The great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting 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, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is a simple card sort that can be used with a range of abilities from foundation to gifted and talented. It looks at one of the most important turning point in both Irish and British History, the Battle of the Boyne, 1690 whose consequences still echo down to the present day. The card sort can be used a starter or plenary. It contains two heading cards labelled ‘Causes of the Battle of the Boyne’ and ‘Consequences of the Battle of the Boyne.’ Students are instructed to sort through fourteen cards. I have deliberately included more consequence cards, than causes cards. They are written with a neutral, non judgemental tone allowing students to form their own opinions. Aims and objectives: Theme: Making of the United Kingdom Know: What were the causes and consequences of the Battle of the Boyne? Understand: Why was the Battle of the Boyne a significant turning point? Analyse: What were the long term consequences? WILF - What Am I Looking For? Identify & describe: What were the causes and consequences of the Battle of the Boyne, 1690? Understand: What was it a significant event in both Irish and British history? Analyse: What were the long term consequences for the making of the UK? 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

The great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting 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 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 great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the church settlement and why? Analyse: How far was the Church Settlement Act a success?

This great little resource is designed by experienced teachers to help students studying the causes and consequences of England’s war with Spain, 1585 - 1604. It can be used as a starter, plenary or revision activity and has used successfully in the classroom for many years. When you purchase this resource you will receive a Microsoft Office Word document, which can be customised further if you wish. Once students have cut out the cards, they sort them to decide which ones are causes and consequences of England’s war with Spain from 1585 - 1604. Once complete they can extend their learning by prioritise the cards or by creating a key to show causes and consequences were linked to money, power and religion. The aims and objectives are: Theme: What were the long term consequences of the Break with Rome? Know: What were the causes and consequences of Elizabeth’s war with Spain? Understand: Which of these causes and consequences were linked to money, religion and power (politics)? Evaluate: Which causes and consequences had the greatest impact? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of war with Spain 1485 - 1604? Explain: Which causes and consequences were linked to money, religion and power (politics)? Analyse: Begin to make a judgement on the long term consequences of the break with Rome and the making of the UK and USA? 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, 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 gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’? 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. This resource makes a great starter or plenary. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. The aims and objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title ‘Bloody Mary’? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the ‘Bloody Mary’ interpretation? Explain: Why do people disagree about how ‘Bloody’ Mary I was? Analyze: How far does Queen Mary deserve the title ‘Bloody Mary?’ If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort. This topic also makes for a great assessment task. Kind Regards Roy

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’? 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. This resource makes a great starter or plenary. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. The aims and objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title 'Bloody Mary'? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation? Explain: Why do people disagree about how 'Bloody' Mary I was? Analyse: How far does Queen Mary deserve the title 'Bloody Mary?' If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort. This topic also makes for a great assessment task. Kind Regards Roy

This great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the Church Settlement Act and why? Analyse: How far was the Church Settlement Act a success? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter. Kind Regards Roy

This great little card sort exercise is designed to help students who are studying law and order in the American West. It can be used as a revision activity, starter or plenary on this topic. When you purchase this resource you will be able to download a single page Microsoft Office Word document, which contains a lesson objective, instructions and ten key solutions and their matching explanations. Once students have cut out the cards, they match the solution with the explanation of how it helped to maintain law and order. A simple exercise which works effectively with students of all abilities. The aims and objectives are: Theme: Law and order in the American West Know: What solutions were used to solve the problems of law and order in the West? Understand: How did these solutions help to maintain law and order? Evaluate: How successful were these solutions? WILF: What Am I Looking For? Identify and Describe: The solutions that were used to solve the problems of law and order in the West? Explain: How these solutions were supposed to help maintain law and order? Analyse: How successful were these solutions? 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 little card sort exercise is designed to help students who are studying law and order in the American West. It can be used as a revision activity, starter or plenary on this topic. When you purchase this resource you will be able to download a single page Microsoft Office Word document, which contains a lesson objective, instructions and ten key solutions and their matching explanations. Once students have cut out the cards, they match the solution with the explanation of how it helped to maintain law and order. A simple exercise which works effectively with students of all abilities. The aims and objectives are: Theme: Law and order in the American West Know: What solutions were used to solve the problems of law and order in the West? Understand: How did these solutions help to maintain law and order? Evaluate: How successful were these solutions? WILF: What Am I Looking For? Identify and Describe: The solutions that were used to solve the problems of law and order in the West? Explain: How these solutions were supposed to help maintain law and order? Analyse: How successful were these solutions? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort is designed to be used as a starter or plenary. Students cut out the cards and match the cowboy’s equipment with the correct names or labels. This shouldn’t take more than 15 minutes from beginning to end. When you purchase this resource you will be able to download a two page Microsoft Word Document which includes a learning objective, instructions and nine key words mixed up with their correct labels to be sorted. On the second page, you have a photograph of a cowboy with arrows pointing to the appropriate pieces of equipment. These can be used along with the correctly sorted cards to label the cowboy. This activity can also be purchased with an accompanying PowerPoint under a similar title or as part of a bundle of resources on the American West. The aims and objectives of this activity are: Theme: The American West Know: What equipment did a cowboy use to do his job? Understand: How did cowboys use their equipment? Evaluate: How successfully did cowboys adapt to their environment? WILF: What Am I Looking For? Identify and describe: The equipment carried by cowboys Explain: How was each piece of equipment used? Analyse: Begin to come to a judgement on how successfully cowboys adapted to their environment? 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 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 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 fun and interactive lesson aims to equip students with the context necessary to critically evaluate whether Robert the Bruce deserves the title ‘Braveheart’, given to him by some historians. This historical interpretation lesson covers Edward I’s conquest of Scotland and the difficult decisions Robert the Bruce had to make. It features a comprehensive timeline, 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 34 slide PowerPoint Presentation, am accompanying 4 page worksheet 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, 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