This outstanding resource has been designed by experienced teachers to help provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. 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 Britain followed a policy of appeasement in 1938. 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: Remove any reasons 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 Britain followed a policy of appeasement in 1938. 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: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? 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 students studying why Germany and the USSR signed the Nazi-Soviet Pact? 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 fourteen statements explain why wither Germany or the USSR signed the Nazi-Soviet Pact. Once students have cut out the cards and correctly sorted them under the heading cards for Germany or the USSR, they can 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: 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 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 is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra homework projects. This beautifully resource is designed to help students assess which was the most deadiest weapon of the First World War. If you are looking for a more collaborative enquiry, then why not check out my market place activity on this topic, which can also be purchased from the TES. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability. They can be printed and placed around the tables in the classroom off or simply beamed onto the IWB . You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’. The next section of the PP then includes information slides and an activity on why there was a stalemate as well as some contextual information on the use of WMD use in recent times in Britain and Syria. This is then followed by seven information slides on the different weapons that were used as well as a thinking skills review triangle consolidation exercise on which was the deadliest weapon. You can then choose to decide to do a mind map or extended writing activity with your students to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War 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

If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity is designed to help students assess which was the deadiest weapon of the First World War. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’, information slides and activity on why there was a stalemate, the market place activity itself as well as a thinking skills review triangle consolidation exercise. You then choose to decide a mind map or extended writing activity to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War 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

If you are looking for a lesson to inspire and engage your students, then this play designed to be read out or performed in lesson on the challenges facing a small group of travellers on the mail coach from Lincoln to Doncaster in 1829. During their adventure they discuss a number of topics from Catholic Emancipation to the joys of travelling by coach as well as Doncaster Races and the birth of the railways. This play provides run and engaging way of looking at how the Transport Revolution from 1750 to 1850, was changing British society. The play and the support materials that have been uploaded are suitable for the full range of ability in a mainstream secondary or high school. Using drama role play or the medium of a play to explore detailed and complex ideas and historical situations can be a particularly effective tools for engaging students of all abilities. This resource was written to be used in a history lesson, but it is also suitable for use in an English or Drama lesson. To this end, I have created additional tasks and activities that could be used in those subjects. When you purchase this resource you will be able to download a ten page Word Document which contains the play, as well as a eighteen slide PowerPoint Presentation. The PowerPoint includes aims, objectives, differentiated outcomes, information slides, historical sources, pictures, diagrams, links to appropriate video clips as well as starters, plenaries, tasks and activities to help support the delivery of the play. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Transport Revolution 1750 - 1850 Know: What was it like to travel on a mail coach in 1829? Understand: How was British society changing at this time? Evaluate: How were these changes linked to the Transport Revolution? Skills: Change, Continuity, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The positive and negatives of travelling by mail coach? Explain: How was British society changing at this time? Analyse: How were these changes linked to the Transport Revolution? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource makes an excellent starter, plenary or even a homework for students studying the aims and objectives of the Nazi Party when it was renamed the Nationalist German Workers Party in 1920. 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. The resource includes two heading cards which briefly explain what is meant by a Nationalist and Socialist in the context of Germany in the 1920s and 12 statement cards taken from the 25 point programme produced by the new Nazi Party in 1920. Students are instructed to cut out the cards and organise them under the two headings. Depending upon the class, it should take no more than 10 - 15 minutes to do the card sort. The aims and objectives are: Theme: The Rise of Hitler Know: What were the aims of the Nazi Party in 1920? Understand: Which ideas were Nationalists or Socialist? Evaluate: Why would these aims appeal to the German people? WILF - What Am I Looking For? Identify & describe: The aims of the new Nazi Party in 1920 Explain: Which ideas were Nationalist or Socialists? Evaluate: Why would these ideas attract the support of some German people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students understand why the US economy boomed in the 1920's. It can used with pretty much any resource on this topic and is suitable for the full range of abilities. To help stretch students, I have also built in some challenge with a thinking skills review triangle activity at the end to help them prioritise which was the most important factor. This organiser could then be used as the basis for a plan along with the card sort for an extended piece of writing or essay on this topic. The resource includes eight heading cards including impact of the First World War, credit, confidence, natural resources, technological change, Republican policies, marketing and mass production. It also includes twenty statement cards. Six of these statement cards are on the second page along with the thinking skills review activity. For a lower ability class, you could just print off the first page and give them fourteen cards to sort. 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 are looking for additional challenge for your gifted and talented students or even your sixth formers, why not check out my diamond nine activity on this topic which can be found 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 successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at two contrasting case studies the Civilian Works Administration and the Public Works Administration. When you buy this resource you will receive .a blank Venn diagram template to print of for your students as well as a card sort sheet with 24 statements on the achievements of either the CWA or the PWA. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the CWA and the PWA try to help the unemployed? Evaluate: Which Alphabet Agency was more effective? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the CWA and the PWA try and help the unemployed? Analyse: How successful was the New Deal 1933 – 1939? If you like this resource then why not check out my other resources on this topic in my TES shop. You can buy a PowerPoint to accompany this resource for only $5. 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

