These graphic organisers can be printed off as worksheets or used on your Interactive Whiteboard for a wide range of subjects and topics to help students analyse sources or compare and contrast ideas.

In 2003, the British government introduced a comprehensive National Literacy Strategy that included Key Stage 3 (KS3) History. However, since that time, there has been a notable lack of ongoing advice and guidance from the government on this crucial area. This resource aims to provide teachers with some effective literacy strategies utilized by the authors at the History Academy, consolidating our free resources on this vital topic. We were motivated to develop this CPD resource in response to numerous requests for support from our younger colleagues, to whom we dedicate this training. The literacy strategies presented in this PowerPoint are derived from our extensive, hands-on classroom experience in teaching history, particularly in challenging school environments. These strategies have been tried and tested on the front line, and while they are effective, we encourage you to adapt them to meet the specific needs of your school context. This free resource can be used in a departmental meeting or as a self study guide. When you download it, you will be able to access a PowerPoint presentation with 42 slides and which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video and free resource links to the TES. I have also included the original N/C guidance documents. The literacy strategies covered are: Snowballing Writing Frames Humanities Literacy Mats PEE / PEEL Modelling Oracy The aims and objectives of this training are: Theme: Literacy Know: What different literacy strategies can we use in the history classroom? Understand: How do these help to raise achievement? Evaluate: What strategies will work within my school context? Skills: Literacy, SMSC & Collaboration WILF – What Am I Looking For? Can You Describe: A range of different literacy strategies? Can You Explain: How these can be used to help raise achievement? Can You Evaluate: What strategies will work within my school context? If you like this resource, then why not check out our others 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 great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. 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. 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 Hitler’s rise to power. 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 for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming 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 for Hitler’s rise to power. 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 understanding of the topic. The aims and objectives of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? 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 provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. 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 or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. 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 what you think are the four most important events or factors that helped to cause the Cold War? 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 Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold 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, 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 be used as seating planner for a typical history classroom, but can be easily customised to suit any subject or classroom arrangement. Simply pick the layout which matches your room and then customise the slide and then copy and paste it to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes seven slides and a title page. Each slide has a standard classroom layout including groups, rows and horseshoe. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

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 great resource is designed to help students understand why the causes of the First World War 1914 - 1918. 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 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 the causes of the First World War. 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 what you think are the four most important causes of the First World War. 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: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: 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. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. 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 did Germany hate the Treaty of Versailles . 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. 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 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 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? 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 resource is designed to help students understand why the US economy boomed in the 1920’s. 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 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: 1. Remove any reasons for the boom 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 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 skill as well as their arguments for 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? Analyse: 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 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 by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Japanese invasion of Manchuria. 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 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 to stop the Japanese invasion of 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 the League of Nations failed to stop the Japanese invasion of 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? Know: What sanctions did the League of Nations impose on Japan? Understand: Why did the League fail to stop the Japanese invasion of Manchuria? 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 Japan? Explain: Why did the League fail to stop the Japanese 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 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

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 diamond 9 activity has been designed specifically to help students develop their critical thinking skills whilst studying the consequences of the Black Death on Medieval Britain. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity, bit it is primarily designed to provide stretch and challenge for the more able. If you are looking for a main stream resource, then why not check out my card sort activity on this topic? It can be downloaded separately from my TES shop or as a bundle with this resource. When you purchase this resource you will be able to download a both a PDF and a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include a selection of ‘short’ and ‘long term’ consequences of the Black Death. 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 Black Death. 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. Once stage 3 is complete. students could then have a go at writing an extended answer on 'what were the consequences of the Black Death? The aims and objectives of this lesson are: Theme: Medieval Society Know: What changed as a result of the Black Death? Understand: What were the long and short term consequences of the Black Death? Evaluate: Which consequences were more important? WILF: What Am I Looking For? Identify and describe: What changed as a result of the Black Death? Explain: Which changes were short or long term consequences? Analyse: Which changes were more significant or important?

This great diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy 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 include a range of factors to explain the causes of the Second World War. 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 what you think are the four most important causes of the First World War. 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. on the causes of the Second World War. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945? Know: What were the causes of the Second World War? Understand: Which factors were the most important? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I Looking for? Identify & describe: The main reasons why the Second World War started in 1939? Explain: How did each factor help to start the war? Analyse: 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. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. 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?

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 great diamond 9 activity has been designed to help students studying the problems facing Elizabeth I, when she became Queen in 1558 . It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. This resource has also been bundled and discounted with other resources on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the key problems facing Elizabeth when she became Queen. Once students have cut the cards out, they are set three tasks including: Remove any problems 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 them. Record and explain your reasons. Make a smaller diamond shape using the four most important problems facing Elizabeth I in 1558. Record and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is absolutely critical if you are going to develop the critical thinking skills that you are looking to develop via a diamond 9 activity. Once students have sorted the cards, you can extend their understanding of the topic further by discussing or explaining in an extended piece of writing which problem was the most significant or important. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, poverty, defence, relations with other countries, marriage? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, poverty, foreign relations, marriage and defence? Analyse: Which problem posed the greatest threat to Elizabeth I? 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