Lesson 10
Download as PPTX, PDF0 likes173 views
The document provides instructions for a lesson on analyzing the success of FDR's New Deal. Students will participate in a formal debate, with one side arguing the New Deal was not enough and the other arguing it was a major step forward. They are advised to prepare by creating a table listing the positives and negatives of the New Deal to anticipate the other side's arguments. Students will also create a success scale to rate different aspects of the New Deal on and attach mini mind maps evaluating its performance in various areas.
1 of 8
Download to read offline
Recommended
Lesson 13
Lesson 13MrDaviesRSA
Ìý
The document contains a list of questions about the Treaty of Versailles, the League of Nations, appeasement leading up to World War 2, and a proposed class quiz on these topics. It asks about the key details of the Treaty of Versailles, aims and leadership of the League of Nations, reasons for its failure, appeasement policies in the 1930s, the Nazi-Soviet Pact, and the start of World War 2 over Poland. It concludes by proposing a 10-12 question quiz for students.Email Marketing Suggestions And Facts
Email Marketing Suggestions And Factschrisgetresponse
Ìý
Email marketing is a key tool for businesses to communicate with potential and existing customers through a cheap and fast method. Any customers who opt-in to a business's mailing list by signing up on their website should be added to a database to receive regular updates. However, there are strict rules around emailing those who have not opted in or have only a tenuous connection to the business. It is important for businesses to gather customer contact details from every interaction and give incentives for customers to sign up.
Eleven year experience ijsit 2.1.6
Eleven year experience ijsit 2.1.6IJSIT Editor
Ìý
We report the 11-year follow-up of a premenopausal woman with osteogenesisimperfecta (OI) who
was treated with alendronate. A 41-year-old Japanese premenopausal woman with OI type I who had
frequently experienced painful fragility fractures consulted our clinic because of chronic back pain associated
with spinal osteoporosis. She had undergone heart surgery (aortic valve replacement) because of aortic
regurgitation 5 years before her first consultation with our clinic. After surgery, she began taking warfarin (3
mg/day), and this treatment was continued during our follow-up period. She was treated with alendronate (5
mg/day or 35 mg/week) for 11 years. The patient’s urinary cross-linked N-terminal telopeptides of type I
collagen and serum alkaline phosphatase levels decreased, while the bone mineral density of her lumbar
spine (L2–L4) increased, as measured using dual energy X-ray absorptiometry. The serum calcium and
phosphorus levels stayed within the normal ranges. Three non-vertebral fractures occurred at the hip, ankle,
and ring finger during the 11-year treatment period, but no adverse effects were observed. Thus, the present
case report showed the long-term outcome and safety of alendronate treatment in a premenopausal woman
with OI type I.
Determination of Anti-microbial Property of Gycyrrhiza lepidota roots and Es...
Determination of Anti-microbial Property of Gycyrrhiza lepidota roots and Es...IJSIT Editor
Ìý
This document discusses a study that determined the antimicrobial properties and phenolic content of Glycyrrhiza lepidota roots. The researchers estimated the phenolic content to be 23.92 mg/100g using a spectrophotometer. They also found that the methanolic extract of the roots showed inhibition of growth against 5 of 6 bacterial species tested, using a disc diffusion method. This antimicrobial activity is believed to be due to the high amount of phenolic compounds present in the roots.8 steps to change
8 steps to changeCCL Pharmaceuticals
Ìý
The document outlines 8 steps for successful organizational change: 1) Increase Urgency, 2) Build a Guiding Team, 3) Get the Vision Right, 4) Communicate for Buy-in, 5) Empower Action, 6) Create Short-term Wins, 7) Don't Let Up, and 8) Make Change Stick. For each step, it provides examples of how to use visualizations and emotional appeals to help people see the need for change, feel invested in the vision, and change their behaviors to drive the transformation forward. The examples illustrate how dramatic, engaging actions can motivate stakeholders at each stage of the change process.Class 16 vocab game
Class 16 vocab gamejordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through a process of identifying a problem, brainstorming multiple solutions, choosing the most promising solution to develop, and planning follow up research needed to support their proposed solution essay. The homework outlined is to draft sections of the essay proposing and developing a solution to an identified problem.Class 16 vocab game
