The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. Our resources have been written to a high standard and fine tuned in the classroom. During my 35 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. Our resources have been written to a high standard and fine tuned in the classroom. During my 35 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
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
Should freedom of information and speech be limited to protect public morality by governments or social media platforms? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology?
This great little card sort has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability.
The main activity involves getting students to cut out the cards in lesson, 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 activity are:
Theme: Moral philosophy and ethics
Know: What is censorship of the media?
Understand: What are the arguments for and against censorship of the media?
Evaluate: How far should media be censored in a democratic society?
WILF - What am I Looking For?
Identify and describe - What is censorship of the media?
Explain - the arguments for and against censorship of the media?
Analyze -How far should media be censored in a democratic society?
If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
Its not easy finding good resources on Edward VI and his role in the Reformation. This fun and interactive lesson is designed to help students assess how successful his reign was for the short time he was in power.
The lesson begins by getting students to review the problems that he faced at the start of his lesson and to classify them into economic, religious, political and succession. This is followed up by a market place activity that looks at the changes he made during his reign and finishes off with a series of activities that get students to assess how successful he was at solving the problems that faced him as King.
When you purchase this lesson, you will be able to download a 26 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, historical sources, starters and plenaries on the reign of Edward VI. The PowerPoint also contains slides and templates for photocopying.
Please see the preview for more information, but note that some slides have been missed out.
This is lesson is suitable for lower middle to upper ability students. The market place activity sides have been ragged and I have produced a core and foundation version of Edward VI’s problems.
The aims and objectives are:
Theme: The Reformation
Know: What problems faced Edward VI during his reign?
Understand: How did his changes affect the lives of people in England?
Evaluate: How successfully did Edward VI solve his problems?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Identify: What problems faced Edward VI whilst he was King ?
Can You Explain: How his changes affected the lives of people in England?
Evaluate: How successfully did Edward VI solve his problems?
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 source evaluation lesson on the Dissolution of the Monasteries has been field tested and refined over many years. It focuses on whether the monks were breaking the monastic rules of St Benedict and their NOP (Origin, Nature & Purpose) source evaluation skills.
Students are presented with twelve primary sources over two rounds. In the first round, they are given six sources taken from Cromwell’s inspectors’ reports, whilst in the second round they are given six extracts taken from more impartial sources. By the end of the lesson, students will have a better understanding of NOP source analysis skills and will be able to make a balanced judgement on the reliability of the inspectors’ reports and why Henry VIII wanted to close the monasteries.
When you purchase this resource, you will be able to download a 15 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, writing frames, sentence starters, information slides as well as historical sources on the Dissolution of the Monasteries. You will also be able to download a two page Word Document, which includes instructions, activities, questions and twelve historical sources.
Depending upon the ability of your students, you can spend between one and two lessons on this topic. I have included guidance notes in the slide notes at the bottom of the PowerPoint. If you are only have one lesson for this topic you could focus on round one and set the second round for homework.
The aims and objectives for this lesson are:
Theme: The Reformation
Know: Why the monasteries were dissolved by Henry VIII?
Understand: How the inspectors’ reports were used to justify closing them down?
Evaluate: A range of sources and critically evaluate their usefulness?
Skills: Source Analysis& Cause, Consequence
WILF – What Am I Looking For?
Can You Identify: Why the monasteries were dissolved?
Can You Explain: How useful a source is for learning why the monasteries were closed?
Can You Apply: Your knowledge and use it to critically analyse source information and evaluate how reliable it is?
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 your purchase our resources you are also buying into our values.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This outstanding lesson on slave resistance looks at the different ways in which Black people challenged slavery. It also tries to answer the difficult question about why some people did not try and run away by contextualising the learning and looking at the experiences of former veterans and prisoners who have struggled to cope with adjusting to an unstructured life of freedom.
Unlike other resources on this topic, this lesson also looks at the contrasting experiences of Black people in the USA, Jamaica and Haiti and how they had to adjust the way in which they resisted slavery to suit the problems and different challenges they faced. Finally, this lesson poses the question, how successful was slave resistance and links it’s importance to the abolition debate. Did you know that more British soldiers died trying to maintain slavery in the Caribbean, than died fighting to free Europe from Napoleon?
