This lesson has been created to help students understand the aims of the peacemakers at Versailles in 1919. There are a series of tasks and activities built into the lesson, but the final outcome is to test students understanding by getting them to compare and contrast the aims of the peacemakers into a Triple Venn diagram. This engaging lesson is suitable for the full range of ability and designed to work along side the any mainstream textbook or video on the Treaty of Versailles. However, I have included a detailed PP to accompany the main resource. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on the Treaty of Versailles and downloaded from my online shop. When you purchase these resources you will be able to download a three page worksheet and an accompanying PowerPoint. The worksheet includes two pages of information and sources as well as a third activities page with the triple Venn diagram activity The twenty slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, graphic organisers, thinking skill templates and a plenary. The aims and objectives for these resources are as follows: Theme: The Treaty of Versailles, 1919 Know: What were the aims of the peacemakers at Versailles in 1919? Understand: What impact did the First World War have on each of the Allies? Evaluate: How far did the FWW influence the aims of each country? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The aims of each peacemaker at Versailles. Explain: What impact did the First World War have on each of the allies? Analyse: How far were the aims of the peacemakers influenced by the war? If you like this resource then why not check out my other resources on international relations 1919 - 1990 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 tried and tested lesson has been designed to help students understand the aims of the peacemakers at Versailles in 1919. There are a series of tasks and activities built into the lesson, but the final outcome is to test students understanding by getting them to compare and contrast the aims of the peacemakers by completing a card sort exercise. These engaging resources are suitable for the full range of ability and designed to work along side any mainstream textbook or video on the Treaty of Versailles. However, I have included a detailed PP to accompany the main resource. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on the Treaty of Versailles and downloaded from my online shop. When you purchase these resources you will be able to download a two page card sort and an accompanying PowerPoint. The card sort includes aims, objectives, instructions, headings and information cards to sort, The eighteen slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, templates and a plenary. The aims and objectives for these resources are as follows: Theme: The Treaty of Versailles, 1919 Know: What were the aims of the peacemakers at Versailles in 1919? Understand: What impact did the First World War have on each of the Allies? Evaluate: How far did the FWW influence the aims of each country? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The aims of each peacemaker at Versailles. Explain: What impact did the First World War have on each of the allies? Analyse: How far were the aims of the peacemakers influenced by the war? If you like this resource then why not check out my other resources on international relations 1919 - 1990 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 has is suitable for a wide range of learners. It looks at the economic, political, social and environment impact of the Railways in Britain 1840 - 1900. The resource contains four pages of information, facts and sources on this topic and one pages of questions and tasks that build up to an assessment essay on this topic. This is a tried and tested resource which will provide your students with a relatively easy opportunity to achieve the highest grades in blooms by demonstrating how different factors are interconnected. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my card sort and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! 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 outstanding resource has been designed by experienced teachers to help studying why the League of Nations failed to stop the Italian invasion of Abyssinia. It can be used as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge, then why not check out my diamond nine activity on this topic? When you purchase this resource you will be able to download a single sheet, Microsoft Word document that you can easily customise if you wish. The document includes aims, instructions and twelve heading cards and matching statements which explain why the League failed. Once students have cut out the cards and correctly matched them, they could extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. 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: 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 activity has been carefully designed to help students assess understand the differences between constructive and destructive waves and be used along side any main stream textbook or video. Once complete students should be able to attempt a question on ‘compare the characteristics of constructive and destructive waves.’ When you purchase this resource you will be able to download a fully editable Microsoft document which includes a learning objective, instructions, two heading cards labelled ‘Constructive’ and ‘Destructive’ waves as well as fourteen information cards and two diagrams that be sorted under them. This resource makes a great starter or plenary to be completed in pairs or groups. It can be cut up by the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘Constructive’ or ‘Destructive’ and copy out the information under them. The aims and objectives are: Theme: Coastal Landscapes Know: What is a ‘constructive’ and ‘destructive’ wave? Understand: What are the main differences between ‘constructive’ and ‘destructive’ waves? Evaluate: Why do ‘contructive’ waves deposit, whilst ‘destructive’ waves erode? WILF - What Am I Looking For? Identify and describe: The main characteristics of ‘constructive’ and ‘destrictive’ waves? Explain: What are the main differences between ‘constructive’ and ‘destructive’ waves? Analyse: Why do ‘contructive’ waves deposit, whilst ‘destructive’ waves erode? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow us on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort 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!

