This is for GCSE History. Students have three sheets which they can work through. the powerpoint is slide with definitions of the impotent / undeserving / deserving poor 1. Laws against begging and why they failed - Students match the law to why it failed, and higher ability students can take note of whose reign each was passed in. More able students can answer two extension questions to compare the laws of Henry VIII to Elizabeth. 2. The Act for the Relief of the Poor – 1601 - Students match up which parts of the Poor Law fit to which people. Terms of the poor law are underneath - you may want to cut the sheet in half so that terms and the chart are not together. Refer to the PowerPoint if needed for this. There is an extension question underneath the chart for the more able. 3. Effectiveness of the Poor Law - students colour code or use as a card sort the strengths and weaknesses of the Poor Law. They can consider the biggest strength and greatest weakness, before making an overall judgement on the effectiveness of the Poor Law. The best responses will suggests that whilst the effect was limited, it was a significant step and certainly better than anything attempted before.

This is a resource primarily for GCSE History. Students look through the characters and then match up the descriptions to the relevant character. Once finished, as extensions they can: decide which of the characters have similar reasons for supporting the theatre. decide who has the best reason answer a question such as this: How does the rise of the theatre reflect the growing – but still small – power of the ordinary people in terms of shaping Tudor life?

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that Medieval towns had very poor public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the reasons that towns were lacking in public health, or why it needed to improve.

This is a resource for GCSE Medicine, with activities for higher- and lower-attaining students. It allows students to identify and explain the positives and negatives of Medieval hospitals in terms of how they cared for people’s health. Students can either use this as a card sort or a cut and stick, or as a highlighting/colour coding activity. They are then invited to judge the biggest positives and biggest negatives of hospitals, and more able students can reflect on how far they reflected the Church’s teachings (for this, you will need to make clear that the church ran most hospitals). Finally, students can evaluate their own thoughts on the effectiveness of hospitals. This could lead well into class discussion, extended writing or an exam-style question.

This is a resource for the new GCSE section on Elizabeth. Students are to put the events of the Essex rebellion in order. They are to then answer the scaffolded questions at the bottom of the sheet. More able students can be invited to consider turning points and the overall position of Elizabeth after the rebellion - was her position strengthened or weakened? An exam Q can be set after the activity, or as a homework. The powerpoint allows a fully-taught lesson, and the consequences worksheet allows students to weigh up evidence to decide whether Elizabeth was stronger or weaker for the rebellion’s failure. This can lead to extended writing or a debate.

This is a diamond 9 card sort to categorise and prioritise the reasons that Islamic medicine was different to Europe’s. As an extension, you can challenge students to explain the more / less important reasons. This can lead to a class discussion. Categories could include, but not be limited to, knowledge, doctors/surgeons, religion, care for the sick and others.

This is a card sorting activity to help students revise the American West for the GCSE. They are to arrange the 12 dates in chronological order, and then match the events to the dates. I have found that giving them a highlighter for drawing out the key information can be helpful. There is a differentiated version, for lower ability students, with 6 key dates. The information is less detailed on these as well. Powerpoint can be used to support learning, as it allows students to reflect on the reasons that the dates are significant for the Indians and the settlers. There are key concepts to jog students’ memory on the powerpoint. More able students can reflect on these questions as an extension. Which are the 2 most significant events in: The settling of the Plains The destruction of Indian culture?

This is a role play and chronology lesson for KS3, possibly KS4. Students are assigned a country to play the part of. These are differentiated as resources, but also within each resource: weaker students read about Austria and Serbia, middling students can have Germany and Russia and more able students can have France and Britain. Students are shown the July Crisis unfolding on the powerpoint. They must decide what they would feel, advise or actually do on each of the 6 dates / events shown. There are many opportunities for class discussion through the exercise, as students can be asked what they feel so far, whether they have taken any actions or merely advised one action or other to their allies. There is a seperate worksheet for students who would not react well to the role play aspect. As an extension, (more able?) students can explain whether their country triggered war, willingly went to war or were dragged unwillingly to war. The second activity is a chronology activity to decide what order events happened in as countries slid to war. Students look at 12 events and decide the order in which they happened. This can be done as a card sort or numbering activity. Answers can be shown later on the powerpoint. Students can also be asked whether Franz Ferdinand’s murder simply brought forward a war than was inevitable at some point.

This is a whole lesson for KS3. There are linked youTube videos explaining how the Troubles began, and defining key terms. For higher ability students, there is a link to a YouTube clip on gerrymandering. Part of it is useful. Students are invited to match key terms up, and then have an extension to decide whether the IRA’s aim was a good one. Students then are invited to complete a diamaond 9 ranking. Categories are marked on the powerpoint - historical/political/social/other factors. They have extensions to judge key causes, which can be given at teacher discretion, and to give their own thoughts on the Troubles’ beginnings. This can easily lead to class debate.

This is a resource for GCSE 9-1 students. It gives a list of responses to the Spanish flu epidemic in 1918-9. Students are invited to explain the effect of each of these measures. This can take the form of why it was done, how effective it was, or who benefitted - in some cases. therev is an exrtension activity at the bottom of teh sheet. On page 2 is a list of useful words / phrases students can use - useful for loewer ability students.

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that monasteries were important in maintaining public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the importance of the contribution of the monasteries.

This is a KS3 resource which could also be used as an introduction at KS4/5. Students are invited to read through a series of events. they are to explain the feelings of the Russian population at each point. The story starts in 1905 and ends in 1945. There is a differentiated version which students can use to make a storyboard. Students can use the final box, empty, to explain the feelings of Russian people at the end of the sequence of events. Order - A, E, B, G, C, F, D.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. As an extension they then have a series of questions to answer to explain and justify their thoughts on the Spanish Armada and the reasons that it was improitant for Elizxabethan England. I have included an answer sheet with the events in chronological order.

This is a diamond 9 card sort to explain why the Great Fire of London spread with such devastating consequences. Students can explain the reasons that each of the causes of the spread of the fire ere important. Students then arrange cards into the following areas: the Lord Mayor, the weather, the buildings and the fire engines. Students can prioritise and classify reasons into these factors. There is a differentiated version, without thee explanation space, for lower ability students. Students should explain what they think are the most important factors in the spread of the fire, and explain their opinons. This can lead to an extended piece of writing on the causes of the spread of the fire.

This is a card sorting resource for KS4 students. Students read examples of contemporary opinion concerning anaesthetics. They arrange them into the pros and cons of anaesthetics. They are then invited to prioritise the positives and negatives and explain a judgement of the most convincing. More able students can decide which of the negatives concern unwillingness to change and medical/logical arguments; and which of the positives were taken from history or the contemporary day. This can lead to a debate or piece of extended writing.

This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.

This is an interactive information sheet for GCSE students. Students look through the information about sod houses. They can make a storyboard on how sod houses were created. They are then invited to look at problems for people living in sod houses, and finally make a comparison with tipis by filling in a similarities and differences table. This can lead to a piece of extended writing comparing sod houses and tipis.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

This is a cut and stick or card sorting resource for the History A GCSE syllabus. Students can firstly arrange the problems for the Mormons which happened a) before or during the journey to the Great Salt Lake and b)on arrival at the Great Salt Lake. More able students can then arrange them in order of importance as an extension. The second part of the activity is to match the solutions to the problems. Some have multiple solutions, others just one. More able students can decide on the most effective solution to the problems, and a discussion can be generated on the reasons for the Mormons’ success, such as the leadership of Brigham Young, or dedication of the individual Mormons. This can lead to a piece of extended writing on the Mormons’ journey.