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.
These fun and engaging card sort resources are designed to help KS3 students explore and understand complex issues surrounding crime and punishment, while simultaneously developing their citizenship skills. Each resource encourages critical thinking, discussion, and ethical reasoning, which are essential components of being an informed citizen.
The first resource focuses on the topical issue of whether criminals should be released early. In this lesson, students will analyze various viewpoints and consequences of early release, enhancing their critical thinking and debate skills as they engage in discussions that promote respectful exchanges of ideas.
The second lesson evaluates the effectiveness of prison in protecting society from crime. Here, students assess the societal impacts of imprisonment versus rehabilitation, fostering evaluation skills and encouraging civic awareness as they consider community safety, justice and the rights of both victims and the criminals.
The third lesson delves into the moral and ethical implications surrounding the death penalty. Students engage with complex moral dilemmas, developing their ethical reasoning and promoting social responsibility by reflecting on human rights and ethical governance.
Lastly, the fourth lesson discusses the issue of bribery and corruption in society. This resource encourages students to think critically about solutions to corruption, while also emphasizing the importance of integrity and accountability in civic life.
By engaging with these resources, students will not only learn about the complexities of crime and punishment but also cultivate essential citizenship skills such as critical thinking, ethical reasoning, and social responsibility. These skills are vital for their development as informed and active members of society.
This fun and interactive lesson aims to enhance students’ understanding of Tudor society by encouraging them to critically evaluate the relationships between various forms of entertainment, wealth and social status. Through a dynamic marketplace activity, students will explore how these elements are interconnected, fostering a deeper understanding of the structure of Tudor society.
Students can explore this investigation collaboratively in groups or independently, utilising strategically placed information slides around the classroom. As they move around the room, they will complete a tailored summary sheet specifically crafted for this lesson, promoting a hands-on and immersive learning experience.
The lesson covers a variety of Tudor entertainments including archery, ball games (including football), board games, tournaments, bull and bear-baiting, cock-fighting, theatre, bowls, skittles, music, dance, gardening and an extra slide if you wish on public executions.
To accommodate diverse learning needs, we have included a range of support activities and tasks. If you wish to simplify or shorten the lesson, you can easily omit certain slides, without losing the overall effectiveness of the lesson.
Upon completing the market place activity with my own classes, we have successfully consolidated what they have learnt through a continuum task on ‘How far were Tudor entertainments linked to social class and wealth?’ This can be followed up with an extended writing task, for which we have provided writing frames, a missing word task in the resource section.
When you purchase this lesson you will be able to downloa
The aims and objectives of this depth study on Tudor Entertainment t are:
Theme: Tudor Society
Know: How did Tudor people relax and enjoy themselves?
Understand: Which entertainments were popular at this time?
Evaluate: How far was Tudor entertainment linked to wealth and social class?
Skills: SMSC, Change, Continuity & Collaboration
WILF – What Am I Looking For?
Can You Describe: How the Tudors relaxed and enjoyed themselves?
Can You Explain: Which entertainments were popular at this time?
Can You Evaluate: How far was Tudor entertainment linked to social class?
If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency.
Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This resource bundle brings together all our fun and interactive resources on Tudor Sport and Entertainment.
There is some overlap between these lessons, so we have bundled them up and added 25p just in case you couldn’t make up your mind.
The first resource,Tudor Sport and Entertainment, looks at the main sports and entertainment in this period. It is perfectly sufficient for any KS3 class.
The second resource, Tudor Sports is desiged as a depth study and includes additional slides on tennis, archery, wrestling, bowls and skittles, that are not included in the first lesson.
The third resource, Tudor Entertainment, is designed as a depth study and include additional slides on music, poetry and gardening, which are not covered in the first two.
Each lesson is designed as to deepen students’ understanding of Tudor society by critically evaluating the connections between sports, entertainment, wealth, and social status through a dynamic marketplace activity.
Students can explore this investigation collaboratively in groups or independently, utilizing strategically placed information slides around the classroom. As they move around the room, they will complete a tailored summary sheet specifically crafted for this lesson, promoting a hands-on and immersive learning experience.
