Civil Rights, KS5, students need an existing knowledge of MLK's Southern Campaigns before they can access this lesson effectively. All resources included, no need for additional textbooks although they are always useful for extra material. The starter asks students to look at the Moynihan Report and decide why MLK turned his attention North. The main body of the lesson is a card sort on the Northern Campaign, students separate 'event' cards from 'analysis' cards, then use the event cards to put together a chronology. Students then colour code their cards to align with various reasons the Northern campaign was unsuccessful, then they either make three bullet point lists, or write three paragraphs to answer the question.

This resource contains a great game of 'Reagan bingo' where students listen to Reagan facing off against Carter and note off the issues as they arise. This is a good task to introduce students to Reagan, to understand his policies and note the absent topics. There is also a note making task using the Vivienne Sanders textbook (link at the bottom of this blurb) but any decent textbook on this topic will do. http://www.youtube.com/watch?v=_9qDRZ6pSRE&safe=active

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.

The main bulk of this is the newspaper task, designed to meet the following LOs * ALL: Will be able to describe aspects of what happened at Dunkirk * MOST: Will be able to support an opinion as to whether Dunkirk was a defeat or a victory * SOME: Will be able to use the origin of the source to comment on whether the source is reliable. * ONE or TWO... Might be able to use their analysis of source reliability to explain why they trust some sources over others and how this has affected their own overall judgement. There is a presentation about Dunkirk with pictures and statistics, you may choose to deliver this yourself, or stick it up around the room for students to find and examine themselves. They may then read the interpretations/opinions sheet in which various sources give their verdict on Dunkirk, and the Dunkirk survivors sheet which does the same. Finally I have included an electronic template for the newspaper front page that the students will write, this could be set for homework over a VLE, or printed and handed out for students to fill in. If they are making handwritten copies, I would recommend having a stash of plain paper ready as most students prefer to establish the layout themselves. Thanks to Paul Durnall who gave me parts of this.

You need a specific textbook to use this resource - if you download this without it, you will have to spend time pulling alternative resources together. Lesson Outcomes: ALL Will be able to describe at least two reasons why confidence in the President declined MOST Will be able to assess which factor was most damaging SOME will be able to link the factors Lesson includes source analysis, independent research and structured explanations.

This highly versatile resource can be used as part of a scheme of work (following on from my Toussaint L'Ouverture resource) or as a stand alone lesson. It is aimed at KS3 but contains sufficient challenge for KS4 and can be adapted down for LA KS3 (students aged 11-16). It has been designed to enable students to meet these objectives: LO: To be able to describe the actions of these freedom fighters LO: To make a comparison of their strengths and weaknesses LO: To evaluate their significance in ending slavery in Jamaica There are a range of activities contained, these include: - a very brief overview of Jamaican history up to colonisation - individual reading task that can be adapted to move students around the room - paired peer to peer teaching task - a worksheet that encourages additional detail to be used in answers (old NC level 5) - opportunity for students to set their own criteria to assess significance - opportunity for debate - ideas for homework task and plenary This lesson is ready to go once downloaded for the majority of learners, just minor tweaks needed if you want to differentiate down, or refer back to the prior learning of your class. Teacher notes included with slides. Feedback gratefully received, Ruth

This lesson is great for a brand new year 7 class and requires minimum preparation. You will need a suitcase of your possessions though as the lesson requires students to handle objects and make inferences as to what kind of person might own that stuff. I have done this lesson several times and I take things such as: a travel guide the case to Resident Evil V for Xbox 360 a picture of my goddaughter an old pipe a jar of marmite a caribena a copy of George Orwell's 1984 The better the objects, the better this lesson will go. I once encountered a teacher who used the contents of her handbag and the lesson flopped. You want to create some intrigue and use this lesson as the basis for building a relationship with your students and allowing them to get to know you. The homework task allows students to select their own objects as evidence of who THEY are, all the while making inferences before they even get it drummed into them that that is a skill. Speaking of skills, here are the learning outcomes: ALL students will know what evidence is and how we use it to build a picture MOST Students will be able to make inferences from the evidence and link evidence SOME Students will be able to explain how evidence can lead to misunderstandings