Class 16 vocab gamejordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing Essay #4 on proposing solutions, and an in-class writing exercise to identify problems. Students will then choose a problem, propose solutions, discuss them in groups, and choose the most promising solution to further develop for their essay. The homework involves drafting portions of the essay describing the problem and outlining potential solutions.Lesson 12 Revising Business Letters
Lesson 12 Revising Business Lettersmsbirkbeck
Ìý
The document provides guidance on writing business letters and responding to concerns over the environmental impact of a new factory. It discusses focusing the letter, addressing the audience appropriately, and organizing information clearly. When responding to concerns, it advises emphasizing the positives, stressing what the company can do rather than cannot do, placing good news in prominent positions, and giving more space to good news over bad news.Class 13 1 a
Class 13 1 ajordanlachance
Ìý
This document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through brainstorming problems, proposing solutions, choosing one problem/solution pair to focus on, and planning research needed to support their argument. The homework outlined is to further develop their draft essay proposing a solution to the problem.Class 13 1 a
Class 13 1 ajordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to develop their essay draft, including choosing a problem, listing possible solutions, selecting the most promising solution to explore further, and planning follow-up research needed to support their argument. The homework outlined is to further develop various sections of their essay draft addressing a problem and proposing a solution.Ewrt1 a w15 class 13
Ewrt1 a w15 class 13grendel8729
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.Revision session
Revision sessionMrDaviesRSA
Ìý
This document provides information about women's roles and experiences during and after World War 2 in Britain. It asks a series of multiple choice and short answer questions about topics like the age women had to register for work during the war, the percentage of women working in different sectors in 1945, the auxiliary services women could join, the profession regarded as second most important to the war effort, women's fears after the war, why older women were more keen to work than younger women, the percentage of women working in 1947 compared to the 1930s, what the government did to encourage women to stay in the workforce after the war, how the war changed women's attitudes, the five evils highlighted in Beveridge's 1947 report, who created theBritish depth study 11 jun_gcse_ua971_22
British depth study 11 jun_gcse_ua971_22MrDaviesRSA
Ìý
This document provides instructions and background information for a history exam on British society from 1939-1975. It includes 8 sources labeled A-H about life in Britain during this time period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "in the 1960s life changed very little for teenagers."British depth study 11 jan_gcse_a97222
British depth study 11 jan_gcse_a97222MrDaviesRSA
Ìý
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.British depth study exam jan
British depth study exam janMrDaviesRSA
Ìý
This document is an exam for the GCSE History B exam on British history from 1939-1975. It provides background information on immigration to Britain from 1948-1972, and includes 7 sources related to immigration. The sources include advertisements encouraging immigration, interviews with immigrants, government information films and leaflets, and articles about expulsion of Ugandan Asians. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that immigrants came to Britain during this period to find work.British depth study jun gcse_a97122
British depth study jun gcse_a97122MrDaviesRSA
Ìý
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. The exam consists of multiple choice and short answer questions about how British society changed during this time period, focusing on the emergence of youth culture in the 1960s. Students are asked to analyze 7 different sources, including newspaper articles, photographs, and textbooks, about whether young people in Britain in the 1960s were truly "out of control."History paper guide and questions
History paper guide and questionsMrDaviesRSA
Ìý
This document provides guidance for students taking the GCSE History Sources Paper exam on Britain from 1939-1975. It explains that the exam will include a variety of primary sources and students will need to answer different types of questions testing their ability to analyze and use evidence from the sources. The document then provides examples and tips for answering inference questions, purpose questions, reliability questions, usefulness questions, and comparison questions.Fdr reveion sheets
Fdr reveion sheetsMrDaviesRSA
Ìý
