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.
We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. 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 fourteen statements that can sorted under them.
The aims of this lesson / activity are:
Theme: Government and Politics
Know: How does the government fund the arts?
Understand: What are the arguments for and against government funding of the arts?
Evaluate: How far should the government fund the arts?
WILF - What am I Looking For?
Identify and describe - How does the government fund the arts?
Explain - the arguments for and against government funding of the arts?
Analyze - How far should the government fund the arts?
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
Can the massive death and destruction of armed conflict ever be morally justified? Is there such a thing as a just war? Should we stand by and allow innocent people be raped and murdered in horrible acts of genocide? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the Just War Theory. 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 and then sick into their books before they have a go at the extended writing activity / 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, fully editable Word Document which contains a learning objective, instructions, two heading cards as well as fourteen carefully selected statements that can sorted under them.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is the Just War Theory?
Understand: What are the arguments for and against waging a just war?
Evaluate: Are there any moral circumstances in which it s acceptable to wage war?
WILF - What am I Looking For?
Identify and describe - The Just War Theory
Explain - the arguments for and against fighting a just war?
Analyze - Are there any moral circumstances in which it is acceptable to wage war?
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 great little card sort exercise is designed to help students who are studying law and order in the American West. It can be used as a revision activity, starter or plenary on this topic.
When you purchase this resource you will be able to download a single page Microsoft Office Word document, which contains a lesson objective, instructions and ten key solutions and their matching explanations. Once students have cut out the cards, they match the solution with the explanation of how it helped to maintain law and order. A simple exercise which works effectively with students of all abilities.
The aims and objectives are:
Theme: Law and order in the American West
Know: What solutions were used to solve the problems of law and order in the West?
Understand: How did these solutions help to maintain law and order?
Evaluate: How successful were these solutions?
WILF: What Am I Looking For?
Identify and Describe: The solutions that were used to solve the problems of law and order in the West?
Explain: How these solutions were supposed to help maintain law and order?
Analyse: How successful were these solutions?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
The issue of adverting censorship continues to be a controversial. Should the federal or state governments have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity of other groups? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves?
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 in the advertising industry through a simple card sort of some of the main arguments. 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 lesson / activity are:
Theme: Rights and Freedoms
Know: How are adverts censored and controlled by the government watchdogs?
Understand: What are the arguments for and against censorship of the advertising media?
Evaluate: How far should adverts be censored in a democratic society to promote equality?
WILF - What am I Looking For?
Identify and describe - How are adverts censored and controlled by the government watchdogs?
Explain - the arguments for and against censorship of the advertising industry?
Analyze -How far should adverts be censored in a democratic society to promote equality?
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
These interactive flash revision cards have been bundled together to cover Britain 1890 - 1900 at a discounted price. They make an excellent fun starter, mini plenary or plenary for any lesson, but are aimed at KS4 and KS5. They cover the exam topics the Liberal Reforms, Votes for Women and the Home Front during the First World War.
With Dingbats, say goodbye to solitary studying! Dingbats are interactive flashcards designed to help students focus on key terms and facts, transforming revision into a social and enjoyable experience. They encourage teamwork and peer assessment, making learning more engaging. Regular use, combined with the strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster essential connections for exam success.
These flashcards are perfect for starter activities, serving as a fun game at the beginning of a lesson or a mini plenary to assess understanding or reinforce learning. Their versatility allows them to be included in revision booklets or printed on cards for easy storage in students’ pockets or envelopes. Additionally, students can use them independently for their own revision.
Upon downloading this lesson, you’ll access three Word document featuring Dingbats for Votes For Women, the Liberal Reforms and the Home Front during the FWW, along with an 18-slide PowerPoint detailing how to utilize them effectively. Game 1 involves one player reading key words while the other guesses the topic, enhancing memory recall. Game 2 challenges players to describe the topic without using key words, making it more difficult. Other fun and competitive activities like Pictionary and Charades are also included. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating your own Dingbats, supported by suggested homework tasks. Both documents are available as PDFs for easy printing and sharing.
Aims and Objectives of the Lesson:
Theme: Britain 1890 - 1918
Know: How to use Dingbats and flashcards for revision
Understand: Various card games that can be played
Evaluate: The effectiveness of these methods for revision
Skills: Revision techniques, competition, and collaboration
WILF – What Am I Looking For?
