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 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.

This is a preparation for a debate on whether the Treaty was too harsh or about right as punishment for Germany. Split the class into half. One half looks at the positives, one the negatives. Give them 5 or so minutes to plan a debate. Swap sides briefly so that they can plan a counter argument. The debate clan lead to an extended piece of writing. Year 10 get well into it each year!

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that Medieval towns had very poor public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the reasons that towns were lacking in public health, or why it needed to improve.

This is a resource for GCSE 9-1 students. It gives a list of responses to the Spanish flu epidemic in 1918-9. Students are invited to explain the effect of each of these measures. This can take the form of why it was done, how effective it was, or who benefitted - in some cases. therev is an exrtension activity at the bottom of teh sheet. On page 2 is a list of useful words / phrases students can use - useful for loewer ability students.

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that monasteries were important in maintaining public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the importance of the contribution of the monasteries.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. As an extension they then have a series of questions to answer to explain and justify their thoughts on the Spanish Armada and the reasons that it was improitant for Elizxabethan England. I have included an answer sheet with the events in chronological order.

This is a card sort designed to allow students to categorise and prioritise reasons that Hippocrates is known as the ‘Father of Medicine’. More able students can use the cards to explain their thoughts on the most important reason for Hippocrates’ moniker. The task could also be done as a diamond activity, with categories taken out for the more able. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a diamond 9 card sort to categorise and prioritise the reasons that FDR was elected in 1932. As an extension, you can challenge students to explain the more / less important reasons. There are further extension questions, differentiated for more / less able students. This can lead to a class discussion. Categories could include, but not be limited to, FDR’s personality, failings of Republicans, FDR’s policies, FDR’s methods and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy had weaknesses in the 1920s. As an extension, you can challenge students to explain the more / less important reasons, and who was most affected by different problems – this is scaffolded for weaker students. This can lead to a class discussion. Categories could include, but not be limited to, farmers unemployed, black Americans and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the American West was lawless. As an extension, you can challenge students to explain the more / less important 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, social, economic, cultural political and other factors.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students highlight the positives and negatives of the New Deal. This can lead to judgment and priority activities, which are structured at the bottom of the lower ability sheet. I have also used it to lead to an overall debate on how successful the New Deal was. There is a higher ability sheet without the judgement sentences too, so that they must do their own wrting.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that the Plains Indians were assimilated on reservations. Students can use the cards to explain their thoughts on which were more / less restricting effects of the reservations. More able students can prioritise reasons for the Indians ending up on reservations. Categories could include, but not be limited to: Religion Lifestyle Governance Health / nutrition

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the Medieval regression in medicine. More able students can use the cards to explain their thoughts on the most important reason for the Medieval regression in medicine, and suggest reasons why the period saw some progress in surgery. At the end, they are challenged to make a hypothesis for life expectancy in the period, which can be returned to in a later lesson. Categories could include, but not be limited to: War Communication Religion It could be done as a venn diagram using the second sheet.

This card sort allows students to judge the good and bad parts of life for African American soldiers. Students can split the cards into advantages and disadvantages. They can decide on categories for the factors - such as army life, families, money. More able students can explain the best and worst features of life for African American soldiers. they can use the video to explain what happened in the Civil War.

A card sort to show the events which led to the outbreak of the Civil War in 1642. This is a very flexible activity and can be used with all abilities. Students can decide which causes fit into each of the three categories - political, economic and religious (these are defined on the sheet). Students can use more than one colour for any that overlap categories. Students can also decide which were the fault of the king, and which were the fault of Parliament. More able students can categorise the long- and short-term causes. Students are invited to make and explain judgments on the most important causes, and on whether the King or Parliament was to blame. This can be used as the base for a piece of extended writing. The card sort can be done as a venn diagram using the second sheet.

This is a cut and stick activity for Key Stage 3 students. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a lesson for Key Stage 3, looking at the events of the First World War. It is designed for near the end of a module on the First World War. Students place events on a timeline and decide whether each event was a victory for the Allies or Germany. They reach an understanding of how the war unfolded and why it did so. They are challenged to think of a turning point. Students then look at a range of memorials, and think about why they are developed in such a way - location, design etc. They can then design their own memorial.

Thus is a resource of KS4. Students watch the YouTube link and can discuss the effects of the fear of communism. The link contains use of a term now considered racist. Students then make a diamond 9 on the different effects of McCarthyism. This can lead to extended writing or a debate.

This is a card sort designed to allow students to categorise reasons that the League of Nations failed to stop the invasion of Abyssinia. It can be done as a venn diagram using the second sheet, or as a diamond 9. Categories for a diamond 9 could include: Self interest of members Failure of sanctions Inability to make decisions Others More able student can explain which was the most significant of the consequences, in the short and long term. They are encouraged to give their thoughts on the role of the League and its weakness. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.