key sources to help them analyse why the German people started voting for the Nazis. These activity section at the end of this resource is designed to help students summarise their learning. and discussions. The worksheet is provided as a word document and can be easily adapted to suit your students. Please run it through a US spell checker as this resource was originally designed for use in British schools. 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 can be used both as a class and revision guide to help students studying why support for the Nazis increased from 1923 - 1932. The first section looks at how the Beer Hall Putsch and Hitler's trial launched his political career, whist the second section looks at the impact of the Great Depression on increasing support for the Nazis. The third section allows students to study several key sources to help them analyse why the German people started voting for the Nazis. These activity section at the end of this resource is designed to help students summarise their learning. and discussions. The worksheet is provided as a word document and can be easily adapted to suit your students. The text level would support the able at KS3 and middle ability at KS4.

These revision cards cover the key factors that you will need to know for the Russian Revolution and Stalin’s Russia 1924 - 41. They make an excellent fun revision game, starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. I’ve provided them in word so you can easily adapt them for your own classes. This package incudes both sets of revision cards at a discount price. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results

These revision cards cover the key factors that you will need to know for Stalin’s Russia 1924 - 41. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. I’ve provided them in word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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

These revision cards cover the key factors that you will need to know for the Russian Revolution and Stalin’s Russia 1924 - 41. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. I’ve provided them in word so you can easily adapt them for your own classes. This package incudes both sets of revision cards at a discount price. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results . 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 black 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 resource has been polished and shined over 25 years and has never failed to grab my students attention. It covers the first hundred days of FDR's Presidency and how he tackled the underlying causes of the Depression. This resource is suitable for GCSE and A Level students. The PowerPoint includes aims & objectives, differentiated outcomes, a snowballing starter and information slides on the aims of the New Deal, the Spiral of Depression, FDR’s inauguration speech, Bank Act, Beer Act, Fireside Chats and of course the Alphabet Agencies. I've also built in a number of tasks and activities around various sources and video clips as well as several animated diagrams to help explain some of the more difficult economic concepts such as 'The Spiral of Depression' and 'Pump Priming.' The main task is to complete a review sheet on the action that FDR took during his first 100 days and decide whether his government was providing relief, recovery or reform. To support this activity, I have also produced an information sheet, which can printed off from the PP, on the Alphabet Agencies. The plenary activity includes a source analysis task on the usefulness of a political cartoon on the Fireside Chats. Different exam board syllabuses look at the Alphabet Agencies in varying degrees of depth. This PowerPoint will provide a good introduction to the work of each agency, please check my shop for more detailed in depth lessons on the work of each alphabet agency. The aims and objectives of this lesson are: Theme: The New Deal 1933 – 1945 Know: What steps did FDR take to end the Depression in his first 100 days? Understand: What were the aims of the New Deal? Evaluate: How far did the New Deal provide Relief, Recovery & Reform? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: What were the aims of the New Deal? Analyse: How successful were the first hundred days of FDR’s Presidency? 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 a writing frame to help support middle and lower ability students scaffold an extended answer or essay on why did the Liberals introduce their reforms 1906 - 1911. The first resource is a card sort which has four heading cards labelled social reformers, political rivalry, new liberalism and national efficiency, as well as 16 statement / information cards to be correct sorted under them. The second resource includes a writing frame on page 1 with the same headings set out using the PEE guide - Point - Example Explain. This page should ideally be printed on A3 paper for SEN students. The second page includes a thinking skills review triangle activity to help your students plan their conclusion and decide which was the most important factor. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduce 1906 - 1911? Understand: How successful was each reform at helping different groups in society? Evaluate: How successful were the Liberal Reforms at solving the problems facing working people? WILF - What Am I Looking For? Identify & describe: The reforms introduced by the Liberals 1906 - 1911? Explain: How successful was each reform at helping different groups in society? Analyse: How successful were the Liberal Reforms at improving the lives of working people? This resource is provided in Microsoft Word format so it can be easily tailored to suit the needs of your students. 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 a starter, plenary or mini plenary on the topic of the US Constitution. This activity is suitable for students of all ages and abilities and includes cards with varying degrees of challenge. The resource contains three heading cards labelled President, Congress and The Supreme Court, as well as 22 statement about the US Constitution, which can been matched up to them. The aims and objectives for this lesson would be: Theme: How is the USA governed? Know: What are the three branches of the Federal Government in the US Constitution? Understand: What powers does each branch of the Federal Government have? Evaluate: What role is played by each branch in helping to keep the other in check? WILF: What Am I Looking For? Identify and describe: The three different branches of the Federal Government? Explain: What role does each play within the Constitution? Evaluate: How does each branch of the US Constitution help to keep the other in check? This resource is provided in word so that you can easily adapt the resource for your class. 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

