This diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why some women got the vote in 1918. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was the most important? 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. Kind Regards Roy

This outstanding resource has been designed to help students studying how effective the opposition movement was in Nazi Germany by focusing on the White Rose group set up by Hans and Sophie Scholl. The text level of the worksheet would suit middle and upper ability students. The follow up tasks include a mind mapping exercise, questions and a source analysis question. The linked BBC video clip is an excellent resource to use along side this resource. When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes information explaining the why the group was set up, its aims, methods and why it ultimately failed. This topic can be used as a case study on both the power of the Nazi state and why the opposition failed. The activity section includes three sections. The first is a mind mapping exercise questions, which is set along side a second alternative section which includes question and answers. The final section involves looking at an extract from a White Rose pamphlet and asking the question, why was the opposition so weak? The aims and objectives for this lesson are: Theme: How did the Nazis keep control of Germany? Know: What were the aims and methods of the White Rose opposition group? Understand: Why did the White Rose opposition group fail? Evaluate: What can we learn from the failure of this group about why the opposition failed? WILF: What Am I Looking For? Identify and describe: What were the aims and methods of the White Rose opposition group? Explain: Why did the White Rose opposition group fail? Analyse: What can we learn from the failure of this group about why the opposition failed? 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. Kind Regards Roy

This innovative card sort is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main task focuses on the controversial wartime leadership of Winston Churchill who was voted as the greatest Briton who had ever lived by a BBC television series in 2002. The cards that have been created for this activity cover a wide range of relevant topics that have been hotly debated by historians. Throughout the history school curriculum from William the Conquer to present day, history teachers have asked their students what makes a great leader in both peace time and war? Winston Churchill’s leadership is certainly worthwhile investigating and opening up to a class discussion. This resource can be used as a starter, plenary, homework or revision exercise for students studying a range of subjects. The nature of this resource makes it especially appealing to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instructions, two heading cards labeled ‘Successful’ and ‘Failure’ as well as fourteen information cards that need to be matched to one of the two headings. Once completed students can consolidate their understanding by attempting the extended answer task at the end. Please note that the information cards have been designed to be deliberately controversial to help open up discussion on the topic. Aims and Objectives: Theme: The Second World War •Know: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Understand: What were the successes and failures of Churchill’s leadership? •Analyse: How significant was Churchill’s wartime leadership in helping Britain win the war? •Skills:Significance WILF - What Am I Looking For? •Identify and Describe: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Explain: What were the successes and failures of Churchill’s leadership? •Evaluate: How significant was Churchill’s wartime leadership in helping Britain win the war? 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

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. 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 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: Social, Moral, Spiritual and Cultural Education 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? Analyse - 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

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

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed primarily for A Level students studying Lord Liverpool’s ministry, but can also be used at GCSE. This resource focuses on the first half of Lord Liverpool’s ministry, when the government faced huge economic problems caused by the Industrial Revolution, the Corn Laws and the fall out from end of the war with France. When teaching this topic, it is crucial to focus on the price of bread as this later links with Peel’s repeal of the Corn Laws at the height of Chartism when the rest of Europe fell into revolution in 1848. It is also important to focus on how these protesters were controlled or (policed) as this links into other reforms. This lesson looks at Luddism, the Spa field Riots, the March of the Blanketeers, the Pentrich Rising, The Peterloo Massacre, the Cato Street Conspiracy and the Queen Caroline Affair. At the end of each section, there is a separate slide on both the local and national government response to the protesters. It is important to some syllabuses to differentiate between the two. At the bottom of each relevant slide is a continuum for students to evaluate both the threat level posed by the protesters and the government response. At the end of the PowerPoint, I have also included a table for students to use to help summarise what they have learnt, this is particularly useful at GCSE. When you purchase this resources you will be able to download a PowerPoint with 36 slides on Protesters against Lord Liverpool’s government from 1815 - 1821. The PowerPoint includes aims, objectives, activities, information slides, diagrams, primary and secondary sources to help students evaluate the threat level posed by the protesters and the response of both local and nation government. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1815 - 1834 Know: Who Protested and why from 1815 - 1821? Understand: How did the government respond to these protesters on a local and national level? Evaluate: How much of a threat did each group of protesters pose? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: Who protested and why from 1815 - 1821? Explain: How did the government respond on a local and national level? Analyse: How much of a threat did each group of protesters pose? If you like this resource then why not check out my other resources in the History Academy 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

