This three part video series explores how and why we need to re-frame the study of the American West to recognise the colonial roots of US expansion. These videos mainly focus on the Indigenous experience of conquest and show why it is important to cover this well and to show the continuation of Indigenous existence today. There is a workbook and resources to go with this set of sessions which were originally designed as a transition unit for students moving from GCSE to A Level study. 

https://www.youtube.com/watch?v=F947fT3i8ug&list=PLu4k7RF_fodMVrV-vCxlTmNTftaXp6q51 

3) Bringing in more diverse stories and voices
I am still working on creating a range of resources which cover diverse experiences in 19th century America. This is just a starting point and I hope to add more soon. 

• The story of Cade McCallum who escaped slavery to fight in the Civil War makes a really interesting way to chart the experiences of black Americans both before, during and after the Civil War and Reconstruction. You can find a good set of resources HERE 
• Martha Hodges' story offers a different perspective on Reconstruction. Between the end of the Civil War and 1911, Martha had to pursue payment of her war widows' pension. It is a fantastic story to look at how black women continued to be sidelined post Civil War as well as how they attempted to endure. You can find it HERE . You can find other stories HERE
• The story of 'Chief Joseph' broadens the narrative of US colonialism away from the focus on the northern Plains. This micro narrative can serve a s a really good starting point for understanding the tactics and aims of US colonialism over the whole period. You can find it HERE
• This resource aims to create some archetypes exploring the impact of US colonialism on the colonisers themselves. Please note that these are slightly fictionalised accounts. You can find them HERE
• Zitkala Sa - To add
• Susie King Taylor - To add
• Lost Bird of Wounded Knee – a baby who survived Wounded Knee and how she was then abused in white society. https://www.sdpb.org/learn/nativeamerican/lost-bird-of-wounded-knee/

4) Representing Indigenous peoples effectively
Representing the cultures and beliefs of Indigenous peoples is hugely important. I have covered this to some extent in the first part of this video. However you may find the following especially useful when exploring the culture and beliefs of the Lakota and Dakota peoples (the Oceti Sakowin):

• ​A documentary from SDPB on the Oceti Sakowin https://www.youtube.com/watch?v=RZfwBUpYMds
• The Wolakota Project gives an excellent overview of core Oceti Sakowin beliefs and ideas https://www.wolakotaproject.org/introduction-to-the-oceti-sakowin-essential-understandings/
• Reservation life in 1930s https://www.wolakotaproject.org/oseu-six-vernon-ashley-life-in-the-1930s/
• Oceti Sakowin relationship with land vs European https://www.youtube.com/watch?v=iyl7YRyOdo8&list=PLs8d38Q6863su3p9rrzO2BE1XjjS6zREu

5) Linking to present day colonial issues
One way to really help students care about US history is to show how many of these issues still play out today.
​

• Indian County Today is an Indigenous news channel. Many of their stories show deep links with history: https://indiancountrytoday.com/ 
• Trauma and resilience https://www.wolakotaproject.org/oseu-two/oseu-two-faith-spotted-eagle-part-3-trauma-resilience/
• Water Protectors: Standing Rock https://www.youtube.com/watch?v=ply14OGxq5Q
  
  

6) A textbook for KS3 or to begin KS4
This is a project in progress at the moment. The aim is to have a few chapters which can be used in KS3 or to begin a KS4 study of 19th century US history. I have included a sample of a draft, but watch this space for more.

A documentary which details American expansion from 1789-1900. Well put together with some excellent interviews and really tight focus on personal stories. The settler-colonial aspect gets less attention than it might do but still a helpful source.

This SHP online discussion covers the teaching of the conflicts on the Northern Plains which occurred during the mid C19th. It also deals more broadly with how we teach about Indigenous peoples in US history and touches on a wide range of issues to be aware of. 

Watch here: ​https://www.youtube.com/watch?v=5vX49IClrLs

A helpful documentary looking at the Oceti Sakowin (Lakota and Dakota peoples)

Framing 19th Century US History
One of the most important decisions to make when teaching 19th century US history is how you want to frame it. Traditional framings tend to ignore or downplay the presence of Native Americans.

You might like to explore a couple of Twitter threads I've written on framing.

