This great resource makes a really effective classroom display to help students structure their answers using PEE or PEEL. It looks great laminated in either A4 or A3. When you your purchase this resource you will be able to download an eight page word document with the letters PEEL and a matching pupil speak explanation to be displayed alongside the relevant letter either alongside or below. Overtime, I train all my students to at whatever level to use PEEL, its a great tool for improving literacy as well as their grades. Once you’ve embedded it you can also get them to peer and self assess their work by writing Point, Example, Explain and Link in the margin of their exercise books. The majority of my written feedback also uses the key words in PEEL. Please see the preview for more information. 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 engaging and interactive card sort lesson aims to get students to critically evaluate the personally and character of Robert the Bruce and whether he deserves the title ‘Braveheart’ attributed to him by some historians. It is designed to work alongside any standard text book or documentary on this topic and is a lighter and cheaper version of a more detailed lesson which includes a worksheet and more detailed PowerPoint: https://www.tes.com/teaching-resource/resource-13135724 . This lesson features a card sort exercise and a continuum task, all designed to prepare students for writing an extended answer to the question. To cater to diverse learning needs, we have included a variety of support activities and tasks. All required photocopying materials and supplementary resources, such as writing frames, templates, extension tasks, and word searches, can be found in the resource section at the end of the lesson. When you download this lesson which critically evaluates the character and integrity of Robert the Bruce, you will be download a 27 slide PowerPoint Presentation, and a single page card sort with two headings labelled 'Hero (Braveheart) or Villain as well as 18 information cards that can be sorted under them. The PowerPoint includes aims, objectives, information slides, historical sources, video links, pictures, diagrams, templates, photocopiable templates, writing frames, continuum and timeline tasks as well as extension and differentiated tasks, including a word search. Please see the detailed preview for more information. The aims and objectives of this lesson are: Know: Why did Scotland remain an independent, Medieval country? Understand: The tactics that Robert the Bruce used to become king? Evaluate: How far does Robert the Bruce deserve the title ‘Braveheart’? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why did Scotland remain an independent country? Can You Explain: The tactics Robert the Bruce used to become king? Can You Evaluate: How far did Robert the Bruce deserve the title ‘Braveheart’? 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

This engaging and interactive lesson is designed to help students critically assess whether Edward I deserves the title of ‘The Hammer of the Scots’ through a dynamic card sort activity that explores both sides of the debate, fostering rich discussion and debate. The lesson includes a PowerPoint presentation and a worksheet that introduce the significant events of Edward I’s conquest of Scotland, setting the stage for informed analysis. By participating in this lesson, students not only enhance their historical knowledge but also develop essential analytical skills in a fun and interactive manner, enabling them to evaluate both the reputation and historical interpretation of Edward I. Upon downloading this lesson, you will gain access to three comprehensive resources. The PowerPoint presentation includes aims, objectives, differentiated outcomes, informative slides, historical sources, video links, templates, a heads and tails chronology task, a continuum exercise and support activities designed to facilitate the card sort. Additionally, it offers writing frames for extended answers, a word search and a homework activity. The accompanying three-page worksheet mirrors the content of the PowerPoint, providing consistency and reinforcement. Moreover, the single-page word document features two heading cards and 16 information cards to be sorted, aiding students in evaluating whether Edward I truly deserves the title of ‘The Hammer of the Scots.’ To enhance usability, all three documents are also available as PDFs for easy printing. Be sure to check the detailed preview for more information! The aims and objectives of this lesson are: Theme: Plantagenets Know: The key events of Edward I’s conquests of Scotland? Understand: The tactics that Edward I used to defeat the Scots? Evaluate: Does Edward I deserve the title ‘The Hammer of the Scots?’ Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key events of the Norman conquests of Scotland? Can You Explain: The tactics that Edward I used to defeat the Scots? Can You Evaluate: Whether Edward I deserves the title of ‘The Hammer of the Scots’? 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

This excellent resource can be used as a starter, plenary or revision activity for students studying the Liberal Reforms 1906 - 1911. It is suitable for the full range of ability as it contains both simple and challenging statements to provide both support and stretch and challenge. I have used this resource to teach the Liberal Reforms through both GCSE Modern World History and Medicine Through Time. The resource includes two heading cards and eighteen statement cards about old age pensions, national insurance, labour exchanges, free school meals, the Children’s and Young Person’s Act as well as school medical services. Once students have cut them out they can review the cards under the two headings and then use them as a basis for producing an extended piece of writing. Depending upon the class this could take the form of an essay or even a newspaper report with contrasting views. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduce 1906 - 1911? Understand: How successful was each reform at helping different groups in society? Evaluate: How successful were the Liberal Reforms at solving the problems facing working people? WILF - What Am I Looking For? Identify & describe: The reforms introduced by the Liberals 1906 - 1911? Explain: How successful was each reform at helping different groups in society? Analyse: How successful were the Liberal Reforms at improving the lives of working people? This resource is provided in Microsoft Word format so it can be easily tailored to suit the needs of your students. 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 interactive card sort allows students to explore the the complex issue of whether criminals should be granted early release from prison. Each card presents different perspectives, facts, and current references from UK media, allowing users to engage in thoughtful discussion and analysis on whether prison protects society from crime . The cards are organized under two main headings of which aims to get students to evaluate the pros and cons of early releasing prisoners. When you purchase this lesson, you will be able to download a 19 slide PowerPoint Presentation and a single page Word document with 16 information cards and two headings. The PowerPoint contains aims, objectives, information slides and video links to help set the context for the debate and then facilitate the card sort and the follow up consolidation exercises. Once complete, students can jump to the continuum exercise in the plenary or use the templates and writing frame to write a persuasive speech either for or against and then peer assess each others work. Both documents have also been unloaded as PDFs. Please see the detail preview for more information. The aims and objectives of this lesson are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the pros and cons of early releasing convicted criminals? Evaluate: Does prison protect society from crime in the UK? Skills: SMSC, Oracy, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How are people supported in prison? Can You Explain: What are the pro and con of early releasing prisoners? Can You Evaluate: Does prison protect society from crime in the UK? If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This popular and really useful card sort can be used as a starter or plenary on the impact of the Black Death on England. It has been designed work alongside any main stream resource on this topic. if you are looking for a more comprehensive lesson resource then, please check my other lessons on the When you purchase this resource you will receive a full editable Microsoft Word document with instructions, a learning aim and two headings cards labelled Britain ‘before’ and ‘after’ the Black Death as well as 16 statement cards that need to be sorted. For more able students I have included an extension exercise or discussion point for the class asking them to assess which was the most important change that took place as a result of the Black Death. If you have an especially bright group, you could ask them to create a key to identify which cards were to do with money, freedom and power. You could also use these cards to help students plan or revise for an essay or assessment. The aims and objectives for this lesson are: Theme: Medieval Society Know: What changed as a result of the Black Death? Understand: How did Medieval Society change as a result of the Black Death? Evaluate: Which changes were more important? WILF: What Am I Looking For? Identify and Describe: What changed as a result of the Black Death? Explain: How did medieval society chance as a result of the Black Death? Analyse: Which changes were more important? If you like this resource then why not check out my other resources on this topic in my TES shop. I’ve produced other card sorts for the more able such as my diamond 9 activity as well as a market place activity. If you wish 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 studying the key reasons why the Native Americans were eventually defeated by the US government. It can be used as a revision activity, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for some additional challenge, then check out my diamond 9 activity on this topic. When you purchase this resource, you will be able to download a single page Microsoft Office document, which contains a learning objective, instructions, six heading cards and fourteen statements. Once students have cut out the cards, the sort the statements under the six headings, which include Buffalo, US Army, religion, reservations, Indian Agents. As an extension exercise, students could always prioritise the statements in their order of importance or research and find out some additional information on each topic. Once completed students could use the card sort to write an essay or produce a mind map on the topic. The aims and objectives of this lesson are: Theme: The American West Know: How were the Native Americans defeated by the US Government? Understand: How did the US government undermine the Native American way of life? Evaluate: Which factor was the most important in undermining their way of life? WILF - What Am I Looking For? Identify and describe: How did the US Government defeat the Native Americans? Explain: What tactics and strategies did they use to undermine their way of life? Analyse: Which factor or combination of factors was the most successful? 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 evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop 'The New Deal: AAA.' The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating 'how successful was the AAA at solving the problems of US farmers in the 1930s?'. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted to suit the needs of your students. 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 PowerPoint presentation looks at the following following learning objectivives and includes a snowballing starter, a missing word activity as well as two possible past paper questions, which can be easily customised to your own assessment criteria: Theme: Why did the US Economy Boom in the 1920s? Know: Who was Henry Ford and why was he so successful? Understand: How did assembly lines, unskilled workers and standardisation help to cut production costs? Evaluate: How did car production contribute to the US Boom and the cycle of prosperity? WILF – What Am I Looking For? Identify / Describe: Who was Henry Ford and why was his ‘Tin Lizzy’ so popular? Explain: How did mass production techniques cut production cost? Analyse: Come to a judgement on how far the car industry contributed to the US Boom? 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 interactive card sort activity is designed to help government and politics, as well as PSCHE and ethics teachers, engage students in a critical discussion on the topic of bribery and corruption and its impact on government and society. The activity is focused on exploring the pros and cons of these unethical practices, providing students with a deeper understanding of the complex issues involved. Aims and Objectives: Know: What is bribery and corruption? Understand: How can bribery and corruption undermine civil society? Evaluate: What are the advantages and disadvantage of bribery and corruption? Skills: Cause, Consequence, Compare, Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What is bribery and corruption? Can You Explain: How can bribery and corruption undermine civil society? Can You Evaluate: What are the pros and cons of bribery and corruption? When you purchase this lesson, you will be able to download a one page Word Document, which contains the 18 statements and quotes to be sorted as well as a supporting 21 slide PowerPoint Presentation. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, writing frames, video links, tasks and activities to support the main card sort activity. Please see the detailed preview. If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain Hitler’s rise to power. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons for Hitler’s rise to power. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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

Dive into history with this engaging and interactive Diamond 9 activity! Designed to enhance your students’ critical thinking skills, this activity focuses on exploring the social, political, economic, and religious causes behind the Peasants’ Revolt in 1381. Uncover the pivotal moments that led to the collapse of the feudal system in England and the emergence of the concept of the freeborn Englishman. Spark insightful discussions and deepen historical understanding with this thought-provoking educational tool. This Diamond 9 activity will work alongside any mainstream text book or powerpoint on this topic. Students can sort the cards into their short and long term causes as well as the social, political, economic and religious causes of the Peasants Revolt. This lesson is aimed at middle and higher ability students, if you When you purchase this lesson, you will be able to download a single page word document, which contains 10 cards to be sorted, along with their instructions. You will also be able to download an accompanying PowerPoint, that has been designed to facilitate the card sorts and help consolidate the learning through an extended answer on what were the main causes of the Peasants Revolt in 1381. It also contains a word search, starters, plenaries, heads and tails task and writing frames and tempates. If you need a worksheet and more detailed information slides because you haven’t got a text book, them you can purchase the premium version of this lesson, which contains everything for an extra £1 from this link: https://www.tes.com/teaching-resource/-13068619 The aims and objectives of this lesson 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

This outstanding resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was 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 fun and interactive card sort lesson is designed to help your students compare and contrast the different ideas and approaches that both Hitler and Roosevelt took to tackle Great Depression in their countries. It can be used as a stand alone lesson or as a revision exercise at the end of a topic of work looking at both leaders. It includes a range of support and extension activities to help provide stretch and challenge for the range of ability. When you purchase this lesson you will be able to download a two page Word document, which contains the cards to be sorted as well as an accompanying a 27 slide PowerPoint presentation. Both documents have been also uploaded a s PDFs just in case you do not have access to MIcrosoft Office. The Word document has 4 headings labelled talking to people, tackling unemployment, trade unions and law courts, as well as 28 information slides to be sorted under them and an addition 8 extension slides. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, a continuum exercise, instruction slides, templates and writing frames. If you are using this lesson to revise this topic, you could compete the card sort first and then use the information slides to feed back the answers to your students. Alternatively, if you are introducing this topic to your students, you can complete the card sort after you have reviewed the similarities and differences between the two leaders on the key areas of discussion. The aims and objectives of this lesson are: Theme: The Great Depression, 1929 - 1939 Know: How did Hitler and Roosevelt try to put their countries back to work? Understand: The different approaches that the two leaders took to save their countries? Evaluate: What were the similarities in their approaches? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How both Hitler and Roosevelt tried to tackle the Great Depression? Can You Explain: The different approaches both leaders took to save their countries? Can You Evaluate: What were the similarities in their approaches? If you like these resources, 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

