This fun and interactive card sort activity is designed to help government and politics, as well as PSCHE and ethics teachers, engage students in a critical discussion on the topic of bribery and corruption and its impact on government and society. The activity is focused on exploring the pros and cons of these unethical practices, providing students with a deeper understanding of the complex issues involved. Aims and Objectives: Know: What is bribery and corruption? Understand: How can bribery and corruption undermine civil society? Evaluate: What are the advantages and disadvantage of bribery and corruption? Skills: Cause, Consequence, Compare, Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What is bribery and corruption? Can You Explain: How can bribery and corruption undermine civil society? Can You Evaluate: What are the pros and cons of bribery and corruption? When you purchase this lesson, you will be able to download a one page Word Document, which contains the 18 statements and quotes to be sorted as well as a supporting 21 slide PowerPoint Presentation. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, writing frames, video links, tasks and activities to support the main card sort activity. Please see the detailed preview. If you like these resources, 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 lesson covers the period from the Coal Mines Act of 1842 to just before the Miners’ Strike in 1984. It is designed to providing an overview of how the working conditions of miners changed for either KS3 or KS4 class. The topics covered include the reforms introduced by the 1842 Coal Mines Act, the formation of the first trade union in 1889, the General Strike of 1926, Nationalisation, the formation on both the NCB and the NUM in 1946 and the 1972 strike which brought down Edward Heath’s Conservative government. This lesson follows on from looking at conditions in the coal mines in the 18th & 19th Centuries and would serve as a good introduction to the Miners’ Strike. When you purchase this lesson you will be able to download a 27 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. Please look at the sample preview for further information. The aims and objectives of this lesson are: Theme: Coal Mining in Britain Know: What changes were made to the coal industry in 1842? Understand: How did unions improve working conditions? Evaluate: Why had working conditions for miners improved by 1984? Skills: Source Analysis, Cause, Change & Continuity WILF – What Am I Looking For? Can You Describe: What changes were made to the coal industry in 1842? Can You Explain: How did unions try to help improve working conditions? Can You Create: A timeline showing the key changes to coal mining before 1984 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 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. Kind Regards Roy

This market place activity on ‘Coal Mining before 1984’ covers the period from just before the Coal iInes Act in 1842 to just before the Miners’ Strike in 1984. It is designed to be fun and interactive and get pupils cooperating and moving around the classroom, whilst providing an overview of the changes to miners working conditions. The topics covered include the reforms introduced by the 1842 Coal Mines Act, the formation of the first trade union, the General Strike, Nationalisation, the formation on both the NCB and the NUM and the 1972 strike which brought down Edward Heath’s Conservative government. This lesson is aimed at students in KS3 and KS4 and follows on from looking at conditions in the coal mines in the 18th & 19th Centuries and would serve as a good introduction to the Miners’ Strike. This lesson is aimed at KS3 and was designed originally for a middle ability Year 9 class, but it is also suitable for KS4 students studying modern Britain. In addition to the market place activity, we have included a range of different activities that you can sellect for your classes from knowledge recall questions, heads and tails timeline, missing words, word search, knowledge quizzes, review triangles and an essay question along with supporting activities and templates. When you purchase this resource you will be able to download a 29 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded the wordsearch as a PDF. Please look at the sample preview for further information. The aims and objectives of this lesson are: 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 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. Kind Regards Roy

The repeal of the Corn Laws in 1846, was a major turning point in British History. At the heart of the debate on their repeal was what role should the government play in society, should it govern in the interests of the landed elite or in the majority?The Prime Minister, Sir Robert Peel took the decision to put ‘Country before Party’ and enlisted the help of the Duke of Wellington to help force it through Parliament as his last act before retiring from politics. The debate over the Corn Laws was fierce both inside and out of Parliament with the Anti-Corn Law League pushing for a ‘Free Trade’ policy in the hope of reducing tarriffs to help the poor. The ‘Protectionist’ or ‘Free Trade’ argument has divided British politics ever since and was at the heart of the Brexit debate. Due to the complexities to the debate surrounding the Corn Laws, they are rarely studied at KS3, but this outstanding lesson, which has been field tested and refined in the classroom cleverly reduces the key issues to understandable bitesizes. The core task revolves around a card sort which gets students to sort through arguments both for and against the Corn Laws. The PowerPoint been designed to support the card sort provides information slides, sources, video links, tasks to not only help provide some fun and engaging activities for your students, but deepen and extend their understanding. When you purchase this resource you will be able to download a one page Word Document which contains a learning objective, instruction for the card sort, two heading cards and 18 information cards to be sorted under them. I have also provided this as a PDF file. You will also also be able to download a 20 slide supporting PowerPoint which contains two optional starters, information slides, video links, tasks and activities. These activities include a speech writing activity for either Sir Robert Peel advocating the Corn Laws or an MP opposing their abolition. This is backed up with a peer review sheets and guidance on how to write a persuasive speech. Alternatively, you could set your students the extended writing task to explain why the Corn Laws were repealed. I have also included several plenaries that you can choose from including a thinking skills review triangle activity. For more information please review the preview. This lesson is aimed at higher ability KS3 students but is also suitable for students studying this topic at GCSE or A Level. The aims and objectives are: Theme: Popular Protest in the 19th Century Know: Why were the Corn Laws introduced in 1804? Understand: Why did the Anti-Corn Law League want them repealed? Evaluate: Why were the Corn Laws abolished in 1846? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why were the Corn Laws and introduced? Explain: Why the Anti-Corn Law League wanted to abolish them? Analyse: Why were the Corn Laws abolished in 1846? Kind Regards Roy

