This outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at two contrasting case studies the Civilian Works Administration and the Public Works Administration. When you buy this resource you will receive a nineteen slide PowerPoint that includes information, sources and six activities: Activity 1 is a snowballing starter; Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal; Activity 3 is a discussions around an animate diagram about how consumer fear was undermining the US economy and making unemployment worse; Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question; Activity 5 gets students to evaluate some of the jobs created by the CWA and decide if they were boondoggles and Activity 6 is Venn diagram card sort exercise to help students compare and contrast both agencies and decide which was the most effective. You also get a blank Venn diagram template to print of for your students as well as a card sort sheet with 24 statements to sort. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the CWA and the PWA try to help the unemployed? Evaluate: Which Alphabet Agency was more effective? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the CWA and the PWA try and help the unemployed? Analyse: How successful was the New Deal 1933 – 1939? 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 outstanding resource is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at two contrasting case studies the Civilian Works Administration and the Public Works Administration. When you buy this resource you will receive a nineteen slide PowerPoint that includes information, sources and six activities: Activity 1 is a snowballing starter; Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal; Activity 3 is a discussions around an animate diagram about how consumer fear was undermining the US economy and making unemployment worse; Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question; Activity 5 gets students to evaluate some of the jobs created by the CWA and decide if they were boondoggles and Activity 6 is Venn diagram card sort exercise to help students compare and contrast both agencies and decide which was the most effective. You also get a blank Venn diagram template to print of for your students as well as a card sort sheet with 24 statements to sort. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the CWA and the PWA try to help the unemployed? Evaluate: Which Alphabet Agency was more effective? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the CWA and the PWA try and help the unemployed? Analyse: How successful was the New Deal 1933 – 1939? 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 help students evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop ‘The New Deal: AAA.’ The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating ‘how successful was the AAA at solving the problems of US farmers in the 1930s?’. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted 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 help students evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop 'The New Deal: AAA.' The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating 'how successful was the AAA at solving the problems of US farmers in the 1930s?'. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted 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 help students understand why the US economy boomed in the 1920’s. 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. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain why the US economy boomed in the 1920s. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why the US economy boom in the 1920’s. Record and explain your reasons. 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 thinking skill as well as their arguments for their essay. The aims and objectives for this lesson are: Theme: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. 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 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

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 has is suitable for a wide range of learners. It looks at the economic, political, social and environment impact of the Railways in Britain 1840 - 1900. The resource contains four pages of information, facts and sources on this topic and one pages of questions and tasks that build up to an assessment essay on this topic. This is a tried and tested resource which will provide your students with a relatively easy opportunity to achieve the highest grades in blooms by demonstrating how different factors are interconnected. 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 1750 - 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? If you like this resource you might also like my card sort and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

This great resource has is suitable for a wide range of learners. It looks at the economic, political, social and environment impact of the Railways in Britain 1840 - 1900. The resource contains four pages of information, facts and sources on this topic and one pages of questions and tasks that build up to an assessment essay on this topic. This is a tried and tested resource which will provide your students with a relatively easy opportunity to achieve the highest grades in blooms by demonstrating how different factors are interconnected. 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 1750 - 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? If you like this resource you might also like my card sort and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help students studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge, then why not check out my diamond nine activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document. The document includes aims, instructions and twelve heading cards and their matching statements to explain why Britain had an Industrial Revolution 1750 - 1900. Once students have cut out the cards and correctly matched the them together, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. 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: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes 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

These tried and tested resource looks at one of the most amazing feats of the modern age, the building of the railways in Victorian Britain. The accomplishment of the navvies, often overlooked in history, rivals that of the pyramid builders and those who built the Great Wall of China. This resource is part of a series that have been written on the Transport Revolution. It follows on from the birth of the railways, but can be sued a stand alone resource. The PowerPoint is design to support the worksheet, but can be used independently. The activities are designed to appeal to a wide range of learners. There are five activities in the PowerPoint including, a snowballing starter of the key words, a class debate, heads and tails, labelling exercise and a word search. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: What problems faced engineers whilst building the railways? Understand: How did engineers overcome the shape of the land? Evaluate: Why did the railways rapidly grow from 1850 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: how railway engineers built the railways? Explain: How railway engineers overcame the shape of the land? Analyse: Begin to come to a judgement on why the railways expanded rapidly between 1850 – 1900? The PowerPoint also includes some links to some amazing videos on You Tube. Please remember that the PP must be in show mode in order for the hyperlink to work. Anyway, have fun with this lesson. My students always love it. Its fully customisable as everything in provided in Microsoft documents. You may want to include some local examples of viaducts, cuttings, embankments if you want to contextualise the learning to your local environment. Kind Regards Roy

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? 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, 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 activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? 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 looks at the development of cattle ranching and the key exam question on why cattlemen decided to drive their herds north? I’ve pitched the text level at lower to middle ability but the challenge of the final thinking skills review triangle is sufficient to stretch the more able. The PowerPoint includes information slides on the background to cattle ranching and the long drives as well as information on: The Impact of the American Civil War 1861-1865 Increased demand for beef in the East The actions of Goodnight and Loving The building of the railroads The actions of Joseph McCoy There are two core activities, a snowballing starter of the key words for the lesson and a thinking skills review triangle activity linked to a past paper question. As always, this resource can be easily edited and is designed to be used along side any main stream text book on this topic. The resource can also be uploaded to a virtual learning environment and set as a homework The learning objectives are: Theme: The American West Know: How did cattle ranching develop in the American West? Understand: Why did cattlemen drive their herds north? Evaluate: Which factor was the most important? WILF: What Am I Looking For? Identify & describe: Why cattle ranching developed in the American West? Explain: Why cattlemen drove their herds north? Analyse: Begin to come to a judgement on which factor was the most important? If you like this resource, then please check out some of my others in this series. Kind Regards Roy

This lesson is designed to help students understand the lives of American cowboys. It focuses on the clothes and equipment that they used to help them survive their everyday challenges. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter of the key words, a labeling exercise to test students prior knowledge, information slides and instructions on how to complete the accompanying card sort and peer assess it. I have also embedded several video clips to illustrate how the equipment was used. The word document includes all the cards with both the names and the descriptions of the clothes and equipment worn by cowboys to be correctly sorted. The aims and objectives of the lesson are: Theme: The American West Know: What equipment did a cowboy use to do his job? Understand: How did cowboys use their equipment? Evaluate: How successfully did cowboys adapt to their environment? WILF: What Am I Looking For? Identify & describe: The equipment carried by cowboys Explain: How was each piece of equipment used? Analyse: Begin to come to a judgement on how successfully cowboys adapted to their environment? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. 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