This fun and engaging market place activity is just the thing you need to develop your student’s higher order thinking skills on the short term causes of the English Civil War. This lesson has been robustly field tested in the classroom. It is suitable for the full range of ability and to add a bit of additional differentiation, appropriate slides have been ‘Ragged’ and you can also chose from a series of follow up tasks to suit the ability of your students. If you don’t fancy a market place activity, we have a number of different style lessons on this topic you can also download from our TES shop. Once students have worked their way through one of the starters, the market place activity begins by looking at the challenges facing Charles I and setting the scene n 1640. Students can then review one of six information slides on the short term causes of the English Civil War. They can make notes into their exercise books or the summary tables that I have included as templates to be photocopied back to back. Once students have completed the market place activity, they can then use the information that they have sumarised to complete a mind map activity. This can be followed up by completing a priority task in the form of a thinking skills triangle and an extended written answer which could be easily used for assessment. Or if you prefer, your students can use the templates that have also been included to write a speech for the MP John Pym, explaining why he was upset with Charles I in 1642. The choice is yours and this resource includes everything that you will need to look amazing. When you purchase this resource, you will be able to download a twenty four slide Microsoft PowerPoint which includes aims, objectives, differentiated outcomes, tasks, activities, starters, plenaries, information slides and templates to help students summarise their learning. It also includes feedback sheets and a homework task. Please see the detailed preview for further information, but I have included everything that you would need to produce a fun and engaging lesson. Please see the detailed preview which includes most of the slides. The aims and objectives of this lesson are: Theme: The Causes of the English Civil War Know: What problems faced Charles I in 1641 - 1642? Understand: What were the short term causes of the English Civil War? Evaluate: Who was to blame for starting the war? WILF – What Am I Looking For? Identify & describe: What problems faced Charles I in 1641 - 1642? Explain: What were the short term causes of the English civil War? Analyse: Who was to blame for starting the war? Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

