Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
This great resource makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . The pedagogy 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. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers.
The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks:
1. Remove any reasons that you don’t think are important.
2. Arrange the remaining diamonds to show any links that you can find between the different reasons.
3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms.
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 understanding of the topic.
The aims and objectives for this lesson are:
Theme: How successful were the Liberal Reforms 1906 - 1911?
Know: Why did the Liberals introduced their reforms?
Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision?
Evaluate: which factors were the most important?
WILF: What Am I Looking For?
Identify & Describe: Why did the Liberals introduce their reforms?
Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play?
Analyse: Which factors were the most important?
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 outstanding diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for students studying the League of Nations by looking at the key reasons why it failed. The key pedagogy 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 also be used as a starter, plenary, revision or as a focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed. 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 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 what you think are the four most important reasons why the League of Nations failed in the 1930s?
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 League of Nations 1919 - 1939
Know: What were the aims of the League?
Understand: What key factors undermined it’s success?
Evaluate: Which factors were the most important it causing the League to fail?
WILF - What Am I Looking For?
Identify and describe: Why the League of Nations failed?
Explain: How each key factor undermined the success of the League of Nations?
Analyse: Which key factors contributed the most to the League of Nations downfall?
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 outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying reasons why Japan invaded Manchuria in 1931 -1932? 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 also be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort on this topic.
The resource includes nine diamond shaped cards which include a range of factors which explain why Japan invaded Manchuria. 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 Japan invaded Manchuria? 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: Why did the League of Nations fail 1919 - 1939?
Know: Why did Japan invade Manchuria 1931 - 1932?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Japan’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Japan invaded Manchuria?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Japan’s decision to invade?
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 outstanding resource has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key pedagogy 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.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. 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 the League of Nations failed to stop the Italian Invasion of Abyssinia. 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: Why did the League of Nations fail 1919 - 1939?
Know: What sanctions did the League of Nations impose on Italy?
Understand: Why did the League fail to stop the Italian invasion of Abyssinia?
Evaluate: Which factors were the most important?
WILF - What Am I Looking For?
Identify and describe: What sanctions did the League of Nations impose on Italy?
Explain: Why did the League fail to stop the Italian invasion?
Analyse: Which factors were the most important it causing the League to fail?
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
Thesegreat resources are a must have for every teacher starting back to school.
They include an intervention log for your form, a seating planner and finally a literacy mat which can be laminated and placed on each table. If you are a HOD, I’ve also thrown in my faculty review sheet.
Good luck with the new term and keep popping back to the History Academy for more good ideas. We don’t knowing overprice anything, but we do focus on quality. If you have any issues then please get in touch. We don’t sell anything more than the price of a good cup of coffee so if you decide to buy, thank you in advance!
AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience.
When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details.
The aims and objectives of this lesson are:
Theme: Technology in Education
Know: What is AI and how can it be used in education?
Understand: The benefits and dangers of AI in education?
Evaluate: How far AI has the potential to improve education?
Skills: Compare & Contrast, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: What is AI and how can it be used in education?
Can You Explain: The benefits and dangers of AI in education?
Can You Evaluate: How far AI has the potential to improve education?
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.
Kind Regards
Roy
This outstanding lesson is designed to provide stretch and challenge for middle and upper ability students studying why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of diamond shaped cards which explain why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. If you are looking for a similar activity for lower and middle ability students, then please check out my card sort on this topic.
When you purchase this resource, you will be able to download two documents. The first is a single page Word Document which includes aims, instructions and nine diamond shaped cards tobe sorted. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians. For more information please see the detailed preview which includes screen shots of most of the slides.
The aims and objectives of the lesson are:
Theme: Britain and the Transatlantic Slave Trade
Know: Why was the Slave Trade abolished?
Understand: What different factors influenced Parliament in 1807?
Evaluate: Which factor was the most influential in persuading MPs?
Skills: Cause, Consequence, Significance & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why was the Slave Trade abolished?
Explain: What different factories influenced Parliament’s decision in 1807?
Analyse: Which factor was the most influential in persuading MPs?
