This outstanding card sort is designed to help students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners and be used as a starter, plenary, homework or main activity depending upon the ability of your class. When you purchase this lesson you will receive a card sort with six headings labelled religion, defence, money, foreign relations, marriage and poverty and crime as well as eight accompanying statements which need to be matched up or sorted. Once complete, I have included two optional extension exercise including sorting the problems in to which were the most important as well as an extended essay question. 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, poverty, defence, relations with other countries, marriage? 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, poverty, foreign relations, marriage and defence? 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 activity is designed to get students to compare and contrast the contributions of Louis Pasteur and Robert Koch to medical knowledge as part of the Medicine Through Time course. It would make a great starter, plenary , revision activity or mini plenary that could be used with any text book on this topic. If you would like something that goes into a little more depth then check out my card sort on this topic. When you purchase this resource you will be able to download a single page Word Document which includes a learning objective, instructions, a predrawn Venn diagram and a information box at the bottom from which students can select key facts about the two men to help them complete the diagram. Once completed the activity, 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 card sort is designed to help students understand the what factors help Pasteur and Koch in their research to prove germ theory and vacination. This resource is suitable for the full range of learners and be used as a starter, plenary, homework or main activity depending upon the ability of your class. I've linked in the classic video on for this topic on You Tube in the preview for this resource. When you purchase this lesson you will receive a card sort with six headings labelled communication, luck, national rivalry and war, personal qualities, research techniques,science and technology as well as twelve accompanying statements which need to be matched up or sorted. Once complete, I have included an optional extension exercise were students can explain which factors were the most important. The aims and objectives for this lesson are: Theme: Germ Theory Know: What factors helped Pasteur and Koch to prove germ theory? Understand: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? Evaluate: Which factors were the most important? WILF – What Am I Looking For? Identify & describe: The different factors which helped Pasteur and Koch to prove germ theory? Explain: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? 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 card sort activity has been designed to help students understand the ‘causes’ and ‘effects’ of the Bangladesh floods as well as well the ‘solutions’ that the government has tried to put in place to help manage them. It is designed to be used along side any main stream textbook or video and focuses mainly on the floods in 2004 and 2007. I have also built in some extension exercises which get student to classify the causes of the floods into ‘climate’, ‘human’ and ‘relief’ factors as well as to try and assess how successful the ‘solutions’ that have been put in place have been between 2004 and 2007. When you purchase this resource you will be able to download a fully editable Microsoft document which includes a learning objective, instructions, three heading cards labelled ‘Causes’ , ‘Effects’ and ‘Solutions’ as well as thirty four information cards that can be sorted under them. The document is designed so that you can easily add or remove any of the information cards. This resource makes a great starter or plenary to be completed in pairs or groups. It can be cut up by the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the three headings cards and copy out the information under them. The aims and objectives are: Theme: Flooding Know: What are the causes and effects of the Bangladesh Floods? Understand: Which causes are linked to climate, human and relief? Evaluate: Why have the solutions focused on managing the effects of the floods rather than their causes? WILF - What Am I Looking For? Identify and describe: The causes and effects of the Bangladesh Floods? Explain: Which causes are linked to climate, human and relief? Analyse: Why have the solutions focused on managing the effects of the floods rather than their causes? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow us 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 by experienced teachers and exhaustively field tested to help students understand the debate over the abolition of the Slave Trade 1787 - 1807. It is suitable for the full ability range and designed to be a fun and engaging lesson that can used to launch into a number of different areas on Britain and the Slave Trade. The core task revolves around students sorting a series of statements or summaries of arguments put forward by both sides of the debate. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, two heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including a source analysis question. For more information please see the detailed preview which includes screen shots of all the slides. The aims and objectives of the lesson are: Theme: Britain and the Slave Trade Know: What was an Abolitionist? Understand: What arguments were put forward by Abolitionists? Evaluate: Why were some people opposed to abolishing the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What was an Abolitionist? Explain: What arguments were put forward by Abolitionists? Analyse: Why were some people opposed to abolishing the Slave Trade? 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 fun and engaging lesson designed by experienced teachers and field tested over a number of years to help students understand why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of statements explaining why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, four heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians/ For more information please see the detailed preview which includes screen shots of most of the slides. The aims and objectives of the lesson are: Theme: Britain and the Transatlantic Slave Trade Know: Why was the Slave Trade abolished? Understand: What different factors influenced Parliament in 1807? Evaluate: Which factor was the most influential in persuading MPs? Skills: Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the Slave Trade abolished? Explain: What different factories influenced Parliament’s decision in 1807? Analyse: Which factor was the most influential in persuading MPs? 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 lesson is designed to provide stretch and challenge for middle and upper ability students studying why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of diamond shaped cards which explain why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. If you are looking for a similar activity for lower and middle ability students, then please check out my card sort on this topic. When you purchase this resource, you will be able to download two documents. The first is a single page Word Document which includes aims, instructions and nine diamond shaped cards tobe sorted. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians. For more information please see the detailed preview which includes screen shots of most of the slides. The aims and objectives of the lesson are: Theme: Britain and the Transatlantic Slave Trade Know: Why was the Slave Trade abolished? Understand: What different factors influenced Parliament in 1807? Evaluate: Which factor was the most influential in persuading MPs? Skills: Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the Slave Trade abolished? Explain: What different factories influenced Parliament’s decision in 1807? Analyse: Which factor was the most influential in persuading MPs? 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 refined and field tested by experienced teachers. It is designed to help students assess which factors played a crucial role in the collapse of the Roman Empire. This resource is suitable for the full ability range and is a great way of rounding of a course with a fun and engaging activity. The lesson opens with either a snowballing or buzz and go starter. It then sets the scene for the decline of the Empire and looks at the roles played by internal civil wars, climate change, inflation, declining population, the Roman Army and the Barbarian invasions, in it’s final collapse. This is then followed up with a card sort activity and a possible thinking skills review triangle which can then be used by students to help write an extended piece of writing. When you purchase this resource you will be able to download a single page word document and as well as a thirteen slide PowerPoint. The worksheet includes aims, instructions, six heading cards and fourteen statements that can be sorted under them as part of the main activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Why factors caused the collapse of the Roman Empire? Understand: Why were the Barbarians forced to migrate into the Empire? Evaluate: Which factor was the most important? Skills: Change & Continuity, Source Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The different factors which caused the collapse of the Empire Explain: Why were the Barbarians forced to migrate into the Roman Empire? Analyse: 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, 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

