The debate on whether the government should abolish private education is a controversial topic which has long bee advocated by those on the left of British politics. In the 2019, the Labour Party Conference passed a motion calling for their party to make a manifesto commitment to abolish private education if they win the next General Election. This outstanding resource is designed to help students sort through some of the arguments for and against the abolition of private schools so that they can form their own opinion. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The heading cards are labeled ‘ABOLISH - Private Schools’ and ‘KEEP Private Schools.’ The document is open so it can be easily adapted to suit your own classes. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. The aims of this lesson / activity are: Theme: Education, diversity and equality Know:What are the main differences between state and private education? Understand: What are the arguments for and against abolishing private education? Evaluate: Should the government abolish private education in Britain? WILF - What am I Looking For? Identify and describe - What are the main differences between state and private education? Explain - What are the arguments for and against abolishing private education? Analyse - Should the government abolish private education in Britain? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be a starter, consolidation activity or plenary for a lesson looking at the difference between an democracy and autocracy. It is a versatile resource which works well in a citizenship, government & politics, ethics or a history lesson. It can also be used as homework and includes an extension exercise. This resource includes two heading cards labelled ‘Democracy’ and ‘Autocracy’ as well as twenty four statement cards which can be matched to either heading. The resource is provided in Word so you can easily adapt this resource for your students by adding or taking away statements. I have also included an answer sheet as well as an extension exercise which gets students to pair up the statements under the sub headings of definition, government, rights and freedoms, protest, constitution, source of power, education and diversity. The aims and objectives for this lesson are: Know: What are the key features of an autocracy and democracy? Understand: What rights do individuals have within each system? Evaluate: What is the similarities and differences between an autocracy and a democracy? WILF - What Am I Looking For? Identify and describe: What are the key features of an autocracy and democracy? Explain: What rights do individuals have within each system? Analyse: What is the similarities and differences between an autocracy and a democracy? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage! Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This carefully crafted resource, developed by seasoned educators and field tested and improved in the classroom, aims to enhance students’ critical thinking skills during the exploration of the Peasants’ Revolt in 1381. Suitable for students across all ability levels, this versatile resource serves as a starter, plenary, revision tool, or assessment activity, with a particular focus on challenging high-achieving students who require stretch and challenge. Following a short presentation, students engage in a diamond 9 activity to categorize consequences into ‘short’ and ‘long term’, before deciding which four were the most important or historically significant. Designed to cater to a diverse range of learners, this lesson includes supportive writing frameworks and thinking skills review tools to guide students in their decision-making processes and foster meaningful discussions and critical thinking. When you purchase this resource you will be able to download two fully editable office documents, a Word document containing the diamond 9 activity and a supporting PowerPoint presentation. Both have also been uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, starters, templates, writing frames, tasks and activities. Meanwhile, the Word document includes nine diamond shaped cards which include a sellection of ‘short’ and ‘long term’ consequences of the Peasants’ Revolt. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. Make a smaller diamond shape using the four most important consequences of the Peasants’ Revolt. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop not only their critical thinking skills but their understanding of the topic. Please see the detailed preview for more information. The aims and objectives for this lesson are: Theme: Medieval Society Know: What happened after the Peasants’ Revolt in 1381? Understand: Which changes were ‘short’ and ‘long’ term consequences? Evaluate: Which consequences were the most significant? Skills: Source Analysis, Cause, Consequence, Change & Continuality. WILF – What Am I Looking For? Can You Describe: What happened after the Peasants’ Revolt in 1381? Can You Explain: Which changes were ‘short’ and ‘long’ term consequences? Can You Evaluate: Which consequences were the most important?

