This beautifully designed lesson looks at the cultural changes that took place during Germany’s Golden Age in the 1920s and looks at how they were interpreted by different groups. The information is accessible to a range of abilities and can be used alongside a wide range of main stream text books or used as a stand alone resource. Depending upon the teaching and learning styles in your school, you could deliver the lesson or print off the relevant slides on art, cinema, nightlife, literature and design and get your students to complete their notes in a market place or gather and share activity. When you purchase this resource you will be able to download a PowerPoint presentation entitled Germany’s golden age. The first few slides include, aims, objectives, differentiated out comes and two potential starters. The next few slides then set the scene and put the period into its historical context. This includes a beautifully illustrated and animated diagram on the Dawes Plan. This is followed up with information slides with images and relevant video links on cinema, nightlife, literature, art and design in Germany at this time. These could be used as described above as a gather and share exercise. Once complete the next two slides include tasks and information to help students construct a mind map. In order to extend the more able you could always give out text books to provide additional information that they could use for research. The next section of the PowerPoint looks at several different sources on how different groups in Germany reacted to this new explosion of culture and this is then followed up with an AQA GCSE History style questions with an AFL pupil mark scheme for the new syllabus. However, if you use a different exam board the mark schemes are fully editable and could be easily customised to suit your exam board. The Aims & Objectives are: Theme: Weimar Republic 1923 - 1929 Know: What were the key features of Germany’s Golden Age? Understand: What cultural changes took place and why did they happen? Evaluate: How did different people respond to these changes? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of Germany’s Golden Age Explain: What cultural changes took place and why did they happen? Analyse: How did different people respond to these changes? 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 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 engaging has never failed to capture the imagination of my students and produced some brilliant work. It is a great introductory lesson to help set the scene for Henry II’s later conflict with the church and the Archbishop of Canterbury, Thomas Becket. In brief the lesson involves analyzing five historical sources about Henry II, completing a summary table about we can learn from about his personality and then drawing and annotating a picture to help students apply what they have inferred from the evidence This can then be followed up with some more traditional style questions to help consolidate the learning. When you purchase this resource you will be able to download a two page worksheet which includes five historical sources, tasks and activities. You can also download an accompanying PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, templates and links to suitable video links. The aims and objectives of this lesson are: Theme: Why did Henry II fall out with the Archbishop of Canterbury ? Know: Who was Henry II and what type of personality did he have? Understand: How did his personality affect his role as King of England? Evaluate: Sources of information to create an accurate image of Henry II Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Henry II? Explain: How did his personality affect his role as King of England? Analyze: Sources of information to create an accurate image of Henry II 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 outstanding resources has never failed to capture the imagination of my students and engage them in some outstanding learning. It is a great introductory lesson to help set the scene for Henry II’s later conflict with the church and the Archbishop of Canterbury, Thomas Becket. In brief the lesson involves analysing five historical sources about Henry II, completing a summary table about we can learn from about his personality and then drawing and annotating a picture to help students apply what they have learnt about him. This can then be followed up with some more traditional style questions to help consolidate the learning. When you purchase this resource you will be able to download a two page worksheet which includes five historical sources, tasks and activities. You can also download an accompanying PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, templates and links to suitable video links. The aims and objectives of this lesson are: Theme: Why did Henry II fall out with the Archbishop of Canterbury ? Know: Who was Henry II and what type of personality did he have? Understand: How did his personality affect his role as King of England? Evaluate: Sources of information to create an accurate image of Henry II Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Henry II? Explain: How did his personality affect his role as King of England? Analyse: Sources of information to create an accurate image of Henry II 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 beautifully designed and written lesson resource looks at the cultural changes that took place during Germany’s Golden Age in the 1920s and looks at how they were interpreted by different groups. The information is accessible to a range of abilities and can be used alongside a wide range of main stream text books or used as a stand alone resource. Depending upon the teaching and learning styles in your school, you could deliver the lesson or print off the