Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 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.
Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 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 outstanding resources on the Christmas Truce in 1914 are a great lesson no matter the time of year, but they make a particularly moving, touching and inspirational end to the long Autumn Term on the meaning of Christmas.
I’ve provided two resources with this lesson. They can be used in any subject across the curriculum. This topic links to History, Music, RE, PSCHE, English, Drama and Music. The first resource is a worksheet with a series of activities aimed to support a wide spectrum of learners. I’ve built in extension tasks as well as DART strategies for the less able. The PowerPoint is designed to primarily to support the delivery of the worksheet, but includes the aims and objectives, a snowballing starter for pair and share, differentiated questions for different groups, historical sources and diagrams to help illustrate core ideas as well as carefully selected video and music clips.
This is one of my favourite lessons and I am confident that it will quickly become yours as well. Treat yourself to good lesson, avoid the painful Christmas videos at the end of term and create a memorable educational moment in time for your students with this truly inspirational story. Both resources included in this lesson have been uploaded in both Office and PDF format.
Theme: The First World War
Know: What happened during the Christmas Truce in 1914?
Understand: Why did the British and German troops hold an unofficial truce?
Evaluate: Why wasn’t there a Christmas truce in 1915?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: What happened during the Christmas Truce in 1914?
Can You Explain: Why did the British and German troops hold an unofficial truce?
Can You Evaluate: Why wasn’t there a Christmas truce in 1915?
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.
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
The issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. 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 cloning. 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 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 twelve 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. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information.
The aims of this lesson / activity are:
Theme: Value of life
Know: What is cloning?
Understand: What are the arguments for and against the use of cloning by scientists?
Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning?
WILF - What am I Looking For?
Can You Identify & describe - What is cloning and why are some people opposed to it?
Can You Explain - the arguments for and against using cloning?
Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning?
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
Nelson Mandela is widely regarded as a hero for his role in the fight against apartheid and his efforts to promote reconciliation and unity in South Africa. However, his path to becoming the first black president of South Africa and his record whilst in office have led some to question whether he deserves the title of hero and there are many who see him as a villain. This fun and interactive lesson explores the life of Nelson Mandela and gets students to evaluate his choices through a card sort which them to investigate and decide whether he was a hero or a villain.
When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation and a single page Word document. Both have also be uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, video clips, templates, writing frames, historical sources, activities and differentiated tasks and activities. The Word document contains a learning objective, instructions, two heading cards labelled ‘Hero’ or ‘Villain’ and 24 statement cards to be sorted under them.
The lesson begins with a sellection of starters that you can choose from, including a whiteboard task on what they already know, a snowballing keyword activity or a idea shower on what makes a hero. The lesson is then introduced through various information slides and a video clip linked to our You Tube Channel, This is followed up with the card sort activity, a continuum voting task and an optional speech or extended writing task, both of which are fully supported with appropriate templates and writing frames.
Theme: Apartheid in South Africa
Know: Who was Nelson Mandela?
Understand: What role did he play in the overthrow of the Apartheid?
Evaluate: Should Nelson Mandela be regarded as a hero or a villain?
Skills: Interpretation, Compare & Contrast & Collaboration
WILF – What Am I Looking For?
Can You Describe: Who was Nelson Mandela?
Can You Explain: What role did he play in the overthrow of Apartheid?
Can You Evaluate: Should he be regarded as a 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 engaging lesson has been designed for students studying Ancient Egypt, but it can also be used as a stand alone lesson for an open evening or end of term activity. It looks at the mystery surrounding the curse of King Tut or if you prefer the 'Mummy’s Curse by looking at the origins of the curse and how it developed in the newspapers after Howard Carter had opened the tomb of Tutankhamun,
When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, video links, information slides as well as historical sources from the discovery of Tutankhamun’s tomb. You will also be able to download a two page Word Document which includes two heading cards labeled ‘King Tut’s Curse is Real’ and ‘King Tut’s Curse is Fake’, as well as 18 statements containing details about the deaths of people connected with the opening of the tomb and the latest scientific research. On page 2 of the Word Document, I have also added 8 additional extension cards for the more able as well as sentence starters that you students could use if you want them to write an extended answer to the question on whether they think the curse of King Tut is real.
The aims and objectives for this lesson are:
Theme: Ancient Egypt
Know: Why do some people believe that Tutankhamun’s tomb is cursed?
Understand: What happened to the people involved in opening the tomb?
Evaluate: Whether the curse of King Tut is real or fake?
WILF – What Am I Looking For?
Can You Describe: Tutankhamun’s curse and how people have reacted to it?
Can You Explain: Why some people believe that there is a curse?
Can You Assess: Whether the curse of King Tut is real or fake?