These outstanding resources have been fine tuned to help students understand and evaluate why the Spanish Armada was defeated in 1588. This fun and engaging lesson is suitable for the full ability range, but I have also produced an SEND and a higher ability version of this resource which can be purchased separately or as a bundle. On its own the card sort can be used as a starter, plenary, homework or main activity linked to a main stream textbook or video on this topic. However, I have also included a detailed PowerPoint, with additional information, tasks and activities centered around the card sort so that it is a complete lesson. When you purchase this resource you will be able to download a single page Word document and a separate PowerPoint. The worksheet includes aims, instructions and eighteen statements to be sorted under three headings labeled ‘Luck’, ‘English Tactics’ and Spanish Mistakes.’. The PowerPoint includes, aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? 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 be used as a starter or plenary for students looking at the aims and ideas of Hitler and his Nazi Party in 1933. Its designed to be a quick 10 or 15 minute activity and would be suitable for lower school students studying this topic or foundation students at GCSE or upper school. Students are given eight headings cards which include Jews, education, opposition, economy, Treaty of Versailles, women, dictatorship and race as well as eight information cards which they need to cut out and match out. I've also included a stretch question on 'pick two of Hitler’s ideas and explain why you think 43.9% of the Germany people would have voted for the Nazi Party in 1933? Once completed students could use the card sort to write an essay or produce a mind map on the topic. The aims and objectives are: Theme: Germany 1918 - 1945 Know: What did Hitler and the Nazi Party believe in 1933? Understand: How did Hitler want to change German society if they were elected? Evaluate: Why did 43.9% of the German people vote for the Nazis in 1933? WILF - What Am I Looking For? Identify and describe: What did Hitler and his Nazi Party believe? Explain: How did the Nazis want to change German society? Analyse: Why did 43% of the German electorate vote for the Nazis in 1933? 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 by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? 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 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 the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. 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 critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes 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 resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the political, economic and social effects of the Great Depression on Germany in the 1930s and is linked to the rise of Hitler. 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 single one page Microsoft Word document with a learning aim and instruction. It also includes three heading cards labeled Economic, Social and Political and 20 statement cards which describe the matching consequences of the Great Depression. Students are instructed to cut out the cards and organise them under the three headings. Depending upon the ability of the class, it should take no more than 15 - 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘What were the political, social and economic effects of the Great Depression on Germany during the 1930s?’ The aims and objectives are: Theme: The Rise of Hitler Know: What impact did the Great Depression have on Germany? Understand: What were the political, social and economic effects of the Great Depression? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The effects of the Great Depression on Germany during the 1930s? Explain: What were the political, social and economic effects of the Great Depression? 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 outstanding resource has been designed to help students studying how effective the opposition movement was in Nazi Germany by focusing on the White Rose group set up by Hans and Sophie Scholl. The text level of the worksheet would suit middle and upper ability students. The follow up tasks include a mind mapping exercise, questions and a source analysis question. The linked BBC video clip is an excellent resource to use along side this resource. When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes information explaining the why the group was set up, its aims, methods and why it ultimately failed. This topic can be used as a case study on both the power of the Nazi state and why the opposition failed. The activity section includes three sections. The first is a mind mapping exercise questions, which is set along side a second alternative section which includes question and answers. The final section involves looking at an extract from a White Rose pamphlet and asking the question, why was the opposition so weak? The aims and objectives for this lesson are: Theme: How did the Nazis keep control of Germany? Know: What were the aims and methods of the White Rose opposition group? Understand: Why did the White Rose opposition group fail? Evaluate: What can we learn from the failure of this group about why the opposition failed? WILF: What Am I Looking For? Identify and describe: What were the aims and methods of the White Rose opposition group? Explain: Why did the White Rose opposition group fail? Analyse: What can we learn from the failure of this group about why the opposition failed? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

