This resource tackles the complex and often controversial issue of Euthanasia and Assisted Dying, exploring the ethical dilemma of ending a life to alleviate suffering. Designed for classroom use, this resource has been proven effective over many years and offers a versatile approach to engaging students in this challenging topic. It can be used as a starter activity, plenary session, or a central component of a lesson, complementing any existing textbook or resource. The resource’s strength lies in its adaptability, catering to diverse learning styles and abilities. Students are actively involved in sorting and organizing persuasive arguments for and against voluntary Euthanasia, fostering critical thinking and debate. The activity involves students cutting out and arranging cards containing arguments, allowing them to construct their own compelling case. This resource can be used as a starter, plenary, or main activity, adaptable to different teaching styles. It appeals to a wide range of abilities, making it suitable for diverse classrooms. It can be used for individual work, group discussions, or extended writing activities. This resource provides a valuable tool for exploring the multifaceted issue of Euthanasia and Assisted Dying, promoting critical thinking and understanding of the ethical complexities involved. 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 find this lesson engaging, consider exploring our other resources on similar topics in our TES shop. Connect with The History Academy on Instagram, X, YouTube, and Facebook for the latest updates and discussions about how you’ve utilized this resource or to ask any questions. We are dedicated to producing affordable resources priced comparably to a good cup of coffee, allowing you more time for the activities you love. By purchasing our resources, you support our shared values of fairness and integrity, ensuring that all our authors receive a living wage. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource focuses on getting students to assess who were the winners and losers of the Liberal Reforms so that they can understand who opposed and supported the reforms and begin to evaluate how effective these reforms were at addressing the issues of poverty. The first page of the resource includes a review exercise where students look at each reform using their prior knowledge and score in a table how a health working man, unhealthy working man, OAP, tax payer, children, Conservative member of the House of Lords, would have help felt about each reform. At the end of the task students then share their results and access who would have benefitted and opposed the reforms. On page two, students then use the continuum line to write on and represent who would have benefited the most from the Liberal Reforms compared to those who did not benefit. The results of these exercises can the be shared with the rest of the class to access who would oppose or support these reforms. It is important to point out to your students that many skilled working class men who had already privately insured themselves against sickness and unemployment may have opposed these reforms as they were playing twice. The aims and objectives of this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduced? Understand: Who were the winners and losers as a result of these reforms? Evaluate: Why did certain groups support or oppose these reforms? WILF: What Am I Looking For? Identify and describe: What reforms did the Liberals introduce? Explain: Who benefitted and lost out as a result of the Liberal Reforms? Analyse: Why did certain groups support or oppose these reforms? If you like this resource then why not check out my other resources and revision guides 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 great resources are designed to help students learn the key events in British Public Health 1800 - 1914. They make excellent revision activities, starters and plenaries. When you purchase this resource you will be able to download three different versions of this chronology card sort so you can pick which one you wish to use with your students or groups of students. Each resource includes twenty five key events that students are expected to cut out and organise into their correct chronological order. In one resource the dates are already in the correct order, but the events are mixed up. In another document, both the dates and events are mixed up, whilst in the third, students simply have to organise the cards with their dates into the correct order. I have also included a PowerPoint with all the key dates and information about the topic in the correct chronological order. If you print this off in colour and laminate it makes a stunning classroom display and can be used by students as a reference or even as a market place activity for the card sorts. Everything s supplied in Microsoft Word or PowerPoint so you can easily customise it if you wish. The aims and objectives for this lesson are: Theme: Public Health Know: How did Public Health change in Britain 1800 - 1914? Understand: Which events were linked to government action on poverty or disease? Evaluate: How did attitudes change towards Public Health 1800 - 1914? WILF - What Am I looking For? Identify and describe: How did Public Health change in Britain 1800 - 1914? Explain: Which events were linked to government action on poverty or disease? Analyse: How did attitudes change towards Public Health 1800 - 1914? 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 resource is designed to be used as a starter, mini plenary or a plenary for students studying ‘how fair was the treaty of Versailles?’ The Word document contains a pro & con organiser as well as a list of statements which could be cut up and stuck on or even written out onto the organiser. If you are looking for a really quick way to use this resource you could give your students highlighters to pick out the bits of the treaty which were fair / unfair or they could simply write ‘C’ or ‘P’ for pro and con next to it before sticking the sheet into their book. I have also recently updated this resource to also include a PP presentation with aims,objectives, starters, plenaries, information slides, historical sources, two alternative activities to help facilitate the main ‘pro and con’ activity. As an additional extra, I have also included a thinking skills review triangle exercise to help students access why the Germans felt humiliated by the terms of the Treaty of Versailles. The overarching aims and objectives of these resources are: Theme: The Treaty of Versailles Know: Why did the allies force Germany to sign the Treaty of Versailles? Understand: How were the terms of the treaty designed to prevent another war? Evaluate: Why did the Germans feel humiliated by the Treaty of Versailles? WILF - What Am I Looking For? Identify & Describe: Why did the allies force Germany to sign the Treaty of Versailles? Explain: How were the terms of the treaty designed to prevent another war? Analyse: Why did the Germans feel humiliated by the Treaty of Versailles? 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 tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity. Aims & Objectives Theme: Why was there a stalemate on the Western Front? Know: What tactics did General Haig use at the Battle of the Somme in 1916? Understand: Why did the Battle of the Somme end in a stalemate? Evaluate: Was General Haig the 'Butcher of the Somme? WILF: What Am I Looking For? Identify and describe- What happened during the Battle of the Somme in 1916? Explain - Why did Haig's tactics fail to achieve a breakthrough? Analyse - How far was Haig's responsible for the failure to break through in 1916? Professional Knowledge For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own! I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package. Kind Regards Roy

This great resource makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers. The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks: 1. Remove any reasons that you don’t think are important. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: How successful were the Liberal Reforms 1906 - 1911? Know: Why did the Liberals introduced their reforms? Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision? Evaluate: which factors were the most important? WILF: What Am I Looking For? Identify & Describe: Why did the Liberals introduce their reforms? Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play? Analyse: Which factors were 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. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards include a range of factors to explain the causes of the Second World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. on the causes of the Second World War. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945? Know: What were the causes of the Second World War? Understand: Which factors were the most important? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I Looking for? Identify & describe: The main reasons why the Second World War started in 1939? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. 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 resource has been designed to help students studying reasons why Italy invaded Abyssinia in 1935 -35. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something with a little more stretch and challenge for your higher ability students then why not also check out my diamond 9 activity on this topic? When you purchase this resource you will receive a Microsoft Word document which you can easily edit should you want to customise it further by changing any of the key factors that have been included. The resource includes aims, instructions and twelve heading cards and matching statements to explain why Italy invaded Abyssinia in 1935-36. Once students have cut out the cards, matched them and fed back to the rest of the class, they could extend their understanding of the topic by sorting them into their order of importance before sticking them into their books. Once complete they could use the card sort to help them write an extended answer. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Italy invade Abyssinia in 1935 - 36? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Mussolini's decision to invade? WILF - What Am I Looking For? Identify and describe: Why Mussolini invaded Abyssinia? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Mussolini's decision to invade? 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 History Academy has commissioned this resource on the Benin Bronzes as part of our attempt to try and fill the curriculum gap on African history. For far too long the history of Africa has been neglected and relegated. Its time to address this and restore African history to its rightful place alongside other civilisations. The debate over whether the Benin Bronzes should be returned to Nigeria has divided opinion across the World. Unlike the Elgin Marbles, there can be no doubt that the Benin Bronzes they were stolen by the British Army in 1897. However, returning them is no simple matter for a combination of factors which have been summarised in this fun and interactive card sort exercise. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: British Empire and the heritage industry Know: Why are the Benin Bronzes in a British Museum? Understand: The arguments for and against returning them? Evaluate: Should the Benin Bronzes be returned? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why are the Benin Bronzes in a British Museum? Can You Explain: The key arguments for and against returning the Benin Bronzes? Can You Evaluate: Whether they should be returned and justify your opinion? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great revision video was made to help my students revise the Liberal Reforms and the importance of the introduction of the Old Age Pensions. I recorded the music with permission from Tony Capstick, whilst he was singing at the Main Street Working Men's Club in Mexborough in 1992. In the song, which is used as background to my slide show on old age prevision before the act, the workhouse and the work of the social reformers to raise the issue, Tony Capstick sings with the help of the audience, a folk song about Lloyd George and Old Age Pensions and how they rescued people from the workhouse. By the end of the video, its not unusual to have the whole class singing along. You can hear the old cash register in the background. The aims and objectives of this revision lesson are: Theme: Liberal Reforms 1906 - 1911 Know: Why did the Liberals introduce the Old Age Pensions? Understand: What problems faced people who were too old to work before the Liberal Reforms? Evaluate: Why did the introduction of the Old Age Pension increase the popularity of the Liberals? WILF: What Am I Looking For? Identify and describe: Why did the Liberals introduce the Old Age Pensions? Explain: What problems faced people who were too old to work before the introduction of the Liberal Reforms? Analyse: why was the introduction of the Old Age Pension Act a smart political move? 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 outstanding resource has been designed to help middle and lower ability students studying the key reasons why Japan invaded Manchuria in 1931 -1932? It can be used as a starter, plenary, revision or assessment activity to supplement any main stream text book or video on this topic. If you are looking for something to stretch the more able then please check out my Diamond 9 Activity on this topic, available for download from my TES shop. When you purchase this resource you will receive a full editable Microsoft Word document which can be customised if necessary to suit the needs of your students. When you open the document it will include both the learning aims and instructions to go along with the tasks as well as twelve heading and matching statement cards that explain the key reasons why Japan invaded Manchuria. Once your students have correctly matched the cards and reviewed their answers, you could provide stretch and challenge by getting them to organise them into their order of importance before stickling them into their books. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Japan invade Manchuria 1931 - 1932? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Japan's decision to invade? WILF - What Am I Looking For? Identify and describe: Why Japan invaded Manchuria? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Japan's decision to invade? 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 outstanding card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were 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. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource makes a really effective classroom display for GCSE or A Level students studying Elizabeth I. The high quality nature of the images makes them worthwhile printing off in colour and laminating. When you purchase this resource you will be able to download a seventeen slide PowerPoint Presentation which includes information and pictures that can be printed off in colour for display purposes in your classroom. Please see the preview for more information

This great little worksheet has never failed to grab the attention of my core and foundation students. It looks at the issues surrounding the failure of prohibition and includes a range of information, sources and cartoons to grab their attention. The aims and objectives of the lesson are: Theme: Why did Prohibition fail? Know: Who was Al-Capone? Understand: What role did he play in helping prohibition fail? Evaluate: Why did prohibition fail? Skills: Chronology, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who was Al-Capone? Explain – What role did he play in helping prohibition fail? Analyse – Why did prohibition fail? The resource looks at the role of organised crime in corrupting officials and the failure of the USA government to put in enough resources to make it a success. I have also produced a PowerPoint to work along side this resource which is particularly good at extending the more able and includes a past paper question fro OCR as a well as an appropriate mark scheme and starters and plenaries. This can be downloaded separately or as a package / bundle from the TES website. 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 Kind Regards Roy

This four page study guide deals with the topic of why the Liberals won a landslide victory in 1906, by looking at the mistakes made by the Conservative Party in the period 1899 - 1906. If you are studying GCSE Modern World History, this topic was added into the new specification in 2013, but there are no text books dealing with this important part of the new specification. These notes are suitable for GCSE and A Level students. The resource includes information and sources on the election campaign in 1906 as well as the following topics which contributed to the Conservatives defeat: Boer War, Chinese Slavery, Social Reform, New Liberalism and Free Trade. The notes that included have been bullet pointed and written in a style that is accessible to the full ability range at KS4 or ages 14 to 16. I have tried to include sources that stand a good chance of coming up in the exam on Chinese labour, free trade and lack of social reform. In terms of activities, I have included a thinking skills review triangle activity which could be completed in groups or pairs and then fed back to the rest of the class. Ideally, I would recommend doing mind map exercise on this topic with your students with each issue being a separate branch. The aims and objectives for this revision lesson are: Theme: Liberal Reforms Know: Why did the Liberals win a landslide victory in 1906? Understand: What role did the issues of Free Trade, the Boer War, Chinese Slavery and lack of social reform play in making the Conservative Party increasingly unpopular? Understand: How far was New Liberalism responsible for the Conservative defeat in 1906? Evaluate: What was the most important factor in the Conservative election defeat in 1906? WILF: What Am I Looking For? Identify and describe: Why did the Liberals win a landslide victory in 1906? Explain: What factors contributed to the unpopularity of the Conservative Party in 1906? Analyse: Why was New Liberalism more attractive to working class voters? 