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
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 great little card sort is a must have for anyone studying why William won the Battle of Hastings in 1066. The resource in a word format so it can be fully adapted to suit your learners, but I have made sure that it's accessible for core, foundation and gifted and talented students.
This card sort can be used as a starter, mini plenary or plenary. It can also be used as a planning exercise before students attempt writing an extended essay for assessment purposes on the topic.
So in brief, I have provided a two page worksheet with the following heading of leadership / tactics. organisation, luck and Harold's mistakes as well 16 cards that students can sort under these headings.
The aims objectives are:
Theme: Why did William win the Battle of Hastings in 1066?
Know: What factors helped William to win?
Understand: How important was William's leadership, tactics, luck and organisation in helping to win?
Evaluate: How far did William win or Harold lose?
WILF - What an I Looking For?
Identify / describe: Why William won the Battle of Hastings?
Explain: Several reasons why William won the Battle of Hastings?
Analyse: Explain which factor was the most important reason why William won?
I have been observed several times with this lesson and have been graded outstanding each time. This is a high quality resource, which works. The students love the activity which never fails to help them develop a sophisticated understanding of why he won! However, don't take my word for it, download and try it!
Kind Regards
Roy
Ps Check out some of my other Norman Conquest resources!
This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop.
The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? 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 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 why Britain had an Industrial revolution 1750 - 1900. 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 critical thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: The Industrial Revolution 1750 - 1900
Know: How did Britain change from 1750 - 1900?
Understand: Why did Britain have an Industrial Revolution 1750 - 1900?
Analyse: Which causes were the most important?
Skills: Analysis, Evaluation, Discussion & Collaboration
WILF: What Am I Looking For this lesson?
Identify and describe: How did Britain change 1750 - 1900?
Explain: Why did Britain have an Industrial Revolution 1750 - 1900?
Analyse: begin to form a judgement in which causes were the most important?
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 tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity.
Aims & Objectives
Theme: Why was there a stalemate on the Western Front?
Know: What tactics did General Haig use at the Battle of the Somme in 1916?
Understand: Why did the Battle of the Somme end in a stalemate?
Evaluate: Was General Haig the 'Butcher of the Somme?
WILF: What Am I Looking For?
Identify and describe- What happened during the Battle of the Somme in 1916?
Explain - Why did Haig's tactics fail to achieve a breakthrough?
Analyse - How far was Haig's responsible for the failure to break through in 1916?
Professional Knowledge
For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own!
I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package.
Kind Regards
Roy
This outstanding resource has been designed to provide stretch and challenge for students studying reasons why Japan invaded Manchuria in 1931 -1932? The pedagogy 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 canalso 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.
The resource includes nine diamond shaped cards which include a range of factors which explain why Japan invaded Manchuria. 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 Japan invaded Manchuria? 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: Why did the League of Nations fail 1919 - 1939?
Know: Why did Japan invade Manchuria 1931 - 1932?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Japan’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Japan invaded Manchuria?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Japan’s decision to invade?
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 outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. 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 organize our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritize the different factors in preparation for an extended answer or essay.
The resource nine diamond shaped cards which include a range of factors to explain why Custer lost the Battle of the Little Bighorn. 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.
Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons.
Make a smaller diamond shape using what you think are the four most important reasons why Custer lost at the Battle of the Little Bighorn.
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 and arguments for writing their essay.
The aims and objectives for this lesson are:
Theme: What role did the US Army play in the defeat of the Plains Indians?
Know: What happened during the Battle of the Little Bighorn?
Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army?
Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn?
WILF: What Am I looking For?
Identify & describe: What happened during the Battle of the Little Bighorn?
Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army?
Analyze: How far was Custer responsible for the defeat of the US Army at the Little Bighorn?
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 resource is designed to help students understand why the US economy boomed in the 1920’s. 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 used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay.
The resource nine diamond shaped cards which include a range of factors to explain why the US economy boomed in the 1920s. Once students have cut the cards out they are set three tasks including:
Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them.
Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons.
Make a smaller diamond shape using what you think are the four most important reasons why the US economy boom in the 1920’s. 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 their thinking skills as well as their arguments for writing their essay.
The aims and objectives for this lesson are:
Theme: Why was there an economic boom in the 1920s?