If you are looking for a fun and interactive approach to teaching the Agricultural Revolution, then you have come to the right place. This Market Place Activity is just the thing to get your students talking, sharing and peer assessing their work. This lesson looks at the problems facing farmers in 1750 and the solutions that they had found by 1850. It also aims to get students to assess who were the winners and loses from the changes taking place. When you purchase this lesson, you will be able to download a 21 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, SEND tasks, historical sources, starters and plenaries on the Agricultural Revolution 1750 - 1850. The PowerPoint also contains useful video links as well as templates for photocopying. Please see the preview for more information, but note that some slides have been missed out. When teaching this lesson, I normally get my students to review the problems facing the farmers in slide 6. We then have a go at trying to prioritise them into a thinking skills review triangle to help assess their importance. I then give out a copy of slides 8 to 13 to the different groups, printed on A4. Sometimes, I print them off on A3 and pin them to different locations in the classroom. I then call out the timings and my students either pass on the information slides to complete their table on slide 9 or their note down in their exercise books. At the end of the Market Place Activity, I get a member from each group to go to another group to share their answers. We then consolidate our learning using the heads and tails activity and / or using the two plenary exercises that I have provided… (Please note that the slides have been RAGed for differentiation) The aims and objectives are: Theme: Industrial Revolution 1750 - 1850 Know: What problems faced farmers in 1750? Understand: What changes took place during the Agricultural Revolution? Evaluate: How successfully had farmers solved their problems by 1850? Skills: Cause & Consequence, Continuity & Change WILF – What Am I Looking For? Can You Describe: What problems faced farmers in 1750? Can You Explain: What changes took place during the Agricultural Revolution? Can You Evaluate: How successfully had farmers solved their problems by 1850? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This fun and interactive lesson looks at the religious reforms of Edward VI. It begins by looking at the change of leadership at the top and the state of the Church of England that Edward inherited. The lesson then moves on to look at the changes that his advisors made and assesses how popular they were with the majority of people. The lesson finishes off with Edward VI and his advisors failure to place Lady Jane Grey on the throne. The lesson is beautifully illustrated and is suitable for all ability groups. When you purchase this resource you will be able to download a twenty slide PowerPoint Presentation and two page worksheet. The PP includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, pictures, diagrams, templates, sentence starters, tasks and homework activities. The worksheet includes information, diagrams, historical sources, tasks and activities. I have also included a PDF version of the worksheet. For more information, please see the sample preview. The aims and objectives are: Theme: The Reformation Know: What changes did Edward VI make to the Church of England? Understand: The differences between a Catholic and Protestant Church? Evaluate: How would Catholics react to the changes made by Edward VI? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The changes that Edward VI made to the Church of England? Can You Explain: The differences between a Catholic and Protestant Church? Can You Apply: Your learning to predict how a Catholic would react to Edward’s new Protestant Church of England? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This simple activity will work with most text books on the topic and is designed to get students to match the names of the different religious groups in 1600 with their correct descriptions. Ideally, this card sort could be used as either a starter or a plenary. It is written with foundation and core students in mind. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson on the American West has been designed to help students understand how the Homesteaders survived and adapted to the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. The key activity focuses around an engaging market place or gather and share activity which is suitable for the full range of ability. This lesson includes a 26 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, starters, plenaries and a range of activities including a thinking skills triangle task, the market place activity, an extended writing or an alternative mind mapping exercise. This resource also includes pictures, diagrams and templates for summarising learning. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders adapt and survive? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify & describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? 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, along with this one 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

The issue of adverting censorship continues to be a controversial. Should the federal or state governments have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity of other groups? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship in the advertising industry through a simple card sort of some of the main arguments. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Rights and Freedoms Know: How are adverts censored and controlled by the government watchdogs? Understand: What are the arguments for and against censorship of the advertising media? Evaluate: How far should adverts be censored in a democratic society to promote equality? WILF - What am I Looking For? Identify and describe - How are adverts censored and controlled by the government watchdogs? Explain - the arguments for and against censorship of the advertising industry? Analyze -How far should adverts be censored in a democratic society to promote equality? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding diamond 9 activity is designed to help students understand the political, economic and religious causes of the war between Spain and England in 1585. This fun and engaging lesson is suitable for higher ability students. If you are looking for a resource more suitable for middle and lower ability students, then please check out my card sort on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word documenth. The resource includes instructions for the activity and nine diamond shaped cards which include each of the nine main reasons which explain why Spain went to war with Britain in 1485. I have also included a PowerPoint which is designed to help facilitate the activity. It includes aims, objectives, differentiated outcomes, information slides, links to video clips and tasks and activities to support the main diamond 9 activity. Please see the detailed preview for more information: 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: Elizabethan England Know: Why did tensions between England and Spain increase in 1585? Understand: What were the political, economic and religious causes of the war? Evaluate: Which factor was the most important? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did tensions between England and Spain increase in 1585? Explain: The political, economic and religious causes of the war with Spain Analyse: 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

