The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. Our resources have been written to a high standard and fine tuned in the classroom. During my 35 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. Our resources have been written to a high standard and fine tuned in the classroom. During my 35 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
This outstanding lesson is designed to be an introduction to Britain and the Slave Trade and help students understand not only the origins of slavery, but the difference between a wage earner and a slave and why slavery was eventually abolished. Now this might seem like a lot to ask, but this lesson has been carefully crafted and field tested by experienced teachers. The lesson opens by explaining the origins of slavery in classical times. It them moves on to compare and contrast the rights and freedoms of slaves with serfs, indentured servants and finally wage earners. This is all linked into the wider context of British history. The lesson then rounds off with a source analysis of Adam’s comments about slavery and why it was expensive, inefficient and costly compared to employing wage earners. This helps to provide a broad overview within which you can then explore the slave trade and its eventual abolition.
This lesson is suitable for the full range of ability. However, I have produced a simpler SEND card sort version which can be downloaded from my TES shop. When you purchase this resource you will be able to download a two page worksheet as well as a fourteen slide PowerPoint. The worksheet includes information, sources and activities. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded.
The aims and objectives of this lesson are:
Theme: Rights & Freedoms
Know: What is the origins of slavery?
Understand: How has the way that people have been employed changed over time?
Evaluate: Why was slavery abolished?
Skills: Change & Continuity, Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: The origins of slavery and what is a slave?
Explain: What is the difference between a slave and a wage earner?
Analyse: Why was slavery abolished?
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 fun and engaging lesson designed by experienced teachers and field tested over a number of years to help students understand why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of statements explaining why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate.
When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, four heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians/ For more information please see the detailed preview which includes screen shots of most of the slides.
The aims and objectives of the lesson are:
Theme: Britain and the Transatlantic Slave Trade
Know: Why was the Slave Trade abolished?
Understand: What different factors influenced Parliament in 1807?
Evaluate: Which factor was the most influential in persuading MPs?
Skills: Cause, Consequence, Significance & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why was the Slave Trade abolished?
Explain: What different factories influenced Parliament’s decision in 1807?
Analyse: Which factor was the most influential in persuading MPs?
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 fun and engaging lesson has been designed by experienced teachers and exhaustively field tested to help students understand the debate over the abolition of the Slave Trade in Britain 1787 - 1807. These resources are suitable for the full ability range and can used to launch into a number of different areas on Britain and the Slave Trade. The core task revolves around students sorting a series of statements or summaries of arguments put forward by both sides of the debate. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate.
When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, two heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including a source analysis question. For more information please see the detailed preview which includes screen shots of all the slides.
The aims and objectives of the lesson are:
Theme: Britain and the Slave Trade
Know: What was an Abolitionist?
Understand: What arguments were put forward by Abolitionists?
Evaluate: Why were some people opposed to abolishing the Slave Trade?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: What was an Abolitionist?
Explain: What arguments were put forward by Abolitionists?
Analyze: Why were some people opposed to abolishing the Slave Trade?
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 lesson has been designed by experienced teachers and exhaustively field tested to help students understand the debate over the abolition of the Slave Trade 1787 - 1807. It is suitable for the full ability range and designed to be a fun and engaging lesson that can used to launch into a number of different areas on Britain and the Slave Trade. The core task revolves around students sorting a series of statements or summaries of arguments put forward by both sides of the debate. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate.
When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, two heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including a source analysis question. For more information please see the detailed preview which includes screen shots of all the slides.
The aims and objectives of the lesson are:
Theme: Britain and the Slave Trade
Know: What was an Abolitionist?
Understand: What arguments were put forward by Abolitionists?
Evaluate: Why were some people opposed to abolishing the Slave Trade?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: What was an Abolitionist?
Explain: What arguments were put forward by Abolitionists?
Analyse: Why were some people opposed to abolishing the Slave Trade?
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 illustrated time line on Saxon and Viking was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Saxon & Viking Britain 410 - 1066 AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students. Please see the preview slides for more information.