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 great resource is designed to help students understand why the US economy boomed in the 1920's. It can used with pretty much any resource on this topic and is suitable for the full range of abilities. To help stretch students, I have also built in some challenge with a thinking skills review triangle activity at the end to help them prioritise which was the most important factor. This organiser could then be used as the basis for a plan along with the card sort for an extended piece of writing or essay on this topic. The resource includes eight heading cards including impact of the First World War, credit, confidence, natural resources, technological change, Republican policies, marketing and mass production. It also includes twenty statement cards. Six of these statement cards are on the second page along with the thinking skills review activity. For a lower ability class, you could just print off the first page and give them fourteen cards to sort. The aims and objectives for this lesson are: Theme: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? Analyse: Which factors were the most important? If you are looking for additional challenge for your gifted and talented students or even your sixth formers, why not check out my diamond nine activity on this topic which can be found 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 outstanding resource has been designed by experienced teachers to help middle and lower ability students understand why the League of Nations failed to stop the Japanese invasion of Manchuria. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something to provide additional stretch and challenge for high ability students, then check out my Diamond 9 activity on this topic. When you purchase this resource you will be able to download a photocopiable resource which includes twelve headings cards which need to be matched up to corresponding statements which explain why the League was unable to stop the Japanese invasion. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out and matched them, they can then rearrange them into their order of importance before sticking them into their books and attempting an extended answer. Full instructions are included. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail? Know: What sanctions did the League of Nations impose on Japan? Understand: Why did the League fail to stop the Japanese invasion of Manchuria? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Japan? Explain: Why did the League fail to stop the Japanese invasion? Analyse: Which factors were the most important it causing the League to fail? 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 outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the key reasons why Hitler became Chancellor in 1933. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a fully editable two page Microsoft Word document with a learning aim and three activities. It also includes eight heading cards labeled propaganda, election promises, wealthy backers, support, the depression, Weimar constitution, technology, Hitler’s image and eight matching statement cards which explain why Hitler became Chancellor in 1933. At the bottom of the page there is an extension question that provides students with an opportunity to demonstrate what they have know by explaining the two main reason. Depending upon your photocopying budget, on page two I have included a third activity with matching images to go with each heading and explanation. When completed, this resource creates a useful revision guide which looks very impressive visually. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did Hitler become Chancellor in 1933?’ The aims and objectives are: Theme: The Rise of Hitler Know: What factors helped Hitler become Chancellor? Understand: What roles were played by economic, social and political factors in Hitler’s appointment as Chancellor? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The key reasons why Hitler became Chancellor in 1933? Explain: What roles were played by political, social and economic factors in his appointment? Evaluate: 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. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort gets students to look at the key reasons why prohibition failed. It can be used with a range of abilities and has never failed to get my students engaged, whilst improving their understanding of the topic. The resource includes four headings - corruption, organised crime, lack of support and poor enforcement, as well as 22 statements which students are then asked to sort the cards under. I have always agonised over the heading ‘poor enforcement’ but as with all my resources, it is in Microsoft Word so you can customise it to suit your own students. Theme: Why did prohibition fail? Know: What were the key factors that account for the failure of prohibition? Understand: what role did corruption, organised crime, poor enforcement and lack of support play it ins failure? Evaluate: which factor was the most important in explaining why prohibition failed? WILF - What am I Looking For? Identify - what factors led to the failure of prohibition Describe - What factors led to the failure of prohibition Explain - what role did corruption, organised crime, poor enforcement and lack of support play it’s eventual failure? Analyse - what was the most important factor? Kind Regards Roy