Upon completing this lesson with my own classes, we have successfully consolidated learning through a continuum task. Additionally, we provide a fully supported extended writing task in the resource section, along with writing frames, a missing word activity and a word search, ensuring that all students can engage meaningfully with the material.
These literacy cards are designed to be printed off and used by students to help guide them through different types of writing.
These cards can be printed off as a worksheet or cut up, laminated and kept in an envelop. Each card contains a sentence starter appropriate for that topic in an extended piece of writing.
Each resource is designed to take them through the various stages of constructing their writing from the introduction to the conclusion. For your convenience, I have also uploaded these file as a PDFs along side fully editable Word Documents.
We have also added to these bundle our Humanities Literacy Mat, which can be adapted for all subjects as well as our Persuasive Speech Mat. Both can be printed off in colour, given out as required, laminated, stuck to the desk or used as a classroom display.
If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
These literacy cards are designed to be printed off and used by students to help guide them through different types of writing.
These cards can be printed off as a worksheet or cut up, laminated and kept in an envelop. Each card contains a sentence starter appropriate for that topic in an extended piece of writing.
Each resource is designed to take them through the various stages of constructing their writing from the introduction to the conclusion. For your convenience, I have also uploaded these file as a PDFs along side fully editable Word Documents.
If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
These literacy cards or writing frames are designed to be cut out or used as worksheet to help students write an argument four and against a topic. They are designed to be cut out and kept in envelops or if you prefer they can be printed off as a worksheet. Each card contains a sentence starter appropriate for arguing a case in an extended piece of writing.
When you download this resource, you will be able access a a fully editable 7 page Word document with sentence starters to help students argue a case ‘for’ or ‘against’ in a piece of extended writing. The resource is designed to take them through the various stages of constructing an argument from the introduction to the conclusion. For your convenience, I have also uploaded this file as a PDF.
If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
These literacy cards or writing frames are designed to be cut out or used as worksheet to help students write an argument four and against a topic. They are designed to be cut out and kept in envelops or if you prefer they can be printed off as a worksheet. Each card contains a sentence starter appropriate for arguing a case in an extended piece of writing.
When you download this resource, you will be able access a a fully editable 7 page Word document with sentence starters to help students argue a case ‘for’ or ‘against’ in a piece of extended writing. The resource is designed to take them through the various stages of constructing an argument from the introduction to the conclusion. For your convenience, I have also uploaded this file as a PDF.
If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This engaging and interactive card sort activity is specifically designed to help GCSE English students explore the complexities of Shakespeare’s Macbeth character. Set against the theme of disorder, confusion and order, this lesson facilitates a discussion of Macbeth’s moral dilemma and its impact on the dramatic action of the play.
Key Features:
Snowballing Starter: Students begin by engaging in a snowballing starter activity using key words related to Macbeth’s character. This activity encourages critical thinking and helps students establish a foundation for further exploration.
Heroic and Villainous Traits: After the starter activity, students are prompted to decide which adjectives match the heroic and villainous sides of Macbeth’s character. This exercise allows students to analyse Macbeth’s motivations and actions, fostering a deeper understanding of his complex nature.
**Matching Quotes: ** The main task of this lesson involves matching quotes with Macbeth’s key characteristics. By analysing key quotes from the play, students gain insight into Macbeth’s moral confusion and the disruption and disorder it creates.
GCSE and A Level Focus: This lesson is suitable for both GCSE and A Level students, providing valuable insights and analysis for students at different levels of study.
By using this resource, students will enhance their understanding of Macbeth’s character and the central message of the play. They will develop critical thinking skills, analyse complex themes, and strengthen their ability to interpret Shakespearean literature.
When you purchase this resource you will be able to download two documents, a single page Word document and a PowerPoint. The Word document contains the various headings, statements and quotes that are to be sorted, whilst the PowerPoint contains aims, objectives, differentiated outcomes, information slides, tasks, activities, plenaries and continuums to help facilitate the lesson. Both documents have also been uploaded as PDFs. Please see the detailed preview.
The aims and objectives of this lesson are:
Theme: Macbeth
Know: What are the key elements of Macbeth’s character?