• How the American West GCSEs risk perpetuating damaging narratives HERE
• And why we can't just rely on the 'historical method' to save us HERE

If you have a bit more time, then I have a longer CPD session in video form. In this video I explore different ways US history has been framed by historians and textbooks and why we really need to re-think. This was originally done as a series for A Level / GCSE students but is equally applicable for teachers.

Teaching Plains Conflict
In this SHP Understanding session historians tackle the issue of how we teach about conflict between Native Americans and US colonists during the 1860s and 1870s. Lots of useful bits here to bring you up to date with recent historiography. Watch here: ​https://www.youtube.com/watch?v=5vX49IClrLs&t=10s

Stories which Show Indigenous Continuity
In this video I explore three stories which show how Indigenous peoples resisted and survived US expansion and attempted genocide. These stories cover the period 1868-1940. This is important as many books tend to stop in 1890 with the assumption that Native Americans ceased to exist. Many of these stories would work really well in teaching GCSE American West and continued Native presence. Watch here: ​https://www.youtube.com/watch?v=oalxtdf4C8Q

Contemporary Issues for Native Americans and their Historical Roots
This video explores the contemporary issue of missing and murdered Indigenous women and traces the historical roots of the issue. This really helps with framing the importance of studying C19th US history. Watch here: https://youtu.be/B2t6ksWuhoM

This is a link to a range of resources for teaching C19th America across various specifications and boards for GCSE. I would love to hear your thoughts and comments, or suggestions for modifications. Equally, if you would like to share something with the GCSE C19th America community here, please do get in touch and I will add it to the repository.

CPD (LINK)
Various workshops and sessions I have run on the subject of teaching the period study.

American Expansion: ​1789-1838 (LINK)
A range of resources relevant to the expansion of the USA after 1789 and the growth and development of slavery.

The American West 1839-60 (LINK)
This section covers white expansion into the West, as well as the Indian cultures who lived on the Plains. You will also find Mormons and homesteaders in this section.

Civil War and Reconstruction 1861-77 (LINK)
As it says on the tin with this one. Material related to the outbreak of war, its course and the attempts to reconstruct America afterwards.

​Conflict on the Plains 1861-77 (LINK)
This section focuses primarily on the period known as the "Indian Wars" and mirrors the developments in the East, above.

American Identities 1877-1900 (LINK)
This section looks at attempts to create a unified American culture; the growth of big business; and the impact of immigration. It also looks at continued limits to the liberty of black Americans.

​Overview and Revision (LINK)
Some items which might be useful for creating a sense of period overview throughout, or for using at the end of teaching. 

As we approach exam season, I thought I'd take a few moments to upload some revision materials for Year 11s who have studied the OCR GCSE Making of America course. These are also adaptable to other boards.

You can find all the resources HERE or via the teaching resources link on the right. Feedback and tweaks always welcome @apf102.

PPT: OCR Making of America Revision Challenging
In this session (2-3 hours) I have endeavoured to help students consolidate their knowledge and apply it to the big story which underpins both the 9 and 18 mark questions. I have also tried to help them reduce the number of key events to just 16, so that they can link all other events through these 16. The assumption is that students have some basic starting knowledge. A brief summary of how I have used this presentation is given below:

