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

It was the end of term, my lovely year 7 asked me for a drama lesson, so I wrote this play. We rehearsed and performed it within just one lesson, minimum props needed. The play is several very short chunks that allows up to 32 students to have a named part. Each scene is written for between 2 and 5 students and there are 10 'scenes' so lots of people get to be Henry and lots more get to be various wives. I provided yellow cardboard crowns and some cardboard swords and we used our imagination for the rest. After each group had had 15 minutes to rehearse, to plan their entrances and props and actions etc, I gathered them all into an arena shape with a half circle of chairs in front, several tables behind so all could sit and all could see. The groups performed the scenes in order as I called them, it was a beautiful farce that was lots of fun, and lots of clapping. The most memorable part was when a group of boys enacted Jane Seymour giving birth.. lots of ad libbing! I hope you enjoy this as much as we did, I will definitely be using this again. NB I wrote it with a mixed ability class in mind so the reading isn't too challenging. To beef it up you could have a selection of keywords, or historical terms on the board and give points for groups that include them.

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

These assorted resources are designed to support your own teaching and provide a basis of knowledge for students to build on. They are not 'download and go' material, but do provide straightforward activities, an assessment and a research based homework task that are great if you are feeling a little frazzled. I'll talk you through what is included: * 'Evacuation Research Homework' gives students a URL and a series of questions to answer based on what they read on the webpage. * 'Evacuation Question and Answer matching task is extremely straight forward, you could use it as a starter or with an LA group it might be fun to cut out the questions and answers and ask the student to find their match. * 'Evacuation Experiences Living Graph' and 'Evacuation Experiences Events' are a worksheet and a PP that give students 5 events in the journey of the evacuee and they flip a coin to decide if they get the positive experience or the negative experience. They plot these experiences on a living graph. * 'Evacuation Accounts' is a real gem here, 11 primary source accounts of evacuation of a decent length to challenge your HA. Accounts range from recollections of evacuees to government leaflets. There is no accompanying task for this resource, but it is highly adaptable and extremely useful as a base of study. You would probably need about 2 mins to set questions from this resource and you would want to use only 3 or 4 of the sources at a time. Many Thanks to Paul Durnall who gave me these

This lesson should follow on from either your own lesson on factory conditions, or my other lesson on factory conditions. The focus of the lesson is not new learning, it is practising the skill of assessing reliability based on the caption of the source. It doesn't go as far as NOP but allows students a more organic, paired or group discussion on whether a source is reliable. First you analyse reliability together, then students pass round sources and add their own notes to the bottom before completing a worksheet task. NB. This lesson does not use the word 'bias' when examining sources as in my opinion, this leads students to stop analysing once they have decided that the source is biased. If instead they examine reliability, they are more able to take a balanced view on source reliability. Learning Objectives: To know how to make inferences from the source (L5) and to know how to use the caption to decide how reliable the source is (L6)

This lesson is designed to be used with Access to History:‘Prosperity, Depression and the New Deal: The USA 1980-1954 by Peter Clements, but could be used with another resource if your resource is: * of A level complexity or above (lesson skill focus is finding information in text) * details the Supreme Court challenges made against the New Deal * is no longer than 2 sides of A4 The skill focus is on finding information in text with a view to increasing student confidence in using the textbook and other more complex sources more independently. Tasks include 'skim it/scan it/scope it out' exercise, rephrasing complex concepts into student own words to improve comprehension, and differentiated tasks as per Blooms. Students will also be fully informed about Supreme Court challenges to the New Deal and able to analyse the changing relationships within the US Federal government.

