These outstanding resources look at why people believed in witches in the seventeenth century and why there was an increase in the number of witch hunts. They are beautifully designed and differentiated for the full range of ability. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which includes information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why people believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel an increase in witch hunting during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used as a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support material for students. These tasks and activities include source analysis questions, as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson, then you might be interested in buying the follow up lesson on ‘How Fair Were Witch Trials?’ which can be purchased separately or as a bundled resource. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people were persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyse: Why were certain people were persecuted? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? 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 lesson is designed as an KS3 introductory module called ‘Invaders and Settlers AD43 - 1066’. It provides an overview of the Viking invasions and their impact on Anglo Saxon England. There is also a focus on the decline and rise again of towns and education, which is a theme which is returned to in other KS3 modules on medieval towns and industrialisation 1750 - 1900. The tasks and activities included in this module are suitable for the full range of ability at KS3 and are designed as a bridge or transition from KS2. One of the activities is on the origin of place names and makes a nice rounding off activity for the theme invaders and settlers, before starting the Norman Conquest. The aims and objectives of this lesson are: Theme: Why was England invaded and settled from 40 AD to 1066? Know: Who were the Vikings and why did they come to Britain? Understand: : How did Alfred the Great defeat the Vikings? Evaluate: What impact did the Vikings invasions have on Britain? Skills: Cause, Consequence, Evaluation and Judgement WILF – What Am I Looking For? Identify & describe: Who were the Vikings and why did they come to Britain? Explain: How did Alfred the Great defeat the Vikings? Analyse: What impact did the Vikings invasions have on Britain? When you purchase this resource you will be able to download a twenty five slide PowerPoint Presentation which includes starters, plenaries and a range of interactive resources and activities. These include a snowballing stater, buzz , information slides, the origin of place names, summary tasks, Venn diagrams and links to video clips on the Vikings and their impact on Anglo Saxon England. Everything you need to photocopy is include in the PP> You will need access to You Tube in order to access the video clips. 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

These outstanding resources have been designed to help students understand how William consolidated his control over England after the Battle of Hastings in 1066. The lesson resources focus on William’s problems in 1066, rebellions against his rule and how he managed to eventually persuade the English to accept him as their King. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but could also be used at KS4 if you are studying the Norman Conquest at GCSE. When you purchase this resource, you will be able to download a 18 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, questions, predictive tasks, consolidation exercises, information slides and links to appropriate video clips. The second resource is a three page worksheet, which is designed to work alongside the PowerPoint and includes information, historical resources and tasks and activities. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: How did William keep control? Know: How did William take control of the rest of the country? Understand: Why did the English continue to resist the Normans? Evaluate: Why did William ‘harry the North?’ Skills: Cause and Consequence WILF: What Am I Looking For this lesson? Identify and Describe: How did William take control of England after 1066? Explain: Why did the English continue to resist the Normans? Analyse: Why did William destroy the North of England? 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 fun and engaging lesson uses the popular TV series ‘Love Island’ theme to help students understand the problems Elizabeth faced whilst trying to pick someone to marry. She had to navigate several difficult questions including religion, money, the succession, international alliances as well as her personal feelings. This lesson is suitable for the full range of ability, but please review the video clips that have been chosen to fit the ‘Love Island’ genre before you show them to your students. These resources makes an excellent end of term lesson or a key focus for the GCSE depth study on Elizabeth I. When you purchase this resource you will be able to download a twenty one slide PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources, video links to YouTube and tasks and activities. to help drive the lesson. The lesson begins with a snowballing starter before moving on to a review activity based around what Elizabeth I was looking for in a prospective husband. The PowerPoint then looks at the advantages and disadvantages of marriage for Elizabeth I as a way of setting the scene for the love island activity. Students are then introduced to the four main suitors via the love island theme. The following slides then include information and relevant video links from main stream movies to help them complete the summary sheet and form a judgement on the suitablity of each man as a prospective husband in preparation for activity 4. Next, using the ‘Love Island’ genre, students then have to write the script for a video diary for Elizabeth I, explaining who she would prefer to ‘couple up with.’ The following slides and historical sources look at why Elizabeth I decided not to get married in the end and why she cultivated the image of the ‘Virgin Queen.’ The lesson is then finally rounded off with an extended writing activity. For additional information, please refer to the preview information. The aims and objectives of this lesson are: Theme: Elizabethan England Know: Why was the issue of the succession and marriage so important? Understand: The arguments for and against Elizabeth getting married Evaluate: Elizabeth’s potential suitors and whether they were suitable. Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the issue of succession and marriage important? Explain: The arguments for and against Elizabeth getting married Analyse: Elizabeth’s potential suitors and whether they were suitable.