Know: What were the main reasons why the US economy grew?
Understand: How did each factor help the economy boom?
Evaluate: Which factors were the most important?
WILF: What Am I Looking for?
Identify & describe: The main reasons why the US economy boomed?
Explain: How did each factor help the economy to grow rapidly?
Analyze: Which factors were the most important?
If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. 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 outstanding resource has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key pedagogy 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 as a key focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. 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 the League of Nations failed to stop the Italian Invasion of Abyssinia. 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: Why did the League of Nations fail 1919 - 1939?
Know: What sanctions did the League of Nations impose on Italy?
Understand: Why did the League fail to stop the Italian invasion of Abyssinia?
Evaluate: Which factors were the most important?
WILF - What Am I Looking For?
Identify and describe: What sanctions did the League of Nations impose on Italy?
Explain: Why did the League fail to stop the Italian invasion?
Analyse: Which factors were the most important it causing the League to fail?
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 outstanding resource has been designed to provide stretch and challenge for students studying reasons why Italy invaded Abyssinia in 1935 -35. 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 also be used as a starter, plenary, revision or as a focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors which explain why Italy invaded Abyssinia in 1935 - 36. 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:
Remove any reasons that you don’t think are important. Record and explain why you have removed them.
Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons.
Make a smaller diamond shape using the four most important reasons to explain why Italy invaded Abyssinia in 1935 -36. 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: Why did the League of Nations fail 1919 - 1939?
Know: Why did Italy invade Abyssinia in 1935 - 36?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Mussolini’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Mussolini invaded Abyssinia?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Mussolini’s decision to invade?
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 outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying why Germany hated the Treaty of Versailles, 1919 . 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 this topic.
The resource includes nine diamond shaped cards which include a range of factors which describe the terms of the Treaty of Versailles, 1919. 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 why Germany hated the Treaty of Versailles. 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 of this lesson are:
Theme: The Treaty of Versailles
Know: What were the terms of the Treaty of Versailles?
Understand: What were the economic, political, territorial and military consequences for Germany?
Evaluate: which of the terms would most Germans have found the most humiliating?
Skills: Analysis, Evaluation, Discussion & Collaboration.
WILF - What Am I Looking For?
Identify and describe: the terms of the Treaty of Versailles, 1919?
Explain: The economic, political, territorial and military consequences of the treaty for Germany?
Analyse: Which consequences or terms were the most humiliating for Germany?
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
This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’?
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. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework.
The aims and objectives are:
Theme: Consequences of the break with Rome?
Know: Why did Queen Mary I burn protestant heretics?
Understand: How has Mary been viewed by both contemporaries and historians?
Evaluate: Does Mary I deserve the title ‘Bloody Mary’?
WILF - What Am I Looking For?
Identify and describe: Which sources support / disagree with the ‘Bloody Mary’ interpretation?
Explain: Why do people disagree about how ‘Bloody’ Mary I was?
Analyze: How far does Queen Mary deserve the title ‘Bloody Mary?’
If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort.
This topic also makes for a great assessment task.
Kind Regards
Roy
This outstanding resource has been designed to provide stretch and challenge for students studying why the USSR and Germany signed the Nazi-Soviet Pact in 1939. The key theory underpinning this type of 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.
The resource includes nine diamond shaped cards that explain why both Germany and the USSR signed the Nazi-Soviet Pact in 1939. 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 Germany and the USSR signed the Nazi-Soviet Pact? 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: How far was Hitler responsible for the outbreak of the SWW in 1939?
Know: What were the terms of the Nazi-Soviet Pact?
Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact?
Skills: Cause, Consequence, Evaluation and Judgement.
WILF: What Am I Looking For this lesson?
Identify and describe: The terms of the Nazi-Soviet Pact
Explain: Why did Germany & USSR sign the Nazi-Soviet Pact?
Analyse: How far Hitler was responsible for the outbreak of the SWW?
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 critical thinking skills activity has been designed to provide stretch and challenge for students studying why it was difficult to maintain law and order in the American West. .The key theory underpinning this type of 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. If you are looking for a more traditional exercise 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 this topic.
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 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?
Analyse: Which was the most important factor?
Kind Regards
Roy