This creative and innovative card sort has been designed to help students assess whether the ‘Reign of Terror’ during the French Revolution was necessary by sorting through both primary and secondary sources. Once this has been complete, students can then have a go at answering the question: How far do you agree that ‘The French Reign of Terror was dreadful, but necessary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘necessary’ or ‘not neccessary’ and list the sources under them. When you purchase this resource you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, heading cards and sixteen primary and secondary sources to sorted under them. The second is a fifteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including tables and pupil feedback sheets. For more information, please see the detailed preview. The aims and objectives of the lesson are: Theme: The French Revolution Know: What was the ‘Reign of Terror?’ Understand: What are the arguments for and against the ‘Reign of Terror’? Evaluate: Was the ‘Reign of Terror’ necessary to save the revolution? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the ‘Reign of Terror’? Explain: What are the arguments for and against the ‘Reign of Terror’? Analyse: Was the ‘Reign of Terror’ necessary to save the French Revolution? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Government and Politics Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyze - How far should the government fund the arts? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

After several requests to the History Academy on Facebook, I have uploaded my classic worksheet version of Emily Davison, accident or suicide, that I posted 17 years ago on schoolhistory,co.uk. This lesson has been designed to help students studying the historical controversy surrounding her death. It can be used with the full spectrum of ability, but the text level of the task would suit middle and upper ability students. When you purchase this resource you will be able to download a fully editable two page worksheet well as an accompanying PowerPoint. The Word document includes a brief introduction and a source investigation into the death of Emily Davison. in 1913. Students summarize their learning into a table in preparation for writing either an essay, newspaper or police report into her death. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a either a snowballing starter activity or a source analysis of the suffragette newspaper. This is followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by completing the source investigation, Once this is complete, students can then feedback and then do a follow up assessment on the topic. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? If you like this resource then why not check out my card sorts on Emily Davison's death in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter. Kind Regards Roy

This literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they’re. This is a must have resource for any humanities teacher. The idea of a ‘mat’ is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. This resource was created in partnership with Lesley Anne who also has her own TES shop so please check it out as well. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive market place activity looks at the different facts that contributed to the defeat of the Miners’ Strike in 1984 - 1985. It has been commissioned by the History Academy to help commemorate the 40th anniversary of one of the biggest turning points in Modern British History, which saw the smashing of the post war consensus. For whatever reason, society has chosen to collectively forget what happened during the Miners’ Strike as it raises uncomfortable issues about civil rights, policing and the arbitary nature of the government’s actions which have helped to create a North South Divide. Our series of lessons, which have been bundled together are at attempt to shine a light on this neglected and forgotten history. When you purchase this lesson you will be able to download a 32 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, word searches, a heads and tails activity, a review triangle and follow up extended writing task, templates, model answers and a word search. Just for good measure we have also thrown in a knowledge quiz and have also uploaded a PDF version, just in case you don’t have access to Microsoft Office. The topics covered in the Market Place activity are NUM tactics, government tactics, economic pressure, divisions amongst the miners, media portrayal and lack of public support. For more information, please see the detailed preview or contact us via the The History Academy Facebook group. The aims and objectives of this lesson are: If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This great little resource is designed to get students to sort through a series of cards to help them decide what the causes and consequences in one of the most important turning points in both British and world history. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource has never failed to help my students understand the social, economic and political effects of the Great Depression on the USA, 1929 - 1932. It makes a great little starter or mini plenary to a lesson on this topic. I’ve provided it in word so you can easily adapt it to suit the needs of your students. Aims and Objectives Theme: Why did FDR defeat HH in the Presidential Election in 1932? Know: What effects did the Great Depression have on the USA? Understand: what were the social, economic and political effects of the depression? Evaluate: Why did President Hoover become increasingly unpopular? WILF - What Am I Looking For? Identify and describe: What were the effects of the Great Depression? Explain: Which effects were economic, social or political? Analyse: Link the effects of the Great Depression together to help explain why HH became more unpopular with the American people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939. This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books. Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939? Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed primarily for A Level students studying the significance of Catholic emancipation in the United Kingdom. It focuses on divisions within the Tory Party, the protest methods used by Daniel O’Connell and the Catholic Association and how they in turn influenced the Parliamentary reform movement in Britain. When teaching this module to your students, it is important to stress the role played by Daniel O’Connell in developing the peaceful, indirect methods and tactics that played a crucial role in other later civil rights movements. When you purchase this resources you will be able to download two PowerPoints. The first PowerPoint includes aims, objectives, activities, starters, plenaries, information slides, diagrams, primary and secondary sources to help students evaluate the significance of Catholic emancipation. The seconds contains photocopiable graphic organisers and resources to help students to complete the tasks and activities. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1820 - 1834 Know: What problems faced Catholics living in the UK? Understand: What methods did the Catholic Association use to campaign for emancipation? Evaluate: How significant was Catholic emancipation? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: The problems faced by Catholics living in the UK? Explain: What methods did the Catholica Association use to campaign or emancipation? Analyse: How significant was Catholic If you like this resource then why not check out my other resources in the History Academy TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against abortion. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyze - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting the English Civil War? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The aim of this activity is to get students to sort through a series of key turning points in the history of black people from 1865 to 1970 and assess how far their changed their status and position within US society. It can be used as an introduction or as a plenary exercise. I’ve included two resources, a PowerPoint with the aims. objectives, outcomes of the lesson and the living graph templates and a word file that includes two pages of cards that can be cut out for the activity. I would recommend printing off the living graph templates on A3, but they also work on A4. Please note that I have created two living graphs spanning the periods 1865 - 1940 & 1945 to 1970. This suits they way in which we approach the topic, however you can easily adapt and edit the template as well as the cards to suit your own curriculum. I would suggest that students fold the cards in half before sticking them to the graph. If you would like some other resources on these topics then please check out my revision cards or dingbats on US Civil Rights or my revision booklets. Theme: Civil Rights in the USA 1865 – 1985 Know: What were the key turning points the US Civil Rights of Black people? Understand: How did the status and position of black people change? Evaluate: How far did the status and position of black people change? What Am I Look For - WILF Identify & Describe : What were the key turning points in US Black Civil Rights 1865 – 1970? Explain: Why did the legal and social status and position of black people change? Analyse: How far did the status and position of black people improve for the better 1865 - 1970? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort gets students to look at the key factors to explain why the Nazis were able to keep control of Germany from 1933 - 1945. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. The resource includes three key factors - terror, propaganda and popularity, as well as 25 information cards which students sort to help them decide how the Nazis were able to keep control of Germany. As with all my resources, the document is in word so you can customise it to suit your own students by editing, adding or deleting cards / statements. Theme: How did the Nazis keep control of Germany from 1933 - 1945? Know: What were the key factors that helped the Nazis keep control? Understand: What role did the terror state, propaganda and Hitler’s popularity play in the ability of the Nazis to keep control? Evaluate: Which factor was the most important? WILF - What am I Looking For? Identify - Which factors helped the Nazis to keep control? Describe - How the Nazis kept control of Germany? Explain - The roles played by terror, Hitler’s popularity and propaganda in helping the Nazis keep control? Analyse - what was the most important factor? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed primarily for A Level students studying Lord Liverpool’s ministry, but can also be used at GCSE. This resource focuses on the first half of Lord Liverpool’s ministry, when the government faced huge economic problems caused by the Industrial Revolution, the Corn Laws and the fall out from end of the war with France. When teaching this topic, it is crucial to focus on the price of bread as this later links with Peel’s repeal of the Corn Laws at the height of Chartism when the rest of Europe fell into revolution in 1848. It is also important to focus on how these protesters were controlled or (policed) as this links into other reforms. This lesson looks at Luddism, the Spa field Riots, the March of the Blanketeers, the Pentrich Rising, The Peterloo Massacre, the Cato Street Conspiracy and the Queen Caroline Affair. At the end of each section, there is a separate slide on both the local and national government response to the protesters. It is important to some syllabuses to differentiate between the two. At the bottom of each relevant slide is a continuum for students to evaluate both the threat level posed by the protesters and the government response. At the end of the PowerPoint, I have also included a table for students to use to help summarise what they have learnt, this is particularly useful at GCSE. When you purchase this resources you will be able to download a PowerPoint with 36 slides on Protesters against Lord Liverpool’s government from 1815 - 1821. The PowerPoint includes aims, objectives, activities, information slides, diagrams, primary and secondary sources to help students evaluate the threat level posed by the protesters and the response of both local and nation government. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1815 - 1834 Know: Who Protested and why from 1815 - 1821? Understand: How did the government respond to these protesters on a local and national level? Evaluate: How much of a threat did each group of protesters pose? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: Who protested and why from 1815 - 1821? Explain: How did the government respond on a local and national level? Analyse: How much of a threat did each group of protesters pose? If you like this resource then why not check out my other resources in the History Academy TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The ethics and morality of torture is a controversial subject which is at the heart of American values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of torture. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is torture and why is outlawed by the Geneva Convention? Understand: What are the arguments for and against using torture? Evaluate: Are there any circumstances in which is acceptable to use torture? WILF - What am I Looking For? Identify and describe - What is torture and why was it outlawed by the Geneva Convention? Explain - the arguments for and against the use of torture? Analyze - Are there any circumstances in which it is acceptable to use torture? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy