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.
Welcome to my corner of the TES. These outstanding and popular resources span ‘two’ lessons and set the scene for the Norman Conquest by looking at the claims of the main contenders for the English Crown in 1066. They have been carefully designed to suit for the full ability range and are primarily aimed at Year 7, but could be easily adapted to suit older or younger students. The tasks and activities have been carefully refined over 26 years and are based upon the best practice for teaching this topic.
When you purchase these resources you will be able to download two Microsoft PowerPoints and an accompanying worksheet. The PowerPoints include all the starters, plenaries, activities, differentiated tasks, information slides and links to video clips that are necessary to accompany the worksheet. Lesson one looks at the claims of Harold Godwinson and Edgar, whilst lesson two looks at the claims of Harold Hardrada and William, Duke of Normandy. Both lessons, begin with a choice of starters, but lesson one also includes a brainstorming activity around what whats a good King? Both lessons include source analysis tasks which get students to access the respective claims, but lesson two also includes a summary table which can be used to help students structure their PEE’d paragraphs explaining who they think should be King.
I have included the preview files for the first lesson to give you a taste of the quality of these resources. Please note that the TES preview does sometimes ‘play around’ with how resources appear.
The aims and objectives for these lessons are:
Theme: Why was England invaded twice in 1066?
Know: Who were the contenders to the throne?
Understand: Why did each contender think that they should be King of England?
Evaluate: Who had the best claim?
Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement.
WILF – What Am I Looking For?
Identify & describe: Who were the contenders to the throne?
Explain: Why did each contender think that they should be King of England?
Analyse: Who had the best claim?
Once all the tasks and activities have been completed, this final outcomes or extended writing exercise on ‘Who should be king?’ could be used as an assessment task to help check progress and decide upon setting. These lessons can also be purchased as a bundled item called ‘The Norman Conquest Scheme of Work with resources.’
This classic resource has been created to help students assess the different factors which helped the RAF win the Battle of Britain in 1940. It can be used to help prepare students for an assessment or to lightly touch this popular topic if you are short for curriculum time. It is designed to be used with the full range of ability and to work alongside any main stream text book or video on this topic. For those who are busy or don’t have access to these resources, I have included two suitable links to video clips on YouTube. You can also download a detailed PowerPoint and worksheet on the Battle of Britain from our TES shop along with a SEND version of this card sort.
When you purchase this resource, you will be able to download a two-page word document which includes a learning objective, instructions, four heading cards labelled 'Technology’, ‘Leadership’, ‘Tactics’ and ‘Organisation’ as well as 25 statement cards that can be cut out and sorted under them. If you are looking to shorten the time spent on the card sort, you could cut out the cards and keep them in envelopes for students to take out and sort, or you could instead create a colour key to help them identify which headings they wanted to sort them under. Page two of the card sort includes six cards which could be left out if you want to save on photocopying or wish to use them as an extension for those who finish early.
Once students have completed the card sort, there is a second activity which gets them to write an extended answer to the core question. I would recommend getting your students to use the headings from the card short to help them organise their answer.
The aims and objectives of this lesson are:
Theme: The Second World War
Know: Why did the RAF win the Battle of Britain?
Understand: What factors helped the RAF win the Battle of Britain?
Evaluate: Which factor was the most important?
Skills: Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why the RAF won the Battle of Britain?
Explain: What factors helped the RAF win the Battle of Britain?
Analyse: Which was the most important factor?
If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then 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.
Kind Regards
Roy
If you are looking for a great interactive resource that will help your students understand the human and natural causes of Climate Change then look no further. This great little card sort has been field tested over many years and is great for promoting debate, discussion and can be used as a starter, plenary and consolidation activity.
When you purchase this resource you will be able to download a one page Word document which includes 14 statement cards which can be sorted under 2 heading cards labelled ‘Human Causes’ and ‘Natural Causes.’
I usually get my students to either cut out the cards or colour code the heading cards. Once them have fed back their results, we then stick the cards into our books. We then use the finished card sort and review triangle as the basis for an extended piece of writing.