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 resource for KS5 looks at the challenges faced by Reagan in exerting his power as president, and looks at whether the Presidency was 'imperilled' and power disseminating to Congress. The resources in this pack support students to achieve the first two of these Learning Objectives, the third objective is a holistic objective that asks students to consider their previous learning on Nixon, Ford and Carter. If they haven't learned this, they will still have access to the first two objectives. ALL: Will be able to describe how it was difficult for Reagan to use his power MOST: Will be able to explain how the obstacles Reagan faced would impede his policies SOME: Will be able to make links between these obstacles and the failures of the previous presidents to explain how the Presidency had become ‘imperilled’

This lesson requires students to have some existing knowledge of American politics as a large part of this lesson is understanding that the New Democrats were more right wing than the Old Democrats. Students will need to be able to discuss whether they think policies such as 'helping businesses' are traditionally Democrat or Republican territory. This lesson is also heavily based around 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=1472498614&sr=8-1&keywords=vivienne+sanders+politics+presidency+society My favourite part of this lesson is the starter in which students read up on Clinton's background then have to write a speech to persuade Hillary to marry them. I make my students line up in two lines facing each other, then they get on their knees to propose. The student playing Hillary can't say yes until they have heard two good pieces of background information on Clinton

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.

Includes instructions for how to make a board game that includes elements of luck and elements of testing knowledge. This activity needs to follow at least one lesson on the home front so students can set their own questions. Essential Resources needed: Large pieces of paper, pens. dice Desirable Resources: coloured paper and card, scissors, coloured pens This is a fun lesson for the end of a unit, feel free to make your own board game as an example, or to model what other board games look like. I have attached a list of questions if your students are a little stuck on setting their own, the answers have a star next to them

Intended to give a very quick overview of Tudor England for students in KS4, this lesson gives students the key information they need to begin to study the crimes and punishments of Tudor times. Learning Objectives: ALL Students will be able to recall key facts about life in Tudor Times MOST Students will be able to consider how these facts impacted on the monarch of the time SOME Students will be able to predict what kind of laws the monarchs would have brought in to deal with threats to their rule.

ALL Will be able to describe the key features of McCarthyism MOST Will be able to explain how this impacted on American politics and culture SOME Will be able to use detailed evidence to analyse the threat posed by McCarthyism to the American government Self contained lesson with all resources contained, differentiated questions and a homework paragraph structure.

This game is great for consolidation of a 20th C unit, or as part of a series of lessons on change and continuity, looking at the differences between the world in 1900 and the world in 2000. You will need a dice and a coin, students move along the board encountering either multiple choice questions on 20th c trivia such as 'which house hold appliance was invented in the 1910s?' (toaster). There are also events squares where students flip a coin to decide which event will take place and how many squares they will move as a result. eg 'If you throw a heads you land in the middle of the war between Russia and Japan in 1905 – miss a go. If you throw tails you witness the signing of the entente-cordiale between France and Britain in 1904 – have another go.' Many thanks to Paul Durnall who gave me this.

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

If you are using this bundle and are looking for Lesson 8, it is the lesson entitled 'Red Scare'. Apologies this is not more clearly labelled. I'm uploading this lesson for free because the bulk of the lesson I taught on it was me drawing a flow diagram of the wall street crash and students making their own diagrams. There is a good clip though with a summary attached. ALL will understand that the Wall Street Crash resulted from the boom years of the 1920s, will also be able to describe the effects of the WSC MOST Will understand the relationship between the boom and the bust and explain the effects of the WSC SOME Will be able to analyse aspects of both the boom and bust to identify where ideas of isolationism and laissez-faire had contributed to the crisis.

This resource is essentially just a link to an external website. I have uploaded it because it forms the fourth lesson of my scheme of work, but is not my creation so of course it needs to be a free upload. My Hastings lesson is also free if you want to try out a more substantial resource of mine and if you like this style of teaching, please have a look at the full scheme of work in my shop. All I will say about this is you will read it through and be daunted, no doubt your year 7 class are new to you and new to the school, and possibly just a little crazy. But take a risk and give it a go! The more you make this a pantomime, the more fun it is and the more memorable it is for students.

This is an active lesson which borrows heavily from thinkinghistory.com and their re-enactment instructions http://thinkinghistory.co.uk/ActivityBase/BattleofHastings.html I have provided the resources I use before and after the re-enactment; weighing up the advantages of each side, a quick paragraph on who is most likely to win, the re-enactment itself and then the news report with NC level success criteria. Lovely lovely lesson, works well as part of my Hastings Scheme of Work that you can find in my shop.

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.