When you purchase this resource you will be able to download a three page worksheet as well as a twenty four slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and questions that are designed to help students understand the key ideas whist preparing them for an extended question. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional differentiated activities to help support the lesson. These have been organised in such a way that that they can be used alongside the worksheet. For more information, please see the detailed preview.
The aims and objectives of this lesson are:
Theme: Britain and the Slave Trade
Know: How did Black people try and resist slavery?
Understand: What is the difference between active and passive resistance?
Evaluate: How successful was slave resistance?
Skills: Cause, Consequence, Change & Continuity.
WILF - What Am I Looking For?
Identify and describe: the different ways in which black people tried to resist?
Explain: What is the difference between active and passive resistance?
Analyse: How successful was Black peoples resistance against slavery?
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
These interactive flash revision cards have been bundled together to cover Britain 1890 - 1900 at a discounted price. They make an excellent fun starter, mini plenary or plenary for any lesson, but are aimed at KS4 and KS5. They cover the exam topics the Liberal Reforms, Votes for Women and the Home Front during the First World War.
With Dingbats, say goodbye to solitary studying! Dingbats are interactive flashcards designed to help students focus on key terms and facts, transforming revision into a social and enjoyable experience. They encourage teamwork and peer assessment, making learning more engaging. Regular use, combined with the strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster essential connections for exam success.
These flashcards are perfect for starter activities, serving as a fun game at the beginning of a lesson or a mini plenary to assess understanding or reinforce learning. Their versatility allows them to be included in revision booklets or printed on cards for easy storage in students’ pockets or envelopes. Additionally, students can use them independently for their own revision.
Upon downloading this lesson, you’ll access three Word document featuring Dingbats for Votes For Women, the Liberal Reforms and the Home Front during the FWW, along with an 18-slide PowerPoint detailing how to utilize them effectively. Game 1 involves one player reading key words while the other guesses the topic, enhancing memory recall. Game 2 challenges players to describe the topic without using key words, making it more difficult. Other fun and competitive activities like Pictionary and Charades are also included. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating your own Dingbats, supported by suggested homework tasks. Both documents are available as PDFs for easy printing and sharing.
Aims and Objectives of the Lesson:
Theme: Britain 1890 - 1918
Know: How to use Dingbats and flashcards for revision
Understand: Various card games that can be played
Evaluate: The effectiveness of these methods for revision
Skills: Revision techniques, competition, and collaboration
WILF – What Am I Looking For?
Describe: How to use Dingbats and flashcards for revision
Explain: Different revision techniques applicable with Dingbats
Evaluate: The most effective strategies for your learning needs
If you enjoy this lesson, consider exploring 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 to engage in discussions about how you’ve used this resource or to ask questions. We strive to create affordable resources for the price of a good cup of coffee, allowing you more time for what you love. By purchasing our resources, you support our commitment to fair play and decency, as all our authors are compensated with a living wage.
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 resource bundle brings together all our fun and interactive resources on Tudor Sport and Entertainment.
There is some overlap between these lessons, so we have bundled them up and added 25p just in case you couldn’t make up your mind.
The first resource,Tudor Sport and Entertainment, looks at the main sports and entertainment in this period. It is perfectly sufficient for any KS3 class.
The second resource, Tudor Sports is desiged as a depth study and includes additional slides on tennis, archery, wrestling, bowls and skittles, that are not included in the first lesson.
The third resource, Tudor Entertainment, is designed as a depth study and include additional slides on music, poetry and gardening, which are not covered in the first two.
Each lesson is designed as to deepen students’ understanding of Tudor society by critically evaluating the connections between sports, entertainment, wealth, and social status through a dynamic marketplace activity.
Students can explore this investigation collaboratively in groups or independently, utilizing strategically placed information slides around the classroom. As they move around the room, they will complete a tailored summary sheet specifically crafted for this lesson, promoting a hands-on and immersive learning experience.