This outstanding lesson has been designed and field tested by experienced history teachers who are at the cutting edge of the skills which underscore our subject. Spanish Armada is a topic which is all too often rushed and not given the attention that it deserves, yet it is every bit as important as the Battle of Britain or the Norman Conquest. If those brave Elizabethan seamen, backed up with cutting edge technology and skillful leadership based upon merit rather than NOability had not fought off the invading Spanish Armada, then our island history would have been very different. Then again, maybe fate stepped in to save the day As the inscription on the Armada medal, issued by Elizabeth I in 1588 said: ‘God blew his wind, and they were scattered.’ This lesson has been designed for students with a middle to high ability reading ability. I have produced several different versions of this resource including a Card Sort, Market Place Activity and a Diamond 9 Activity, which can be purchased separately or in a very cost effective bundle which will allow you to differentiate across your low, ,middle and higher ability groups. When you purchase this resource you will be able to download a two page Word document and a separate 24 slide PowerPoint. The worksheet includes aims, instructions, three heading cards which are labelled ‘Luck’, ‘English Tactics’ and ‘Spanish Mistakes’ as well as fifteen primary and secondary sources which can be cut up by students and sorted or used as a worksheet. The PowerPoint includes, aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? 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 fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC topics in our 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 great resource is designed to be used a stand alone lesson or to be printed off in colour, laminated and displayed in your classroom. It contains a number of colour slides which explain to students how to analyse a historical source successful by looking at their origin, nature, purpose, access to information etc… Underpinning this is the use of the acronyms PEEL and CCCJ as potential scaffolds or writing frames to help students structure their answers: P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement In most of the sliders are examples of sentence starters to help your students get started. This is a must have resource for any history teacher wanting to make sure that they are equipped with a range of specialists tools for helping their students sharpen up their analysis. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy

These outstanding resources look at a key turning point in both British history. They have been tried, tested and adapted over the past 25 years. You may have come across an earlier version on other website’s, but these have been fully updated, interactive and designed to promote debate, discussion and opportunities for AFL. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the railways 1840 - 1900? Explain: The impact of the railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? The PowerPoint includes ten activities which can be customised for your students, including the card sort activity that I have also included in this package. In addition, the PP includes 15 information slides that are linked to the activities. Activity 1 is a simple snowing balling starter using the key words. Activity 2 is an alternative starter centered around two images of the ancient world and a picture of the building of the railways and asks which one required the greatest achievement using muscle power alone? Activity 3 is designed around some map work looking at the impact of the railways on the environment and landscape. Activity 4, is focused around the economic impact of the railways and the jobs they created in other industries. Activities 5 and 6 are numeracy tasks that get students to calculate how much businessmen could save transporting goods by railways in todays money - all calculations / answers are included. Activity 7, looks at the impact of the railways had on literature and culture. The rest of the PP includes the card sort activity and as well as the extended writing and pupil mark scheme, which could be used for peer assessment if you wish. As with all my resources they are designed to engage and provide students with steps to access the higher grades. This is reflected in the prompts that have included both in the card sort and the extended writing task / essay for their assessment. 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. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability. If you wish, you can purchase the card sorts separately for less, under the headings of card sort: Why did some women get the vote in 1918? However, to sweeten the deal, I have also included my diamond 9 activity, which can be given to your gifted and talented or more able for as a separate task to extend their critical thinking skills. When you purchase this resource you will be able to download an editable Microsoft Word document as well as a PowerPoint. The Word document include aims, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics as well as twenty statement cards that can be sorted under them. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment question, pupil mark scheme and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to why some women got the vote in 1918, with an appropriate link to a video clip on YouTube. It is assumed that you have already studied the difference between a suffragette and a suffragist as prior knowledge. The next slide facilitates the card sort, whilst the fourth slide facilitates a pair / group discussion on which factor was the most important. Once this is complete, students can do a follow up assessment on the topic either for homework or next lesson. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was 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. Kind Regards Roy

This outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the key reasons why Hitler became Chancellor in 1933. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a fully editable two page Microsoft Word document with a learning aim and three activities. It also includes eight heading cards labeled propaganda, election promises, wealthy backers, support, the depression, Weimar constitution, technology, Hitler’s image and eight matching statement cards which explain why Hitler became Chancellor in 1933. At the bottom of the page there is an extension question that provides students with an opportunity to demonstrate what they have know by explaining the two main reason. Depending upon your photocopying budget, on page two I have included a third activity with matching images to go with each heading and explanation. When completed, this resource creates a useful revision guide which looks very impressive visually. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did Hitler become Chancellor in 1933?’ The aims and objectives are: Theme: The Rise of Hitler Know: What factors helped Hitler become Chancellor? Understand: What roles were played by economic, social and political factors in Hitler’s appointment as Chancellor? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The key reasons why Hitler became Chancellor in 1933? Explain: What roles were played by political, social and economic factors in his appointment? Evaluate: Which factor was 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 great resource makes a really effective classroom display for GCSE or A Level students studying Elizabeth I. The high quality nature of the images makes them worthwhile printing off in colour and laminating. When you purchase this resource you will be able to download a seventeen slide PowerPoint Presentation which includes information and pictures that can be printed off in colour for display purposes in your classroom. Please see the preview for more information

Welcome to my corner of the TES. These outstanding and popular resources span ‘two’ lessons and set the scene for the Norman Conquest by looking at the claims of the main contenders for the English Crown in 1066. They have been carefully designed to suit for the full ability range and are primarily aimed at Year 7, but could be easily adapted to suit older or younger students. The tasks and activities have been carefully refined over 26 years and are based upon the best practice for teaching this topic. When you purchase these resources you will be able to download two Microsoft PowerPoints and an accompanying worksheet. The PowerPoints include all the starters, plenaries, activities, differentiated tasks, information slides and links to video clips that are necessary to accompany the worksheet. Lesson one looks at the claims of Harold Godwinson and Edgar, whilst lesson two looks at the claims of Harold Hardrada and William, Duke of Normandy. Both lessons, begin with a choice of starters, but lesson one also includes a brainstorming activity around what whats a good King? Both lessons include source analysis tasks which get students to access the respective claims, but lesson two also includes a summary table which can be used to help students structure their PEE’d paragraphs explaining who they think should be King. I have included the preview files for the first lesson to give you a taste of the quality of these resources. Please note that the TES preview does sometimes ‘play around’ with how resources appear. The aims and objectives for these lessons are: Theme: Why was England invaded twice in 1066? Know: Who were the contenders to the throne? Understand: Why did each contender think that they should be King of England? Evaluate: Who had the best claim? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: Who were the contenders to the throne? Explain: Why did each contender think that they should be King of England? Analyse: Who had the best claim? Once all the tasks and activities have been completed, this final outcomes or extended writing exercise on ‘Who should be king?’ could be used as an assessment task to help check progress and decide upon setting. These lessons can also be purchased as a bundled item called ‘The Norman Conquest Scheme of Work with resources.’

This classic resource has been created to help students assess the different factors which helped the RAF win the Battle of Britain in 1940. It can be used to help prepare students for an assessment or to lightly touch this popular topic if you are short for curriculum time. It is designed to be used with the full range of ability and to work alongside any main stream text book or video on this topic. For those who are busy or don’t have access to these resources, I have included two suitable links to video clips on YouTube. You can also download a detailed PowerPoint and worksheet on the Battle of Britain from our TES shop along with a SEND version of this card sort. When you purchase this resource, you will be able to download a two-page word document which includes a learning objective, instructions, four heading cards labelled 'Technology’, ‘Leadership’, ‘Tactics’ and ‘Organisation’ as well as 25 statement cards that can be cut out and sorted under them. If you are looking to shorten the time spent on the card sort, you could cut out the cards and keep them in envelopes for students to take out and sort, or you could instead create a colour key to help them identify which headings they wanted to sort them under. Page two of the card sort includes six cards which could be left out if you want to save on photocopying or wish to use them as an extension for those who finish early. Once students have completed the card sort, there is a second activity which gets them to write an extended answer to the core question. I would recommend getting your students to use the headings from the card short to help them organise their answer. The aims and objectives of this lesson are: Theme: The Second World War Know: Why did the RAF win the Battle of Britain? Understand: What factors helped the RAF win the Battle of Britain? Evaluate: Which factor was the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why the RAF won the Battle of Britain? Explain: What factors helped the RAF win the Battle of Britain? Analyse: Which was the most important factor? If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then 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. Kind Regards Roy