I originally designed this lesson for a low ability GCSE group but it could also be used with KS3 and KS2. My wife is a primary school teacher and has used it several times.
The aims and objectives for this lesson are:
Theme: Natural Hazards
Know: What is climate change?
Understand: What is the difference between human and natural causes?
Evaluate: How do they contribute to greenhouse effect?
WILF – What Am I Looking For?
Can You Describe: What is climate change?
Can You Explain: What is the difference between human and natural causes?
Can You Evaluate: How do they contribute to greenhouse effect?
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 so that you can spend more time doing the things that you want. We also pay all our contributors the living wage for their work.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This fun and interactive lesson is designed to help students evaluate the personality and character of Bonnie Prince Charlie and his role within the Jacobite Rebellion in 1745. The young, dashing Charles Stuart stands out from the historical record and demands closer examination. To some he is a romantic hero who represented the rebirth of an independent Scotland, whilst to others he was simply the lackey of the French King who was sent over to destabilize Britain, whilst she was at war with France.
When you purchase this lesson you will be able to download four 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 and third are two information sheets describing what happened during the Jacobite Rebellion of 1745 and are aimed at higher and lower ability students. The fourth or final document is a single page Word Document which contains two heading cards and eighteen information cards to be sorted so that students can evaluate whether Bonnie Prince Charlie was a hero or a villain. Please see the preview for more information.
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 Bonnie Prince Charlie?
Understand: How close did the Jacobite Rebellion in 1745 come to being successful?
Evaluate: Was Bonnie Prince Charlie a hero or a villain?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Who was Bonnie Prince Charlie?
Can You Explain: How close did the 1745 Jacobite Rebellion come to being successful?
Can You Evaluate: Was Bonnie Prince Charlie a hero or a villain?
If you like this resource then why not check out my other resources on this topic in my TES shop. If you are looking for a cheaper option then you can purchase stripped down version of this lesson with a similar title but with ‘Card Sort’ inserted.
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. However, we do not compromise our values and pay all our contributors the living wage for their work.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
These resources look at the origins of anti-Semitism in Europe and how it evolved into the Final Solution. The key focus is on events in Russia, France and Germany, but is important to point out to your students that it was evident throughout Europe and the USA at this time.
The resources that have been bundled together have all been field tested in the classroom and are amongst our most popular downloads from the History Academy where we aim to produce resources for the price of a good cup of coffee. If you would like to stay up to date then you can follow our pages on Facebook, Instagram and Your Tube.
If you are new to teaching or studying this topic then its important to understand that anti-Semitism still exists and that the need to find scapegoats or someone to blame when things go wrong is one of the more nastier aspects of human nature and that falls to each generation to how this in check through education. The old biblical quote ‘Evil is when a few good men decide to do nothing’, is very relevant to studying this topic.
The modern version of anti-Semitism that we in Europe at this time grew out of events in Russia. The country was struggling politically, economically and socially so the Russian Tsar’s tried to redirect the Russian peoples attention onto blaming or 'scape goating ’ the Jews. This led to attacks on the Russian Jews which in turn led their mass migration into Europe and the USA. The arrival of these refugees stirred up latent anti-Semtism which made it harder for the existing Jewish communities and turn both anti-Semitism and Zionism into political movements in Europe. These movements were fueled by the political, social, economic and military crisis that grew out of German Unification 1871, The First World War 1914 - 1918, the Treaty of Versailles and the the creation of the Weimar Republic in 1919.
These events are covered in the resources that cover Russia, France and Germany 1880 to 1920. The booklet the 'Nazi attack on the Jews 1919 to 1945, cover the rise of the Nazi Party and the impact of the Great Depression and the Second World War 1939 - 1945.