Upon completing this lesson with my own classes, we have successfully consolidated learning through a continuum task. Additionally, we provide a fully supported extended writing task in the resource section, along with writing frames, a missing word activity and a word search, ensuring that all students can engage meaningfully with the material.
Dive into a diverse array of interactive activities, including card sorts, diamond 9 exercises, and a dynamic Market Place Activity, designed to make learning about the Peasants’ Revolt both fun and educational.
All our resources have been carefully written to help develop your students critical historical skills, whilst catering to the full range of ability.
When deciding upon the price we decided to only charge 50p more for them all, so in effect if you buy one, you can download them all, so you can look at the causes of the Peasants Revolt in a variety of ways with your students.
The aims and objectives of these resources are:
Theme: Medieval Society
Know: Why did the peasants revolt in 1381?
Understand: What roles did religious, social, economic and political factors play?
Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why the peasants revolted in 1381?
Can You Explain: What roles did religious, social, political and money factors play?
Can You Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. 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
These resources have been bundled together to provide you with a range of different approaches to looking at the topic of the murder of Thomas Becket in 1170.
The card sort - the causes and consequences is designed to fit around any main stream text book or video on this topic. It is suitable for low ability students.
The lesson - The Causes and Consequences of the Murder of Thomas Becket, provides you with everything you will need to look at this topic with a middle and low ability group, including story board, continuum of the ups and downs of Thomas Becket, heads and tails, word searches and questions.
The lesson - What were the causes of the quarrel between Henry II and Thomas Becket, is an in depth analysis which is suitable for a middle and higher ability group, but is fully supported with missing word, heads and tails, word search, templates and writing frames for a lower ability group. This lesson links in the broader themes of the conflict between Church and State, Magna Carta and the Break with Rome.
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
These resources are designed to help students explore both the traditional and revisionist versions of the Gunpowder Plots. The worksheet sets the scene for both versions of what happened and is aimed at both foundation and core students. The card sorts are designed to help students understand what happened and to assess how far Guy Fawkes was innocent or guilty. For a detailed break down of each resource and its aims and objectives, please look at the individual lesson write up.
This revision guide covers all the key information you would need to know about the Liberal Reforms 1906 - 1911 for GCSE History.
The topics covered in this study / revision guide for students include:
Edwardian Society
Poverty & Lassie Faire
Political Parties
Why did Poverty become a political issue?
Findings of the Rowntree Report & Charles Booth
Why did the Liberals win a landslide victory in 1906?
Why did the Liberals Introduce their reforms?
How effective were the Liberal Reforms?
Who opposed the Liberal Reforms?
Each section comes with activities to help you draw out the key information as well as both primary and secondary sources which may come up in your exam.
If you are a teacher, we have supplied this information in word so that you can customise it for your students but would ask that you respect our copyright.
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
’When giving feedback to A Level Students studying history it is important to be specific about what the student did well and where they need improvement. Is crucial to point out specific examples and illustrate your points by linking them to the assessment objectives.'
It can be difficult to maintain a work life balance when you have a pile of A Level essays to mark. If you like me find yourself annotating work and writing your own mini essay in response to your students work, then the history academy might just have the solution you are looking for. The attached essay and source feedback sheets are designed to help you provide effective next steps feedback and save you time.
When you purchase these resources, you will be able to download two feedback mark schemes for Section A and B of the AQA A Level History Syllabus. The first page of both the source and the essay feedback sheets contains a grid which breaks down the assessment objectives for each level. You simply highlight, tick and underline what the student has achieved. By looking at the next level, your students can see what they need to do next in order to improve their work. The second page contains a table with a space for writing a quick summary and then two sections saying ‘areas for praise’ and ‘areas for improvement.’ At the bottom of the page is a section for the students to write their response to your feedback. Both documents have been provided in Word and as a PDF.
When completing these sheets, I usually type up my comments or occasionally copy and paste statements into the relevant boxes. I keep a copy saved in the students folder and attach a physical copy to their essay.
These feedback sheets have been field tested many times since 2016 and have helped to significantly reduce my workload and many of my colleagues. Take a look at the detailed preview.
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. This is special resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests.
Kind Regards
Roy
This lesson was especially commissioned by the History Academy to help mark the 40th Anniversary of the Miners’ Strike in 2024. We have worked with former miners from across the country to put together something special. We have also produced a market place activity version of this lesson, which can be downloaded from our TES shop. This lesson provides an overview of how different groups reacted such as the government, striking miners, working miners, the police, the LGBTQ and Britain’s ethnic minorities as well as Women Against Pit Closures. If you are looking for a more detailed look at each of these groups individually, then we will be uploading more resources shortly.
In terms of activities, we have literally thrown in the kitchen sink by including a dazzling array of activities to suit the full range of learners. This lesson is suitable for KS3 and KS4 students.
When you purchase this lesson, you will be able to download a 41 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides,a knowledge quiz, word searches, a heads and tails activity, a continuum exercise, as well as a creative writing and and presentation task. We have also uploaded both a worksheet and booklet which you can choose to help accompany this lesson. All resources in this lesson have also been uploaded as PDFs.
For more information, please see the sample preview. The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: How did different groups in society react to the Miners’ Strike?
Understand: How much support was there for the miners?
Evaluate: What was the short term impact of the strike?
WILF – What Am I Looking For?
Can You Describe: How different groups reacted to the Miners’ Strike?
Can You Explain: How much support there was for the miners?
Can You Evaluate: What was the short term impact of the strike?
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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy
These bundled resources cover the content and past paper questions for the current (old) OCR Specification which is being examined this year for the last time.
Aspects of the syllabus covered by these resources are as follows:
1. How successful was the struggle for civil rights in the 1950s?
• What was the state of civil rights in America in c.1950?
• Did the Second World War have an impact on the position of African Americans?
• Why was the struggle over desegregated education in the 1950s important?
• What was the importance of the Montgomery Bus Boycott?
2. Who improved civil rights the most in the 1960s and 1970s?
• How were Martin Luther King’s ideas and methods different from those of Malcolm X?
• Who did more for civil rights in America, Martin Luther King or Malcolm X?
• Who was more important in improving civil rights, President Kennedy or President Johnson?
• Did the Black Power groups harm the struggle for civil rights?
• How far did civil rights progress under Nixon?
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
These interactive flash cards cover the key factors that you will need to know for the Russian Revolution and Stalin’s Russia 1924 - 41. Dingbats are interactive flashcards designed to help students focus on key terms and facts, transforming revision into a social and enjoyable experience. With Dingbats, say goodbye to solitary studying! They encourage teamwork and peer assessment, making learning more engaging. Regular use, combined with the strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster essential connections for exam success.
These flashcards are perfect for starter activities, serving as a fun game at the beginning of a lesson or a mini plenary to assess understanding or reinforce learning. Their versatility allows them to be included in revision booklets or printed on cards for easy storage in students’ pockets or envelopes. Additionally, students can use them independently for their own revision.
Upon downloading this lesson, you’ll access a Word document featuring Dingbats for Russian Revolution and Stalin’s Russia 1924 - 41., along with an 18-slide PowerPoint detailing how to utilize them effectively. Game 1 involves one player reading key words while the other guesses the topic, enhancing memory recall. Game 2 challenges players to describe the topic without using key words, making it more difficult. Other fun and competitive activities like Pictionary and Charades are also included. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating your own Dingbats, supported by suggested homework tasks. Both documents are available as PDFs for easy printing and sharing.
Aims and Objectives of the Lesson:
Theme: Russian Revolution and Stalin’s Russia 1924 - 41.
Know: How to use Dingbats and flashcards for revision
Understand: Various card games that can be played
Evaluate: The effectiveness of these methods for revision
Skills: Revision techniques, competition, and collaboration
WILF – What Am I Looking For?
Describe: How to use Dingbats and flashcards for revision
Explain: Different revision techniques applicable with Dingbats
Evaluate: The most effective strategies for your learning needs
If you like this lesson, 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
After several requests via the History Academy facebook group, we have bundled together and discounted all our card sorts and diamond 9 activities on the consequences of the Black Death.