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
These outstanding resources look at why people believed in witches in the seventeenth century and why there was an increase in the number of witch hunts. They are beautifully designed and differentiated for the full range of ability.
When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which includes information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why people believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel an increase in witch hunting during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used as a scapegoat for problems at the time.
Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support material for students. These tasks and activities include source analysis questions, as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson, then you might be interested in buying the follow up lesson on ‘How Fair Were Witch Trials?’ which can be purchased separately or as a bundled resource.
The aims and objectives for this lesson are:
Know: Why did people believe in witches in the 16th and 17th Centuries?
Understand: Why did people hunt for witches?
Evaluate: Why were certain people were persecuted?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You describe: Why people believed in witches in the 16th and 17th Centuries.
Can You Explain: Why there was an increase in the number of witch hunts?
Can You Analyse: Why were certain people were persecuted?
If you like this lesson 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
Is there such a thing as a just war? Can the massive death and destruction of armed conflict ever be morally justified? 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?
Analyse - 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
The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources 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 death penalty. 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 sixteen statements that can sorted under them.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is the death penalty?
Understand: What are the moral arguments for and against the death penalty?
Evaluate: Should society execute convicted murderers?
WILF - What am I Looking For?
Identify and describe - What is the death penalty?
Explain - the moral arguments for and against the death penalty?
Analyse - Should society execute convicted murderers?
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
The issue of whether women should be priests has divided the Christian community for a long time. This great resource is designed to help students understand some of the main arguments put forward by both sides. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise.
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 to help summarise the arguments.
The aims of this lesson / activity are:
Theme: The role of women within the Christian Church
Know: What role have women played traditionally within the Christian Church?
Understand: What are the arguments for and against women priests?
Evaluate: Why is the issue of women priests a decisive?
WILF - What am I Looking For?
Identify and describe - the traditional role of women within Christianity
Explain - the arguments for and against women priests?
Analyse - Why is the issue of women priests decisive?
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
What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions.
When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision.
The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is morality?
Understand: What do we take into consideration before we make moral choices?
Evaluate: Who should receive the life saving Kidney Transplant?
WILF - What am I Looking For?
Identify & describe: What is morality?
Explain: What do we take into consideration before we make moral choices?
Analyze: Who should receive the life saving Kidney Transplant?
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 thought provocative resource aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic.
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. 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 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject.
The aims of this lesson / activity are:
Theme: Crime and Punishment
Know: How are people supported in prison?
Understand: What are the advantages and disadvantages or sending people to prison?
Evaluate: Does prison protect society from crime?
WILF - What am I Looking For?
Identify and describe - How are people treated in prison?
Explain - What are the advantages and disadvantages or sending people to prison?
Analyze - Does prison protect society from crime?
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
This fun and engaging lesson has been designed to help students understand the differences between Catholics and Protestants at the time of the Reformation through a PowerPoint and a card sort which should take about one lesson. They then apply this knowledge by writing a speech from the perspective of either a Catholic or a Protestant. I’ve also included a homework task which gets your students to design their own Wittenberg poster.
If you are wanting to go into more detail about indulgences, relics and pilgrimages, then please check out our other lesson - Why was there religious conflict in the 16th Century? This lesson goes into a lot more detail and is rounded off with a Venn diagram activity and a Wittenberg poster activity.
The lesson begins with a selection of starters that you can see below in the preview. It then introduces Martin Luther and the birth of the Protestant movement. Depending upon the ability of your class, you could give them the card sort to complete at this stage to draw upon their prior knowledge and then go through the information slides or you could present the information and then complete the card sort and the follow up activities.
When you purchase this resource you will be able to download a 19 slide Powerpoint presentation which includes aims, objectives, outcomes, starters, plenaries, information slides, tasks and activities to support the card sort. You will also be able to download a single photocopiable page in Word which contains a title, objective, two tasks and heading cards labelled ‘Catholic’ and ‘Protestant’ along with 17 information cards that can be sorted under them.
This is designed to be fun and engaging lesson that would be suitable for a middle or low ability class at anytime of the week, including a Friday afternoon. For more information, please see the preview files.
The aims and objectives are:
Theme: The Reformation
Know: Who was Martin Luther?
Understand: What as the Reformation?
Evaluate: What are the differences between a Catholic and a Protestant?
WILF – What Am I Looking For?
Can You Describe: Who was Martin Luther?
Can You Explain: What was the Reformation?
Can You Evaluate: What are the differences between a Catholic and a Protestant?
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 your purchase our resources you are also buying into our values.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
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
What is morally? What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your philosophy and ethics course off with some great engaging debates.
When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should recieve the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision.