When teaching your students about anti-Semitism do not forget that Facism or Nazism was not limited to Germany. The SS drew their recruits from all across Europe. Anti-Semitism was not a ‘German’ problem, it was a European and American problem based upon the prevailing racism of the time. My Dutch grandmother always drew a distinction between the ‘German Army’ or the ‘Wehrmacht’ and the SS. She remembered seeing a Dutch member of the SS shoot an old lady who was trying to pass food and water to Dutch Jews who were being deported in the cattle cars.
Kind Regards
Roy
This resource works really well as a follow up to my other resource son the Roman Army. It looks at the reasons why the Emperor decided to build a wall separating Britons from the barbarians as well as how it was designed and built. There is also a section on everyday life on the wall including toilets and bath houses.
The tasks and activities are designed for levels of ability and include DART strategies for SEN as well as questions and answers for the more able. The last activity is a word search which can easily be copied to another document and printed off for homework.
If you have purchased this resource in the past, I have recently uploaded a new PowerPoint to accompany the main worksheet. Both resources include information, historical sources, tasks and activities. However, the PowerPoint also includes aims, objectives, differentiated outcomes, starters and plenaries.
The aims of the first lesson are:
Know: How Hadrian’s Wall was built and designed?
Understand: Why the Romans built Hadrian’s Wall?
Evaluate: How effective were Hadrian Wall’s defences?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Hadrian Wall’s defences?
Can You Explain: Why the Romans built Hadrian’s Wall?
Can You Evaluate: How effective were Hadrian Wall’s defences?
Whilst the aims of the much shorter second lesson, which could be set as a homework are:
Theme: The Roman Empire
Know: What was everyday life like for a soldier on Hadrian’s Wall?
Understand: How the soldiers kept themselves clean?
Evaluate: How comfortable were the lives of Roman soldiers?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: What was everyday life like for a soldier on Hadrian’s Wall?
Can You Explain: How the soldiers kept themselves clean?
Can You Evaluate: How comfortable were the lives of Roman soldiers?
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 popular download has been tried and tested over the years and has has never failed to capture the imagination of my students and engage them in some outstanding learning on why the Romans built roads in Britain. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain.
When you purchase this resource you will be able to download a three page worksheet and an accompanying PowerPoint. Both include matching pictures, diagrams, historical sources, task and activities. However, the Powerpoint also includes aims, objectives, outcomes, starters and plenaries.
The aims and objectives of this lesson are:
Know: Why did the Romans build roads in Britain?
Understand: How the Romans constructed their roads?
Evaluate: How the Roman roads helped them keep control and led to the development of towns?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Identify: The different reasons why the Romans build roads in Britain?
Can You Describe: How the Romans constructed their roads?
Can You Explain: How the Roman roads helped them keep control and led to the development of towns?
Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? 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 is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939.
This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books.
Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939?
Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal.
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 unit is designed to allow students to investigate the Norman invasion and build upon the source skills that students began to develop in the introductory module.
The first three units looks at why the Romans, Saxons, Vikings and the Normans have invaded Britain. From a geographical point of view Britain has always been a rich country because of our temperate climate. This allows farmers to produce up to three crops per year, unlike our European counterparts. This makes Britain a rich prize for any War Lord. It is important to stress that British society was multicultural by 1066 as emphased by the place names activity.
Units 4 to 7 deal specifically with the Norman Conquest and are primarily focused on the key question, why did William win the Battle of Hastings. Each unit is carefully crafted to get students to write a PEE’d / PEEL’d paragraph addressing the key question. Students must be trained up into peer / self assessing their answers.
This package of resources includes all the PowerPoints and worksheets that I use with this scheme of work. They are sold separately on this site, so to buy them all together at a discount price is a real bargain!
In terms of differentiation, the aims, objectives, outcomes and starters allow for students to access at different levels. The worksheets include DART strategies, missing word, true and false statements etc. as well as high end questions. Feel free to adapt to suit the needs of your students.
This outstanding lesson is designed to help students understand why Hitler launched the Blitz on Britain, the impact it had on civilians, whilst evaluating how close it came to breaking morale. In forms part of a series of lessons on the Home Front that can be downloaded separately or bought as part of a discounted bundle.
