This lesson is aimed students studying the USA 1919 - 1945 and focuses on the political aims and backgrounds of the two candidates in the presidential US election in 1932. When you purchase this lesson it will also include a card sort as well as a Venn diagram activity, which could be used to compare and contrast the two men. The Power Point includes a snowballing starter, information about both men, the political ideas of both the republican and democratic parties as well as a source analysis question on the cartoon 'Taking out the Trash.' The card sort includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. Meanwhile, the Venn diagram activity includes a blank Venn and a information box at the bottom from which students can select key facts and political ideas about the two presidential candidates to help them complete the diagram. Once completed the activity, students could add additional information that they have learnt from the class text book or video clip. I usually allow my students to chose which activity they wish to do, but you could do both or direct your students to one or the other, depending upon their ability. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & Describe: What were HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. A lot of time and effort has gone into making these resources. We appreciate your feedback. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used as a writing frame to help support middle and lower ability students scaffold an extended answer or essay on why did the Liberals introduce their reforms 1906 - 1911. The first resource is a card sort which has four heading cards labelled social reformers, political rivalry, new liberalism and national efficiency, as well as 16 statement / information cards to be correct sorted under them. The second resource includes a writing frame on page 1 with the same headings set out using the PEE guide - Point - Example Explain. This page should ideally be printed on A3 paper for SEN students. The second page includes a thinking skills review triangle activity to help your students plan their conclusion and decide which was the most important factor. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduce 1906 - 1911? Understand: How successful was each reform at helping different groups in society? Evaluate: How successful were the Liberal Reforms at solving the problems facing working people? WILF - What Am I Looking For? Identify & describe: The reforms introduced by the Liberals 1906 - 1911? Explain: How successful was each reform at helping different groups in society? Analyse: How successful were the Liberal Reforms at improving the lives of working people? This resource is provided in Microsoft Word format so it can be easily tailored to suit the needs of your students. 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 is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the problems facing farmers and how successful the Agricultural Adjustment Administration was at solving them. When you buy this resource you will receive a card sort and a twenty three slide PowerPoint that includes information, sources, links to video clips and eight activities. Activity 1 is a snowballing starter. Activity 2 is based around a class discussion of FDR’s inauguration speech the aims of the New Deal. Activity 3 is a discussions around an animated diagram about how consumer fear was undermining the US economy and making unemployment worse. Activity 4 looks at ‘pump priming’ and why certain groups opposed it and is linked to a source analysis question. Activity 5 is based around a class or pair discussion about a key quote by FDR on the role of agriculture in the recovery. Activity 6 looks at the achievements of the AAA and gets students to think about why some groups would oppose its work. Activity 7 gets students to evaluate how successful the AAA was at increasing farm prices, whilst activity 8 is based around the card sort that gets students to evaluate how successful the AAA was a solving the problems facing US farmers. Finally, activity 9 is a cartoon source analysis and includes an student mark scheme. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the AAA try to help the problems facing farmers? Evaluate: How successful was the AAA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the AAA try and help farmers? Analyse: How successful was the New Deal 1933 – 1939? This resource is designed as a teaching aid. It is supplied in Microsoft PowerPoint and can be fully edited and customised for your students. It would also make a great teaching resource. 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 is designed to help students understand why people from all over the world but particularly Europe, came to the USA in 1900. It is designed to be used as a starter or plenary for a history lesson but could also be used to provide a case study for a geography or personal social lesson on immigration in general. The resource includes two heading cards, push and pull factors as well as twelve statement cards to be sorted under them. These cards include space, growing economy, natural resources, wages, unemployment, adventure, persecution, isolation and peace, lack of opportunity and war and revolution. The aims and objectives for this lesson are: Theme: The USA in the 1920s Know: Why did people what to immigrate to the USA in 1900? Understand: Which reasons were push and pull factors? Evaluate: Which factors were more significant or linked? WILF - What Am I Looking For? Identify and describe: Why did people want to immigrate to the USA? Explain: Which reasons were push and pull factors? Analyse: Which factors were more important or linked together? Once the cards have been sorted, students can start to rearrange the push and pull factors to find links between them and / or organise them into their order of importance before sticking them into their books. 