The History Academy has commissioned this resource on the Benin Bronzes as part of our attempt to try and fill the curriculum gap on African history. For far too long the history of Africa has been neglected and relegated. Its time to address this and restore African history to its rightful place alongside other civilisations. The debate over whether the Benin Bronzes should be returned to Nigeria has divided opinion across the World. Unlike the Elgin Marbles, there can be no doubt that the Benin Bronzes they were stolen by the British Army in 1897. However, returning them is no simple matter for a combination of factors which have been summarised in this fun and interactive card sort exercise. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: British Empire and the heritage industry Know: Why are the Benin Bronzes in a British Museum? Understand: The arguments for and against returning them? Evaluate: Should the Benin Bronzes be returned? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why are the Benin Bronzes in a British Museum? Can You Explain: The key arguments for and against returning the Benin Bronzes? Can You Evaluate: Whether they should be returned and justify your opinion? 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 card sort is great way to get students to sort through the causes and consequences of the murder of Thomas Becket. It is designed to fit around any main stream text book or video on this topic and provides differentiated support for lower and middle ability students. Students are given eight cards with the causes and consequences mixed up and two headings labelled causes and consequences. This should take a core group no more than 10 minutes before feeding back and then sticking their cards into their books, whereas a low ability group might take 15 minutes. The process can be speeded up by getting students to create a key, rather than curring out the cards and then sticking the sheet into their books. This active learning activity makes a great starter, mini plenary and plenary. When you purchase this activity, you will be able to download a single page Word document, which can be edited to suit your own students. I would personally read a text book, worksheet or watch a video clip before attempting the activity. I have also included a straightforward six slide PowerPoint to help facilitate the card sort, it includes aims, objectives, differentiated outcomes, two starters, one plenary, an activity page, a video link and a template. If you are looking for a Worksheet and Powerpoint to accompany this lesson, then check out this link on our TES shop: https://www.tes.com/teaching-resource/resource-13021853 The aims and objectives of this lesson would be: Know: Why did Henry II and Thomas Becket quarrel? Understand: What were the short and long term consequences of the quarrel? Evaluate: The causes and consequences of Thomas Becket’s murder? Skills: Change, Continuity, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why did Henry II and Archbishop Becket quarrel? Can You Explain: Why there was a power struggle between Church and State? Can You Evaluate: The causes and consequences of Thomas Becket’s death? If you like this resource, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This fun and engaging activity delves into the primary factors influencing Henry VIII’s break with Rome, offering students a comprehensive exploration through a card sort exercise and a critical thinking review triangle activity. The resource “Card Sort - Henry VIII’s Problems” presents students with four key headings: power, religion, money, and personal, under which they can categorize the 14 accompanying cards, each representing different aspects of the historical context. Following the card sorting activity, students are encouraged to participate in the review triangle exercise, ideally in pairs or groups. Each group selects a representative to share and justify their categorizations on the Interactive Whiteboard (IWB), fostering discussion and critical thinking. The insights gained from both the card sort and review triangle activities can be leveraged alongside existing classroom materials to inspire students to craft essays or extended pieces of writing on the complex topic of Henry VIII’s separation from Rome, encouraging deeper reflection and analysis. This multi-faceted approach not only enhances students’ understanding of history but also cultivates their analytical skills and ability to construct well-reasoned arguments based on historical evidence. When you purchase this lesson you will be able to download a two page word document that contains the card sort and review triangle exercise. Everything has also been uploaded as a PDF. The aims and objectives are as follows: Theme: Why did Henry Break with Rome? Know: What were the key reasons for his decision? Understand: What roles did power, religion, money and personal problems play in his decision? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Can You Describe: Why Henry VIII decided to break with Rome? Can You Explain: What roles did religion, money, power and personal issues play in his decision? Can You Analyse: Which was the most important factor? If you like this resource, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This 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?

Nothing divides opinion like the issue of war and pacifism. Is there such a thing as a just war? Can the taking of another life ever be justified? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against pacifism. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted. We have also included a 14 slide PowerPoint presentation which includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities, templates and writing frames. Both documents have also been uploaded in PDF format, just in case you do not have access to Microsoft Office. The aims of this lesson / activity are: Theme: Social, Moral, Cultural & Spiritual Values Know: What is pacifism? Understand: What are the arguments for and against pacifism? Evaluate: Are there any circumstances in which is acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is pacifism? Explain - the arguments for and against pacifism? Analyse - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. 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: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes 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 makes a really effective classroom display for GCSE or A Level students studying Elizabeth I. The high quality nature of the images makes them worthwhile printing off in colour and laminating. When you purchase this resource you will be able to download a seventeen slide PowerPoint Presentation which includes information and pictures that can be printed off in colour for display purposes in your classroom. Please see the preview for more information

This outstanding resources has never failed to capture the imagination of my students and engage them in some outstanding learning. It is a great introductory lesson to help set the scene for Henry II’s later conflict with the church and the Archbishop of Canterbury, Thomas Becket. In brief the lesson involves analysing five historical sources about Henry II, completing a summary table about we can learn from about his personality and then drawing and annotating a picture to help students apply what they have learnt about him. This can then be followed up with some more traditional style questions to help consolidate the learning. When you purchase this resource you will be able to download a two page worksheet which includes five historical sources, tasks and activities. You can also download an accompanying PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, templates and links to suitable video links. The aims and objectives of this lesson are: Theme: Why did Henry II fall out with the Archbishop of Canterbury ? Know: Who was Henry II and what type of personality did he have? Understand: How did his personality affect his role as King of England? Evaluate: Sources of information to create an accurate image of Henry II Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Henry II? Explain: How did his personality affect his role as King of England? Analyse: Sources of information to create an accurate image of Henry II 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 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?

This outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the key reasons why Hitler became Chancellor in 1933. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a fully editable two page Microsoft Word document with a learning aim and three activities. It also includes eight heading cards labeled propaganda, election promises, wealthy backers, support, the depression, Weimar constitution, technology, Hitler’s image and eight matching statement cards which explain why Hitler became Chancellor in 1933. At the bottom of the page there is an extension question that provides students with an opportunity to demonstrate what they have know by explaining the two main reason. Depending upon your photocopying budget, on page two I have included a third activity with matching images to go with each heading and explanation. When completed, this resource creates a useful revision guide which looks very impressive visually. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did Hitler become Chancellor in 1933?’ The aims and objectives are: Theme: The Rise of Hitler Know: What factors helped Hitler become Chancellor? Understand: What roles were played by economic, social and political factors in Hitler’s appointment as Chancellor? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The key reasons why Hitler became Chancellor in 1933? Explain: What roles were played by political, social and economic factors in his appointment? Evaluate: Which factor was 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