When you purchase this resource you will be able to download a four page worksheet with the key information, sources and tasks, one of which includes writing a report evaluating the impact of the Blitz on London. You will also be able to download an accompanying PowerPoint, which includes aims, objectives, differentiated outcomes and tasks as well as starters, plenaries, information slides, historical sources, graphic organisers, video clips and home work tasks. The PowerPoint also includes a living graph / continuum which can be used to evaluate the sources and how far the Blitz was successful at damaging morale. If you stop the show mode, you should be able to drag and drop the sources onto the continuum. For additional information, please view the preview files:
The aims and objectives of this lesson are:
Theme: The Home Front
Know: Why did Hitler launch the Blitz against Britain?
Understand: What impact did the Blitz have on civilians?
Evaluate: How successfully did the government prepare Britain for war?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why did Hitler launch the Blitz?
Explain: What impact did the Blitz have on civilians?
Analyse: How successfully did the government prepare Britain for war?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This lesson is designed to help students understand why the government issued 38 million gas masks and how it convinced people to carry them around with them. It also looks at why Hitler didn’t used gas as a weapon against Britain, but did against the Jews and other ethnic groups in the concentration camps.
When you purchase this resource you will be able to download a PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate information slides, sources and links to video clips. It includes a worksheet with the key information, sources and 5 tasks, one of which includes creating a spider graph summary as well as a propaganda poster. The PowerPoint also includes additional stretch and challenge questions.
The aims and objectives of this lesson are:
Theme: The Home Front
Know: Why did the government issue 38 million gas masks?
Understand: How did the government persuade people to carry them with them?
Evaluate: How successfully did Britain prepare its people for war?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why did the government issue gas masks?
Explain: How did the government persuade people to carry them with them?
Analyse: How successfully did Britain prepare its people for war?
If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is part of a series which can be downloaded separately or as a discount bundle. 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 popular download has been tried and tested over the years and has has never failed to capture the imagination of my students and engage them in some outstanding learning on why the Romans built roads in Britain. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain.
When you purchase this resource you will be able to download a three page worksheet and an accompanying PowerPoint. Both include matching pictures, diagrams, historical sources, task and activities. However, the Powerpoint also includes aims, objectives, outcomes, starters and plenaries.
The aims and objectives of this lesson are:
Know: Why did the Romans build roads in Britain?
Understand: How the Romans constructed their roads?
Evaluate: How the Roman roads helped them keep control and led to the development of towns?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Identify: The different reasons why the Romans build roads in Britain?
Can You Describe: How the Romans constructed their roads?
Can You Explain: How the Roman roads helped them keep control and led to the development of towns?
Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? 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 lesson has been designed by experienced teachers to help students understand and analyze the causes of the English Civil War, through the medium of a card sort. It has been extensively field tested in the classroom with middle and upper ability students aged 11 - 18. We have also included a short PowerPoint with additional tasks and activities so that this activity could be used as the key focus for a lesson. If this resource isn’t suitable for your students, please do check out our other lesson on this topic.
When you purchase this lesson, you will be able to download a two page Microsoft Word document which includes a lesson objective, instructions, three heading cards labeled ‘Political’, ‘Economic’ and ‘Religious’ as well as 24 information cards that can be cut out and sorted by your students. I usually give out page one to my middle ability students and give out page two extended my middle and higher ability students. Page two also includes a thinking skills review triangle to help students prioritize which factor was the most important as well as a consolidation extended writing activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries and instructional slides for the activities in the card sort.
The aims of this lesson are:
Theme: The Causes of the English Civil War
Know: Why did the English Civil War break out in 1642?
Understand: What were the political, economic and religious causes?
Evaluate: Which cause was the most important?
WILF – What Am I Looking For?
Identify & describe: Why did the English Civil War started in 1642?
Explain: What part did political, economic and religious factors play?