This fun and engaging market place activity or ‘gather and share’ on why the Spanish Armada was defeated has been designed and field tested by experienced history teachers who are at the cutting edge of the skills which underscore our subject. The Spanish Armada is a topic which is all too often rushed and not given the attention that it deserves, yet it is every bit as important as the Battle of Britain or the Norman Conquest. If those brave Elizabethan seamen, backed up with cutting edge technology and skillful leadership based upon merit rather than NOability had not fought off the invading Spanish Armada, then our island history would have been very different. Then again, maybe fate stepped in to save the day As the inscription on the Armada medal, issued by Elizabeth I in 1588 SAID: ‘God blew his wind, and they were scattered.’ This lesson has been designed to be suitable for the full ability range, but we have also produced several different versions of this resource including a source analysis, a card sort and a Diamond 9 Activity, which can be purchased separately or in a very cost effective bundle which will allow you to differentiate across your low, ,middle and higher ability groups. When you purchase this resource you will be able to download a 24 slide PowerPoint. This includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, the market place activity, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and engaging market place activity has been written to provide either an introduction or an overview to the consequences of the Break with Rome. If you are short for curriculum time, this great way to quickly cover the key events for Bloody Mary, The Spanish Armada, The Gun Powder Plot and the Pilgrim Fathers, whilst fitting them into the bigger picture of what was happening in the run up to the English Civil War. If you decide to use it in this way, it might be an idea to get your classes to chose one or two of the topics to do in detail. To this end, I have bundled this resource up with my matching resources on my TES shop where they can be purchased at a discount or purchased separately. When you purchase this resource you will be able to download a sixteen slide PowerPoint Presentation, which contains everything you will need for the lesson. The PowerPoint includes aims, objectives, differentiated outcomes as well as a starters, plenaries, information slides and historical sources on Bloody Mary, The Spanish Armada, The Gunpowder Plot and The Pilgrim Fathers, video clips. I have also included a template for summarising the information which can be printed off on either A4 or A3, depending upon how you wish to conduct your gather and share exercise. The lesson rounds off with a thinking skills review triangle and an extended writing exercise to help students decide which consequence was the most significant. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: The consequences of the Break with Rome. Know: What affect did Henry VIII’s break with Rome have on England? Understand: What long term religious problems did the break with Rome cause? Evaluate: Which consequence had the greatest impact? Skills: Cause and Consequence WILF – What Am I Looking For? Identify & describe: The effects of the break with Rome on England. Explain: What long term religious problems did the break with Rome cause? Analyse: Which consequence had the greatest impact? 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

Nearly everyone knows about the dashing Prince Charlie, but the Duke of Cumberland is often sidelined and forgotten about due to what happened in the aftermath of the Battle of the Culloden in 1746. This fun and interactive lesson is designed to help students evaluate whether he deserves to be labelled as the ‘Butcher of Culloden’ by his enemies, or the more flattering title given to him by the supporters of the Union, ‘Sweet William.’ The resources in this lesson are suitable for a higher ability KS3 class or GCSE, A Level or Scottish Highers class studying this topic. When you purchase this lesson you will be able to download two documents. The first contains the PowerPoint, which includes the aims, objectives, differentiated outcomes, starters, plenaries, information slides, photocopying templates, historical sources, task and activities. The second a single page Word Document which contains two heading cards and sixteen information cards to be sorted, so that students can evaluate whether the Duke of Cumberland deserves the title ‘Butcher of Culloden’ or ‘Sweet William.’ There is enough work in these resources for two lessons, which could be then finished off for homework. The aims and objectives of this lesson are: Theme: The Act of Union Know: Who was the Duke of Cumberland? Understand: What part did he play in the defeat of the Jacobite Rebellion in 1745? Evaluate: Does Cumberland deserve to be called the ‘Butcher of Culloden’? Skills: Collaboration, Cause, Consequence & Interpretation. WILF – What Am I Looking For? Can You Describe: Who was the Duke of Cumberland? Can You Explain: What part did he play in the defeat of the Jacobite Rebellion in 1745? Can You Evaluate: Does Cumberland deserve to be called the ‘Butcher of Culloden’? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. So if you share our values and are looking for high quality resources that have been field tested in the classroom or simply have some questions or requests, then stay in touch via social media for the latest updates. Kind Regards Roy