The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource makes a great starter or plenary. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. The aims and objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title 'Bloody Mary'? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation? Explain: Why do people disagree about how 'Bloody' Mary I was? Analyse: How far does Queen Mary deserve the title 'Bloody Mary?' If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort. This topic also makes for a great assessment task. Kind Regards Roy

This outstanding lesson has been featured at various history teacher conferences across Europe and featured on several well known websites as an example of outstanding practice. It has also been used as a training resource on how to teach the difficult topic of historical interpretation to students. The aim of this exciting lesson is to help students assess just how bloody Queen Mary I was by evaluating the views of both eye witnesses from the time and historians. It is suitable for a range of abilities, but mainly core and advanced. When you download this lesson you will have a PowerPoint as well as word document with 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558. The PowerPoint includes a snowballing and pair and share starters, slides on why Mary I executed the protestants and why she is such a controversial historical figure. This is followed up with links to carefully selected video clips which can be used with your students. Afterwards, you then have the luxury of deciding whether to do the card sort exercise either a continuum, pro and con organiser or as a simple sort. I would recommend printing off the appropriate slides on A3 to go along with these activities. Sometimes, I allow my more able students to decide individually which organiser they wish to use, but you could always decide for different groups as part of your differentiation. Once this has been complete, students can then have a go at answering the assessment question in activity 4: Does Mary I deserve the title, ‘Bloody Mary’? This slide also includes a suggested structure for answering the question, along with possible connectives. I've also thrown in my award winning literacy and persuasive literacy mats to help sweeten the deal. The final plenary slides looking at how history is written will help your students draw their own conclusions about just how bloody was Queen Mary I. The Aims & Objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title 'Bloody Mary'? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation? Explain: Why do people disagree about how 'Bloody' Mary I was? Analyse: How far does Queen Mary deserve the title 'Bloody Mary?' 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. 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.

These interactive flashcards on the US Civil Rights Women’s Lib, has been carefully designed to help students sharpen their focus on key terms and essential facts, transform the revision process into a vibrant and enjoyable social experience. With these flashcards, students can say goodbye to solitary study sessions. They encourage teamwork and peer assessment, significantly enhancing the engagement of the learning process. Regular use of these flashcards, combined with the effective strategies outlined in the accompanying PowerPoint, will improve memory retention and foster the crucial connections necessary for success in studying or revising the women’s civil rights movement 1950 - 1970, often referred to as Women’s Lib or Women’s Liberation. These versatile flashcards are perfect for starting lessons; they can serve as an exciting game at the beginning or as a mini plenary to assess understanding and reinforce learning at the end. Their convenient format allows for easy integration into revision booklets or printing on cards, making them easily storable in students’ pockets or envelopes. Furthermore, students can independently utilize these cards for their revision, promoting self-directed learning. Upon downloading this lesson, you will receive a Word document featuring flashcards specifically tailored for revising US Women’s Lib from 1950 to 1970, as well as an informative 18-slide PowerPoint that outlines effective methods for using these resources. In Game 1, one player reads key terms while the other guesses the corresponding topic, enhancing memory recall. Game 2 introduces a greater challenge, as players must describe the topic without using any key terms, adding an exciting twist. The lesson also includes other enjoyable and competitive activities such as Pictionary and Charades. The session concludes with strategic advice for conducting a one-minute class talk and tips for creating personalized flashcards, all supported by suggested homework tasks. Both documents are conveniently available as PDFs, making printing and sharing easy. If you find this lesson engaging, consider exploring our other resources on similar topics available in our TES shop. You can also follow The History Academy on platforms like Instagram, X, YouTube, and Facebook for the latest updates. We are committed to producing affordable resources priced comparably to a good cup of coffee, allowing you to dedicate more time to the activities you love. All our authors receive a living wage, ensuring that when you invest in our resources, you support our shared values of fairness and integrity. Enjoy your learning journey, and stay connected through social media for continuous updates. Don’t forget to check out our YouTube channel, featuring over 600 free videos: @historyacademy. Kind Regards Roy