1. Reminder of the point of the unit & link to the importance of the big question which over-arches most of the topic.
2. Introduce the idea that there are 16 key dates which hold almost all of the story together. Give each pair a copy of the cards from "card sort easy cut" and get them to sort into know/don't know. They should then add key details on the back of all the ones they know. Whilst they do this, check for common gaps which you can address from the don't know piles. They can then share to find out missing cards. ALTERNATIVELY you could give them notes/books to complete this task for the don't knows.
3. Now get them to find connections to the key events. They could just do one or two of these. Aim to identify 2-3 causes and 2-3 consequences as on slide 13. On the lines they should write the connection. This gives them a good approach to answer 10 markers which are almost always cause or consequence. Could model a 10 marker at this point using slides 14-16. NB, A common problem here is lack of timeline knowledge - students often put TC RR as a cause of the Gold Rush for example. This makes the next point important.
4. Get them to arrange their cards into a single timeline - groups of 4 work well for this due to the space needed. Confirm order and dates using slide 19 and then get them to stack the cards int he right order again. If you want to reinforce this you could get them to jumble the cards and do it again.
5. Return to the big question (slide 20) and note that different visions of America inspired people to act very differently. Introduce the 4 big visions of America and ensure students have the "Competing Visions" sheet to read.
6. Next they will use their cards to create a living graph of one group's story of America. They should be allocated one "vision". On A2/A1 paper they should draw a basic set of axes (Slide 22): horizontal for time and vertical to show how far the group's vision of America was coming to pass. 
7. Direct them to take each card in turn and decide how far their group's vision was being fulfilled, physically moving the card up/down on the paper (bluetac is helpful here). When they have decided they should add a brief annotation to explain. They can then move onto the next card (some overlapping is needed on A2 paper). It is helpful to model this process with them first and get a few groups to explain where they have put cards and why. A full set of events and some initial modelling are given on slides 23-60. If their knowledge was weak, you could also talk them through the events instead.
8. Get students to share the experiences of their group by explaining their charts to class or each other. Or they could write a group paragraph: How far did XXXXXXXX's vision of America come true 1789-1900?
9. Link the activity to 18 mark questions by showing how they often need to know details over time to address questions. Use slides 61-67 to show how 18 markers can be reverse engineered to help them come up with other factors.
10. Get them to follow up by completing fortune lines for other groups on a copy of the A3 chart "Visions of America Fortune Line" and completing some 18 mark questions using the "Exam questions" booklet or the "OCR Making of America Practise Question Bank"

PPT: OCR Making of America Revision Timeline
This is just a more basic version of the activity above with more teacher led instruction. This is useful if you think students have a weaker grasp of the knowledge.

1. Open as above.
2. Get them to sort cards in a time order, removing any they are not sure of.
3. Hand out the A3 chart "Visions of America Fortune Line" , getting them to check their order.
4. Now go through the key events of the story of America using slides 10-17. Students should add notes to their timeline in the boxes.
5. Return to the big question (slide 18) and note that different visions of America inspired people to act very differently. Introduce the 4 big visions of America and ensure students have the "Competing Visions" sheet to read.
6. Ask students to chart the fortunes of one group on their A3 timeline. Model on the board (slide 20). Could all do the same one, or all different ones.
7. Continue with the story, pausing at points to update the charts on the A3 sheet.
8. Get students to share the experiences of their group by explaining their charts to class or each other. Or they could write a group paragraph: How far did XXXXXXXX's vision of America come true 1789-1900?
9. Reiterate the idea that there are 16 key dates which hold almost all of the story together. Give each pair a copy of the cards from "card sort easy cut" 
10. Now get them to find connections to the key events. They could just do one or two of these. Aim to identify 2-3 causes and 2-3 consequences as on slide 55. On the lines they should write the connection. This gives them a good approach to answer 10 markers which are almost always cause or consequence. Could model a 10 marker at this point using slides 14-16. 
11. Finally explore the 18 mark questions by showing how they often need to know details over time to address questions. Use slides 61-67 to show how 18 markers can be reverse engineered to help them come up with other factors.
12. Complete some 18 mark questions using the "Exam questions" booklet or the "OCR Making of America Practise Question Bank"

PPT: OCR Making of America Revision Questions
This is just a selection of approaches to answering questions.

Today Gill Ford offers a review of Lois Leeven's "The Secrets of Mary Bowser". The story is based on the real life exploits of Mary Bowser, a slave and Union spy during the Civil War. An excellent book to give a bit of period context for more advanced students and teachers alike. You can find more on the real Mary Bowser HERE.

If you would like to write us a review, please send it to the contact form on this site. Reviews need to be no more than 500 word. 

Title: The Secrets of Mary Bowser
Author: Lois Leveen
 
This book is set in America between 1844 to 1865 and is based on the real -life story of Mary Bowser. Mary and her mother are slaves in the household of the Van Lew family in Richmond, Virginia. Mary is a bright girl with a photographic memory who loves books and reading, something forbidden to slaves, but Elizabeth Van Lew (Bet), the daughter of the household takes an interest in Mary and encourages her by lending books from her father’s library. Bet Van Lew is against slavery and later gives Mary her freedom and escorts Mary to Philadelphia in the North, where she pays for her to be educated. Despite the freedoms given to Mary in Philadelphia she still encounters prejudice and realises that although she has been given her liberty, it is not quite what she imagined it to be. During her time in Philadelphia she befriends Hattie whose father is an undertaker and becomes involved with the underground railroad in which coffins are used to help slaves escape to free states.

As the Civil War looms, Mary takes the decision to return to Virginia and return to slavery so that she can pose as an illiterate slave and spy for the Union. She secures a role in the house of Confederate President Jefferson Davis and takes many risks to pass on information to the North. Although there is suspicion that there is a spy in the household, Mary continues to get away with it, because she is deemed to be an illiterate and ignorant slave.

This is a well written and enjoyable piece of historical fiction. It gives a real insight into the lives of slaves and what is happening with regard to slavery and abolition before and during the time of the American Civil War. Despite there being very little written information about Mary, the author manages to bring her character and the lives of the people she is involved with to life. My knowledge of the American Civil War is limited but it certainly made me want to find out more and to look up information about historical events and the people in the story. Mary’s life is intertwined with that of her former owner Elizabeth Van Lew who as an abolitionist operated an extensive spy ring on behalf of the Union. Although she is involved with Mary throughout the whole book, the emphasis is more on Mary’s story as a slave living in mid 19th century America.

Martha Hodges: The Indomitable Spirit
Harrison Hodges and Martha Agnew were both born into slavery in Mississippi. They married just before the outbreak of war in February 1861. The record of their marriage was handed to the plantation owner, but was lost during the chaos of the war, maybe burned by Sherman’s marching troops. Their only child was born in 1862 and died barely six months later. We will never know why, though it was a common occurrence for slave children, half of whom died before their first birthday. Martha was heartbroken. She would never have the chance to have another baby with her husband.
​
The Price of Freedom
In 1863, Harrison and Martha were liberated by the Union army. Harrison joined the 11th Regiment USCT and became part of the battle to defeat the Confederacy. Like many black soldiers, he found himself only partly accepted by the white officers who took over his command.

Life as a soldier was tough for Harrison, and most likely difficult for Martha who was left back at home. During this period of the war, Union troops were freeing slaves from southern plantations, but many were soon brought back to work in similar conditions for the military – free, but only just. Their work, picking cotton, keeping the economy running, allowed the Union to keep funding the war effort as much as having soldiers to fight.

Martha’s Story
We know very little about what happened to Martha between 1863 and 1867, she disappears from the records. In 1867 however, two years after the end of the war, she applied to claim the pension all war widows were entitled to. Because Martha had been a slave, there was no official record of her marriage. Like other ex-slaves she had to provide pages of evidence and testimony to prove she had indeed been the wife of a soldier. Because Martha could neither read, nor write, her evidence was dictated to a lawyer. She then signed the documents her mark, a large cross. She must have hoped and prayed as the documents were sealed and sent, that the scribblings would convey all the information she had relayed.

Luckily for Martha, the pensions department were swift to respond to her requests. This was the era of Radical Reconstruction, a reforming zeal in Congress to obliterate the last vestiges of slavery and slave-holder power. In 1868, Martha Hodges was the wife of a hero, and they were only too happy to support her. By Spring 1868 she was receiving the pension money she needed to survive, before disappearing from the records once more.
 
Shifting Standards
But the story was not over. In 1874 she was visited by a stocky, yellow-haired, government agent. It had been reported that Martha had remarried and had a child but was continuing to claim her $8 a month as a widow. As the period of Reconstruction came to an end, new laws were being instigated to prevent widows claiming pensions if they remarried for any reason. The gratitude payments to the wives of the dead, were now seen as being an unnecessary burden on the American tax payer.  

The fact that such changes in the law were needed, suggests that large numbers of widows were getting remarried. Certainly, many would have felt the pinch without a husband: $8 a month was barely enough to get by, especially with a family to support. Beyond which, there was simply the human need for companionship. What is certain, is that this affected the wives of ex-slaves more than any other group as they were the poorest to begin with and had no property or other assets to bolster their meagre finances. The short lived experiments to give ex-slaves 40 acres and an animal were largely repealed by President Johnson, and the Freedman’s Bureau which helped ex-slaves find work and education, was shut down in 1872. Beyond this the rise of the Ku Klux Klan meant that it was risky to be a black property owner in Mississippi.

Weeks of investigation began into Martha’s marital affairs. She was forced to reveal the most intimate details of her life: that she did not know the father of her child, Eddie; that she had slept with several men, but with no intention of marrying. Nineteenth century moral outrage seemed to extend to sex in a way it had failed to consider slavery problematic. Her friends and acquaintances were all called upon to testify before the inspector was finally satisfied and restarted the pension payments.

