This fun and interactive card sort allows students to explore the the complex issue of whether criminals should be granted early release from prison. Each card presents different perspectives, facts, and current references from UK media, allowing users to engage in thoughtful discussion and analysis on whether prison protects society from crime . The cards are organized under two main headings of which aims to get students to evaluate the pros and cons of early releasing prisoners. When you purchase this lesson, you will be able to download a 19 slide PowerPoint Presentation and a single page Word document with 16 information cards and two headings. The PowerPoint contains aims, objectives, information slides and video links to help set the context for the debate and then facilitate the card sort and the follow up consolidation exercises. Once complete, students can jump to the continuum exercise in the plenary or use the templates and writing frame to write a persuasive speech either for or against and then peer assess each others work. Both documents have also been unloaded as PDFs. Please see the detail preview for more information. The aims and objectives of this lesson are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the pros and cons of early releasing convicted criminals? Evaluate: Does prison protect society from crime in the UK? Skills: SMSC, Oracy, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How are people supported in prison? Can You Explain: What are the pro and con of early releasing prisoners? Can You Evaluate: Does prison protect society from crime in the UK? If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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 card sort is designed to get students to understand why the US Government changed its policies towards Native Americans over the period 1834 - 1851. It is suitable for the full range of ability and works alongside with any mainstream text book or video on this topic. When you purchase this resource you will be able to download two single page documents, the first includes the card sort activity, the second the answers. In the first stage of the activity, students match the actions of the US Government with their impact or consequences. In the second stage, they can then reorganise them into their chronological order. The end result is a summary is a great revision guide on how the US Government policies changed towards the Native Americans. Once students have stuck the cards into their books, they can then feedback to a class discussion on which key event was the turning point in the attitude of the government towards the Native Americans living on the Great Plains. The aims and objectives of this lesson are: Theme: GCSE American West Know: What were the different policies of the US Government towards the Native Americans in the period 1834 - 1851? Understand: What consequences did these policies have on the Native Americans? Evaluate: Which was the most significant? WILF - What Am I Looking For? Identify & Decribe: US Policies towards the Native Americans 1834 - 1851 Explain: What consequences did these policies have on the Native Americans? Analysis: Which were the most significant? 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 exercise is designed to help students who are studying law and order in the American West. It can be used as a revision activity, starter or plenary on this topic. When you purchase this resource you will be able to download a single page Microsoft Office Word document, which contains a lesson objective, instructions and ten key solutions and their matching explanations. Once students have cut out the cards, they match the solution with the explanation of how it helped to maintain law and order. A simple exercise which works effectively with students of all abilities. The aims and objectives are: Theme: Law and order in the American West Know: What solutions were used to solve the problems of law and order in the West? Understand: How did these solutions help to maintain law and order? Evaluate: How successful were these solutions? WILF: What Am I Looking For? Identify and Describe: The solutions that were used to solve the problems of law and order in the West? Explain: How these solutions were supposed to help maintain law and order? Analyse: How successful were these solutions? 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

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. 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 to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - 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 issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? 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 censorship. 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, organise 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 or add additional ideas from the class discussion. 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. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - How far should media be censored in a democratic society? 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 little card sort gets students to look at the key reasons why prohibition failed. It can be used with a range of abilities and has never failed to get my students engaged, whilst improving their understanding of the topic. The resource includes four headings - corruption, organised crime, lack of support and poor enforcement, as well as 22 statements which students are then asked to sort the cards under. I have always agonised over the heading ‘poor enforcement’ but as with all my resources, it is in Microsoft Word so you can customise it to suit your own students. Theme: Why did prohibition fail? Know: What were the key factors that account for the failure of prohibition? Understand: what role did corruption, organised crime, poor enforcement and lack of support play it ins failure? Evaluate: which factor was the most important in explaining why prohibition failed? WILF - What am I Looking For? Identify - what factors led to the failure of prohibition Describe - What factors led to the failure of prohibition Explain - what role did corruption, organised crime, poor enforcement and lack of support play it’s eventual failure? Analyse - what was the most important factor? Kind Regards Roy

These revision cards cover all the key factors that you will need to know about Black Civil Rights in the USA from 1950 - 1970. If you are looking for a fun, interactive revision game that can be used as a starter or plenary, then this resource for you! It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full spectrum of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customised for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyse: Why do historians disagree about the number of people killed in the 'Wild' West? 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

The ethics and morality of torture is a controversial subject which is at the heart of British values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a British 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, organise 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? Analyse - 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

This outstanding resource has been designed to provide stretch and challenge for students analysing the key reasons why it was difficult to maintain law and order in the American West. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on the American West. The resource includes nine diamond shaped cards which include a range of factors which explain it was difficult to maintain law and order in the American West. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why it was difficult to maintain law and order in the American West. Record and explain the reasons for your choices. 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 their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by reorganising the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyze: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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 thought provocative resource aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. 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 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? 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

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

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

This great little card sort gets students to look at the key reasons why prohibition failed. It can be used with a range of abilities and has never failed to get my students engaged, whilst improving their understanding of the topic. The resource includes four headings - corruption, organised crime, lack of support and poor enforcement, as well as 22 statements which students are then asked to sort the cards under. I have always agonised over the heading ‘poor enforcement’ but as with all my resources, it is in Microsoft Word so you can customise it to suit your own students. Theme: Why did prohibition fail? Know: What were the key factors that account for the failure of prohibition? Understand: what role did corruption, organised crime, poor enforcement and lack of support play it ins failure? Evaluate: which factor was the most important in explaining why prohibition failed? WILF - What am I Looking For? Identify - what factors led to the failure of prohibition Describe - What factors led to the failure of prohibition Explain - what role did corruption, organised crime, poor enforcement and lack of support play it’s eventual failure? Analyze - 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, 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

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 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

This outstanding resource is designed to help students analysing the key reasons why it was difficult to maintain law and order in the American West. It is followed up by a thinking skills review triangle activity to help students decide which factor was the most important. Both activities can be used as a revision exercise, starter or plenary and will work along side any main stream text book or resource on the American West. The first resource entitled ‘Card Sort - Why was law and order a problem in the West?’, includes five headings under which the students can sort the rest of the cards. These are political, social, economic, geographical, values and attitudes. The rest of the resource then includes 11 cards which can be matched to the headings. Once the cards have been sorted, the students should then be able to move onto the review triangle activity. This is best done in pairs or groups, with one person from each group feeding back their results onto the IWB and explaining their choice. The results from the review triangle and the card sort can then be used, along with any of your other classroom resources, as a basis for students writing an essay or extended piece of writing on this topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyze: Which 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. We aim to produce cheap and affordable resources for either the price of a good cup of coffee 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 Kind Regards Roy

This excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full range of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customized for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyze: Why do historians disagree about the number of people killed in the ‘Wild’ West? 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