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Schools history understandably puts focus on the ‘big events’ of protest and rebellion, including the Russian revolutions of 1905 and 1917, Powder River War for the American West, the March on Washington in 1963 and the Peasants’ Revolt of 1381. This view of history gives the impression that discontent or opposition only has agency when it is organised into action. Consequently, students may perceive the oppressed as simply submitting to the oppressor for most of their history. An alternative perspective is that of ‘everyday forms of resistance’, in which powerless people contest and subvert the powerful in all sorts of subtle, hidden and non-confrontational ways – most of which will be very familiar to students themselves in their position of relative powerlessness within the school hierarchy.