Understand: How Shakespeare uses conflict and disorder to drive the dramatic action?
Evaluate: Whether Macbeth was a hero or a villain?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: The key elements of Macbeth’s character?
Can You Explain: How does Shakespeare use conflict and disorder to drive the dramatic action of his plays?
Can You Evaluate: Was Macbeth a hero or a villain?
This bundle of resources looks at the life and times of the famous highwayman, Dick Turpin. It includes card sorts, market place activities, a drama role play about a mail coach to Doncaster which as suitable for a range of abilities at KS3 and KS4. I have also included a KS2 version of the card sort for SEND students at KS3.
Please click on the individual resources to find out more information.
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
Engage your students with this fun, dynamic and interactive marketplace activity, specifically designed to encourage them to delve into the debate surrounding the legendary highwayman Dick Turpin. By collaborating in this activity, students will have the opportunity to critically examine and discuss whether Dick Turpin should be regarded as a hero or a villain, fostering a deeper understanding of historical perspectives and ethical considerations, whilst practicing their critical thinking and essay writing skills.
The lesson begins with either a snowball, whiteboard or source analysis starter, before moving onto the main task which gets them to analyse a historical narrative about different stages of his life that has been broken up into different information slides. These can be posted around the classroom or shared amongst groups. Students record the key facts on whether he was a hero or a villain in their exercise books or in one of two specially designed summary sheets that can be previewed below. Once they have completed the market place activity, they are presented with a number of different tasks that you can choose from to help them consolidate their knowledge and form a judgement.
When you purchase this lesson you will be able to download a 36 slide PowerPoint which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, extended writing task, templates, writing frames and video links. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers and a wanted poster activity. This lesson has also been uploaded as a PDF, just in case you do not have access to Office.
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This fun and interactive lesson is aimed at Key Stages 4 and 5 and looks at exploits of the infamous highwayman Dick Turpin. The aim of the lesson is to evaluate whether he was a hero or a villain.
The lesson begins with a series of starters designed to get students collaborating and working together as well as a card sort on some of the popular elements around the story of his life. This is then followed up by getting students to analyse a historical narrative of his life, along side various historical sources and to pick out actions and events that would support whether he was a hero or villain. This is then followed up with an extended writing exercise, which is supported with various templates, planning sheets and PEEL writing frames.
The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers, wanted poster activity and a narrative & analysis activity aimed at sixth form students.
When you purchase this lesson you will be able to download a 28 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, historical sources, link to a video clip, tasks, activities, word, starters, plenaries, organisers, writing frames and templates. Accompanying the PowerPoint is a three page Word Document document containing the narrative account of Dick Turpin’s life along with historical sources, as well as a single page Word Document containing the card sort. All documents have also been uploaded as PDFs, just in case you do not have access to Office or require a smaller document size. Please see the detailed preview for a sample of the lesson.
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 fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. 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 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
We are excited to present this carefully sellected bundle of resources designed to enhance your learning experience. This collection includes a thoughtful selection of both free and paid resources, ensuring a comprehensive approach to your studies.
To create this valuable pack of free resources, we had to include at least two paid resources to satisfy the guidelines set down by the TES. This combination guarantees that you receive high-quality material while also benefiting from the accessible resources we offer.
Thank you for choosing the History Academy, and we hope you find these materials helpful. We have over 1000 lessons that you can download from the TES: https://www.tes.com/teaching-resources/shop/Roy_Huggins
We also have YouTube Channel called the History Academy which has over 600 classroom history videos all carefully organised into curriculum themes via the channel playlists. Please follow this link if you would like to explore our free video resources: @historyacademy
If you like any of these resource then why not check out my other resources on this topic in my TES shop where we have nearly a 1000 lessons you can download for less than the price of a good cup of coffee. https://www.tes.com/teaching-resources/shop/Roy_Huggins
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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy
These resources have been bundled together by the History Academy to provide you with the tools you will need to help improve your students progress in history.
We have included classroom displays on PEEL as well as free assessment for learning tasks that you can use to help improve your students extended writing skills.
More importantly, we have also included our resources on how to improve your source based answers in history in GCSE and A Level exams as well as how to structure your answers using the CCCJ model.