This card sort is designed to help students identify and describe the key features of a church. Higher ability students will begin to able to describe the differences between a Catholic and Protestant church. These resources can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. When you purchase this resource, you will be able to download a two page card sort written in Microsoft Word and an accompanying PowerPoint presentation. The card sort in includes matching key words, descriptions and pictures that can be cut out and sorted to help identify the key features of a church. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities as well as links to relevant video clip on YouTube. The aims and objectives for this lesson are: Theme: Christianity •Know: What are the features of a church? •Understand: How are the different areas used during a church service? •Evaluate: What are the differences between a Catholic and Protestant church? WILF – What Am I Looking For? •Identify & describe: The key features of a church •Explain: How are the different areas used during a church service? •Analyse: What are the differemces between a Catholic and Protestant church? 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 issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. 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 abortion. 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 abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s 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

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. 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 under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - How far should media be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great diamond 9 activity has been designed to help students assess the different factors which helped the RAF win the Battle of Britain in 1940. It can be used to help prepare students for an assessment or to extend their critical thinking skills and understanding of the topic. It is designed to be used with the higher range of ability students and to work alongside any main stream text book or video on this topic. For those who are busy or don’t have access to these resources, I have included two suitable links to video clips on YouTube. You can also download a detailed PowerPoint and worksheet on the Battle of Britain from our TES shop along with a SEND and mainstream version of this card sort.Alternatively, you can buy them all in a discounted bundle. When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the key reason why the RAF won the Battle of Britain. Once students have cut the cards out, they are set three tasks including: Remove any problems that you don’t think are important. Record and explain why you have removed them. Arrange the remaining diamonds to show any links that you can find between them. Record and explain your reasons. Make a smaller diamond shape using the four most important reasons explaining why the RAF won the Battle of Britain in 1940? Record and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices in order to develop the critical analysis and thinking skills that this type of activity is designed to help develop. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in helping the RAF win the Battle of Britain as preparation for an extended writing exercise. The aims and objectives of this lesson are: Theme: The Second World War Know: Why did the RAF win the Battle of Britain? Understand: What factors helped the RAF win the Battle of Britain? Evaluate: Which factor was the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why the RAF won the Battle of Britain? Explain: What factors helped the RAF win the Battle of Britain? Analyse: Which was the most important factor? If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then 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. Kind Regards Roy

This beautifully designed time line of Georgian Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity to introduce Georgian Britain 1714 - 1837 . It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying this topic at GCSE or A Level. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Georgian Britain and includes 63 slides with pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. You can add, delete or rewrite slides to suit your course. When getting your students to do the market place activity, you could get them to focus on a theme such as revolution, reform, slavery, factories, the poor or sea power and then them to do a mini presentation on that topic. The aims and objectives for this resource are: Theme: Georgian Britain 1714 - 1837 Know: How did peoples lives change during this period? Understand: What impact did the key events have on the British people? Evaluate: What changed and what stayed the same? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: How did peoples lives change during this period? Explain: What impact did the key events have on the British people? Analyse: What changed and stayed the time? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then 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 so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This beautifully illustrated resource on Roman Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Roman Britain 43-410AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Roman Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Roman Britain 43 - 410AD Know: What was life like for people living in Britain during this period? Understand: How did they overcome the problems they faced? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: How did they overcome the problems that they faced? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then 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 so that you can spend more time focusing on what really matters to you! Kind Regards Roy

The great little card sort is designed to get students to match the key words from Roman society with their meaning or definition. This could be used as a fun starter to check what they already know or as a plenary or mini plenary to check what they have learnt whilst teaching this topic. The instructions on the sheet are as follows: Option 1: Cut out the cards and match them to their correct meanings or definitions. Option 2: Match the cards with their correct meaning and then write them out as a complete sentence. 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