Describe: How to use Dingbats and flashcards for revision
Explain: Different revision techniques applicable with Dingbats
Evaluate: The most effective strategies for your learning needs
If you enjoy this lesson, consider exploring 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 to engage in discussions about how you’ve used this resource or to ask questions. We strive to create affordable resources for the price of a good cup of coffee, allowing you more time for what you love. By purchasing our resources, you support our commitment to fair play and decency, as all our authors are compensated with a living wage.
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
Dive into a diverse array of interactive activities, including card sorts, diamond 9 exercises, and a dynamic Market Place Activity, designed to make learning about the Peasants’ Revolt both fun and educational.
All our resources have been carefully written to help develop your students critical historical skills, whilst catering to the full range of ability.
When deciding upon the price we decided to only charge 50p more for them all, so in effect if you buy one, you can download them all, so you can look at the causes of the Peasants Revolt in a variety of ways with your students.
The aims and objectives of these resources are:
Theme: Medieval Society
Know: Why did the peasants revolt in 1381?
Understand: What roles did religious, social, economic and political factors play?
Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why the peasants revolted in 1381?
Can You Explain: What roles did religious, social, political and money factors play?
Can You Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. 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 lesson was especially commissioned by the History Academy to help mark the 40th Anniversary of the Miners’ Strike in 2024. We have worked with former miners from across the country to put together something special. We have also produced a market place activity version of this lesson, which can be downloaded from our TES shop. This lesson provides an overview of how different groups reacted such as the government, striking miners, working miners, the police, the LGBTQ and Britain’s ethnic minorities as well as Women Against Pit Closures. If you are looking for a more detailed look at each of these groups individually, then we will be uploading more resources shortly.
In terms of activities, we have literally thrown in the kitchen sink by including a dazzling array of activities to suit the full range of learners. This lesson is suitable for KS3 and KS4 students.
When you purchase this lesson, you will be able to download a 41 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides,a knowledge quiz, word searches, a heads and tails activity, a continuum exercise, as well as a creative writing and and presentation task. We have also uploaded both a worksheet and booklet which you can choose to help accompany this lesson. All resources in this lesson have also been uploaded as PDFs.
For more information, please see the sample preview. The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: How did different groups in society react to the Miners’ Strike?
Understand: How much support was there for the miners?
Evaluate: What was the short term impact of the strike?
WILF – What Am I Looking For?
Can You Describe: How different groups reacted to the Miners’ Strike?
Can You Explain: How much support there was for the miners?
Can You Evaluate: What was the short term impact of the strike?
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. 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 bundled resources cover the content and past paper questions for the current (old) OCR Specification which is being examined this year for the last time.
Aspects of the syllabus covered by these resources are as follows:
1. How successful was the struggle for civil rights in the 1950s?
• What was the state of civil rights in America in c.1950?
• Did the Second World War have an impact on the position of African Americans?
• Why was the struggle over desegregated education in the 1950s important?
• What was the importance of the Montgomery Bus Boycott?
2. Who improved civil rights the most in the 1960s and 1970s?
• How were Martin Luther King’s ideas and methods different from those of Malcolm X?
• Who did more for civil rights in America, Martin Luther King or Malcolm X?
• Who was more important in improving civil rights, President Kennedy or President Johnson?
• Did the Black Power groups harm the struggle for civil rights?
• How far did civil rights progress under Nixon?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
These interactive flash cards cover the key factors that you will need to know for the Russian Revolution and Stalin’s Russia 1924 - 41. Dingbats are interactive flashcards designed to help students focus on key terms and facts, transforming revision into a social and enjoyable experience. With Dingbats, say goodbye to solitary studying! They encourage teamwork and peer assessment, making learning more engaging. Regular use, combined with the strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster essential connections for exam success.
These flashcards are perfect for starter activities, serving as a fun game at the beginning of a lesson or a mini plenary to assess understanding or reinforce learning. Their versatility allows them to be included in revision booklets or printed on cards for easy storage in students’ pockets or envelopes. Additionally, students can use them independently for their own revision.