Created with a focus on speaking and listening skills, this lesson gives students the chance to research a character who would have been present at a slave auction in the US which they then have to 'hot seat' in a group of 4. characters: A slave who has just arrived from Africa A slave who was born in America and so speaks English and has a family with them A slave trader who has completed the middle passage with a fresh cargo A slave owner who is looking for a new slave at a bargain price Students have two clips and a large variety of primary sources to research from. Ideally these sources will be stuck up around the room so students can get out of their seats and wander around - ideal for your kinaesthetic learners. Sources range from HA materials of descriptions of exchanges that have taken place between slaves and prospective buyers down to lots and lots of LA pictures and posters.

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.

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.

Intended for GCSE students either studying the OCR or Edxecel spec for Crime and Punishment, appropriate for both the new GCSE and the old, this stand alone lesson is designed to be used with a textbook. The SHP, OCR and Edexcel textbooks will all be fine for this lesson. Lesson Objectives: ALL Will be able to describe some of the reasons capital punishment ended MOST Will be able to support their points with detailed evidence SOME explain how these factors led to capital punishment ending This lesson includes a clip about Derek Bentley, a table to be completed using the textbook, a triangle of importance and then an essay question that asks students to compare factors.

Standard board game that requires a dice and counters to represent the students playing. Students complete activity sheet as they play, using the knowledge they gained from the game. Each square details something that might happen to a peasant to either cause them good fortune or bad and instructs students to move ahead or drop back a few spaces accordingly. As students play the game they have a range of activities to complete based on the information they find out in the game. They could do these as they play, or to consolidate what they have learned after. Activities cover: * the feudal system * jobs of the peasant in each season * factors affecting the peasant's life such as the weather * matching pictures to the jobs of the peasant * the roles of other people in the village such as the steward This game is active learning that is student centred. Other than behaviour management, it is hands off for the teacher and enjoyable for students. This is appropriate to KS3. Many thanks to Paul Durnall who gave this to me :-)

Before teaching, I worked in recruitment. When I became the Head of Year 12 I combined my expertise in recruitment with my experience working with young people and put this guide together to help students write a CV that will show off their skills to potential employers. Suitable for all teenagers and young people, but aimed at teenagers aimed 16 and above, this resource could be used in form time or PSHE, or you could upload it onto your VLE for students to access as and when they need it. Here is the beginning so you know what you're buying, but please be aware that all formatting has been taken out as TES doesn't support it in this blurb. This guide is designed to help you write an excellent CV which will show off your talents to a potential employer. For each section I will tell you first ‘What the Employer wants to see’, then ‘How YOU can do this’ and finally ‘Traps to avoid’. I’ve given you some examples of how you might want it to look, but don’t forget its your CV, so try experimenting with different fonts etc. CONTENTS: P1. Name and Contact Details Section, ‘Profile’ P3. Education Section P4. Work Experience section P5. Key Achievements section P6. Computer Skills, Interests P7. References P8. Need more help? Name and Contact Details What the Employer wants to see - Your name nice and big so they can pick it out of the pile of CVs they have on their desk, your contact details so they can call you and get you in for an interview. How YOU can do this – Don’t take up too much space but make sure they are clearly visible. Get an email address that sounds professional, DON’T use silly ones like fishboy43_@hotmail.com. Example: Mahatma Ghandi 66, Plainsboro Road, Ipsley, Birmingham, B14 7EJ Tel: 0121 444444 Mob: 0789876543 email:mghandi@gmail.com It is not necessary to put your date of birth or marital status on your CV. This is because this information is not relevant under employment law and could only possibility be used to discriminate. If you do chose to include this information then put it somewhere a bit lower down according to your formatting. You don’t want it to distract from the important stuff.