Analyze: What was the most important cause of the English Civil War?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This resource is designed to be used as a starter, mini plenary or a plenary for students studying ‘how fair was the treaty of Versailles?’ The Word document contains a pro & con organiser as well as a list of statements which could be cut up and stuck on or even written out onto the organiser. If you are looking for a really quick way to use this resource you could give your students highlighters to pick out the bits of the treaty which were fair / unfair or they could simply write ‘C’ or ‘P’ for pro and con next to it before sticking the sheet into their book.
I have also recently updated this resource to also include a PP presentation with aims,objectives, starters, plenaries, information slides, historical sources, two alternative activities to help facilitate the main ‘pro and con’ activity. As an additional extra, I have also included a thinking skills review triangle exercise to help students access why the Germans felt humiliated by the terms of the Treaty of Versailles.
The overarching aims and objectives of these resources are:
Theme: The Treaty of Versailles
Know: Why did the allies force Germany to sign the Treaty of Versailles?
Understand: How were the terms of the treaty designed to prevent another war?
Evaluate: Why did the Germans feel humiliated by the Treaty of Versailles?
WILF - What Am I Looking For?
Identify & Describe: Why did the allies force Germany to sign the Treaty of Versailles?
Explain: How were the terms of the treaty designed to prevent another war?
Analyse: Why did the Germans feel humiliated by the Treaty of Versailles?
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 resource is designed to be used as a starter, mini plenary or a plenary for students studying ‘how fair was the treaty of Versailles?’ The Word document contains a pro & con organizer as well as a list of statements which could be cut up and stuck on or even written out onto the organizer. If you are looking for a really quick way to use this resource you could give your students highlighters to pick out the bits of the treaty which were fair / unfair or they could simply write ‘C’ or ‘P’ for pro and con next to it before sticking the sheet into their book.
I have also recently updated this resource to also include a PP presentation with aims,objectives, starters, plenaries, information slides, historical sources, two alternative activities to help facilitate the main ‘pro and con’ activity. As an additional extra, I have also included a thinking skills review triangle exercise to help students access why the Germans felt humiliated by the terms of the Treaty of Versailles.
The overarching aims and objectives of these resources are:
Theme: The Treaty of Versailles
Know: Why did the allies force Germany to sign the Treaty of Versailles?
Understand: How were the terms of the treaty designed to prevent another war?
Evaluate: Why did the Germans feel humiliated by the Treaty of Versailles?
WILF - What Am I Looking For?
Identify & Describe: Why did the allies force Germany to sign the Treaty of Versailles?
Explain: How were the terms of the treaty designed to prevent another war?
Analyze: Why did the Germans feel humiliated by the Treaty of Versailles?
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
The great little card sort is designed to get students to match the key historical words with their meaning or definition and could be used as an icebreaker when you first meet a new class.
This could be used as a fun starter to check what they already know or as a plenary or mini plenary to check what they have learnt whilst teaching this topic.
The instructions on the sheet are as follows:
Option 1: Cut out the cards and match them to their correct meanings or definitions.
Option 2: Match the cards with their correct meaning and then write them out as a complete sentence.
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 card sort is designed to get students to understand why the US Government changed its policies towards Native Americans over the period 1834 - 1851. It is suitable for the full range of ability and works alongside with any mainstream text book or video on this topic.
When you purchase this resource you will be able to download two single page documents, the first includes the card sort activity, the second the answers.
In the first stage of the activity, students match the actions of the US Government with their impact or consequences. In the second stage, they can then reorganise them into their chronological order. The end result is a summary is a great revision guide on how the US Government policies changed towards the Native Americans. Once students have stuck the cards into their books, they can then feedback to a class discussion on which key event was the turning point in the attitude of the government towards the Native Americans living on the Great Plains.
The aims and objectives of this lesson are:
Theme: GCSE American West
Know: What were the different policies of the US Government towards the Native Americans in the period 1834 - 1851?
Understand: What consequences did these policies have on the Native Americans?
Evaluate: Which was the most significant?
WILF - What Am I Looking For?
Identify & Decribe: US Policies towards the Native Americans 1834 - 1851
Explain: What consequences did these policies have on the Native Americans?
Analysis: Which were the most significant?
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 resources has successfully engaged students of all abilities for over 24 years. It was the number one download on the website www,schoolhistory.co.uk. This much loved resource has been updated and tweaked so that it is accessible for the full ability range.
The worksheet comes in two sections. The first looks at the traditional story of the Gunpowder Pot as it has been taught to school children for hundreds of years. I have created a series of questions and activities aimed at foundation and core students that helps them to study an old Victorian school history book version. This is a great exercise to help students appreciate how history has been taught in the past.
The next section looks a the revisionist version of the Gunpowder Plot and gives students a series of contemporary sources and secondary research by historians to help them decide whether Guy Fawkes was innocent or guilty. The activity aims to get them to draw a table to help them analyse the information before having a go at writing a newspaper report from either a Catholic or Protestant stand point on what happened.
If you like this resource, then I have produced a PowerPoint and series of card sorts,which may want to download separately or in the bundled version of this resource entitled the Gunpowder Plot, 1605.
The aims and objectives are:
Theme: What were the consequences of the break with Rome?
Know: What happened during the Gunpowder Plot?
Understand: Why did the Catholics want to murder the King and Parliament?
Evaluate: How far does the historical evidence prove that Guy Fawkes was innocent or guilty?
WILF - What Am I Looking For?
Identify & describe: What happened during the Gunpowder Plot?
Explain: Why would the Catholics want to murder the King and Parliament?
Analyse: How far does the historical evidence prove that Guy Fawkes was innocent or guilty?
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 is designed to get students to sort through a series of cards to help them decide what the causes and consequences in one of the most important turning points in both British and world history.
The aims and objectives are:
Theme: Making of the UK
Know: What were the causes and consequences of the Glorious Revolution?
Understand: Why did James II become increasingly unpopular?
Evaluate: How significant was the Glorious Revolution in 1688?
WILF - What Am I Looking For?
Identify and describe: What were the causes and consequences of the Glorious Revolution?
Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain?
Analyse: Begin to make a judgement on the significance of the Glorious Revolution?
This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them.
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 outstanding resources has been a labour of love on the Gold Rush 1848 - 1850s. I have spared no expense in time and effort in trying to produce what I feel is a world class resource. However, don’t take my word for it and check it out for yourself and see what you think. It forms a series of resources that I have written for my students on the American West and are available for download from my TES shop - The History Academy.
When you purchase this resource you will be supplied with a PowerPoint and an accompanying card sort on the consequences of the gold rush for different groups living in the American West.
The PowerPoint contains the aims and objectives as well as six activities, including a snowballing starter of the key words, a source based analysis question on the short term consequences, a source annotation exercise, two thinking skills graphic organisers that try students to explain the importance of each stage of the gold rush as well as come to an overall conclusion on the negative and positive consequences for different groups living in the American West. I have also included an exam style question with a pupil mark scheme to help students structure a balanced answer.
The card sort includes statements on the impact of the gold rush on different groups in western society, law and order, the economy and expansion of the US. Additional tasks get students to review which consequences were positive or negative for different groups. This should be used alongside the PowerPoint.
I’ve also included some carefully selected video clips, which are hyperlinked to You Tube. Please remember that they will only work whilst the slide show is on.
The aims and objectives are:
Theme: Early Settlers in the American West.
Know: Why was there a gold rush in California in early 1848?
Understand: The different events of the gold rush and their impact on the West?
Evaluate: The impact of the Californian gold rush on different groups?
Skills: Cause, Consequence, Significance and Source Analysis
WILF: What Am I Looking For?
Identify & describe: The key events of the gold rush?
Explain: The importance of these events and their consequences for different groups living in the American West?
Analyse: Begin to come to a judgement on how far different groups were affected by the gold rush?
Anyway, have fun exploring both the bright and the dark side of this truly amazing turning point in US History. If you would like to remain updated about additional resources then please check out my TES shop or follow The History Academy on either twitter or Facebook.
Kind Regards
Roy