Upon downloading this lesson, you’ll access a Word document featuring Dingbats for Russian Revolution and Stalin’s Russia 1924 - 41., along with an 18-slide PowerPoint detailing how to utilize them effectively. Game 1 involves one player reading key words while the other guesses the topic, enhancing memory recall. Game 2 challenges players to describe the topic without using key words, making it more difficult. Other fun and competitive activities like Pictionary and Charades are also included. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating your own Dingbats, supported by suggested homework tasks. Both documents are available as PDFs for easy printing and sharing.
Aims and Objectives of the Lesson:
Theme: Russian Revolution and Stalin’s Russia 1924 - 41.
Know: How to use Dingbats and flashcards for revision
Understand: Various card games that can be played
Evaluate: The effectiveness of these methods for revision
Skills: Revision techniques, competition, and collaboration
WILF – What Am I Looking For?
Describe: How to use Dingbats and flashcards for revision
Explain: Different revision techniques applicable with Dingbats
Evaluate: The most effective strategies for your learning needs
If you like this lesson, 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 tried and tested resource includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Black Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free 1945 - 1975. This booklet is part two of a two part series, which I have had to break up due to size of the resource.
This booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on the history of the Black Civil Rights movement from 1960 - 1975. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, Venn diagrams, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding.
The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource.
The full contents for each section are listen below:
1. Background: How had civil rights improved by 1961?
2. Martin Luther’s ideas, methods and tactics
3. Malcom X’s ideas, methods and tactics
4. Venn diagram activity: Martin Luther King V Malcolm X
5. Voting Rights and empowering black people
6. Birmingham Protest
7. Washington March
8. Civil Rights Act & Freedom Summer 1964
9. Selma & voting rights
10. A new direction: violent direct action
11. Sources on black nationalism
12. Mind Map on black nationalism
13. President Kennedy V President Johnson
14. OCR Past Paper Questions
15. Pupil Mark Schemes
I have also included my SmartNotes with aims, objectives, outcomes, annotations, graphic organiser templates and relevant sources as a bonus to help anyone teaching or studying this topic, as a bonus.
If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This tried and tested resource includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Black Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free. It is part one of a two part series, which I have had to break up due to size of the resource.
The booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on the history of the Black Civil Rights movement from 1945 - 1963. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding.
The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource.
The full contents for each section are listen below:
1. Background: Racism in the 1920s & 30s
2. How far did the SWW improve the lives of Black people?
3. Aims of the civil rights movement
4. Brown Verses Board of Education of Topeka, 1954
5. Little Rock, 1957
6. James Meredith and ‘Ole Miss’
7. Revision activities on the desegregation of education.
8. Why was the fight to desegregate education important?
9. Rosa Parks and the Montgomery Bus Boycott
10. Why was the Montgomery Bus Boycott important?
11. OCR Questions on the impact of the SWW
12. OCR Questions on discrimination in the 1950s
13. OCR Questions on desegregation in education
14. OCR Questions on Rosa Parks & Montgomery Bus Boycott
15. OCR Questions on impact of the Bus Boycott on CR Mov.
16. Mark scheme and advice for what is the message question [7]
17. Mark scheme and advice for why was this source published [7]
18. Mark Scheme and hints for tackling how useful question
19. Mark scheme and hints for tackling How far question [8]
20. Mark scheme and hints on How far does this source prove (7)
21. Mark scheme and hints for tackling describe question [4]
22. Mark scheme and hints for tackling explain question [6]
23. Mark scheme and hints tackling evaluation question [10]
I have also included my lesson SmartNotes that I use alongside this bonus as an extra bonus.
If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/
Kind Regards
Roy
These resources look at the origins of anti-Semitism in Europe and how it evolved into the Final Solution. The key focus is on events in Russia, France and Germany, but is important to point out to your students that it was evident throughout Europe and the USA at this time.
The resources that have been bundled together have all been field tested in the classroom and are amongst our most popular downloads from the History Academy where we aim to produce resources for the price of a good cup of coffee. If you would like to stay up to date then you can follow our pages on Facebook, Instagram and Your Tube.
If you are new to teaching or studying this topic then its important to understand that anti-Semitism still exists and that the need to find scapegoats or someone to blame when things go wrong is one of the more nastier aspects of human nature and that falls to each generation to how this in check through education. The old biblical quote ‘Evil is when a few good men decide to do nothing’, is very relevant to studying this topic.