These lesson resources have been finely tuned and field tested in the classroom over many years. It is a fun and interactive source investigation into the personality and character of Julius Caesar. The main task is to summarise what can be learnt from the sources and then to transfer that information onto a labelled diagram of Julius Caesar. This is then followed up by a supported question on which source is the most valuable to find out about the personality of Julius Cesar. This lesson is aimed at Year 7, but all the tasks and activities are fully supported and differentiated. When you purchase this resource you will be able to download a 20 slide PowerPoint presentation that includes aims, objectives, differentiated outcomes, information slides, historical sources, writing templates for both the teacher and students to model their answers, links to video clips, starters, plenaries and activities. You will also be able to download a two page worksheet saved in both Word and as a PDF. as well as a template of Julius Caesar which can be labelled and annotated as part of task 2. For further details, please see the preview. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Who was Julius Caesar? Understand: How did his personality affect his role as Caesar of Rome? Evaluate: Historical sources to create an accurate image of Julius Caesar? Skills: Source Analysis, Collaboration WILF – What Am I Looking For? Can You Describe: Who Julius Caesar was and aspects of his personality? Can You Explain: How his personality affected his role as Caesar of Rome? Can You Evaluate: Historical sources to create an accurate image of Julius Caesar? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This popular download has been tried and tested over the years and has has never failed to capture the imagination of my students and engage them in some outstanding learning on why the Romans built roads in Britain. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain. When you purchase this resource you will be able to download a three page worksheet and an accompanying PowerPoint. Both include matching pictures, diagrams, historical sources, task and activities. However, the Powerpoint also includes aims, objectives, outcomes, starters and plenaries. The aims and objectives of this lesson are: Know: Why did the Romans build roads in Britain? Understand: How the Romans constructed their roads? Evaluate: How the Roman roads helped them keep control and led to the development of towns? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The different reasons why the Romans build roads in Britain? Can You Describe: How the Romans constructed their roads? Can You Explain: How the Roman roads helped them keep control and led to the development of towns? Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? 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 great little resource is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939. This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books. Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939? Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal. 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 is designed to help students understand why Hitler launched the Blitz on Britain, the impact it had on civilians, whilst evaluating how close it came to breaking morale. In forms part of a series of lessons on the Home Front that can be downloaded separately or bought as part of a discounted bundle. When you purchase this resource you will be able to download a four page worksheet with the key information, sources and tasks, one of which includes writing a report evaluating the impact of the Blitz on London. You will also be able to download an accompanying PowerPoint, which includes aims, objectives, differentiated outcomes and tasks as well as starters, plenaries, information slides, historical sources, graphic organisers, video clips and home work tasks. The PowerPoint also includes a living graph / continuum which can be used to evaluate the sources and how far the Blitz was successful at damaging morale. If you stop the show mode, you should be able to drag and drop the sources onto the continuum. For additional information, please view the preview files: The aims and objectives of this lesson are: Theme: The Home Front Know: Why did Hitler launch the Blitz against Britain? Understand: What impact did the Blitz have on civilians? Evaluate: How successfully did the government prepare Britain for war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did Hitler launch the Blitz? Explain: What impact did the Blitz have on civilians? Analyse: How successfully did the government prepare Britain for war? 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 lesson is designed to help students understand why the government issued 38 million gas masks and how it convinced people to carry them around with them. It also looks at why Hitler didn’t used gas as a weapon against Britain, but did against the Jews and other ethnic groups in the concentration camps. When you purchase this resource you will be able to download a PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate information slides, sources and links to video clips. It includes a worksheet with the key information, sources and 5 tasks, one of which includes creating a spider graph summary as well as a propaganda poster. The PowerPoint also includes additional stretch and challenge questions. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government issue 38 million gas masks? Understand: How did the government persuade people to carry them with them? Evaluate: How successfully did Britain prepare its people for war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government issue gas masks? Explain: How did the government persuade people to carry them with them? Analyse: How successfully did Britain prepare its people for war? If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is part of a series which can be downloaded separately or as a discount bundle. 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