This is a resource for the teaching of local community. The powerpoint has within it a spider diagram task for students to complete, on who plays a role in looking after and protecting the local community. The cut and stick resource allows students to match up the different people and groups within the community to their roles. Answers are given in the powerpoint and discussion can be worked in through the feedback of these answers. As an extension, students can explain who is the most important part of the community, and how these people and groups are interdependent. The living graph excersize can be done with the ‘6. Ways of helping community cards’ resource. there are 15 methods shown - but not all need to be used in as smaller class, and it can be printed on different colour paper, for a second line to be made - this can lead to stimulating debate as students explain why they have lined themselves up as they have. This leads to a discussion on how ordinary people, and students themselves, can look after the community.

This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.

This is an interactive information sheet for GCSE students. Students look through the information about sod houses. They can make a storyboard on how sod houses were created. They are then invited to look at problems for people living in sod houses, and finally make a comparison with tipis by filling in a similarities and differences table. This can lead to a piece of extended writing comparing sod houses and tipis.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

This is a cut and stick or card sorting resource for the History A GCSE syllabus. Students can firstly arrange the problems for the Mormons which happened a) before or during the journey to the Great Salt Lake and b)on arrival at the Great Salt Lake. More able students can then arrange them in order of importance as an extension. The second part of the activity is to match the solutions to the problems. Some have multiple solutions, others just one. More able students can decide on the most effective solution to the problems, and a discussion can be generated on the reasons for the Mormons’ success, such as the leadership of Brigham Young, or dedication of the individual Mormons. This can lead to a piece of extended writing on the Mormons’ journey.

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 card sorting resource on the development of Britain’s rule from the 1750s to 1947. There is a differentiated resource for lower ability students. Students are invited to sort the cards into categories: a) violence/war b) peaceful protest c) political power / government. Lower ability students can look at what was violent / non-violent. They then place the cards into chronological order, and can use the timeline to indicate where Britain’s rule was secure or weak. More able students can be challenged to decide how strong or weak each event showed British rule to be. Students can then answer the following questions on British India: 1. What event showed that British power was at its strongest? Why? 2. What event showed that British power was at its weakest, before 1947? Why? 3. What do you suggest about British rule in India over the years? Think of rise and fall of power. Why do you think that this was? This can lead to a class debate or piece of extended writing.

This is a whole lessons activity on the coming of canals during the Industrial Revolution. Use the powerpoint to encourage students to define the word canalmania, and to decide the biggest problems that the canalbuilders faced in the 1780s/90s. The worksheet can be done as a card sort or a cut and stick activity. Students must decide which of the pieces of information are advantages and disadvantages. They must then, as an extension, decide which relate to: a) money, b) transporting people/things, c) others. Students then answer the question on the final slide of the powerpoint. This can lead to a piece of extended writing for more able students, or as a more broken down set of answers for the less able. There is plenty of scope for discussion throughout the lesson.

This is a card sort designed to allow students to categorise and prioritise reasons that Galen is significant in the development of medicine. More able students can use the cards to explain their thoughts on the most important reason for Galen’s significance. 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 worksheet and lesson powerpoint for Key Stage 2 and 3 Citizenship. Pupils use worksheet 1 to define the word ‘community’ after working as a pair. Worksheet 1 invites pupils to look at different people in the school community, and their roles within it. they make a spider diagram on the sheet. They can, as an extension, then choose one person and consider their role using questions on the powerpoint to stimulate their thinking. Sheet 2 is a layered sheet similar to an inference square on which are problems, causes, solutions and pupil actions. Pupils can consider problems within the school, and what they could do about them, with questions layered on sheet 2 for differentiation. The powerpoint supports all aspects of learning on the sheet, and invites pupils to discuss the role of a school council.

This is a resource to sort the advantages and disadvantages of migration to Britain, and invites students to prepare a debate on the issue. Students can decide which of these affect all, most, some or only a few migrants - and then decide which are the most important. Students can pair up as differentiation to prepare a debate on the good and bad points of migration.

This is a card sort for GCSE / A level students to arrange into chronological order the events in Hitler’s rise to power. There is a differentiated version for lower ability students. They are currently in the right order! As an extension, students can identify and explain 1/2/3 events which they feel were turning points in Hitler’s rise. This can lead to an extended piece of writing, or discussion.

This is a resource for KS3/4 students to be looking at the decisions to drop the atomic bombs in 1945. On the ‘bomb decisions’ sheet, students decide what they would do regarding the decisions on dropping thee bomb. As an extension, they can lace themselves in the position of Harry Truman and decide what he should have done. On the second sheet, differentiated for lower ability students, students firstly which of the points suggest that the dropping of the bombs was: • The right thing to do • The wrong thing to do They then choose their opinions on what were the best reasons for and against dropping he bomb. As an extension, the more able students can write a letter explaining their views fully. This can lead to a debate or a piece of extended writing. It has also been used in the past as a resource to prepare for an assessment.

This is a card sorting resource to allow students to judge the effectiveness of the NHS. Students can sort the cards into groups to do with costs, public health and other factors. Students can sort the cards into groups to do with positives and negatives. There are questions at the bottom of the sheet, for more able students, to do with the best/worst point about the NHS, and are invited to explain their own thoughts. This can lead to a piece of extended writing on the effectiveness of the NHS.

This is a resource for students to explain why the USA joined WW2. Students are presented with 7 reasons, they must explain why these made the USA join the war. There is a differentiated version with are key words to help less able students with the explanations. Students then decide which were reactions to Pearl Harbour, and which were longer term reasons. As an extension, students explain their opinion on the most important reason for the USA joining the war.

This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a resource that could be used for any year group, although I use it for Key Stage 3. Students have to plan a birthday party. They can choose whether to do go karting, ice skating, cinema or a disco. They must consider what they have to plan and how much it costs. They have a s budget, as appropriate to the activity. They will have to pick from a number of options to have in the party, such as a shop-bought or home-made birthday cake, amounts of food to be bought, and how many people to invite based on the cost of the event. They will have to prioritise and debate what to spend money on. At the end of the lesson, they can answer reflection questions contained on the resource sheet, on how they made their choices, and what they learned about budgeting. Place students in pairs/3s. They will need to choose which party theme to have, and then collect the appropriate resource sheet. Answers can be written, and sums worked out, on the other resource sheet. There is also a powerpoint to guide students through the lesson.