The modern version of anti-Semitism that we in Europe at this time grew out of events in Russia. The country was struggling politically, economically and socially so the Russian Tsar’s tried to redirect the Russian peoples attention onto blaming or 'scape goating ’ the Jews. This led to attacks on the Russian Jews which in turn led their mass migration into Europe and the USA. The arrival of these refugees stirred up latent anti-Semtism which made it harder for the existing Jewish communities and turn both anti-Semitism and Zionism into political movements in Europe. These movements were fueled by the political, social, economic and military crisis that grew out of German Unification 1871, The First World War 1914 - 1918, the Treaty of Versailles and the the creation of the Weimar Republic in 1919.
These events are covered in the resources that cover Russia, France and Germany 1880 to 1920. The booklet the 'Nazi attack on the Jews 1919 to 1945, cover the rise of the Nazi Party and the impact of the Great Depression and the Second World War 1939 - 1945.
When teaching your students about anti-Semitism do not forget that Facism or Nazism was not limited to Germany. The SS drew their recruits from all across Europe. Anti-Semitism was not a ‘German’ problem, it was a European and American problem based upon the prevailing racism of the time. My Dutch grandmother always drew a distinction between the ‘German Army’ or the ‘Wehrmacht’ and the SS. She remembered seeing a Dutch member of the SS shoot an old lady who was trying to pass food and water to Dutch Jews who were being deported in the cattle cars.
Kind Regards
Roy
This outstanding resource has been tried and tested over a number of years and has played a significant role in helping to improve not only results but also in educating and empowering our students by looking at the important issue of women's equality and civil rights. This booklet includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying Women's Civil Rights as part of the OCR GCSE Modern World History: USA Land of the Free 1945 - 1975.
This booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on US women's history from 1945 - 1980. ' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, Venn diagrams, thinking skills triangles to various mind map activities to help reinforce and check students knowledge and understanding.
The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource.
The full contents for each section in the booklet are listen below:
1. Background: The position and status of women 1900 - 1945
2. What Obstacles faced women in the 1960s?
3. What new trends led to the growth of the women’s movement?
4. What methods did the women use to achieve equality?
5. Had women’s rights improved by the mid-1970s?
6. Opposition to the women’s movement.
7. Revision Activity
8. Extension activity using the Feminist Chronicles from 1970
9. How successful was the women’s movement?
10. OCR Style Exam Questions
11. Pupil Mark Schemes
I have also included my Smart Notes for teaching this lesson as an added to bonus to help anyone teaching or revising this topic.
If you like this resource then why not check out my other resources on this topic in my TES shop or stay in touch via: https://www.facebook.com/TheHistoryAcademy/
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This lesson is aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men.
The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.'
The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs.
Meanwhile, the Venn diagram activity includes a blank Venn and a information box at the bottom from which students can select key facts and political ideas about the two presidential candidates to help them complete the diagram. Once completed the activity, students could add additional information that they have learnt from the class text book or video clip.
I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability.
The aims and objectives of this lesson are:
Theme: USA 1919 - 1945
Know: What did HH & FDR believe?
Understand: How did their backgrounds influence their beliefs?
Evaluate: Why did FDR win the election in 1932?
WILF: What Am I Looking for?
Identify & Describe: What were HH & FDR political aims and beliefs?
Explain: How did their backgrounds influence their beliefs?
Evaluate: Why did FDR win the presidential election in 1932?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. A lot of time and effort has gone into making these resources. We appreciate your feedback.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This fun and engaging lesson on Magna Carta gets students to assess its historical significance to the development of democracy. It begins with a selection of starters, before introducing the problems that King John faced during his reign, including his growing unpopularity. This is consolidated through a classification exercise, using a printed summary sheet, that students can stick into their books, before writing a couple of sentences to explain why different people were angry with the king. The lesson then moves onto the events that led up to King John being forced to sign Magna Carta in 1215, its terms and a source based task that analyzes its historical significance using a weighting scales graphic organizer. This exercise looks at short and long term factors which are linked to the English Civil War, American Revolution and the UN Declaration of Human Rights.
The lesson then rounds off with a post-it note voting continuum exercise. However, we have included a range of additional activities in the extra resources section; including writing frames and templates to help students scaffold an extended answer on Magna Carta’s historical significance. We have also included in a range of alternative templates for students to write and produce their own version of Magna Carta for homework.