This outstanding lesson, which has been fine tune in the classroom by experienced teachers, is designed to help students understand the problems facing Charles I in 1625 and why he decided to rule without Parliament. Once students have worked their way through the introduction, they are presented with a number of problems facing Charles I ranging from religious, financial, foreign relations, the growth of Parliament and his beliefs in the Divine Rights of Kings. Once they have reviewed, categorize and prioritized these problems, students are then asked to produce a speech suggesting how Charles I could solve his problems and then peer assess each others speeches. This could be turned into a competition. In the final plenary activity, students are presented with Charles I’s decision to rule without Parliament and asked to assess whether it would help to solve his problems in the long term? This lesson is suitable for the full range of ability. I have built a number of different tasks and activities around these different exercises so that you can chose a suitable flight path through the topic. So, for example, students can use to produce their summary diagram of Charles I’s problems or color code the exercise book sized version that I have included at the end of the PP. I have also differentiated the problem slides so that you have a foundation and core version. Please see the detailed preview for further information, but I have included everything that you would need to produce a fun and engaging lesson with a strong literacy focus. When you purchase this lesson, you will be able to download a nineteen slide PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities and templates to help students The aims and objectives of this lesson are: Theme: The Causes of the English Civil War Know: Why did Charles I decide to rule without Parliament in 1629? Understand: What problems faced Charles I when he became King in 1625? Evaluate: Which problems posed the greatest threat to Charles I? WILF – What Am I Looking For? Identify & describe: Why did Charles I decide to rule without Parliament? Explain: What problems did Charles I face in 1625? Analyze: Which problem posed the greatest threat to Charles I? 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 resource is designed to be a starter, consolidation activity or plenary for a lesson looking at the difference between an democracy and autocracy. It is a versatile resource which works well in a citizenship, government & politics, ethics or a history lesson. It can also be used as homework and includes an extension exercise. This resource includes two heading cards labelled ‘Democracy’ and ‘Autocracy’ as well as twenty four statement cards which can be matched to either heading. The resource is provided in Word so you can easily adapt this resource for your students by adding or taking away statements. I have also included an answer sheet as well as an extension exercise which gets students to pair up the statements under the sub headings of definition, government, rights and freedoms, protest, constitution, source of power, education and diversity. The aims and objectives for this lesson are: Know: What are the key features of an autocracy and democracy? Understand: What rights do individuals have within each system? Evaluate: What is the similarities and differences between an autocracy and a democracy? WILF - What Am I Looking For? Identify and describe: What are the key features of an autocracy and democracy? Explain: What rights do individuals have within each system? Analyse: What is the similarities and differences between an autocracy and a democracy? 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! Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson follows on from our lesson on from why factory owners were opposed to the trade union movement and looks at the development of the New Model Unions, New Unionism , TUC and the the origins of the Labour Party. All the tasks and activities are designed to be fun and interactive and are aimed at the full ability range at KS3 and KS4. We have included a wide range of differentiated tasks and activities so that you can easily customise this lesson for your students. When you purchase this lesson you will be able to download a 31 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes, video links, heads and tails tasks, missing words activities, information slides as well as historical sources and questions. There should be enough work for two lessons. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. We have included a wide variety of tasks and activities for you to sellect and customise for your students. Please see the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a New Model Trade Union? Understand: Why were they successful? Evaluate: Why did the unions set up the Labour Party? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is a New Model Trade Union? Can You Explain: Why they were successful? Can You Evaluate: Why did the unions set up the Labour Party? 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. This is big resource, which is reflected in the price. 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. Kind Regards Roy

This lesson is the first in a series on the history of the Miners Strike 1984 - 1985. This fun and interactive lesson i designed to get your students out of their chairs collaborating and sharing the information from this market place activity. You can either print off the slides and put them up on the walls of your classroom for your students to gather and share or work together in groups. This resource is aimed at KS5 / KS4 students or high ability KS3. I have included differentiated tasks including heads and tails and a word search at the end, but the main tasks is an extended writing or essay on the causes of the Miners’ Strike, which is supported with a thinking skills review triangle and a PEEL template. When you purchase this resource you will be able to download a 28 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, templates, video links, information slides, a word search as well as historical sources. We have also uploaded this resource in a PDF format just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: How Britain was divided politically and socially in the 1980s? Evaluate: What were the causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: How Britain was divided politically and socially in the 80s? Can You Evaluate: What were the causes of the Miners’ 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. Kind Regards Roy

The module of work forms part of the Citizenship curriculum within School. It sets out to link the theme of ‘rights and responsibilities’ of our students at a local level of citizenship to the wider global context of human rights abuse. The learning journey will see students explore Human Rights set out by the United Nations Convention of Children’s Human Rights before analysing abuses of such rights. Case study examples are highlighted through the work of Amnesty International and the British Red Cross. The concept of push pull factors are explained in relation to asylum seekers and refugees using a Doncaster context before tackling the issue of prejudice against such groups. 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 great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting the English Civil War? 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, 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