When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Saxon and Viking Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students.
The aims and objectives for this resource are:
Theme: Saxon & Viking Britain 410 - 1066 AD
Know: What was life like for people living in Britain during this period?
Understand: How did they overcome the problems they faced?
Evaluate: What changed and what stayed the same in this time period?
Skills: Collaboration, Cause, Consequence, Change & Continuity.
WILF – What Am I Looking For?
Identify & describe: What was life like for people living in Britain at this time?
Explain: How did they overcome the problems that they faced?
Analyse: What changed and stayed the time in this time period?
If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. 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 so that you can spend more time focusing on what really matters to you!
Kind Regards
Roy
This bundle contains all of our resources that are currently available on the on the First World War. This is a work in progress as will will be adding more resources on this topic in the next few weeks and increasing the price respectively. We are currently offering you a discounted of at least 41%, but the early bird gets the worm so if you buy now ,you will get everything else that we add to this bundle for free when you check back for updates.
To find out more about each resource, simply click on it to find out about its aims, objectives and a brief description of how you could use it in the classroom.
If you like these resource then why not check out our other topics in our 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
These bundled resources on the Weimar Republic and Hitler’s Rise to Power cover German History from 1918 - 1933. They are suitable for the full range of ability and are designed to work along side any main stream text book or resource.
I have heavily discounted this bundle by 26%, which does not take into account any additional sales run by the TES at the time of purchase.
Please note that this bundle has been specifically created for the US market and that a larger bundle covering more resources is available under a similar title in the UK.
From time to time I will add extra resources so if you purchase today you will get any additional updates for free.
If you like any further updates on this topic or others then please stay in touch by following The History Academy on Facebook, Twitter, YouTube.
Kind Regards
Roy
These bundled resources on the Weimar Republic and Hitler’s Rise to Power cover German History from 1918 - 1933. They are suitable for the full range of ability and are designed to work along side any main stream text book or resource on this topic at GCSE or A Level…
I have heavily discounted this bundle by 54%, which does not take into account any additional sales run by the TES at the time of purchase.
From time to time I will add extra resources so if you purchase today you will get any additional updates for free.
If you like to stay in touch and discuss any of these resource then please follow The History Academy on Facebook, Twitter, or YouTube. We aim to produce high quality resources at an affordable price. This bundle represents excellent value for money and will go a long way to help support both the less able whilst providing challenge for the more able.
Kind Regards
Roy
These outstanding resources on controversial issues linked to the science curriculum have been bundled together to give to you exceptional value.
These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books.
Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources.
Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Should scientist be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? What are the dangers and benefits of swapping genes from one species to another? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . 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 sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability.
The aims of this lesson / activity are:
Theme: The Value of LIfe
Know: What is Genetic Modification?
Understand: What are the arguments for and against scientists being allowed to modify genes?
Evaluate: Should scientist interfere with the laws of nature through genetic modification?
WILF - What am I Looking For?
Identify and describe - What is genetic modification and why are some people opposed to it?
Explain - the arguments for and against using genetic modification?
Analyze - Should scientist be allowed to use GM technologies to save or improve life?
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
Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . 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 sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability.
The aims of this lesson / activity are:
Theme: The Value of LIfe
Know: What is Genetic Modification?
Understand: What are the arguments for and against scientists being allowed to modify genes?
Evaluate: Should scientist interfere with the laws of nature through genetic modification?
WILF - What am I Looking For?
Identify and describe - What is genetic modification and why are some people opposed to it?
Explain - the arguments for and against using genetic modification?
Analyze - Should scientist be allowed to use GM technologies to save or improve life?
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
Should scientist be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility? This is a hotly debated topics which overlaps into several areas of the curriculum . Should scientists be allowed to play God? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. 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 sixteen fully editable statements that can sorted under them. I’ve also included a PowerPoint to help introduce and facilitate the card sort. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and possible follow up activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information.
The aims of this lesson / activity are:
Theme: Value of life
Know: What is cloning?
Understand: What are the arguments for and against the use of cloning by scientists?
Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning?
WILF - What am I Looking For?
Can You Identify & describe - What is cloning and why are some people opposed to it?
Can You Explain - the arguments for and against using cloning?
Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning?
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 issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. 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 lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a twelve slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information.
The aims of this lesson / activity are:
Theme: Value of life
Know: What is cloning?
Understand: What are the arguments for and against the use of cloning by scientists?
Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning?
WILF - What am I Looking For?
Can You Identify & describe - What is cloning and why are some people opposed to it?
Can You Explain - the arguments for and against using cloning?
Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning?
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
What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions.
When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision.
The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is morality?
Understand: What do we take into consideration before we make moral choices?
Evaluate: Who should receive the life saving Kidney Transplant?
WILF - What am I Looking For?
Identify & describe: What is morality?
Explain: What do we take into consideration before we make moral choices?
Analyze: Who should receive the life saving Kidney Transplant?
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
What is morally? What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your philosophy and ethics course off with some great engaging debates.
When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should recieve the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision.
The final slides include a plenary which includes information and video links explaining why organ donation is so important in the USA. I’ve also included a selection of possible homeworks.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is morality?
Understand: What do we take into consideration before we make moral choices?
Evaluate: Who should receive the life saving Kidney Transplant?
WILF - What am I Looking For?
Identify & describe: What is morality?
Explain: What do we take into consideration before we make moral choices?
Analyze: Who should receive the life saving Kidney Transplant?
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 outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. 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 eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability.
The aims of this lesson / activity are:
Theme: The Value of LIfe
Know: What is IVF?
Understand: What are the arguments for and against the use of IVF?
Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF?
WILF - What am I Looking For?
Identify and describe - What is IVF and why are some people opposed to it?
Explain - the arguments for and against using IVF to help people become parents?
Analyze - Should scientist interfere with the laws of nature and natural conception through IVF?
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
Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. 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 eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability.
The aims of this lesson / activity are:
Theme: The Value of LIfe
Know: What is IVF?
Understand: What are the arguments for and against the use of IVF?
Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF?
WILF - What am I Looking For?
Identify and describe - What is IVF and why are some people opposed to it?
Explain - the arguments for and against using IVF to help people become parents?
Analyze - Should scientist interfere with the laws of nature and natural conception through IVF?
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
The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news?
This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. 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, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class 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 sixteen statements that can sorted.
The aims of this lesson / activity are:
Theme: Moral Moral philosophy and ethics
Know: What is censorship of the media?
Understand: What are the arguments for and against censorship of the media?
Evaluate: How far should media be censored in a democratic society?
WILF - What am I Looking For?
Identify and describe - What is censorship of the media?
Explain - the arguments for and against censorship of the media?
Analyse - How far should media be censored in a democratic society?
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
The ethics and morality of torture is a controversial subject which is at the heart of American values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism?
This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of torture. 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. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5.
The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. 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.
The aims of this lesson / activity are:
Theme: Moral Moral philosophy and ethics
Know: What is torture and why is outlawed by the Geneva Convention?
Understand: What are the arguments for and against using torture?
Evaluate: Are there any circumstances in which is acceptable to use torture?
WILF - What am I Looking For?
Identify and describe - What is torture and why was it outlawed by the Geneva Convention?
Explain - the arguments for and against the use of torture?
Analyze - Are there any circumstances in which it is acceptable to use torture?
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
The ethics and morality of torture is a controversial subject which is at the heart of British values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a British court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism?
This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of torture. 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. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5.
The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. 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.
The aims of this lesson / activity are:
Theme: Moral Moral philosophy and ethics
Know: What is torture and why is outlawed by the Geneva Convention?
Understand: What are the arguments for and against using torture?
Evaluate: Are there any circumstances in which is acceptable to use torture?
WILF - What am I Looking For?
Identify and describe - What is torture and why was it outlawed by the Geneva Convention?
Explain - the arguments for and against the use of torture?
Analyse - Are there any circumstances in which it is acceptable to use torture?
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
