Here are a bundle of worksheets, three of them are self guided and contain both sources or points of information and a task for students to do. Perfect for a homework or a cover lesson, or as part of a larger lesson plan. The topics on these sheets are: * the long term effects of the bomb * the short term effects of the bomb * reasons for dropping the bomb There is also another worksheet that will require them to have done the first three in order to complete, it is 'why did the USA drop the bomb and what were the consequences of it' and consolidates their learning. Finally I have included both an assessment and an assessment mark scheme that uses the old NC levels. Many thanks to Paul Durnall who gave me this.

ALL will be able to define these ideals and identify their appeal MOST will be able to explain how these ideas would affect politics SOME will be able to analyse the impact of these ideas on American politics This lesson explores how the First World War affected people in the US and includes lots of precise, detailed information for students to use in their essays. I use the term 'fantastatistics' for this kind of evidence (fantastic statistics) and this term is used in the PowerPoint. There is a task which follows on from the homework set in L4 to find out the definitions of 'isolationism' and 'normalcy', but you can allocate 5 mins to this in class if you are using this as a standalone lesson. The lesson asks students to imagine what kind of measures politicians would have to implement in order to return to a pre war country, and this should give students a handle on normalcy and what the US voters were looking for. The lesson also looks at isolationism and rugged individualism and students complete a venn diagram to see where these ideas overlap. This was a really successful exercise for my students who are now really comfortable with these political ideas. NB You will need the edexcel textbook to support this lesson, although if you have an alternate textbook I'm sure you could locate the information elsewhere.

This lesson looks particularly at Henry II and the changes he made in 1154. It includes a clip, a sock matching exercise and an alternative exercise if you prefer to keep your students seated. It includes a structured written exercise and a plenary. Learning objectives are: ALL will be able to describe how the King affected law and order in Medieval England MOST will be able to used precise historical detail to describe the changes the King brought SOME will be able to explain how much things change. All resources are included, no textbook needed. Questions are differentiated into traffic light colours.

Designed for GCSE students either studying the OCR course, or the Edexcel course, you will need a textbook for this (OCR, SHP and Edexcel are all appropriate for this) and prior learning on law enforcement in medieval times. Students will compare tudor law enforcement with law enforcement from medieval times: ALL Will be able to describe one difference and one similarity MOST Will be able to describe several differences and several similarities using detail SOME Will be able to analyse the extent of change

This resource may be used as a stand alone lesson, or to follow on from other lessons on Toussaint L'Ouverture and Haitan independence (resources for this available in my shop). All activities and resources necessary are on the PowerPoint, although you will want to print some slides to allow students to complete the active listening task and perhaps so they can have the questions/ sources in front of them. Aimed at KS3, (students aged 11-14) the lesson objectives are: * To be able to describe what happened in the slave rebellion in Barbados in 1816 * To be able to find similarities between sources * To be able to evaluate why a source may have one point of view * To demonstrate how newspapers can give one sided information on history This resource includes a variety of tasks including a 'Bussa Bingo' task for active listening while students watch a video clip. A set of questions on the content of the clip, two sources and questions asking students to compare these and use the origin of the sources to explain the differences. Feedback gratefully received, Ruth

UK Teachers: This resource is intended to support the learning of AS and A Level students, but can be adapted to support learners in KS4. It is designed to cover 2 lessons and lead towards students writing an essay on the topic for homework, alternatively the essay could be completed in class and form a third lesson. Essay resources and structure included in the PowerPoint. US Teachers: This resource is aimed at students who would be aged 17 and 18 in the UK, although it can be adapted for younger or less able learners. It is an in depth investigation of the success of the civil rights movement using facts and statistics, leading learners to write an essay on the topic. Learning time should be 2 hours in class, plus time to write the essay. NB the term 'black Americans' is used throughout, you may want to change this to African Americans. Lesson Objectives for this resource: LO: To be able to make a judgement on how much change took place by 1968 LO: To be able to support this judgement with detailed pieces of evidence LO: To be able to organise our analysis into factors or themes that can be used in an essay LO: To show how our overall judgement has been arrived at from our analysis of these factors Activities include a starter based on school experiences, a card sort into factors, a living graph activity that can be done in pairs, or groups, and an essay based on the above question. Resources needed: scissors, glue, coloured pens, sugar paper or large piece of white paper (A3 should do) Please let me know what you think of this resource in the reviews - particularly if you have any suggestions on how to improve it.

This game gives students the chance to be a boy in the Hitler youth following the Nazi policies. Board spaces are either events such as reading aloud from Mein Kampf, or questions from the sheet provided to test students knowledge, allowing them either to move forwards or remain. Great consolidation game for KS3 and KS4, especially when revision pressure starts! Thanks to Paul Durnall who gave me this.