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

This is a lesson for HA year 7 students. It gives them the opportunity to write an essay aiming to hit the old NC levels 5,6 and even 7. I have had a 7A essay handed in using this lesson and most were L6 so if you want to challenge your HA, give this a go. Be aware though that this resource covers three lessons and is mostly concerned with essay structure. I haven't indicated in the PP at which point the students write the essay, so here is how I did it: Lesson 1: students use a card sort to examine the consequences of the black death, they work in pairs and groups to find the most significant/substantial change and the least significant/substantial change. They then choose three pieces of evidence that show significant change, three that show medium change and three that show no change. These will make up their paragraphs. Lesson 2: Students look at a dummy essay on how much school rules changed life for students. I have labelled a paragraph with structural necessities such as 'point, evidence, explanation' and they use highlighters to spot where the author of the essay has done this. Students get started on the essay, aim to finish one paragraph in class, then set one for homework. Lesson 3: You can allow students to peer assess each other's essay so far (in the same way they highlighted the dummy essay), or you can just give them half an hour to finish the essay. They need to have completed their third paragraph before you show them how to write the conclusion. There is a conclusion to the dummy essay that students analyse the structure of before having a go themselves. Most likely, you will want to set this for homework as if your HA class are like mine, they are crazy perfectionists. Please note, this lesson is not differentiated. You would have to approach this essay in a completely different way for a class that is targetted L3-5 and a L4 student would need support to access it. But if you want to push your HA, this resource is really strong. Learning Objectives: ALL students will be able to Describe some of the ways in which life changed using some detailed evidence. Write a conclusion to say how much life changed. (L5) MOST students will be able to Explain how the black death changed the lives of peasants by thinking about the short term and the long term effects of the changes. Supporting all comments with detailed factual knowledge (L6) SOME students will be able to use a lot of detailed factual knowledge to analyse how much change has taken place. This means that you really pick the facts apart to show how much life changed. (L7)

This quiz was designed for my year 12 class, so students will be asked for specific details about a range of civil rights events and their accompanying Supreme Court cases. It is quite challenging, so if this covers topics you haven't spent as much time on, you may decide to allow a time limited textbook grab (60 seconds for students to locate information would be reasonable, and would improve index using skills) There are three rounds, one for civil rights movements, one for supreme court cases and one picture round. I usually get my class to split into teams and name their teams, its a great activity for a class who are stressing about an exam on this topic and need some lighter revision. You should also get a prize! My classes usually take about 35 minutes to complete this.

Learning Objectives: * To know the pivotal events in 1968 * To have an overview of the background to these events * To be able to make links between these crises to explore the tensions in US society. I created this lesson for my year 12, but it can be differentiated down for younger age groups so long as you have an appropriate textbook or a class that are able to listen effectively to teacher talk. This lesson was designed to work with 'Access to History: Politics, Presidency and Society in the USA, 1968-2001' by Vivienne Sanders, but can easily paired with another textbook from this year, or if you as the teacher have a good knowledge of some of the following events you can fill in the background information. Another option is to provide access to the internet so students can research the background themselves. Events covered are: The death of Martin Luther King The Tet Offensive The assassination of Bobby Kennedy Feminist protests at the Miss America Pageant Protests at the Democratic Convention in Chicago The election of President Nixon. Students will be using information on these events to say what tensions existed in US society, for example the death of MLK shows that there was huge political tension. This lesson works really well as an introduction to the time period and includes a music based homework so students can immerse themselves in the popular culture of the time. It includes a matching task, a researching task and either pair or class discussion of significance. All feedback welcome, Ruth appropriate search terms for this resource: America, USA, 1960's, 1968, Martin Luther King, Kennedy, Nixon, popular culture, music, Tet Offensive, Vietnam War, feminism

Fairly straightforward game for consolidating knowledge at the end of a unit, or for revising for a test. Board game is already assembled, students need a dice and a counter to represent them. Depending on what they land on, the game either gives a fact about factory conditions and instructs them to move further or back, or it prompts them to ask a question in order to advance one space. I have provided a question sheet, but you may want to supplement it with your own specific revision/ consolidation questions or get students to make up their own. A huge thanks to Paul Durnall who gave this to me :-)

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)