This document contains a revision sheet with questions about Franklin D. Roosevelt and the 1932 US presidential election. It asks when FDR was elected, who he defeated, his political party, things Hoover did wrong, election posters, votes won, things FDR did to help win, acronyms, political cartoons, the First New Deal, opposition to the New Deal, and aspects of its success. The document provides a study guide for learning about FDR's first election and early presidency.Wallstreet crash revision sheets
Wallstreet crash revision sheetsMrDaviesRSA
Ìý
This document is a revision sheet about the Wall Street Crash of 1929 that asks questions to test understanding of key events and consequences. It asks for the date of the crash, its newspaper nickname, reasons for the crash including speculation, consequences like unemployment and economic depression, and that the working class suffered the most.1920s revision sheets
1920s revision sheetsMrDaviesRSA
Ìý
This document contains a series of questions about topics relating to US history in the 1920s including foreign policy, new technologies, the economy, popular culture, political cartoons, and acronyms from the time period. It asks the reader to recall facts about these topics and complete related tasks like labeling maps, diagrams, and images.Year 11 first lesson back
Year 11 first lesson backMrDaviesRSA
Ìý
This document provides information about student grades on an international relations exam, outlines upcoming revision sessions and changes to lessons, and previews topics to be covered in British history lessons, including post-WWII immigration to Britain. It shares exam results, noting some students achieved or exceeded expectations while others need improvement. It announces mandatory after-school revision sessions and changes like silent individual exam practice and making up missed work. Upcoming British history lessons will recap last term and cover reasons for and treatment of different immigrant groups, emerging immigrant communities, and analyzing sources about immigration experiences.Lesson 12 ppt
Lesson 12 pptMrDaviesRSA
Ìý
The document provides information and instructions for students preparing for a mock exam on immigration in Britain. It outlines topics for students to research about the experiences of immigrants from different parts of the world and the treatment they faced in Britain. It also directs students to analyze political cartoons and create their own cartoon on the 1958 Notting Hill race riots. Finally, it discusses examining the timeline of government responses to immigration issues in Britain and having student groups teach this information to the class through creative activities.Lesson 11
Lesson 11MrDaviesRSA
Ìý
1. During World War 2, many immigrants came to Britain from Poland and other parts of Europe to escape conflict. Over 120,000 Poles settled permanently after the war.
2. In the post-war period from 1939-1975, immigrants arrived from former British colonies like the Caribbean and India/Pakistan to find work and opportunity, as push factors like economic hardship and new independence movements affected their home countries.
3. The arrival of the Empire Windrush in 1948, carrying immigrants from the Caribbean, marked an important event that drew public attention and increased Caribbean immigration to Britain throughout the 1950s.How far did the lives of young people change 1945 75
How far did the lives of young people change 1945 75MrDaviesRSA
Ìý
This document discusses changes in teenage life in Britain between 1945-1975. It focuses on the 1950s and 1960s. In the 1950s, teenagers did not have a distinct culture and lifestyle that separated them from their parents. However, in the late 1950s the economy improved and teenagers had more leisure time and disposable income. This led to the emergence of teenage culture in the 1960s, as teenagers developed their own interests in music, fashion, and spending trends. Popular culture like music programs on TV helped spread teenage culture nationwide. While most rebellion was small, some teenagers turned to street violence, most notably clashes between Mods and Rockers in the 1960s.Y ear 11 lesson
Y ear 11 lessonMrDaviesRSA
Ìý
This document provides an outline for a lesson plan on women's changing roles during World War I and the early-to-mid 20th century in the UK. It includes discussion questions, source analysis activities, and timeline building exercises. Students are guided to analyze primary sources from the time period, learn about key events and policies like the Beveridge Report and creation of the NHS, and understand debates within feminist movements. The lesson aims to address the extent women's lives changed from 1939-1975 by examining social, economic, and legal factors that impacted women's experiences and roles during this transformative era.Question guide
Question guideMrDaviesRSA
Ìý