I have been a head of humanities and examiner for all the exam boards over my 30 years of teaching experience. If you look carefully at all the exam board mark schemes, they all use the same language in their source analysis questions comment, content, context and judgement. A L1 one answer will always be a simple comment, whilst a level 2 will involve discussing or giving examples from content, whereas a Level 3 to 4 will always require discussing the context of the source, with the better answers using the context of a source to make a judgement on the question.
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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy
Kind Regards
Roy
The History Academy has commissioned this resource on the Benin Bronzes as part of our attempt to try and fill the curriculum gap on African history. For far too long the history of Africa has been neglected and relegated. Its time to address this and restore African history to its rightful place alongside other civilisations.
The debate over whether the Benin Bronzes should be returned to Nigeria has divided opinion across the World. Unlike the Elgin Marbles, there can be no doubt that the Benin Bronzes they were stolen by the British Army in 1897. However, returning them is no simple matter for a combination of factors which have been summarised in this fun and interactive card sort exercise.
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 sixteen 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. Please see the preview for more information.
The aims and objectives of this lesson are:
Theme: British Empire and the heritage industry
Know: Why are the Benin Bronzes in a British Museum?
Understand: The arguments for and against returning them?
Evaluate: Should the Benin Bronzes be returned?
Skills: Compare & Contrast, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why are the Benin Bronzes in a British Museum?
Can You Explain: The key arguments for and against returning the Benin Bronzes?
Can You Evaluate: Whether they should be returned and justify your opinion?
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 debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11.
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 sixteen 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. Please see the preview for more information.
The aims and objectives of this lesson are:
Theme: Ancient Greece
Know: Why were the Elgin Marbles removed from Athens?
Understand: The arguments for and against returning them?
Evaluate: Should the Elgin Marbles be returned to Greece?
Skills: Compare & Contrast, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why the Elgin Marbles were removed?
Can You Explain: The key arguments for and against returning the Elgin Marbles?
Can You Evaluate: Whether they should be returned and justify your opinion?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This resource bundles together our growing resources on Medieval African History. This exciting topic is often overlooked due to the pressures of the curriculum time or because colleagues are simple not aware of the rich tapestry of African history.
The first lesson on why study Medieval African History is a free lesson which sets the scene and the nature of the historical debate. The following lesson gives an overview of the history of the African Empires and Kingdoms during the medieval and early modern periods.
The second lesson comes in two formats, the first is an all singing and dancing market place activity which is designed to get students out of their places and collaborating and sharing. The second version is less active and follows the traditional PowerPoint and Worksheet working in tandem.
The third lesson looks at why Mali became a powerful Medieval African Empire. It comes in two forms, again market place activity and a more traditional PowerPoint with worksheet. Both lessons include a wide range of activities to suit learners from across the spectrum of ability including an essay, heads and tails, word search, missing word activity, knowledge recall questions and a quiz.
The overall aims and objectives of these lessons are:
Theme: Medieval African History
Know: How rich and powerful were African empires and kingdoms?
Understand: How have historians interpreted African Medieval History in the past?
Evaluate: How advanced were Medieval African Kingdoms?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: How rich and powerful were African empires and kingdoms?
Can You Explain: How historians have misinterpreted African Medieval History?
Can You Evaluate: How advanced were Medieval African Kingdoms?
If you like these resources 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 bundle contains a series of interactive lessons that look at Queen Boudica’s rebellion. Depending upon the ability of your class you can opt for a simple chronology lesson using the card sort lesson or you can go for a full on middle to stop set lesson on why did her rebellion failed? If you have a top set class or want to extend your students by looking at historical interpretations, then you can go for the source analysis lesson on the causes of the rebellion which does a full NOP lesson on the different interpretations of Tacitus and Dio Cassius.
Whatever lesson you opt for, they have all been made to a high standard and have been field tested and finely tuned over many years in the classroom by our team of committed history teachers.
If you like these resources 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
Should freedom of information and speech be limited to protect public morality by governments or social media platforms? 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?
This great little card sort 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, 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 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 activity are:
Theme: 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?
Analyze -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