These resources are aimed at lower and middle ability students and look simply how Hitler was able to seize power in 1933. However, they so both contain some stretch and challenge activities. The first activity is a card sort matching statements on Hitler’s beliefs to his ideas. The second resource is a worksheet which includes facts, information and sources explaining why Hitler hated the Jews, the link between unemployment and support for the Nazis as well as how he used the Reichstag and Enabling Law to turn Germany into a dictatorship. The worksheet is published in font size 14 for SEN students and written in a very straight forward prose. The aims and objectives are: Theme: Nazi Germany Know: What did Hitler and the Nazi Party believe? Understand: Why did people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag Fire to get the Enabling Law passed? Skills: Cause, Consequence and Source Analysis WILF: What Aim I looking for? Identify and Describe: What did Hitler and the Nazi Party believe? Explain: Why did the German people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag fire to get the Enabling Law passed? 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 a starter, plenary or mini plenary on the topic of the US Constitution. This activity is suitable for students of all ages and abilities and includes cards with varying degrees of challenge. The resource contains three heading cards labelled President, Congress and The Supreme Court, as well as 22 statement about the US Constitution, which can been matched up to them. The aims and objectives for this lesson would be: Theme: How is the USA governed? Know: What are the three branches of the Federal Government in the US Constitution? Understand: What powers does each branch of the Federal Government have? Evaluate: What role is played by each branch in helping to keep the other in check? WILF: What Am I Looking For? Identify and describe: The three different branches of the Federal Government? Explain: What role does each play within the Constitution? Evaluate: How does each branch of the US Constitution help to keep the other in check? This resource is provided in word so that you can easily adapt the resource for your class. 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 has been designed to help students understand the first hundred days of FDR’s Presidency and how he tackled the underlying causes of the Depression. This resource is suitable for GCSE, but can also be used to give a broad outline A Level students. The PowerPoint includes aims & objectives, differentiated outcomes, a snowballing starter and information slides on the aims of the New Deal, the Spiral of Depression, FDR’s inauguration speech, Bank Act, Beer Act, Fireside Chats and of course the Alphabet Agencies. I’ve also built in a number of tasks and activities around various sources and video clips as well as several animated diagrams to help explain some of the more difficult economic concepts such as ‘The Spiral of Depression’ and ‘Pump Priming.’ The main task is to complete a review sheet on the action that FDR took during his first 100 days and decide whether his government was providing relief, recovery or reform. To support this activity, I have also produced an information sheet, which can printed off from the PP, on the Alphabet Agencies. The plenary activity includes a source analysis task on the usefulness of a political cartoon on the Fireside Chats. Different exam board syllabuses look at the Alphabet Agencies in varying degrees of depth. This PowerPoint will provide a good introduction to the work of each agency, please check my shop for more detailed in depth lessons on the work of each alphabet agency. The aims and objectives of this lesson are: Theme: The New Deal 1933 – 1945 Know: What steps did FDR take to end the Depression in his first 100 days? Understand: What were the aims of the New Deal? Evaluate: How far did the New Deal provide Relief, Recovery & Reform? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: What were the aims of the New Deal? Analyse: How successful were the first hundred days of FDR’s Presidency? 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 mini plenary for a variety of lessons on this topic. I usually use this activity whilst teaching about Stalin or Hitler, but it can also be used in government, politics, ethics and citizenship lessons. This resource includes two heading cards labelled 'Democracy' and 'Dictatorship' as well as eighteen statement cards which can be matched to either heading. The resource is provided in word so you can easily adapt this resource for your students by adding or taking away statements. The aims and objectives for this lesson are: Theme: The rise of the dictators Know: What is the difference between democracy and dictatorship? Understand: How is the way in which law and order is maintained different in both systems? Evaluate: How democratic were the systems of government set up by Stalin and Hitler? WILF - What Am I Looking For? Identify and describe: What are the key features of a dictatorship and democracy? Explain: What the differences between a democracy and dictatorship? Analyse: How similar and different were the systems of government set up by Stalin and Hitler? 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

These outstanding resources look at a key turning point in both British history and World History. They have been tried, tested and adapted over the past 25 years. They are fully interactive and designed to promote debate, discussion and opportunities for assessment. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the railways 1840 - 1900? Explain: The impact of the railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? The PowerPoint includes ten activities which can be customised for your students, including the card sort activity that I have also included in this package. In addition, the PP includes 15 information slides that are linked to the activities. Activity 1 is a simple snowing balling starter using the key words. Activity 2 is an alternative starter centered around two images of the ancient world and a picture of the building of the railways and asks which one required the greatest achievement using muscle power alone? Activity 3 is designed around some map work looking at the impact of the railways on the environment and landscape. Activity 4, is focused around the economic impact of the railways and the jobs they created in other industries. Activities 5 and 6 are numeracy tasks that get students to calculate how much businessmen could save transporting goods by railways in todays money - all calculations / answers are included. Activity 7, looks at the impact of the railways had on literature and culture. The rest of the PP includes the card sort activity and as well as the extended writing and pupil mark scheme, which could be used for peer assessment if you wish. As with all my resources they are designed to engage and provide students with steps to access the higher grades. This is reflected in the prompts that have included both in the card sort and the extended writing task / essay for their assessment. 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. 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 primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . The pedagogy 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. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers. The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks: 1. Remove any reasons that you don’t think are important. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms. 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: How successful were the Liberal Reforms 1906 - 1911? Know: Why did 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 & 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 lesson is aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men. The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.' The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. Meanwhile, the Venn diagram activity includes a blank Venn 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. I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability. 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 were 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 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. A lot of time and effort has gone into making these resources. We appreciate your feedback. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men. The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.' The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. Meanwhile, the Venn diagram activity includes a blank Venn 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. I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability. 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 were 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 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. A lot of time and effort has gone into making these resources. We appreciate your feedback. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great card sort 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 two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. 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 card sort 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 two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. 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