The document provides guidance on how to answer different types of source-based questions in history exams. It explains that for each question type, you should summarize the content and context of the source, comment on what it suggests about the event or person in question, and challenge or compare it using your own knowledge if needed. The document then lists different question types and provides templates for how to structure your analysis and response for each type, focusing on extracting relevant details from the source and evaluating it in a structured manner.Gcse history b modern world history revision booklet
Gcse history b modern world history revision bookletMrDaviesRSA
Ìý
This document provides revision materials for a GCSE history exam focusing on how British society changed between 1939 and the mid-1970s. It includes a glossary of key terms, exam checklists, revision flashcards on immigration and legislation, guidance on summarizing for revision, sample exam questions and guidance on answering source questions regarding purpose and differences between sources.More Related Content
Similar to Lesson 10 (6)
Class 16 vocab game
Class 16 vocab gamejordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through a process of identifying a problem, brainstorming multiple solutions, choosing the most promising solution to develop, and planning follow up research needed to support their proposed solution essay. The homework outlined is to draft sections of the essay proposing and developing a solution to an identified problem.Class 16 vocab game
Class 16 vocab gamejordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing Essay #4 on proposing solutions, and an in-class writing exercise to identify problems. Students will then choose a problem, propose solutions, discuss them in groups, and choose the most promising solution to further develop for their essay. The homework involves drafting portions of the essay describing the problem and outlining potential solutions.Lesson 12 Revising Business Letters
Lesson 12 Revising Business Lettersmsbirkbeck
Ìý
The document provides guidance on writing business letters and responding to concerns over the environmental impact of a new factory. It discusses focusing the letter, addressing the audience appropriately, and organizing information clearly. When responding to concerns, it advises emphasizing the positives, stressing what the company can do rather than cannot do, placing good news in prominent positions, and giving more space to good news over bad news.Class 13 1 a
Class 13 1 ajordanlachance
Ìý
This document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through brainstorming problems, proposing solutions, choosing one problem/solution pair to focus on, and planning research needed to support their argument. The homework outlined is to further develop their draft essay proposing a solution to the problem.Class 13 1 a
Class 13 1 ajordanlachance
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to develop their essay draft, including choosing a problem, listing possible solutions, selecting the most promising solution to explore further, and planning follow-up research needed to support their argument. The homework outlined is to further develop various sections of their essay draft addressing a problem and proposing a solution.Ewrt1 a w15 class 13
Ewrt1 a w15 class 13grendel8729
Ìý
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.More from MrDaviesRSA (20)
Revision session
Revision sessionMrDaviesRSA
Ìý
This document provides information about women's roles and experiences during and after World War 2 in Britain. It asks a series of multiple choice and short answer questions about topics like the age women had to register for work during the war, the percentage of women working in different sectors in 1945, the auxiliary services women could join, the profession regarded as second most important to the war effort, women's fears after the war, why older women were more keen to work than younger women, the percentage of women working in 1947 compared to the 1930s, what the government did to encourage women to stay in the workforce after the war, how the war changed women's attitudes, the five evils highlighted in Beveridge's 1947 report, who created theBritish depth study 11 jun_gcse_ua971_22
British depth study 11 jun_gcse_ua971_22MrDaviesRSA
Ìý
This document provides instructions and background information for a history exam on British society from 1939-1975. It includes 8 sources labeled A-H about life in Britain during this time period. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that "in the 1960s life changed very little for teenagers."British depth study 11 jan_gcse_a97222
British depth study 11 jan_gcse_a97222MrDaviesRSA
Ìý
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. It includes a description of the exam structure and time limits, as well as sample sources to analyze related to changing attitudes towards women during this period. Students are asked a series of questions requiring them to interpret and evaluate the sources in relation to the statement about whether there was little change in attitudes towards women.British depth study exam jan
