The General Strike of 1926: Causes
Students will evaluate the impact of the 1926 General Strike, analyzing its causes, the role of the trade unions and government, and its long-term consequences for industrial relations.
Key Questions
- Explain why the General Strike occurred and the grievances of the miners.
- Analyze how the government responded to the strike and its use of emergency powers.
- Evaluate the extent to which the strike weakened the trade union movement.
National Curriculum Attainment Targets
About This Topic
This topic evaluates the complex relationship between Franklin D. Roosevelt's New Deal and the African American community during the Great Depression. Students examine how New Deal programmes like the CCC, WPA, and AAA both provided essential relief and reinforced existing racial hierarchies. While FDR's policies did not directly challenge Jim Crow, largely to keep the support of Southern Democrats, they did offer more economic assistance to Black Americans than any previous administration.
At Year 13, students analyse the 'Black Cabinet' of advisors, such as Mary McLeod Bethune, and the significant shift in Black voting patterns from the 'Party of Lincoln' (Republican) to the Democratic Party. This unit is a study in political pragmatism and the beginnings of the federal government's role as a potential ally in civil rights. Students grasp these nuances through collaborative investigations of specific New Deal agencies and by debating whether the New Deal was a 'raw deal' for Black Americans.
Active Learning Ideas
Inquiry Circle: Agency Case Studies
Groups are assigned a New Deal agency (e.g., AAA, CCC, WPA). They must research how the agency treated Black workers and farmers, looking for evidence of both inclusion and discrimination, and present their findings as a 'Report Card'.
Formal Debate: The New Deal vs. The Raw Deal
Divide the class to argue whether the New Deal was a net positive for African Americans. One side focuses on the relief and jobs provided, while the other focuses on the exclusion from Social Security and the displacement of sharecroppers by the AAA.
Think-Pair-Share: The Shift to the Democrats
Students examine voting data from the 1932 and 1936 elections. They discuss in pairs why Black voters moved to the Democratic Party even though FDR refused to support a federal anti-lynching bill.
Watch Out for These Misconceptions
Common MisconceptionFDR was a champion of civil rights who actively fought against Jim Crow.
What to Teach Instead
FDR was a pragmatist who needed Southern Democratic votes for his economic policies; he refused to support anti-lynching laws or end the poll tax. Peer discussion of his political constraints helps students understand the difference between economic relief and civil rights advocacy.
Common MisconceptionThe New Deal treated all citizens equally regardless of race.
What to Teach Instead
Many programmes were locally administered in the South, allowing for blatant discrimination. Using a station rotation to look at Social Security exclusions (which left out domestic and agricultural workers) helps students see how the New Deal's design was racially biased.
Suggested Methodologies
Ready to teach this topic?
Generate a complete, classroom-ready active learning mission in seconds.
Frequently Asked Questions
What was the 'Black Cabinet'?
How did the AAA affect Black sharecroppers?
Why did African Americans switch to the Democratic Party in the 1930s?
How can active learning help students evaluate the New Deal's impact?
Planning templates for History
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
More in The Interwar Years and the New Deal 1915-1941
Aftermath of WWI: Social Impact on Britain
Students will assess the significance of the social and economic changes in Britain following World War I, focusing on the challenges of demobilisation, unemployment, and housing.
3 methodologies
Economic Impact of WWI on Britain
Students will examine the economic consequences of World War I for Britain, including debt, industrial decline, and the challenges of returning to a peacetime economy.
2 methodologies
The Roaring Twenties in Britain: Culture
Students will explore the broader social and cultural impact of the 1920s in Britain, examining changes in lifestyle, entertainment, and the underlying social tensions.
2 methodologies
Consequences of the General Strike (1926)
Students will analyze the long-term consequences of the 1926 General Strike for industrial relations, trade union power, and the political landscape of Britain.
2 methodologies
Rise of Fascism in Britain (1920s-30s)
Students will analyze the emergence of fascist movements in Britain, such as the British Union of Fascists, examining their appeal, methods, and the societal response.
3 methodologies