An assessment for Key Stage 3 students about assessing the accuracy of a source. Students are invited to label the picture of slaves working on a plantation. They then fill in what they notice on the worksheet, which is differentiated for the lower-ability students. They give their own explanation of the evidence in the picture. E.g. P - slaves’ clothes, Ev - they are European, and look new and fresh, Exp - Slaves did wear European clothes, but after a long day in the fields they would be looking more tatty than they are how to be. There is a writing frame and mark scheme attached. The mark scheme is NC levels, but can easily be adapted to GCSE style grades.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

A resource for KS3. The PowerPoint has a starter activity to detail the qualities of a good king, and a YouTube link to Disney’s Prince John. Students decide in gthe Word doc whether King John was good, bad or unlucky, by marking different pieces of evidence. This can lead to a PEE paragraph, which is scaffolded in the Powerpoint. The powerpoint then goes on to detail the Magna Carta. Students read through key terms and then make decisions. A written homework from the point of view of a baron is added near the end of the ppt.

A powerpoint designed to allow students to look for reasons that the slave trade, and slavery, ended. The powerpoint is differentiated for higher and lower abilities, and the higher ppt has a task to explain why some people liked slavery. Part of the powerpoint is about Wilberforce and Equiano, students have to match their achievements - these are listed. A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. There is a Venn diagram template as an option too. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate. There is a research homework task with a vocab builder questions added.

This is a card sort for GCSE History. Pupils look at the reasons that there was poverty in Tudor times. They need to know the key words at the start of the presentation. They have a number of tasks which they can be invited to complete, to sort which were: 1. Long-term causes / Short-term causes 2. To do with money To do with foreign wars or trade To do with natural factors (poor harvests, disease) To do with other things 3. Most important 1-2 Quite important 4-5 Less important 4-5 Least important 1-2 Students can then explain why they have given the level of importance to some of the reasons. This can lead to debate or an exam Q.

A cut and stick activity which leads to a piece of judgemental writing on the daily life and work of enslaved people. There are differentiated versions for higher and lower ability students. Students match up point of slave life to the evidence surrounding it. They stick each matched point and piece of evidence into the table. They then give their own explanation, such as ‘This was cruel because…’ The evidence table will need to be blown up to A3 so that there is enough space for the cards to fit into it. Students can categorise and prioritise the different aspects of life, into areas such as social life, work and others. Homework vocab-building task also included.

This is a resource to introduce topic on slavery. Students explore David Hume’s view on Africa why he and the British were wrong to label the continent barbaric. The card sort can be dome as a diamond 9 or higlighting / categorising activity. Lively discussion or extended writing can follow.

This is a lesson resource in including a two-fold card sorting or cutting and sticking exercise. Students start by matching up key terms which will be used in this lesson and others on the Civil War. Students then move on to the causes of the war, on the worksheet. They decide which are the long-term and short term factors. They can subsequently arrange them according to blame - the king, Parliament, or no particular blame. Lower-ability students can move straight on to blaming the king, Parliament, or no-one in particular. Students can use the writing frame at the end to decide on the more important causes of the Civil War, and attach overall blame to the king / Parliament. A fun and informative lesson.

This is a literacy task for Year 9 pupils to look at punctuation. They must add punctuation and capital letters where appropriate. The topic is the First World War.

This is a sample paragraph to supply students doing the SHP controlled assessment question on Quarry Bank Mill. Students are invited to read through the answers, and highlight what is done well in each They will find that the second question is far more thorough than the first, as it compares the importance of factors to the site / context and then to other factors. They can label on the second page where this happens.

This is a diamond 9 card sort to categorise and prioritise the reasons that the KKK were a menace to black Americans. As an extension, you can challenge students to explain the more / less serious reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, violence, non-violenmce and ceremonies.

This is a resource for students startijg the study of the USA. Students are invited to explain what the parties believe in via a serioes of pictures. they can then write definitions. Students then look at policies more carefully. They decide which are for eaach party. It can be done as a cut and stick, highlighting ar card sort activity. I prefer a card sort as it allows a ‘not sure’ pile initially. Students can idenitfy economic, social and other policies. Less able ones have a differentiated resource. there are extension questions at the bottom of each. This can lead to a debate, either straight away or following more extensive research as homeowrk or ICT facilities in lesson.

This is for KS4, and could be used at A level too. Students watch the videos to gain an insight into elements of the Black Power movement. Students then use the differentiated card sort activity to cut and stick, or complete in any other way, the venn diagram. The venn diagram categorises what attracted poorer people to Black Power, and What many people disliked about Black Power. It would be helpful to rtell students beforehand that: poorer, younger, working class black Americans were more likely to support the Black Panthers, and Black Power. Richer, older, middle class black Americans were more likely to support peaceful protest. This can lead to a class debate / extended writing / exam Q on whether Black Power was effective - either looking at it as a stand-alone, or copmparing it with prior knowledge on the peaceful Civil Rights movement.

This is a card sort designed to allow students to categorise and prioritise reasons that childbirth was dangerous in the Middle Ages. More able students can use the cards to explain their thoughts on the most important reason for the danger of childbirth. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template.