This great resource is designed to help students decide whether the Great Fire of London in 1666 was an accident or a deliberate act of arson by foreign Catholic spies. It can be used with the full range of abilities. When you purchase this resource you will download a single page A4 sheet with eleven information cards that contain facts and source extracts. This has been especially designed so that it can be easily photocopied for your students. These information cards are labelled A to K. The instructions on the sheet are as follows: Task 1: Cut out the cards below, sort them under the heading below. Task 2: Use the evidence from the card sort to write an essay to the following question: Was the Great Fire of London in 1666, started by accident or by foreign Catholic spies? The aims and objectives for this lesson are: Theme: The Restoration? Know: What were the causes of the Great Fire of London in 1666? Understand: What are the arguments for and against the fire being started by accident? Evaluate: Why were foreign Catholic spies blamed for starting the fire? WILF - What Am I Looking For? Identify and describe: What were the causes of the Great Fire of London? Explain: What are the arguments for and against the fire being started by accident? Analyse: Why were Catholic spies blamed for starting the fire? 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 be used as either a worksheet or a revision guide to Edwardian Society in 1900 as a prelude to studying the Liberal Reforms 1906 - 1911 or the Suffragettes at either GCSE or A Level This resource includes a range of information and sources that explain the differences between the different classes in Edwardian society. It looks at life expectancy, housing, holidays, education and other factors. On the second and third pages, this resource looks at attitudes towards poverty and the workhouse. Page four includes a summary exercise with a list of focus questions to help students pick out the key information that they need to know. The aims and objectives for this lesson are: Theme: Introduction to Edwardian Society Know: How was Edwardian society structured? Understand: What were the key differences between the classes? Evaluate: How fair was Edwardian Society? WILF - What Am I Looking For? Identify and describe: The key features of Edwardian Society? Explain: What were the key differences between the classes? Analyse: How fair was Edwardian Society? 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 fun and interactive revision cards have been designed to be used with GCSE History courses covering the The Elizabethan Age, 1558-1603. The cover the following topics: Queen, Government and Religion 1558 -69 Challenges to Elizabeth at Home and Abroad 1569 - 1588 Education and Leisure Age of Exploration The problem of the poor When you purchase this resource, you will be able to download a fully editable document in microsoft publisher, that has also been uploaded as a PDF. When printed off you will have 6 pages of revision cards and their sample answers. If printed off in publisher on back to back, the answers will be on the reverse of the questions. In total there are 14 revision cards, which can be cut out and kept together as a pack of cards for students to either test themselves, each other or with their friends and relatives. Each card asks the students to describe two features of a topic, the reverse side contains two potential answers. Which could be used for revision or to test the student. Please see the preview for more information. The aims and objectives of this resource are: Identify Key Features: By the end of the lesson, students will be able to identify and describe two key features of significant topics within The Elizabethan Age, 1558-1603, as outlined on the revision cards. Apply Knowledge: Students will demonstrate their understanding by formulating two potential answers to the prompts on each revision card, showcasing their ability to recall and apply historical information effectively. Engage in Interactive Revision: Through the use of the revision cards, students will actively participate in self-assessment, peer collaboration, and family-friendly quizzes to reinforce their learning and test their comprehension of the material. If you like these resources, 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

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 great resource is designed to be used a stand alone lesson or to be printed off in colour, laminated and displayed in your classroom. It contains a number of colour slides which explain to students how to analyse a historical source successful by looking at their origin, nature, purpose, access to information etc… Underpinning this is the use of the acronyms PEEL and CCCJ as potential scaffolds or writing frames to help students structure their answers: P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement In most of the sliders are examples of sentence starters to help your students get started. This is a must have resource for any history teacher wanting to make sure that they are equipped with a range of specialists tools for helping their students sharpen up their analysis. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy