This great resource is designed to be used a starter or plenary to help students sort through the chronology of what happened during the Gunpowder Plot in 1605. It is designed to work alongside any main stream resource or video on this topic. I have designed a lesson around this resource using the PowerPoint to drive the main activities which would suit a primary school or lower ability group at secondary group. If you are looking for a more challenging resource, I have also uploaded work suitable for higher ability students. When you purchase this resource you will be able to download a twelve slide PowerPoint presentations with starters, plenaries, historical sources, information slides and video clips to support the main activity. You will also be able to download a Microsoft word document with a copy of the key events. I normally keep a copy of the card sort in 15 envelopes and get me students to quickly order them into the order in which they think it happened before feeding back to a class discussion. This takes about 3 minutes. However, you can also give it out as a sheet and ask them to cut out the cards and stick them into your book. This can take up to 15 minutes. If you are being observed it might be an idea to get your students to sort the cards at the beginning to help you evaluate what they know and then do it again at the end to help you demonstrate progress. This is a tried and trusted resource which has never failed to ignite my learners interest in the topic. The aims and objectives of this lesson are: Theme: The consequences of the Break with Rome Know: What happened during the Gunpowder Plot in 1605? Understand: Why would the Catholics want to kill the king and parliament? Evaluate: How far does the historical evidence support that Guy Fawkes was framed? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the Gunpowder Plot in 1605? Explain: Why would the Catholics want to kill the king and parliament? Analyse: How far does the historical evidence support that Guy Fawkes was innocent or guilty? 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 resources are designed to help students research and understand the impact of the Second World War on women in Britain. It includes a PowerPoint with the aims and objectives, sources and the activities listed below There are several good video clips that can be used with this activity. I would recommend the BBC's History File the Home Front / Women. Aims & Objectives: You will learn: Theme: What impact did the Second World War have on Britain? Know: What roles did women play in the Second World War? Understand: Why it was necessary to recruit women into the armed services? Evaluate: How important was the role played by women during the 2WW? Skills: Cause, Consequence, Evaluation and Judgement. What Am I Looking For this lesson? L4 = Describe - the different roles played by women during the 2WW L5 = Explain - why it was necessary to recruit women into the armed services? L6 = Analyse - how important was the role played by women during the 2WW? Tasks & Activities Task 1: Make notes from the video clip about the role women played during the Second World War Task 2: Feedback results into a class spider graph Task 3: Divide into groups and using the textbooks and laptops research the role that women played during the Second World War Task 4: Produce a presentation with no more than 5 PP slides describing the role that women played in the area that you have looked at with your group. Task 5: Peer assess each groups work giving marks for effort, content and delivery. 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 looks at one of Britain’s first attempts to recycle or salvage resources during the Second World War. It is part of a series of lessons that I have created on the Home Front that can be either downloaded separately or as a discounted bundle. The lesson materials are suitable for the full range of ability. When you purchase these resources you will be able to download a three page worksheet with the key information, sources and tasks, one of which includes a SEN missing word activity. You will also be able to download an accompanying Point Point with the aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, relevant video clips and extension exercises to work along aide the activities on the worksheet. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government introduce a salvage campaign? Understand: What impact did the wartime shortages have on Britain? Evaluate: How successful was Britain’s first recycling campaign? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government introduce a salvage campaign? Explain: What impact did wartime shortages have on Britain? Analyse: How successful was Britain’s first recycling campaign? 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 has been designed to help students understand the impact of the First World War on both the Allies and Germany as a prelude to studying the aims of the peacemakers and the Treaty of Versailles, 1919. The PowerPoint is designed to work with both worksheets which can be mixed and matched depending upon the ability of your students. The first was designed for KS4, whilst the second worksheet was designed for KS3, but they both are appropriate and accessible for the full ability range. Please note that these lessons can be purchased at a discounted rate via my bundle on the Treaty of Versailles. When you purchase this resource you will be able to download two worksheets on this topic and a PowerPoint Presentation that has been designed to help facilitate the lesson. The worksheets include information and sources about the impact of the First World War as well as tasks and activities. Both worksheets are two pages long and can be mixed and matched to suit your learners. The seventeen slide PowerPoint includes aims, objectives, differentiated outcomes,starters, plenaries, tasks, activities, summary diagrams and historical sources to support both worksheets. For more information, please view the preview. The aims and objectives of this lesson are: Theme: How fair was the Treaty of Versailles, 1919? Know: What impact did the First World War have on Germany and the allies? Understand: What sort of peace treaty would each country want to achieve? Evaluate: Why did some of the peacemakers want revenge on Germany? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The impact of the First World War on Germany and the Allies. Explain: What sort of peace treaty would each country want to achieve? Analyse: Why did some of the peacemakers want revenge on Germany? 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

A simple chronological card sort exercise on Hannibal and the Punic wars with Rome. This could be used as starter or plenary. I would ideally recommend reviewing the story before having a go at the card sort exercise. The document is in word so you can easily adapt them to suit your own text books or worksheet. 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 resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? 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 highly adaptable revision guide with a past paper question and assessment for learning pupil mark scheme is must have for anyone studying the causes of the Second World War. The first page includes all the key facts students need to know about German rearmament and why Britain and France failed to stop Germany. The second page includes two activities, a summary table why Germany was able to rearm 1933 - 1939 and a discussion / extended writing activity which aims to assess how successful was Germany's attempts to rearm in comparison to the rest of the world by 1939. The third page includes an optional OCR source based question on why the disarmament conference failed, whilst page four contains the pupil mark scheme and writing frame for the question. The resource is provided in word so it can be easily adapted to suit your students. It can be used as part of a lesson or a piece of homework for students studying this topic or as revision guide. Aims and Objectives Theme: Causes of the Second World War Know: How did Germany rearm 1933 - 1939? Understand: Why were Britain and France unable to stop Germany rearming? Evaluate: How successfully was German rearmament 1933 - 1939? WILF Identify: How big did German armed forces grow between 1933 - 1939? Explain: why did Britain and France fail to stop Germany? Analyse: How successful was German rearmament from 1933 - 1939? Kind Regards Roy

This great little resource is suitable for students of all abilities. The card sort includes four factors,economic, social, political and environment as well as 16 cards / changes that need to be sorted under these headings. This is a great way of adding in some cooperative, pair share and kinesthetic learning into your lesson on this topic. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my worksheet and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

The great resource is designed to help students explain why so many people decided to settle on the Great Plains? This resource is designed to be used with the full spectrum of leaners and can also be used as a starter, plenary or revision activity. If you are looking for a resource that provides more challenge, then please check out my diamond 9 activity in my TES shop. When you purchase this resource you will be able to download a single, A4 sheet, which can be photocopied for your students. It includes a learning objective, instructions and four heading cards as well as fourteen statements which need to be sorted. The headings are new technology, end of the civil war, transcontinental railroads and the policies of the US government. The aims and objectives for this lesson are: Theme: The American West Know: What were the main reasons why so many people settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did so many people settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? 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 far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. It could be used alongside any main stream text book or resource or as an independent stand alone resource. It also makes an excellent revision activity on the topic as well as preparation for an essay or extended essay on the topic. If you would like to provide even more challenge then why not check out my diamond 9 activity on this topic. You can also download an iPad version from my TES shop. When you purchase this resource, you will receive a two page A4 sheet in Microsoft Word. The activity includes four heading cards labelled Leadership of Custer, Leadership of Reno & Benteen, Leadership of Crazy Horse and Other US Army Leaders as well as 28 statement cards. If you wish to add challenge then you could delete the heading cards and ask your students to come up with their own headings. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify and describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyse: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? 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 historical controversy surrounding the death of Emily Davison. 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 mains stream textbook or resource. I have also produced an alternative source investigation card sort on this topic or if you wish you can buy both resources for the bargain price of £5. When you purchase this resource you will be able to download a fully editable Microsoft Word document as well as an accompanying PowerPoint. The Word documents includes aims, instructions, two heading cards labelled 'accident' and 'suicide', along with 16 information cards that need to be sorted. 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 completing the card sort activity. Once this 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 lesson resource has been designed to help students studying the changes to the textile industry 1750 - 1900. It can be used with the full spectrum of ability, but the text level of the sources would better suit lower middle to upper ability students. However, if you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes an introduction, which explains why there was an increased demand for textiles in this period. The rest of the worksheet looks in turn at the the introduction of each new machine and explains why it was invented and the impact that it had on the textile industry. Each section is beautifully illustrated with images that can be easily photocopied in either colour or black and white. The worksheet concludes by looking at the impact of the new machines on the why people worked and the organisation of the textile industry. The activity section includes four questions. The first question aims to get students to explain the link between the population increase and the demand for more textiles. The second question is a table summary exercise, which focuses in turn on each of the new machines. The third and fourth questions are designed to get students to study one of three sources and draw conclusions to explain why some opposed the new machines and the new factory based system. I’ve also included a link in this resource description to a folk song so that students can contrast the sources on the domestic system with the factory system. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain’s textile industry change 1750 - 1900? Understand: How did each new machine contribute to the changes in the textile industry? Evaluate: What impact did these new machines have on peoples lives? WILF: What Am I Looking For? Identify and describe: Why did Britain’s textile industry change 1750 - 1900? Explain: How did each new machine contribute to the changes taking place in the textile industry? Analyse: What impact did these new machines have on peoples lives? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

This outstanding resource has been designed to help students studying the historical controversy surrounding why Britain's population increased from 1750 - 1900. It can be used with the full spectrum of ability as a starter or plenary. This activity should work alongside any main stream text book or resource on this topic. However, if you like this resource, I have also produced a PowerPoint and a worksheet that you can use along side it. When you purchase this resource you will be able to download an editable Microsoft Word document which includes instructions, 14 heading cards and matching statement cards on farming, medicine, education, nursing, marriage, soap, vaccination, migration, cleaner cities, midwives, transport and alcohol. Once students have sorted the cards, you can extend their understanding further by creating a key to help show which changes would have affected births, deaths, both or other. They could then use this to help them answer am extended question on the population increased from 1750 - 1900. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain's population increased from 1750 - 1900? Understand: What factors caused this change? Evaluate: How far was the population increase due to a decline in the death rate? WILF: What Am I Looking For? Identify and describe: Why the population increased in size? Explain: What factors caused this change? Analyse: Make a judgement on how far the increase was due to an increase in the birth rate? 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 great diamond 9 cctivity is designed to help students studying the key reasons why the Native Americans were defeated by the US government. It can be used as a revision tool, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for something more suited to lower and middle ability students, then I have several more tradition card sort on this topic. When you purchase this great resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why the Native Americans were defeated. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. Make a smaller diamond shape using the four most important reasons to explain why the Native Americans were defeated. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explain. This is absolutely crucial for developing those critical thinking skills that we associate with diamond 9 activities. Once students have sorted the cards, you can extend their understanding further by discussing or writing an extended answer explaining which factor played the most important role in their defeat. The aims and objectives of this lesson are: Theme: The American West Know: How were the Native Americans defeated by the US Government? Understand: How did the US government undermine the Native American way of life? Evaluate: Which factor was the most important in undermining their way of life? WILF - What Am I Looking For? Identify and describe: How did the US Government defeat the Native Americans? Explain: What tactics and strategies did they use to undermine their way of life? Analyse: Which factor or combination of factors was the most successful? 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 is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main activity focuses on the impact that the Renaissance had on medical knowledge. It can be used as a starter, plenary, homework or revision exercise for students studying GCSE Medicine Through Time. This activity will especially appeal to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instruction and eight headings and information cards that need to be matched together. Once complete students can consolidate their understanding by creating a key to show which ideas were based upon rational or superstitious beliefs. This is followed up by two tasks that look at change and continuity from ancient to the Renaissance period. Aims and Objectives: Theme: Medicine Through Time Know: How did peoples understanding of the causes of disease changed over time? Understand: What impact did the Renaissance have on medical knowledge? Analyse: What has changed and what has stayed the same over time? Skills: Change and Continuity WILF - What Am I Looking For? Identify and Describe: How did peoples understanding of the causes of disease change over time? Explain: What impact did the Renaissance have on medical knowledge? Evaluate: What has changed and what has stayed the same over time? 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 straight forward resource is designed to be used as a consolidation exercise. Students match the beginning of the sentences with their correct endings or explanations. It should work with any main stream resource on this topic is suitable for low and middle ability students. The document is supplied in Microsoft Word and can be easily edited to suit the needs of your students or match the text book or resource that you are using. The learning objective for this lesson is: How does the immune system work?

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . 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 fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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 Renaissance played an important role in challenging the old ideas of the past. New scientific discoveries challenged old ideas, there was a new spirit of enquiry and individuals like Thomas Sydenham and William Harvey played key roles in pushing back the frontiers of knowledge. Meanwhile, respect for tradition, the Church and the ideas of Galen still influenced the everyday lives of the vast majority of the population. This innovative and creative activity has been carefully designed to help students understand how far Renaissance influenced ideas on medicine and the causes of disease through a simple card sort. It is designed to work alongside any main stream resource on this topic, whilst the nature of these resource will appeal to the full spectrum of ability. When you purchase this resource you will be able to download a single page Word Document which contains an learning objective, instructions, six heading cards labelled ‘Government’, ‘The Church’, ‘Science & Technology’, ‘Individuals’, ‘Respect for Tradition’ and ‘New Spirit of Enquiry’ as well as sixteen cards which describe the key factors influencing medical ideas during this period. Students can cut out the cards and sort them under the headings and then have a go at an extended question on this topic. This activity makes a great starter, plenary, revision or consolidation exercise. The aims and objectives of this less are: Theme: Change and Continuity in Medicine in Britain Know: What changed and stayed the same in Renaissance medicine? Understand: What fact factors influenced medicine and the causes of disease during the Renaissance? Evaluate: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? WILF - What Am I Looking For? Identify and describe: What changed and stayed the same in Renaissance medicine? Explain: What factors influenced medicine and the understanding of the causes of disease during the Renaissance? Analyse: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? 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 are built around the timeless BBC classic series ‘The History File.’ I have included a link to the HD version of ‘First Industrial Nation’ on YouTube. If you are looking for a great way to cover in a fun and engaging way all those difficult industrial statistics, whilst getting over the big ideas on change and continuity from 1750 - 1850, then this is the lesson for you. It particularly does well, the move from manufacturing to factory production. I have included a free version of the video observation sheet on the TES, but this resource for the price of a cup of coffee, is designed to accompany it and give you all tools and resources you will need to help your SEND and middle ability students to effortlessly make the notes and write a beautifully structured extended answer. If you are new to the profession and missed the 1990s, then the basic concept behind the series was to place a young girl called Melanie into a Virtual Reality Museum and let her investigate various history issues. Funny enough technology has now come full circle with the latest VR technology. This is an excellent series which will engage your most challenging students! When you purchase this resource, you will be able to download a PowerPoint presentation and two Microsoft Word documents. The PowerPoint presentation includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks and activities to complete alongside the video. It also includes templates from the video observation sheet so that you can summarise your students notes on your IWB as well as templates from the writing frame to help your students produce an extended piece of writing or essay on the topic. The two Word Documents include both the video observation sheet and the writing frame with DART strategies to help your SEND and middle ability students to scaffold their work. If you have a difficult class, these resources will make you look amazing. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Industrial Revolution Know: How did Britain change from 1750 to 1850? Understand: Why did Britain change from 1750 to 1850? Evaluate: What changed and what stayed the same from 1750 – 1850? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How Britain changed from 1750 - 1850? Explain: Why did Britain change from 1750 – 1850? Analyse: What impact did muscles to machines have on Britain? For the section on the rich in 1750, I have included images of stately homes that are local to Doncaster and Rotherham. You may wish to customise the PP with pictures of places that are local to your school in order to tick the local history box and make it a bit more relevant.