A source based lesson on life in cities during the industrial revolution focusing on making and supporting inferences. A mixture of picture sources and written sources are used and a homework suggestion is included. The Learning Outcomes this lesson targets are: ALL will be able to use sources to find out information (L4), MOST will be able to make inferences from the sources (L5) SOME will be able to explain our inferences by linking the sources to each other, or our own knowledge (L6)

This KS5 lesson requires you to have a good textbook on Reagan's first term to support the resources provided and for students to complete their own research. I recommend Vivienne Sanders 'Access to History: Politics, Presidency and Society in the USA 1968-2001 available at https://www.amazon.co.uk/Access-History-Politics-Presidency-1968-2001/dp/0340965983/ref=sr_1_1?ie=UTF8&qid=1472498614&sr=8-1&keywords=vivienne+sanders+politics+presidency+society This lesson includes a starter that requires students to already have some ideas of what Reagan had promised America on his election, if you are following on from my 'How did Reagan go from being a B list actor to President' lesson, this is covered. The bulk of the lesson provides an excerpt from Tip O'Neill's autobiography that helps explain how Reagan got congress to pass his budget. It provides a basis for debate on Reagan's first term and supports students to achieve the following objectives: ALL: Will be able to give a judgement on how successful Reagan’s first term was MOST: Will be able to support this with evidence SOME: Will be able to analyse Reagan’s success to give a balanced judgement on Reagan’s success.

This resource is based around the textbook by Vivienne Sanders, 'Access to History: Politics, Presidency and Society in the USA 1968-2001' which can be bought here https://www.amazon.co.uk/Access-History-Politics-Presidency-1968-2001/dp/0340965983/ref=sr_1_1?ie=UTF8&qid=1472498614&sr=8-1&keywords=vivienne+sanders+politics+presidency+society The objectives that this lesson supports students to achieve are: KO: (knowledge objective)To know the impact the Religious Right had on Reagan’s campaigns SO: (skills objective) To examine the reasons Reagan won in 1984 through our Presidential themes

This lesson is an introduction to the historical skill of significance and explaining significance. It gets students to discuss why someone might be significant in history eg. They changed peoples lives at the time, or they made a lot of money, or they achieved something extraordinary. Students put these in order of the most effective way of measuring historical significance to the least. I designed this for year 7, but have found myself using this lesson over and over again with all secondary year groups as it helps to reset the basics for understanding significance. The second part of the lesson is the balloon game, I would get students to play this in groups rather than as a class.

This lesson relies on you having resources to support this question. I use the Access to History: Civil Rights 1945-1968, but any decent KS5 textbook on Civil Rights will have a section on Truman. This PP is a straightforward set of instructions for a student led class debate, it asks students to read up and prepare arguments for an against the statement: 'President Harry S. Truman was significant in bringing about change for African Americans by 1948’ Please note, this lesson ONLY covers Truman in isolation and is designed for a KS5 class who have the basic skills of reading and forming an argument. Your role as teacher is to play devils advocate in the preparation stages to help with their analysis, then sit back and chair the debate, encouraging your reluctant speakers. https://www.amazon.co.uk/Access-History-Civil-Rights-1945-68/dp/0340965835/ref=sr_1_4?s=books&ie=UTF8&qid=1472420981&sr=1-4&keywords=access+to+history+civil+rights

This lesson is an introduction to the basic issues that Martin Luther had with the Catholic church. It touches on the central role of the priest, indulgences and the financial profligacy of the church. There is one task that uses a page from the SHP Year 7 textbook, but most textbooks will have a page to help answer the question 'what were the main differences between Protestants and Catholics?' This is the question that students use the page to answer, so if you have a similar resource then this lesson is still good for you. Here are the lesson objectives this lesson is designed to satisfy: ALL: Will be able to identify differences between the Catholic and Protestant Churches MOST: Will be able to explain the differences based on what the Protestants protested about SOME: Will be able to make supported inferences about why some people were unhappy with the Catholic church

To make use of this, you need Vivienne Sanders 'Access to History: Politics, Presidency and Society in the USA 1968-2001 available here https://www.amazon.co.uk/Access-History-Politics-Presidency-1968-2001/dp/0340965983/ref=sr_1_1?ie=UTF8&qid=1472425111&sr=8-1&keywords=access+to+history+politics+presidency If you don't have this book, please don't purchase this resource. This lesson guides students through aspects of Carter's Presidency to establish why he lost to Reagan in 1980. The focus of the lesson is a very much supported reading task that gives students working in pairs, strategies for active reading and forces them to do that. This is a really valuable skill at KS5 and is why I have decided to publish this resource even though its remit is narrow as it really is no good without the textbook unless you want to find the information elsewhere for them. The lesson also includes consolidation techniques of scripted peer reflection which sounds odd, but again I've found it to be really effective.

This is a pretty relaxed lesson that guides students towards the following objectives: ALL: Will be able to describe doom paintings and their message MOST: Will be able to make inferences from primary sources SOME: Will be able to analyse sources to make an inference as to how powerful the church was in the middle ages. This lesson features a 'see it, describe it, draw it' starter, some paired discussion and a written task to demonstrate understanding. NB. there is no text or clip detailing what a doom painting is, or where they were found. This lesson relies on you having subject knowledge to support students in their inferences.

This lesson gives students the task of working together in a group to publish a short newspaper and it is designed for KS5 as independent research skills are central to this lesson. They have to chose whether they use a Pro Ford headline, or an Anti-Ford headline and need the resources available to research aspects of Ford's presidency. I strongly suggest that you make textbooks available such as 'Access to History, Politics, Presidency and Society' to support this piece of group work. Within this PP are prompts for the group to research on the economy, women's rights, racial equality and politics within the Republican Party. At the end, students have to decide whether to include a political cartoon about Ford being the 'the mender'.

Describes the structure of the US government and the difference between state and federal laws.

I attended a lecture with my year 12 and took these notes which I then typed up into a resource for them to use. There were lots of facts that weren't covered in any of the textbooks so this is a useful resource to read over before planning a lesson on this topic. Please review if this was useful.