The final slides include a plenary which includes information and video links explaining why organ donation is so important in the USA. I’ve also included a selection of possible homeworks.
The aims of this lesson / activity are:
Theme: Moral Ethics and Philosophy
Know: What is morality?
Understand: What do we take into consideration before we make moral choices?
Evaluate: Who should receive the life saving Kidney Transplant?
WILF - What am I Looking For?
Identify & describe: What is morality?
Explain: What do we take into consideration before we make moral choices?
Analyze: Who should receive the life saving Kidney Transplant?
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
There have recently been a number of controversial cases in the news over the issue of Euthanasia. Can the taking of another human life to stop suffering ever be justified? 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 voluntary Euthanasia. 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, organise 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 Values
Know: What is Euthanasia?
Understand: What are the arguments for and against Euthanasia?
Evaluate: Are there any circumstances in which is acceptable to take another life?
WILF - What am I Looking For?
Identify and describe - what is Euthanasia?
Explain - the arguments for and against Euthanasia?
Analyse - Are there any circumstances in which it is acceptable to take another life?
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 bundle includes a series of lessons on Prohibition. The first looks at the origins of the movement, the second on its immediate impact of the USA and the third explores why it failed. Each lesson comes with a worksheet and an accompanying PowerPoint, which includes aims, objectives, differentiated outcomes, starter, mini plenary and plenary. These resources are pitched at foundation and core students, but the PowerPoints also contain Oxford and Cambridge past paper questions and student mark schemes. For more information, please click on the individual lesson.
Kind Regards
Roy
This great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts.
When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview.
The aims and objectives of this lesson are:
Theme: What were the consequences of the break with Rome?
Know: What were the terms of the Church Settlement Act of 1559?
Understand: Who opposed the Elizabethan Church Settlement Act?
Evaluate: How successful was the Church Settlement Act at maintaining peace?
WILF - What Am I Looking For?
Identify and describe: What were the successes and failures?
Explain: Who opposed the Church Settlement Act and why?
Analyse: How far was the Church Settlement Act a success?
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, along with this one 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 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, check out some of my other resources on this topic such as the 'consequences of the break with Rome' for middle and lower ability students and my blood thirsty resource on 'why were people prepared to die for their beliefs in the sixteen and seventeenth centuries?'
Kind Regards
Roy
These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945?
The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included some of my Smart Notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along.
T he next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR.
My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.'
The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews.
If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Please note that my resources were written for a British audience so you may want to run them through your US / local spell checker.
Some of the key questions or learning outcomes, which these resources explore are listed below:
• What impact did the FWW and Treaty of Versailles have on Germany?
• How successful was the Weimar Government at bringing economic and political stability to Germany?
• What was the status and position of German Jews in 1920?
• What impact did the Great Depression have on the support for extremist parties in Weimar Germany?
• Why did Hitler become Chancellor of Germany in 1932?
• How did Hitler consolidate his power in 1933 – 34?
• How did the status and position of Jews change from 1933 – 45?
You need to know about:
• What rights did German Jews have under the Weimar Constitution?
• Why did hatred of the Jews increase from 1919 – 1933?
• Why did the Nazis launch a propaganda attack on the Jews?
• What impact did the economic attack have on the Jews 1933 – 38?
• What impact did the legal attack have on the status and position of Jews living in Germany?
• Why did the Nazis launch a physical attack on the Jews in 1938?
• What impact did the Second World War have on the Jews in Europe?
• Why did the Nazis introduce the Final Solution in 1941?
• How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?
These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945?
The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included my smart notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along.
The next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR.
My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.'
The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews.
If I have quoted from a primary or secondary source then full attribution has been given whenever possible.
Some of the key questions or learning outcomes, which these resources explore are listed below:
• What impact did the FWW and Treaty of Versailles have on Germany?
• How successful was the Weimar Government at bringing economic and political stability to Germany?
• What was the status and position of German Jews in 1920?
• What impact did the Great Depression have on the support for extremist parties in Weimar Germany?
• Why did Hitler become Chancellor of Germany in 1932?
• How did Hitler consolidate his power in 1933 – 34?
• How did the status and position of Jews change from 1933 – 45?
You need to know about:
• What rights did German Jews have under the Weimar Constitution?
• Why did hatred of the Jews increase from 1919 – 1933?
• Why did the Nazis launch a propaganda attack on the Jews?
• What impact did the economic attack have on the Jews 1933 – 38?
• What impact did the legal attack have on the status and position of Jews living in Germany?
• Why did the Nazis launch a physical attack on the Jews in 1938?
• What impact did the Second World War have on the Jews in Europe?
• Why did the Nazis introduce the Final Solution in 1941?
• How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?