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

Captain Cook reputation continues to be very controversial. At the time he was seen as a man of science, an explorer, a great navigator and adventurer. His death at the hands of the native people of Hawaii turned him into a martyr who died for the British Empire. However, in our post colonial times, his reputation has been called into question by people who suffered as a result of his actions. Historians are interested in these debates as they question the role and purpose of history and whose story we are telling in the classroom. Other counter that it is wrong to question the reputation of great men like Captain Cook as they didn’t have the benefit of hindsight and couldn’t foresee the consequences of their actions. This innovative and creative activity has been designed to help students assess the reputation of Captain Cook and decide whether he was a Colonial Hero or an Imperialist Villain. This activity involves giving students a card sort with sixteen statements to sort through and decide which statement they support. Once this has been complete, students can then have a go at answering the question: How far was Captain Cook a hero or a villain?’ They could do this in a project, an essay, or they could take sides and write a speech arguing either side. I have included links to two video clips, including the BBC Timewatch video. After they have completed the card sort, students could add facts to either side of the debate. Ultimately, this resource is highly adaptable and can easily be adapted to suit a wide range of learners. The aims and objectives are: Theme: The British Empire Know: What sort of man was Captain Cook? Understand: Why are historical events interpreted in different ways? Evaluate: Was Captain Cook a colonial hero or an imperial villain? WILF - What Am I Looking For? Identify and describe: Who was Captain Cook and why is famous? Explain: Why are historical events interpreted in different ways? Analyse: Was Captain Cook a colonial hero or an imperial villain? 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

The debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Ancient Greece Know: Why were the Elgin Marbles removed from Athens? Understand: The arguments for and against returning them? Evaluate: Should the Elgin Marbles be returned to Greece? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the Elgin Marbles were removed? Can You Explain: The key arguments for and against returning the Elgin Marbles? Can You Evaluate: Whether they should be returned and justify your opinion? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The great resource is aimed at KS2 and KS3 students. It is a simple guide with sentence starters to help students analyse sources. Ideally, a copy could be printed off and stuck in students books or laminated on yellow paper and used as a literacy mat. Kind Regards Roy

This excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full spectrum of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customised for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyse: Why do historians disagree about the number of people killed in the 'Wild' West? 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 analyse the reliability of royal portraits in Elizabethan England 1558 - 1603. It is suitable for a wide range of abilities and can be used at both KS3 and KS4. When you purchase this lesson you will receive a card sort with six portraits and six accompanying statements which need to be matched up. I have carefully edited the pictures so they photocopy in black in white, but if you can afford to print them off in colour then they make an even more stunning resource. If you are trying square the expense, the you could always print off fifteen copies and then put them into envelopes to be reused with another class. The aims and objectives of this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: How did the official image of Elizabeth change from 1546 – 1603? Understand: What steps did Elizabeth take to control her image? Evaluate: How useful are royal portraits as historical evidence? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: The changes to the official image of Elizabeth I from 1546 to 1603? Explain: Why did Elizabeth I control the way her image was official presented? Analyse: How useful are royal portraits as historical evidence? Before you buy this resource, you can also purchase the same resource with an accompanying PowerPoint that includes the aims, objectives, differentiated outcomes, snowballing starters, plenaries, the answers to the card sort as well as additional tasks and slides which look at the reliability and purpose of royal portraits as a form of propaganda. The plenary activity in the PowerPoint gets students to annotate the Armada portrait for legitimacy, purity, success and other key aspects of Elizabethan propaganda 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 diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ 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 reasons why some women got the vote in 1918. 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. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on 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. 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 the role played by Edward Jenner in the fight against smallpox. If you like this resource then for a little extra you can purchase the PowerPoint that accompanies this resource with extra information and activities. 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 Edward Jenner. I have linked in a an appropriate clip to this resource in the preview. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: The fight against infectious diseases in the 19th Century Know: How did people try to fight Smallpox before Edward Jenner? Understand: How did Edward Jenner discover how to vaccinate? Skills: Source Analysis, Cause, Consequence WILF – What Am I Looking For? Identify & describe: How did people try to fight Smallpox before Jenner? Explain: How did Edward Jenner discover how to vaccinate? 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 innovative 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 task focuses on the controversial wartime leadership of Winston Churchill who was voted as the greatest Briton who had ever lived by a BBC television series in 2002. The cards that have been created for this activity cover a wide range of relevant topics that have been hotly debated by historians. Throughout the history school curriculum from William the Conquer to present day, history teachers have asked their students what makes a great leader in both peace time and war? Winston Churchill’s leadership is certainly worthwhile investigating and opening up to a class discussion. This resource can be used as a starter, plenary, homework or revision exercise for students studying a range of subjects. The nature of this resource makes it especially appealing 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, instructions, two heading cards labeled ‘Successful’ and ‘Failure’ as well as fourteen information cards that need to be matched to one of the two headings. Once completed students can consolidate their understanding by attempting the extended answer task at the end. Please note that the information cards have been designed to be deliberately controversial to help open up discussion on the topic. Aims and Objectives: Theme: The Second World War •Know: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Understand: What were the successes and failures of Churchill’s leadership? •Analyse: How significant was Churchill’s wartime leadership in helping Britain win the war? •Skills:Significance WILF - What Am I Looking For? •Identify and Describe: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Explain: What were the successes and failures of Churchill’s leadership? •Evaluate: How significant was Churchill’s wartime leadership in helping Britain win the war? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of whether animals should have rights has divided the community for a long time. It is interesting to note that at the same time as William Wilberforce was arguing for the abolition of the slave trade he was also arguing for animal rights and helped to set up an organisation which eventually became be know as the RSPCA. This great resource is designed to help students understand some of the main arguments put forward by both sides. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as twelve statements that can sorted to help summarise the arguments. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: How are animals currently treated differently to humans? Understand: What are the arguments for and against improving animal rights? Evaluate: Should animals be given the same rights as human beings? WILF - What am I Looking For? Identify and describe - how are animals currently treated differently to humans? Explain - the arguments for and against improving animal rights? Analyse - Should animals be given the same rights as human beings? 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 ethics and morality of torture is a controversial subject which is at the heart of British values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a British court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism? 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 torture. 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. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5. 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. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is torture and why is outlawed by the Geneva Convention? Understand: What are the arguments for and against using torture? Evaluate: Are there any circumstances in which is acceptable to use torture? WILF - What am I Looking For? Identify and describe - What is torture and why was it outlawed by the Geneva Convention? Explain - the arguments for and against the use of torture? Analyse - Are there any circumstances in which it is acceptable to use torture? 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

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest by giving them a decision making challenge. It focuses on the problems facing King Harold when he arrived in London, shortly after having won the Battle of Stamford Bridge. Students have to review the pros and cons of rushing down to Hastings in order to face Duke William and then write a speech explaining why Harold should rush into battle. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, and historical sources. The lesson opens with a selection of starts before moving onto setting the scene for Harold’s war council. Students are then given a series of statements to sort into a graphic organiser setting out the pros and cons of marching immediately south. Once complete they then review a speech arguing caution and then have a go at writing a speech arguing immediate action to tackle Duke William. The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What were Harold’s options after the Battle of Stamford Bridge? Understand: Why did Harold decide to rush into battle? Evaluate: Was William a better leader than Harold? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: What were Harold’s options after the Battle of Stamford Bridge? Explain: Why did Harold decide to rush into battle? Analyse: Was William a better leader than Harold? 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