When you purchase this lesson you will be able to download a 30-slide PowerPoint Presentation and an accompanying three-page worksheet in Word format. Both have also been uploaded as PDFs. The PowerPoint includes aims, objectives, differentiated objectives, starters, plenaries, information slides, graphic organizers, historical sources, tasks, activities, video links, templates, and writing frames. The accompanying worksheet mirrors the PP and is designed to help accompany the lesson. Please see the detailed preview for further information.
The aims and objectives of this lesson are:
Theme: Medieval society and the origins of Parliament
Know: The key events that led to King John signing Magna Carta in 1215? Understand: Why the barons rebelled against King John?
Evaluate: The historical significance of Magna Carta to the development of democracy?
Skills: Change, Continuity, Cause, Consequence and American Values
WILF – What Am I Looking For? Can You Describe: The key events that led to King John signing Magna Carta in 1215?
Can You Explain: Why King John was so unpopular with his people?
Can You Evaluate: The historical significance to the development of democracy?
This great resource looks at the development of cattle ranching and the key exam question on why cattlemen decided to drive their herds north? I’ve pitched the text level at lower to middle ability but the challenge of the final thinking skills review triangle is sufficient to stretch the more able.
The PowerPoint includes information slides on the background to cattle ranching and the long drives as well as information on:
The Impact of the American Civil War 1861-1865
Increased demand for beef in the East
The actions of Goodnight and Loving
The building of the railroads
The actions of Joseph McCoy
There are two core activities, a snowballing starter of the key words for the lesson and a thinking skills review triangle activity linked to a past paper question. As always, this resource can be easily edited and is designed to be used along side any main stream text book on this topic. The resource can also be uploaded to a virtual learning environment and set as a homework
The learning objectives are:
Theme: The American West
Know: How did cattle ranching develop in the American West?
Understand: Why did cattlemen drive their herds north?
Evaluate: Which factor was the most important?
WILF: What Am I Looking For?
Identify & describe: Why cattle ranching developed in the American West?
Explain: Why cattlemen drove their herds north?
Analyse: Begin to come to a judgement on which factor was the most important?
If you like this resource, then please check out some of my others in this series.
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.
This fun and interactive lesson, has been designed to help students understand the causes of the February Revolution in Russia, which saw the Tsar abdicate to the Provisional Committee or Government It is aimed at 14 to 18 year olds. The main resource is suitable to use on its own or alongside any mainstream textbook.
When you purchase this resource you will be able to download a 23 slide PowerPoint Presentation and an accompanying wordsearch. The PowerPoint contains aims, objectives, starters, plenaries, historical sources, pictures, diagrams, cartoons, tasks, activities, review triangles, word searches and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. Please see the detailed preview.
The aims and objectives of this lesson are:
Theme: The Russian Revolution
Know: What were the causes of the Russian Revolution in February 1917?
Understand: What different factors caused the February Revolution?
Evaluate: Which were the most important causes of the February Revolution?
Skills: Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: The causes of the Russian Revolution in February 1917?
Can You Explain: What different factors caused the February Revolution?
Can You Evaluate: Which were the most important causes?
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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power.
When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview.
If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution.
The aims and objectives of this less are:
Theme: Weimar Republic 1919 - 1923
Know: What were the key features of the Weimar Constitution?
Understand: What were the strengths and weaknesses of the Weimar Constitution?
Evaluate: Was the Weimar Republic doomed from the beginning?
Skills: Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Identify & describe: The key features of the Weimar Constitution?
Explain: What were the strengths and weaknesses of the Weimar Constitution?
Analyse: Was the Weimar Republic doomed from the beginning?
If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans.
This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning.
The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary.
For more information please see the sample preview. The aims and objectives for this activity are:
Theme: How successful were the Homesteaders at settling on the Great Plains?
Know: What problems did they have to overcome?
Understand: How did the Homesteaders survive and build successful farms on the Great Plains?
Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans?
Skills: Cause, Consequence, Change, Continuity and Source Evaluation.
WILF – What Am I Looking For?
Identify and describe: What problems did the Homesteaders have to overcome in order to survive?
Explain: Did they try and solve these problems?
Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost?
This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter.
Kind Regards
Roy