British depth study exam janMrDaviesRSA
Ìý
This document is an exam for the GCSE History B exam on British history from 1939-1975. It provides background information on immigration to Britain from 1948-1972, and includes 7 sources related to immigration. The sources include advertisements encouraging immigration, interviews with immigrants, government information films and leaflets, and articles about expulsion of Ugandan Asians. Students are asked a series of questions to analyze and evaluate the sources in relation to the statement that immigrants came to Britain during this period to find work.British depth study jun gcse_a97122
British depth study jun gcse_a97122MrDaviesRSA
Ìý
This document provides instructions and background information for a GCSE history exam on British society from 1939-1975. The exam consists of multiple choice and short answer questions about how British society changed during this time period, focusing on the emergence of youth culture in the 1960s. Students are asked to analyze 7 different sources, including newspaper articles, photographs, and textbooks, about whether young people in Britain in the 1960s were truly "out of control."History paper guide and questions
History paper guide and questionsMrDaviesRSA
Ìý
This document provides guidance for students taking the GCSE History Sources Paper exam on Britain from 1939-1975. It explains that the exam will include a variety of primary sources and students will need to answer different types of questions testing their ability to analyze and use evidence from the sources. The document then provides examples and tips for answering inference questions, purpose questions, reliability questions, usefulness questions, and comparison questions.Fdr reveion sheets
Fdr reveion sheetsMrDaviesRSA
Ìý
This document contains a revision sheet with questions about Franklin D. Roosevelt and the 1932 US presidential election. It asks when FDR was elected, who he defeated, his political party, things Hoover did wrong, election posters, votes won, things FDR did to help win, acronyms, political cartoons, the First New Deal, opposition to the New Deal, and aspects of its success. The document provides a study guide for learning about FDR's first election and early presidency.Wallstreet crash revision sheets
Wallstreet crash revision sheetsMrDaviesRSA
Ìý
This document is a revision sheet about the Wall Street Crash of 1929 that asks questions to test understanding of key events and consequences. It asks for the date of the crash, its newspaper nickname, reasons for the crash including speculation, consequences like unemployment and economic depression, and that the working class suffered the most.1920s revision sheets
1920s revision sheetsMrDaviesRSA
Ìý
This document contains a series of questions about topics relating to US history in the 1920s including foreign policy, new technologies, the economy, popular culture, political cartoons, and acronyms from the time period. It asks the reader to recall facts about these topics and complete related tasks like labeling maps, diagrams, and images.Year 11 first lesson back
Year 11 first lesson backMrDaviesRSA
Ìý
This document provides information about student grades on an international relations exam, outlines upcoming revision sessions and changes to lessons, and previews topics to be covered in British history lessons, including post-WWII immigration to Britain. It shares exam results, noting some students achieved or exceeded expectations while others need improvement. It announces mandatory after-school revision sessions and changes like silent individual exam practice and making up missed work. Upcoming British history lessons will recap last term and cover reasons for and treatment of different immigrant groups, emerging immigrant communities, and analyzing sources about immigration experiences.Lesson 12 ppt
Lesson 12 pptMrDaviesRSA
Ìý
The document provides information and instructions for students preparing for a mock exam on immigration in Britain. It outlines topics for students to research about the experiences of immigrants from different parts of the world and the treatment they faced in Britain. It also directs students to analyze political cartoons and create their own cartoon on the 1958 Notting Hill race riots. Finally, it discusses examining the timeline of government responses to immigration issues in Britain and having student groups teach this information to the class through creative activities.Lesson 11
Lesson 11MrDaviesRSA
Ìý
1. During World War 2, many immigrants came to Britain from Poland and other parts of Europe to escape conflict. Over 120,000 Poles settled permanently after the war.
2. In the post-war period from 1939-1975, immigrants arrived from former British colonies like the Caribbean and India/Pakistan to find work and opportunity, as push factors like economic hardship and new independence movements affected their home countries.
3. The arrival of the Empire Windrush in 1948, carrying immigrants from the Caribbean, marked an important event that drew public attention and increased Caribbean immigration to Britain throughout the 1950s.How far did the lives of young people change 1945 75
How far did the lives of young people change 1945 75MrDaviesRSA
Ìý
This document discusses changes in teenage life in Britain between 1945-1975. It focuses on the 1950s and 1960s. In the 1950s, teenagers did not have a distinct culture and lifestyle that separated them from their parents. However, in the late 1950s the economy improved and teenagers had more leisure time and disposable income. This led to the emergence of teenage culture in the 1960s, as teenagers developed their own interests in music, fashion, and spending trends. Popular culture like music programs on TV helped spread teenage culture nationwide. While most rebellion was small, some teenagers turned to street violence, most notably clashes between Mods and Rockers in the 1960s.Y ear 11 lesson
Y ear 11 lessonMrDaviesRSA
Ìý
This document provides an outline for a lesson plan on women's changing roles during World War I and the early-to-mid 20th century in the UK. It includes discussion questions, source analysis activities, and timeline building exercises. Students are guided to analyze primary sources from the time period, learn about key events and policies like the Beveridge Report and creation of the NHS, and understand debates within feminist movements. The lesson aims to address the extent women's lives changed from 1939-1975 by examining social, economic, and legal factors that impacted women's experiences and roles during this transformative era.Question guide
Question guideMrDaviesRSA
Ìý
The document provides guidance on how to answer different types of source-based questions in history exams. It explains that for each question type, you should summarize the content and context of the source, comment on what it suggests about the event or person in question, and challenge or compare it using your own knowledge if needed. The document then lists different question types and provides templates for how to structure your analysis and response for each type, focusing on extracting relevant details from the source and evaluating it in a structured manner.Gcse history b modern world history revision booklet
Gcse history b modern world history revision bookletMrDaviesRSA
Ìý
This document provides revision materials for a GCSE history exam focusing on how British society changed between 1939 and the mid-1970s. It includes a glossary of key terms, exam checklists, revision flashcards on immigration and legislation, guidance on summarizing for revision, sample exam questions and guidance on answering source questions regarding purpose and differences between sources.Lesson 3 final
Lesson 3 finalMrDaviesRSA
Ìý
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation, happiness, and problems. Key points to be covered are how many children were evacuated, who they went to stay with, and including a diary account from a child who was evacuated. Additional sources provide data on who was most evacuated in 1939, as well as discussing the long term impacts of evacuation such as exposing poor living conditions and increasing calls for government action on social issues like poverty, education and public health.Lesson 2
Lesson 2MrDaviesRSA
Ìý
This document discusses how women's roles changed during World War II and in its aftermath. It begins with an activity asking students to consider the typical roles and duties of mothers in 1939 compared to present day. Students then learn about the important contributions women made to the war effort, such as taking over jobs in factories and agriculture. While women feared being forced to return to pre-war roles after 1945, the document argues the war did bring about real changes in expanding women's work opportunities and showing their valuable skills and attitudes. Students are tasked with assessing to what extent the war truly changed women's positions in society.Lesson 3 final
Lesson 3 finalMrDaviesRSA
Ìý
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation and happiness. Key points to be covered are percentages of children evacuated, who they went to stay with, and a diary account from an evacuated child. Sources like graphs, images and videos can be used to best illustrate the argument. The long term impacts of evacuation exposed issues with housing, nutrition, education and living conditions in some British cities, fueling post-war debates around improving social welfare.Lesson 2
Lesson 2MrDaviesRSA
Ìý
This document discusses how women's roles changed during World War II and in its aftermath. It begins with an activity asking students to consider the typical roles and duties of mothers in 1939 compared to present day. Students then learn about the important contributions women made to the war effort, such as taking over jobs in factories and agriculture. While women feared being forced out of the workforce after the war, the document argues that the war did bring about real changes in women's roles and status in society. Students are tasked with creating materials to show how women's skills were invaluable and to assess the degree of change they experienced before and after the war.Lesson 10
- 1. On your sugar paper you need to annotate this statement with as much information as you can remember from last lesson without using your books. lets see which group was paying the most attention last lesson
- 2. Key Question for the Lesson: How Successful was the New Deal?  Opposition to the New Deal We as a class are going to hold a formal debate One side of the class are going to argue that the New Deal was not good enough and the other will argue that the FDR’s New Deal was massive step in the right direction  Opposition will find info on 380/1  Positive side - use information from last lesson
- 3. A Helpful Tip……  As this will be a formal debate , you need to prepare for what the opposition will say therefore I advise you to create a table in your books with two sections – both the positives and the Negatives of the New Deal  See if you can come up with counter arguments to the other sides main points
- 4. Cartoon Analysis ï‚— Source 13, 15, page 281
- 8. How Successful was the ‘New Deal?’  Create a large Success scale across tow pages in your book  create a 6 mini mind maps of the different aspects of the New Deals Success/failure and you need to attach it to the scale where you would rate it out of ten based on the New Deal’s performance in that area 1 10 They can write the positive parts in one colour and the negative parts in another in order to distinguish between the two.