Then in 1886, aged 47, Martha was reported once more. Again, she was accused of being married to a man with whom she had another child. Again, the pension was stopped, but this time no claims officer came. The war was now a receding memory, and its widows, especially those from slave origins, were not as important to the business and industrial policies of Grover Cleveland or Ben Harrison. Martha dictated a series of letters to her lawyer; admitting that she had 3 children but declaring that she was still not married. For years, she lived with no pension provision at all whilst the series of exchanges between her and the government office continued. No resolution was reached.

The Fight for Fairness
We don’t know what Martha did for support between 1893 and 1911, but there is a large gap in the 150 pages of correspondence. Finally, in February of 1911 Martha sent another letter. This time, the tone was different, more personal, more direct than the legal letters of her lawyer.

​This time, the letter was written and signed, not by a lawyer and with a cross, but with Martha’s own hand. Somewhere between 1893 and 1911, Martha had clearly decided that she could not trust her fate to white lawyers. So, at over fifty years of age, she learned to read and to write, to bring her case directly to the authorities she held responsible for failing to support her. The archive stands as the only testament to the indomitable spirit of a women who refused to be walked over by the government she, and her husband, helped to save. A final investigation commenced and Martha’s pension was restored in early 1912. 

Ever wondered what it was like to cross the Great American Desert? Ever wanted to know the experiences and hardships faced by pioneering families? 

During the Summer of 2012 I live tweeted the experiences of one emigrant family, from the diary of future women's rights activist, 17 year old Abigail Jane Scott, as they would have happened 160 years ago in 1852. Don't worry if you missed it because all the details are still here. 

​You can now access Abigail's full diary mapped onto the journey route here: https://goo.gl/Eg2Gkx 
​
​I have also included a downloadable Google Maps version at the bottom of the page too.

Abigail Scott was used to moving around. Since she was born, her family had moved all over North America, and her father, Tucker Scott had long wanted to take the final plunge and emigrate on the trails to Oregon. In April 1852, Tucker’s dream became a reality and the whole family, mother (Ann), father, and nine children, set out for distant Oregon. They would not all live to see the end of the journey.

Abigail was seventeen years old when she left Illinois with her family. Like many young women, she kept a diary of her life on the trails as a new world opened up before her, and an old one faded away.

You can read the full diary here: http://cateweb.uoregon.edu/duniway/notes/DiaryProof1.html Many thanks to the Univeristy of Oregon for providing this document online.

​Chief Joseph: 
Fight No More Forever

It was late Spring when Chief Joseph looked back over his beloved Wallowa Valley for the last time. The new, green leaves promised a beautiful summer to come. In the past they would have reminded Joseph of the hunting season on the Plains. This time, he saw them differently; fragile and temporary, soon to fall in the stiff Autumn breezes. They reminded him that nothing, not even his own homeland could last forever, and that soon his own people would fall like the leaves in the gale of white settlement.
​
Land and exploitation
The Nez Perce had historically had good relations with white explorers and settlers, but decades of settlement since the 1840s had strained the relationship as whites came in search of the American Dream. Tensions rose further still when gold was discovered in the 1860s.

In 1863, the government demanded the Nez Perce sign a new treaty, giving away 90% of their lands, including the Wallowa valley. The Nez Perce were divided over the treaty and many refused to move to the reservation. When Joseph became the chief of the Wallowa Nez Perce in 1871, he also refused to give up his ancestors’ vision of a free-ranging life. But this lifestyle was increasingly leading to conflict with white settlers who feared the presence of the Nez Perce, or wanted access to the gold fields.

In 1877 Joseph was called to a meeting with the US Army General, Oliver Otis Howard. Howard had already written to his superiors to say “I think it is a great mistake to take from Joseph and his band of Nez Perce Indians that valley...and possibly [should] let these really peaceable Indians have this poor valley for their own.” The government were not convinced. Joseph in turn repeated his stock response, that the land was the home of his people and not his to sell. Howard could almost see the writing on the wall when he came to the meeting with Joseph, but Joseph would not sell the land.

An unwanted conflict

The fragile situation could not last. Shortly after the meeting, a group of young warriors, tired of the constant talks and the bullying attitudes of the whites, attacked and killed 18 white settlers. For the first time in their history, the Nez Perce were in conflict with the US government.