The debate on whether the government should nationalise certain parts of British Industry is a controversial topic. In the UK, public ownership has always been a tool to pick up the economic and social pieces after the private sector failed spectacularly. The 1945, the Labour government nationalised coal, the railways, and steel. But the main reason for state control over heavy industry was to rectify decades of deliberate under-investment by their owners. In other words, the taxpayer came to the rescue of private capital as in the case of the Banking Crisis in 2008. This outstanding resource is designed to help students sort through some of the arguments for and against both nationalisation and competition in the private sector. 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 sixteen statements that can sorted under them. The heading cards are labeled ‘Public Ownership is Good’ and ‘Privitisation is Better.’ However, these could easily be edited and labeled Arguments for Nationalisation’ and ‘Arguments Against’, depending upon the ability of your class. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. 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. The aims of this lesson / activity are: Theme: Economic Understanding Know:What is the difference between a nationalised and privitised industry? Understand: What are the arguments for and against nationalisations? Evaluate: Should the government nationalise parts of the British economy? WILF - What am I Looking For? Identify and describe - the difference between a nationalised and privitised industry? Explain - What are the arguments for and against nationalisations? Analyse -Should the government nationalise parts of the British economy? 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. 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 fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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

This lesson resource has been designed to help students studying the changes to the iron and steel industry 1700 - 1850. It can be used with the full spectrum of ability, but the text level would better suit middle to upper ability students. If you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes an introduction, which explains why there was an increased demand for iron and steel in this period. The rest of the worksheet looks in turn at the introduction of each new method and explains why it was invented and the impact that it had on the iron and steel industry. Each section is beautifully illustrated with images that can be easily photocopied in either colour or black and white. The activity section includes eight questions. The first question can be used as a starter. The second question tries to get students to explain the link between the population increase, the Industrial Revolution and the demand for more iron. The third and fourth questions makes the link between the shortage of charcoal and the need for a new method. Question five is a table summary exercise, which focuses on each of the methods of production. Whilst questions six is designed to get students to study a source and draw conclusions to explain the importance of the iron and steel industry to Britain's Industrial Revolution. The final questions look at the historical importance of Abraham Darby's Ironbridge. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain's iron and steel industry change 1700 - 1900? Understand: How did each new method contribute to the changes in the iron and steel industry? Evaluate: What part did the iron and steel industry play in Britain's Industrial Revolution? WILF: What Am I Looking For? Identify and describe: Why did Britain's iron and steel industry change 1700 - 1900 Explain: How did each new method contribute to the changes in the iron and steel industry? Analyse: What part did the iron and steel industry play in Britain's Industrial Revolution? 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. Kind Regards Roy

This lesson resource has been designed to help students studying the changes to the textile industry 1750 - 1900. It can be used with the full spectrum of ability, but the text level of the sources would better suit lower middle to upper ability students. However, if you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes an introduction, which explains why there was an increased demand for textiles in this period. The rest of the worksheet looks in turn at the the introduction of each new machine and explains why it was invented and the impact that it had on the textile industry. Each section is beautifully illustrated with images that can be easily photocopied in either colour or black and white. The worksheet concludes by looking at the impact of the new machines on the why people worked and the organisation of the textile industry. The activity section includes four questions. The first question aims to get students to explain the link between the population increase and the demand for more textiles. The second question is a table summary exercise, which focuses in turn on each of the new machines. The third and fourth questions are designed to get students to study one of three sources and draw conclusions to explain why some opposed the new machines and the new factory based system. I’ve also included a link in this resource description to a folk song so that students can contrast the sources on the domestic system with the factory system. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain’s textile industry change 1750 - 1900? Understand: How did each new machine contribute to the changes in the textile industry? Evaluate: What impact did these new machines have on peoples lives? WILF: What Am I Looking For? Identify and describe: Why did Britain’s textile industry change 1750 - 1900? Explain: How did each new machine contribute to the changes taking place in the textile industry? Analyse: What impact did these new machines have on peoples lives? 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. Kind Regards Roy

This outstanding card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were the most important? 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 has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity, but it is primarily designed as a special needs resource. If you are looking for a resource to provide additional stretch and challenge, then why not check out some of my other card sort on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the picture cards to both their correct heading and before and after labels, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, introduction and facilitates the card sort as well as including the correct final version. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were the most important? 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 resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut the cards out, they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? 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