A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

1. I began by asking members of staff for their own school photographs, and displayed these on the screen for students to chew over as they entered the hall, before asking if they recognised any of their teachers. I asked students to recall their feelings on their own first day at Hounsdown School. 2. I displayed the famous photograph of Elizabeth Eckford, aged 15, being followed on her way to Little Rock High School by an angry mob of segregationists (Eckford was one of nine students chosen to attend the integrated school in 1957 following the decision by the Supreme Court to outlaw segregation). I linked this to Martin Luther King by suggesting that the actions of the Little Rock Nine would have greatly inspired him. 3. Although students in Year 8 and above would have studied some aspects of Civil Rights movement as part of their History curriculum I showed some images of segregation, and a map showing the location of Little Rock. 4. I then gave students more detail about Elizabeth Eckford’s harrowing journey to school, and more information about the gruelling year faced by the brave students. Their ordeal included an acid attack in a science laboratory, physical and verbal abuse, and being ordered never to retaliate when faced with cruelty from white students. 5. I finished with a short clip which neatly summarises the significance of the Little Rock Nine and asked students to consider why their story is so important, and what they would take away from the assembly: https://www.youtube.com/watch?v=oodolEmUg2g
davidwhineray
Cold War resource bundle

Cold War resource bundle

Re-invigorate your teaching of the Cold War with this comprehensive bundle, which includes four fully-resourced lessons, five knowledge tests, with answers, and a Cold War revision carousel lesson. Ideal for busy trainees or NQTs
davidwhineray
What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

A two or three lesson enquiry into FDR's Hundred Days, which teaches students about the First New Deal, with an examination question to finish. Lesson 1: 1. Match the images to the New Deal information cards (make a card sort from Slide 6) 2. Watch the American Voices 'New Deal' episode (link provided) and make notes (Slide 9) Lesson 2/3 (Depending on ability range): 1. Secret picture: FDR taking out the trash. Begin to unpick the cartoon with students - Use Layers of Inference work sheet to help 2. Print Slide 12 on to A3 so students can make notes about the New Deal measures 3. Further analyse cartoon, complete OCR 'message' question (mark scheme and explanation sentence starters provided; can be adapted for other syllabi)
davidwhineray
Votes for Women bundle

Votes for Women bundle

Four enquiries to support your teaching of the Votes for Women topic. Ideal for busy trainees and NQTs.
davidwhineray
USA 1920s bundle

USA 1920s bundle

Ideal for busy trainees and NQTs, or simply to embellish your existing SoW, I have included here five enqiries, key word bunting, and an assessment.
davidwhineray
A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

My school recently demanded that we give all students a thorough end-of-year examination each year, so I decided to develop a new Year 8 exam (based on the popular Black Peoples of the Americas KS3 topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! See my other uploads for a corresponding Baseline Test and Year 7 exam. This is based on the AQA style, which is the GCSE syllabus that our Year 8 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source B tell you about life for Black Americans? [2 marks] 2. What are the differences between Source B and Source D? [4 marks] 3. Why are Source B and Source D different? [6 marks] 4. “Life has improved for Black Americans since the days of slavery.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] [24 marks]
davidwhineray
Great Depression/New Deal lesson and resource bundle

Great Depression/New Deal lesson and resource bundle

Re-invigorate your teaching of the Great Depression and the New Deal with this comprehensive bundle, which includes six fully-resourced lessons, three knowledge tests, with answers, and a USA 1920s-30s revision carousel lesson. Ideal for busy trainees or NQTs
davidwhineray
Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.

Who was more responsible for the Cold War, USA or USSR? Helping students to understand key events.

This lesson is designed to prepare students to write an extended answer (in this case OCR, but other exam boards will ask very similar questions about who was more to blame). I have printable provided key events (the timeline PowerPoint) for students to arrange into a living graph, and the timeline can be printed for students to make copies of their own. A model answer to an extended question is provided; students could write the entire answer, or you could give them half of it and they could complete it and write a conclusion.
davidwhineray
How did America react to the Iron Curtain? A two lesson enquiry with exam practice question

How did America react to the Iron Curtain? A two lesson enquiry with exam practice question

Lesson 1 Marketplace activity: Students become experts in one of the four main areas (Greece, Czechoslovakia, Marshall Plan, Truman Doctrine - see info sheets) and design a teaching resource with no more than ten words. They then teach each other, in a carousel fashion, before trying the knowledge test (answers provided). Lesson 2 GCSE cartoon analysis (OCR-style, but it's adaptable to other exam boards). Use the layers of inference sheet and the knowledge from Lesson 1 to unlock the cartoon, before answering a GCSE-style queston.
davidwhineray
A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

With the abolition of KS3 levels it became clear that we need to give our students a more rigorous Baseline Test when they arrive at the start of Year 7. In addition, my school is increasingly demanding that we give all students a thorough end-of-year examination each year, so I decided to develop a new Baseline Test (based on the Medieval life topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! This is based on the AQA style, which is the GCSE syllabus that our Year 7 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source A tell you about life in the Medieval period? [2 marks] 2. What are the differences between Source A and Source B? [4 marks] 3. Why are Source A and Source B different? [6 marks] 4. “Life in the medieval period (1066-1500) was mucky and miserable.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] Spelling, Punctuation and Grammar [4 marks] [24 marks]
davidwhineray
Modern World History 23 knowledge test bundle

Modern World History 23 knowledge test bundle

Make sure your students are equipped with the specific contextual knowledge to tackle this summer's GCSE exams. 23 Modern World History knowledge tests, with answers, on USA 1920s/30s, Cold War (including origins, Cuban Missile Crisis, and Vietnam), Nazi Germany, and International Relations 1918-39.
davidwhineray
How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE

How should we tell the story of the Irish Americans? A two-lesson migration study for KS3/GCSE

This lesson would be ideal for KS3 or KS4, as part of a movement and settlement/migration enquiry, or for a study in American history Lesson 1 1. Initial stimulus – can students guess the theme of the enquiry from the images in Slide 2? 2. Slides 3 and 4 – making Irish American history relevant to students. 3. Slide 5 – introduce Phillip Chevron’s (lead guitarist of The Pogues and songwriter) interpretation of Irish American history. Student listen to the song Thousands Are Sailing (can be found on YouTube) and fill in missing words on the lyrics sheet. 4. Students match words and images of key Irish American historical events (see resource PowerPoint), and order them chronologically; they can then complete their own version on a printed copy of Slide 8. 5. To complete the first lesson, students could annotate the song lyrics (Slide 10) with historical evidence from the cards, to explain in more detail what the Pogues were singing about. ………………………………………………………………………………………………………. Lesson 2 1. In the second lesson, students consider what makes Irish American history significant, according to the singers of the pop song they analysed in the first lesson. (Slide 10) 2. Slide 12: students consider historical significance criteria (credit to Christine Counsell for the ‘5 R’ technique, from Teaching History) 3. Slide 13: students create a fitting monument or memorial to Irish American history, using the historical evidence they’ve seen, considering a number of factors (see slide for details) in the process.
davidwhineray
Who deserves to go in the next Horrible Histories? A First World War significance enquiry

Who deserves to go in the next Horrible Histories? A First World War significance enquiry

This enquiry was developed for our First World War day, and is an engaging activity with minimal written work (although the final decision task could be written, rather than oral). It enables students to consider the wider significance of WWI. 1. Give each student on of the character cards and ensure that they understand their particular person's role in/since WWI. 2. Get them to carousel round the room and 'make friends'; that is, see if they can connect their character to others. Feed back ideas to the class. 3. Give groups of students smaller copies of the thirty characters, and go through slides 4-8, arranging the characters each time according to the significance criteria. 4. Plenary: having explored different significance criteria, ask students to consider which three people should go in to a new book about the First World War, as the most historically significant.
davidwhineray
Why did people oppose the New Deal? A GCSE cartoon analysis activity

Why did people oppose the New Deal? A GCSE cartoon analysis activity

A lesson for GCSE students on opposition to the New Deal. 1. Read through the New Deal information (Word document) and cross out silly words, so that the piece of writing makes perfect sense. 2. Consolidate knowledge by trying to improve the statements on Slide 1. Some are totally false, others just require extra information. 3. In groups, analyse and annotate copies of the four New Deal-related cartoons. Key words definitions are provided. Share ideas with class.
davidwhineray
New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

An assessment question lesson which helps students to understand why medicine progressed or stagnated in the Medieval period, as part of the new AQA GCSE Britain: Health and the People unit. The lesson focuses on the factors involved in the development of medicine, and the assessment answers the question: Was religion the main factor in the development of medicine in the Medieval times? [16 marks + 4 SPaG] 1. Give students a copy of the football pitch slide, and the seven footballers to cut up. The activity requires them to decide where on the pitch each 'factor' (War, Science, etc.) should be stuck, and to annotate with examples. 2. Assessment: annotate model answer, and helpful hints, provided for students.
davidwhineray
Why did Franklin D Roosevelt win the 1932 Presidential election? A two-lesson enquiry with question

Why did Franklin D Roosevelt win the 1932 Presidential election? A two-lesson enquiry with question

This two-lesson enquiry asks students to investigate why FDR won the 1932 election. It includes a range of sources and support for writing an OCR ten-mark essay question (which can easily be adapted for other examination specifications). Lesson 1: 1. Analysis of New Driver cartoon to establish the theme of the lessons 2. Print Slide 4 for students to add notes and ideas to, and the resources PowerPoint; students should decide why voters might choose FDR or Hoover, using the sources as evidence Lesson 2: 1. Recap last lesson's learning by deciding which of the quotations should be attributed to Hoover or FDR 2. Print large copies of Slide 20, an essay preparation sheet. This is designed to help students plan an essay on the theme of why FDR won the election. Use the sources for information. 3. Write essay as homework/third lesson assessment task
davidwhineray
How were people at home affected by WWI? A Home Front enquiry

How were people at home affected by WWI? A Home Front enquiry

A lesson designed to offer students an overview of the key events of the First World War, and their effects on the Home Front, using The Brown Family's Four War Christmases. 1. Students identify the changes that take place year-on-year 2. Students use the event cards to explain why the changes to the Browns' life have occurred 3. Students speculate what Christmas 1918 might have looked like, and draw a dinner table scene based on their knowledge of the war's events.
davidwhineray
How similar are we to the Edwardians?

How similar are we to the Edwardians?

An introduction to Edwardian Britain for the Britain 1906-18 GCSE unit, which uses extracts from Andrew Marr's book/TV series 'The Making of Modern Britain' to compare and contrast Edwardian and modern Britain. 1. Use the image of 1890s Britain to set the scene, generating comparisons with today's Britain and establishing key questions/areas of enquiry (transport, homes, etc.) 2. Use the photograph of the building (Slide 5) to further establish similarities and differences between Edwardian Britain and modern Britain. Add details to decision line sheet (see Word doc.) 3. Print and display the Andrew Marr sources for students to further enquire into similarities and differences. Display Slide 6 to focus their discussions 4. Decision line plenary, and hypothesis testing if a written plenary is more suitable.
davidwhineray