General Howard sent his troops to bring the Joseph’s band to the reservation by force. But Joseph was not willing to give in. Pushed to their limit, his little band of 700 defeated the troops in battle. They then set out onto the Plains in the hope of joining with their allies, the Crow.

The 200 Nez Perce warriors defeated the US army in numerous battles. But on the night of 8th August, Commander John Gibbon caught up with them at a spot known as the Big Hole. Gibbon ordered a dawn attack and, just as at Sand Creek, Indians were slaughtered before they had time to get out of their blankets. Women and children were cut down as the mountain howitzers shelled the camp. In all, over 100 Nez Perce were killed before they managed to escape.

The slaughter at the Big Hole was a huge blow for the Nez Perce, but not as great as the realisation that their former allies, the Crow were now scouting for the United States army. The betrayal forced Joseph to reassess his vision of the Nez Perce’s future in the United States. He turned his people north towards Canada, hoping he might join Sitting Bull and the remaining Sioux there. Their journey took them through the new, Yellowstone National Park. The Park was the first set up to preserve the western wilderness; although this was a vision of wilderness cleansed of Indians. Startled tourists gawped at the ragged band trooping through their playground. A handful of sightseers were even killed by some angry Nez Perce youths, sparking national outrage and panic in the newspapers.

Fight no more
By September, the Nez Perce had travelled over 1,500 miles and fought seventeen battles against the US army (see map on p75). Forty miles from the Canadian border, they stopped to rest. Joseph urged them to move on, but many of the old people and children were too tired. The stop proved to be fatal. The new railroads and telegraph wires which brought opportunities to so many whites, were already bringing Colonel Miles and his troops, thousands of miles across the country to intercept the Nez Perce. Railroads allowed the government to exercise its power in this way all over the West. They were like a barbed wire fence, corralling the Nez Perce in, stopping their escape.

​On 30th September, 1877, as the first snows of winter began to fall, Miles made a surprise attack. For five days, the army kept the Nez Perce pinned down whilst Howard’s troops caught up. A handful of Indians managed to slip away and escape to Canada, but Sitting Bull would not send aid. Finally, Joseph rode out to meet the man who had pursued him all those months, Oliver Howard.

"I am tired of fighting. Our chiefs are all killed… The old men are all dead. It is cold, and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills, and have no food. No one knows where they are....I want to have time to look for my children…Maybe I shall find them among the dead…I am tired. My heart is sick and sad. From where the sun now stands I will fight no more forever."

​Following the surrender, Joseph and his Nez Perce were arrested. Howard promised that he would try to get Joseph back to the Wallowa Valley, but General Sherman, the man who eleven years earlier had marched through the South freeing slaves, sent them instead to a reservation in Indian Territory, 2,000 miles from home. The conditions in Oklahoma were unsanitary and many died in the first year. Joseph meanwhile became something of a national icon, celebrated for his ‘noble’ military leadership and acceptance of defeat.  He was patronisingly called ‘the Napoleon of Indians.’

Soon, Joseph was writing to the man he now considered his closest friend, Oliver Howard, hoping for a chance to return to the Wallowa Valley. Eventually, in 1885, permission was granted for the majority of the Nez Perce to return west if they converted to Christianity and settled on a reservation in Idaho or Washington. Of the 700 Nez Perce who left in 1877, only 268 survived to return. Joseph died on the Colville reservation, Washington in 1904, hundreds of miles from his beloved Wallowa Valley. His doctor recorded the cause of death as ‘a broken heart.’
​
Despite all the visions of new lives in Oregon, two hundred years later, a mere 6,821 people live in Wallowa County.

Just a quick note to say that I have uploaded 2 new resources to support teachers who are teaching the OCR GCSE Making of America 1789-1900 unit.

​The first document is a summary of the whole narrative, broken into 5x 2 page chunks. The idea would be to give one summary to the students at the beginning of each of the 5 units and for them to learn it inside out. That way they can pin their developing knowledge to this core narrative.

The second document is an overview task which would work for any of the C19th America GCSEs. Here pupils are asked to pitch and storyboard a film which best tells the story of the making of America. This would be a good revision exercise.

​I have added both of these to the overall index HERE and you can find all files in via the Teaching Resources link at the top of the blog bar (to the right).