relevant slides on art, cinema, nightlife, literature and design and get your students to complete their notes in a market place or gather and share activity. When you purchase this resource you will be able to download a PowerPoint presentation entitled Germany’s golden age. The first few slides include, aims, objectives, differentiated out comes and two potential starters. The next few slides then set the scene and put the period into its historical context. This includes a beautifully illustrated and animated diagram on the Dawes Plan. This is followed up with information slides with images and relevant video links on cinema, nightlife, literature, art and design in Germany at this time. These could be used as described above as a gather and share exercise. Once complete the next two slides include tasks and information to help students construct a mind map. In order to extend the more able you could always give out text books to provide additional information that they could use for research. The next section of the PowerPoint looks at several different sources on how different groups in Germany reacted to this new explosion of culture and this is then followed up with an AQA GCSE History style questions with an AFL pupil mark scheme for the new syllabus. However, if you use a different exam board the mark schemes are fully editable and could be easily customised to suit your exam board. The Aims & Objectives are: Theme: Weimar Republic 1923 - 1929 Know: What were the key features of Germany’s Golden Age? Understand: What cultural changes took place and why did they happen? Evaluate: How did different people respond to these changes? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of Germany’s Golden Age Explain: What cultural changes took place and why did they happen? Analyse: How did different people respond to these changes? 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 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 outstanding resources are designed to help students analyse portraits of Queen Elizabeth I, 1558 - 1603. They have been designed to suit a wide range of abilities and can easily be adapted to suit your own classes. When you purchase these resources you will receive a card sort with six portraits and six accompanying statements which need to be matched up. I have carefully edited the pictures so they photocopy in black in white, but if you can afford to print them off in colour then they make an even more stunning resource, If you are trying square the expense, the you could always print off fifteen copies and then put them into envelopes to be reused with another class. The accompanying PowerPoint includes the aims, objectives, differentiated outcomes, snowballing starters, plenaries, the answers to the card sort as well as additional tasks and slides which look at the reliability and purpose of royal portraits as a form of propaganda. The plenary activity in the PowerPoint gets students to annotate the Armada portrait for legitimacy, purity, success and other key aspects of propaganda. The aims and objectives of this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: How did the official image of Elizabeth change from 1546 – 1603? Understand: What steps did Elizabeth take to control her image? Evaluate: How useful are royal portraits as historical evidence? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: The changes to the official image of Elizabeth I from 1546 to 1603? Explain: Why did Elizabeth I control the way her image was official presented? Analyse: How useful are royal portraits as historical evidence? 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 lesson has been designed to help students understand the purpose and reliability of royal portraits in Elizabethan England 1558 - 1603. It is suitable for a wide range of abilities and can be used at both KS3 and KS4. When you purchase this lesson you will receive a card sort with six portraits and six accompanying statements which need to be matched up. I have carefully edited the pictures so they photocopy in black in white, but if you can afford to print them off in colour then they make an even more stunning resource. If you are trying square the expense, the you could always print off fifteen copies and then put them into envelopes to be reused with another class. The accompanying PowerPoint includes the aims, objectives, differentiated outcomes, snowballing starters, plenaries, the answers to the card sort as well as additional tasks and slides which look at the reliability and purpose of royal portraits as a form of propaganda. The plenary activity in the PowerPoint gets students to annotate the Armada portrait for legitimacy, purity, success and other key aspects of Elizabethan propaganda. The aims and objectives of this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: How did the official image of Elizabeth change from 1546 – 1603? Understand: What steps did Elizabeth take to control her image? Evaluate: How useful are royal portraits as historical evidence? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: The changes to the official image of Elizabeth I from 1546 to 1603? Explain: Why did Elizabeth I control the way her image was official presented? Analyse: How useful are royal portraits as historical evidence? 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

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual and Cultural Education Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyse - How far should the government fund the arts? 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

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Government and Politics Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyze - How far should the government fund the arts? 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