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Government and protest in the USA 1945-70

GCSE HISTORY A - CA6
by

Laurie Johnston

on 14 October 2014

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Transcript of Government and protest in the USA 1945-70

Start
Today's keyword is.....
We shall read...
Naheeda, Tina, Shanon, Safiya ,Tia, Catarina, Barbara, Jessica, Chenelle, Maria, Felece, Waad, Laura, Katheryn, Shery, Chloe, Rachelle, Shanara.
A change chart
Let's start a Change Chart....First Factor - World War Two
Let's read again
Naheeda, Tina, Shanon, Safiya ,Tia, Catarina, Barbara, Jessica, Chenelle, Maria, Felece, Waad, Laura, Katheryn, Shery, Chloe, Rachelle, Shanara.
Topeka vs. Brown/Little Rock/Montgomery
The most important reason?

Which protests were:

Legal
semi-legal
illegal
Sit-ins/Freedom Riders
Success or failure? Why?


Controlled Assessment CA6

All: learn the historical context of the CA and its key features
Most: learn how to find, select and use information sources
Some: learn to compare and evaluate representations

Government and protest in the USA 1945-70
Do Now: On your whiteboards write down the names of people and events that you know about in the Civil Rights Struggle of the 1940's, 50's and 60's
Sit-ins/Freedom Riders
1960's - March on Washington/Birmingham/Civil Rights Act/Voting Registration
Black Power/Black Separatism/Black Consciousness/Black Panthers - Malcolm X - Stokely Carmichael - Huey Newton
Noshin Dayana Siobhan Stephanie
Onome Jasmine Iman Arjeta
Maurelle Alisa Sarah Louise
Rena Sylvie Jemma Lesley
Carolina Angie Erica Denise
Adjoa Isabel April Rose Angella
Candace Kenza Kimone
Noshin Dayana Siobhan Stephanie
Onome Jasmine Iman Arjeta
Maurelle Alisa Sarah Louise
Rena Sylvie Jemma Lesley
Carolina Angie Erica Denise
Adjoa Isabel April Rose Angella
Candace Kenza Kimone
All: learn the historical context of the CA and its key features

All: learn the historical context of the CA and its key features
All: learn the historical context of the CA and its key features
Change factor - impact?
All: learn the historical context of the CA and its key features
Change factor?
All: learn the historical context of the CA and its key features
Change factor?
Assessment criteria
Part A: Historical explanation
Target: AO1/AO2 10 marks
Level Descriptor Mark
0 No rewardable material. 0
Level 1
QWC i-ii-iii
•• The answer may have limited links to the explanation focus required by the
question and will take a descriptive and generalised approach.
•• There may be few factual details given and those that are provided are not
shown to be directly relevant to the answer.
••Writing communicates ideas using everyday language and showing
some selection of material, but the response lacks clarity, organisation,
succinctness and precision. The student spells, punctuates and uses the
rules of grammar with limited accuracy.
1–2
Level 2
QWC i-ii-iii
•• The answer may be linked to the explanation focus required by the question
only implicitly and may take a mainly descriptive approach.
•• The detail provided is mainly relevant to the question but it is generally used
to provide factual information rather than to support analysis.
••Writing communicates ideas with limited precision and succinctness, using
a limited range of historical terminology. The student shows some skills
of selection and organisation of material, but passages lack clarity and
organisation. The student spells, punctuates and uses some of the rules of
grammar with general accuracy.
3–5
Level 3
QWC i-ii-iii
•• The answer is mainly directed at the explanation focus required by the
question, although it may stray from the main focus or include some
material which is descriptive.
•• The material used is relevant to the question, and is used to support points
made in the answer.
••Writing communicates ideas with precision and some succinctness, using
historical terms accurately and showing some direction and control in the
organising of material. The student uses some of the rules of grammar
appropriately and spells and punctuates with considerable accuracy,
although some spelling errors may still be found.
6–8
Level 4
QWC i-ii-iii
•• The answer is directed explicitly and consistently at the explanation focus
required by the question.
•• The material used is well selected. It is deployed effectively to support the
analysis in the answer.
••Writing communicates ideas effectively, succinctly and with precision, using
a range of precisely-selected historical terms and organising information
clearly and coherently. The student spells, punctuates and uses the rules of
grammar with considerable accuracy, although some spelling errors may still
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