When you purchase this bundle you will be able to download two card sorts and a diamond 9 activity on the consequences of the Black Death. The first card sort, the impact of the Black Death would be suitable for foundation students whilst the card sort and the diamond 9 activity would be suitable for core and more able students.
The aims and objectives of these card sorts 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?
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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy
Kind Regards
Roy
This active learning lesson has been created to help students access the role played by Oliver Cromwell by analysing a series of primary and secondary sources describing his actions during the English Civil War. The key interpretation is provided by the historian JP Kenyon, which is then investigated by sorting the sources under the two headings of ‘hero’ or villain.’ However, if your photocopying budget can extended to printing off a class set of A3 sheets, I have also provided two beautifully designed graphic organisers that the cards can be stuck to in order to create a revision aid or classroom display. Once this has been complete, students can then have a go at answering the question: How far was Oliver Cromwell a hero or a villain?
I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. If you are looking for something a little easier, I have made a another simpler card sort which just looks at the facts. This can be bought separately or as a bundle.
When you purchase this resources you will be able to download a fully editable two page Microsoft Word document and a 10 slide PowerPoint Presentation. The PP includes aims, objectives, outcomes, two starters, information slides, templates, video links an
The aims and objectives are:
Theme: The Protectorate and Interregnum
Know: What sort of leader was Oliver Cromwell?
Understand: How has Cromwell’s rule as Lord Protector been interpreted?
Evaluate: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’?
Skills: Interpretation, Source Analysis & Collaboration
WILF – What Am I Looking For?
Identify & describe: What sort of leader was Oliver Cromwell?
Explain: How has Cromwell’s rule as Lord Protector been interpreted?
Analyse: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’?
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, 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 lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at James I’s personality and leadership skills as King of England. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students.Along with the PP, I have included a higher and lower ability version of the same worksheet to aid differentiation.
When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with tasks and activities. Whilst the lower version includes seven primary and secondary sources, the same tasks but with more support. You will also be able to download a PowerPoint with aims, objectives, differentiated outcomes, a snowballing and buzz and go starter, information slides, links to appropriate video clips, differentiated activities, plenaries, primary and secondary sources.
This lesson has been designed to help set the scene for the conspiracy theory around the Gunpowder Plot by asking why was James I was so unpopular and would need a Catholic plot to help improve his public image as well as to lay the foundations for the longer term causes of the English Civil War.
The aims and objectives for this lesson are:
Theme: Causes of the English Civil War?
•Know: Who was King James I?
•Understand: What can we learn about him from the historical evidence?
•Evaluate: Why was James I unpopular with his people?
•Skills: Source Analysis
WILF – What Am I Looking For?
•Identify & describe: The personality and character of James I
•Explain: What can we learn about James I from the historical evidence?
•Analyse: Why was James I unpopular with his 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 assessment pack includes past paper questions from OCR as well as student mark schemes and guides on how to tackle various different types of questions. If you teach another board, the format is very easy to adapt and should just be able to drop in your own level descriptors into the pupil mark schemes.
This works a treat and armed with purple pens you can teach students not only the assessment criteria and how to answer the questions properly, but you can also cut your own marking down and look really good at the same time :-)
If you like this resource, check out the study / revision guide that I have also produced on this topic. 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 assessment for learning Pack looks at two key questions, why did the Japanese invade and why did the League fail to stop them? The learning objectives are as follows:
Theme: Why did the League of Nations fail?
Know: What role did Japan play in the League of Nations?
Understand: Why did Japan invade Manchuria?
Evaluate: Why did the League fail to stop the Japanese invasion?
Skills: Cause, Consequence, Source Evaluation & judgement
What Am I Looking For this lesson?
Identify / Describe – What problems faced Japan in the 1930s?
Explain – Why did the Japanese invade Manchuria?
Analyse – begin to form a judgement on why the League eventually failed?
This resource includes information, maps, photographs from the time, primary and secondary sources, OCR past paper exam questions and student mark schemes for peer and self assessment.
The activities for this lesson include a revision note taking activity, a thinking skills review triangle on why Japan invaded and 6 past paper questions with mark schemes.