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 is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the role played the Civilian Conservation Corps. This lesson is one of a series looking in detail at the role played by each of the New Deal alphabet agencies. It is designed to be a case study so there is some overlap if you have bought some of the other resources. However, if you have then you will already know the high standards that we set ourselves at the History Academy when we create our resources. When you buy this resource you will download a PowerPoint with twenty two slides that include information, sources, links to video clips and nine activities. Activity 1 is a snowballing starter. Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal. Activity 3 is a discussions around an animated diagram about how consumer fear was undermining the US economy and making unemployment worse. Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question. Activity 5 is based around a class or pair discussion about a key quote by the historian John Salmond about the aims of the CCC. Activity 6 looks at the important questions about why FDR made helping young men and the environment a top personal priority. Activity 7 is source analysis question based around how the CCC aimed to help young men, whilst activity 8 is designed to get students to review two sources and two short video clips to help them evaluate how successful the CCC was at achieving its core aims. Finally, activity 9 rounds the lesson off by reviewing the good and bad points of working in the CCC. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the CCC try to help young men and the environment? Evaluate: How successful was the CCC? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the CCC try and help young men and the environment? Analyse: How successful was the New Deal 1933 – 1939? 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 is designed to help your students revise the causes of the Second World War 1933 - 1939. It has been tried, tested and refined 24 years of my teaching career. Each chapter includes step by step notes and activities to help students consolidate their understanding of this topic. They are designed to be accessible to the full range of ability. The aims and objectives that would accompany this revision guide are: Theme: Causes of the Second World War 1933 - 1939? Know: What were the different steps to the Second World War? Understand: What were Hitler’s aims at each step to war? Understand: Why did Britain and France reluctant to take action against Germany? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I looking For? Identify and describe: What were the causes of the Second World War? Explain: Why did Britain, France and Germany react in the way they did at each step to war? Analyse: How far was Hitler responsible for starting the Second World War? When you buy this resource the following topics are covered: 1. Hitler’s Foreign Policy Aims 2. German Rearmament 3. The Saar Plebiscite 4. Remilitarisation of the Rhineland 5. Austria (Anschluss), 1938 6. Appeasement Czechoslovakia, 1938 7. Why did Britain support a policy of Appeasement? 8. End of Appeasement: Czechoslovakia, 1939 9. The Nazi-Soviet Pact 10. German Invasion of Poland, 1939 11. How far was Hitler’s Foreign Policy to blame? 12. Cartoons on Hitler’s Foreign Policy 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 resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was the New Deal? 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 is designed to help students assess how successful the New Deal 1933 was at helping the US economy recover from 1933 to 1941. It is suitable for the full range of ability of students from 14 to 18, as I have included a mixture of easy as well as challenging statements. The resource includes a single A4 sheet, with two heading cards labelled 'successful' and 'unsuccessful' as well as 22 statements that can be sorted under either headings. I would recommend getting your students to cut out the cards, sort them and then feed back to the class or their group before sticking them into their books. If you are pressed for time, then you could always get your students to use the heading cards to create a key or colour in the statement using highlighters. There are several extension activities that you an then so with the sorted statements. Firstly, they could create a key to label some of the statements 'Relief, Recovery or Reform.' Secondly, they could use the sorted statements to attempt an extended question on: 'How successful was the New Deal from 1933 - 1941. Theme: The USA in the 1930s. Know: What 'action' did FDR take through his New Deal to help the American economy recover? Understand: In what areas of the economy did the New Deal succeed / fail? Evaluate: How far did the New Deal help the US economy to recover 1933 - 1941? WILF: What Am I Looking For? Identify and describe: The 'action' taken by FDR to help the economy recover? Explain: In what areas of the economy did the New Deal succeed or fail? Analyse: How far did the New Deal help the US economy to recover 1933 - 1941? 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 is designed to help students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners. Some slides are designed to be printed off or photocopied. Please check the slide notes. When you purchase this resource you will receive a eight slide Microsoft PowerPoint. The first slide includes the aims, objectives and differentiated outcomes, which are listed below. The second slide is designed as a starter and includes a snowballing exercise. The third slide introduces the lesson and explains the instructions for the main activity . It also includes a link to a video of Elizabeth I's coronation. The fourth slide, which can be seen in the preview, sets out the six main problems facing Queen Elizabeth I when she became Queen of England. I would recommend photocopying this slide either for either one between two or one each. The first activity is to classify the problems in terms of law and order, money, foreign relations, religion or marriage, whilst the second activity is to identify links between the different problems. In terms of the first activity students could annotate or even create a key. The fifth slides includes a thinking skills review activity which is designed to help students prioritise which problem was the most important / serious. The sixth slide includes instructions and templates for students to write a speech to help them predict how Elizabeth I might try and solve her problems, whilst the seventh slide includes a heads and tails activity to help students work out how she actually solved the problems she faced in 1558. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, foreign relations, marriage and legitimacy? Analyse: Which problem posed the greatest threat to Elizabeth I? 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, but it is primarily designed as a special needs resource. If you are looking for a resource to provide additional stretch and challenge, then why not check out some of my other card sort 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 picture cards to both their correct heading and before and after labels, 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, introduction and facilitates the card sort as well as including the correct final version. 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 outstanding lesson has been designed to help students studying the controversy surrounding the death of Emily Davison. It can be used with the full spectrum of ability. If you wish, you can purchase both card sorts separately for less, under the headings of card sort: Emily Davison or Source Investigation: Emily Davison. When you purchase this resource you will be able to download two fully editable Microsoft Word documents as well as a PowerPoint. The Word documents include aims, instructions, two heading cards labelled 'accident' and 'suicide.' Depending upon the ability of your class or how much time that you have to teach this topic, you can select either the two page source investigation card sort or the more straight forward single page information card sort. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by using either one or both of the card sorts - if you have a mixed ability class you could always use the other card sort to provide an additional layer of differentiation. Once the card sort exercise is complete, students can then feedback and then do a follow up assessment on the topic. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? 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 card sort has been designed to help students studying the consequences of the Black Death. It can be used with the full spectrum of ability as a single lesson or as a starter or plenary to work along side a main stream textbook or resource. I have also produced several other card sorts for the less able and gifted and talented on this topic. They are available for download from my TES shop. When you purchase this resource, you will be able to download both a PDF and a fully editable Microsoft Word document which includes instructions, aims, two heading cards labelled ‘short’ and ‘long term’ consequences. The document will also include 18 statement cards on the consequences of the Black Death that can be sorted under the two headings. The aims and objectives of this lesson are: Theme: Medieval Society Know: What changed as a result of the Black Death? Understand: What were the long and short term consequences of the Black Death? Evaluate: Which consequences were more important? WILF: What Am I Looking For? Identify and describe: What changed as a result of the Black Death? Explain: Which changes were short or long term consequences? Analyse: Which changes were more significant or important? f you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage for their work so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy Kind Regards Roy

This fun and interactive lesson has been designed to help students to understand the different roles played by women during the Second World War and evaluate how important they were in helping Britain defeat Germany The tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided additional differentiation by ‘ragging’ or grading the difficulty of the slides so that the learners can chose their level of challenge. When you purchase this resource you will receive a 34 slide PowerPoint which includes two starters, information slides for the market place activity and a plenary. The information slides for the market place activity looks at the roles women played as in the land army, working in factories, as secret agents or as volunteers for WAAF, ATS, WVS and the WRNS (WRENS). The resource also includes aims, objectives, differentiated outcomes, a homework, a continuum exercise, heads and tails, word search, templates and writing frames to support students writing an extended answer on: ‘How important were the different roles that women played in helping Britain to win the World War II.’ The aims and objectives for these resources are: Theme: The Home Front Know: Why was there a shortage of ‘manpower’ during the war? Understand: What roles women played during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Can You Describe: Why was there a shortage of ‘manpower’ during the war? Can You Explain: What roles women played during the Second World War? Can You Analyse: How important were these roles in helping to win the war? 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 Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This outstanding resource designed to get students to compare the contributions of Louis Pasteur and Robert Koch to medical knowledge. It would make a great starter, plenary , revision activity or mini plenary that could be used with any main stream text book or video on this topic… When you purchase this resource you will be able to download a single page Word Document which includes a learning aim, instructions, two heading cards and twenty information cards that can be sorted on Pasteur and Koch. Once the task has been completed, students could add additional information that they have researched from the class text book or the linked video clip. The aims and objectives of this lesson are: Theme: Germ Theory Know: What contributions did both Louis Pasteur and Robert Koch make to medical knowledge? Understand: What were their methods and ideas? Evaluate: How important were their contributions to Germ Theory? WILF: What Am I Looking for? Identify & describe: Who were Louis Pasteur and Robert Koch? Explain: What were their methods and ideas? Evaluate: How important were their contributions to Germ Theory? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to 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 students studying the ‘Middle Passage’ as part of the transatlantic slave trade. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative source investigation. It can also be used as a market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. The tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. Alternatively, the sources are supplied in a booklet format so that each table can investigate a heading before sharing what they have learnt with other groups and the rest of the class. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided additional differentiation by ‘ragging’ or grading the difficulty of the sources so that the learners can chose their level of challenge. When you purchase this resource you will receive a 18 slide presentation, which includes a snowballing starter, information slides for the market place activity and a plenary. The sources for the market place activity looks at the treatment of slaves and their conditions onboard the slave ship. I have also included a few links to relevant clips on the internet that have been carefully selected. In addition to the PP you will also be able to download a source booklet, a lesson plan and a source summary sheet. The aims and objectives for these resources are: Theme: The Transatlantic Slave Trade Know: What was the slave trade? Understand: How were slaves treated during the ‘Middle Passage’? Skills: Enquiry, Source Analysis and Team Work WILF – What Am I Looking For? Identify & describe: How the slave trade worked from Africa to America Explain: How were the slaves treated during the ‘The Middle Passage’? Analyse: How reliable is the evidence? 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 outstanding resource has been designed to help students studying the problems facing James I when he became King of England in 1603? Students are presented with a number of challenges facing James I including religious, financial, foreign relations, the growth of Parliament and his beliefs in the Divine Rights of Kings. Once they have reviewed these problems, students are then asked to produce a speech suggesting how he could solve them, which can be peer and self reviewed using the resources included in the PowerPoint. Finally, they can then complete a quick heads and tails activity matching the action that James I took to solve his problems and then assess how successful they were. This brilliant lesson also helps to set the scene for the Gunpowder Plot and for the long term causes of the English Civil War. When you purchase this resource you will be able to download a PowerPoint presentation that includes everything that you will need for this lesson. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, plenaries, consolidation exercises, information slides and links to video clips. The PowerPoint also includes two beautifully presented diagrams summarising James I’s problems for higher and lower ability students, which can be easily printed off and used with students as a classification exercise. I have also included various other alternative activities, depending upon your photocopying budget including a speech and thinking skills review exercise to help students decide which problems were the most important. The resource also includes a heads and tails activity which can also be printed off or copied by students off the board. I have included screen shots of all the slides in the preview slides. Everything has been carefully differentiated and can be easily adapted for the full range of ability. This is one of my favourite lessons and there is enough to last a class 2/3 lessons can be used to make you sparkle and shine for Ofsted or an observation lesson. The aims and objectives of this lesson are: 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

If you are studying the Cold War then this card sort will help your students assess understand some of the key issues surrounding Détente. 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. I 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 labeled ‘Causes’ and ‘Consequences’ as well as twelve information cards to be sorted under one of the two headings. At the end of the document, I’ve included an extension question ‘Explain how both sides benefitted from Détente?’ The aims of this lesson / activity are: Theme: The Cold War Know: What was Détente? Understand: What were the causes and consequences of Détente? Evaluate: How did both sides benefit from Détente? WILF - What am I Looking For? Identify and describe - What was Détente? Explain - What were the causes and consequences of Détente? Analyse - How did both sides benefit from Détente? 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 lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at Charles I’s personality and leadership skills as King of England. It can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with four tasks and activities. Whilst the lower version includes seven primary and secondary sources, but includes three additional questions to provide additional support. If you are interested, I have also produced a PowerPoint to accompany this lesson which can be purchased bundled separately with these sources for an extra $1. This lesson has been designed to help prepare students and set the scene for the short term causes of the English Civil War 1642 - 1660. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who was King Charles i? •Understand: What can we learn about him from the historical evidence? •Evaluate: Why was Charles I unpopular with his people? •Skills: Source Analysis WILF – What Am I Looking For? •Identify & describe: The personality and character of Charles I •Explain: What can we learn about Charles I from the historical evidence? •Analyse: Why was Charles I unpopular with his people? 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