The great resource is designed to help students explain why so many people decided to settle on the formally inhospitable Great Plains in the 19th Century. 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 to provide a little more challenge then check out my diamond 9 activity on this topic. 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 of this lesson are: Theme: The American West Know: What were the main reasons why Homesteaders 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 Homesteaders 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

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 resource is designed to provide stretch and challenge. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It canalso be used as a starter, plenary or as a revision activity on how domestic issues helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the domestic issues helped to increase the fear and mistrust of the USSR. 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 what you think are the four most important events or factors that helped to cause the Red Scare in the 1950s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: Which key domestic events helped to increase the fear and hysteria known as the ‘Red Scare’? Understand: How did each event or issue help to ignite the hysteria of the ‘Red Scare’? Evaluate: How far were domestic issues responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: Why there was a ‘Red Scare’ in the 1950s? Explain: How did events at home helped to ignite the ‘Red Scare’? Analyse: How far was were domestic issues responsible for causing the ‘Red Scare’? 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 provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Cold War? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold 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

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. I also have an iPad version which can be purchased 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 resource is designed to provide stretch and challenge for students studying how the international situation helped to cause the ‘Red Scare’ in the USA. It can also be used as a starter, plenary or as a revision activity on how the international situation helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the international situation helped to increase the fear and mistrust of the USSR. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important international events or factors that helped to cause the Red Scare in the 1950s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: What key international events increased mistrust and tension between the USA & USSR? Understand: How did the international situation help to ignite the ‘Red Scare’? Evaluate: How far was the international situation responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: The international situation from 1945 to 1953 Explain: How did the international situation help to ignite the ‘Red Scare’? Analyse: How far was the international situation responsible for causing the ‘Red Scare’? 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 card sort is designed to help students identify and understand the key symbols of the French Revolution. It can be used as a starter, plenary or even as a revision exercise. The resource includes nine symbols of the French Revolution and their correct descriptions which have been mixed up. When you buy the resource you will receive a single A4 Microsoft Word document which can be further edited if you wish. Learning Objectives: Theme: The French Revolution Know: What were the symbols of the French Revolution? Understand: What did the different symbols meant at the time? Evaluate: Why are these symbols still important to the French people today? WILF: What Am I Looking For? Identify and describe: The symbols of the French Revolution? Explain: What the different symbols meant at the time? Analyse: Why are these symbols still important to the French people today? 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 includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. The booklet comes in two sections. The first resource is a study guide which includes revision notes and activities on the aims of the League of Nation, its organisation and work in both the 1920s and 1930s. . Accompanying each section are a range of interactive activities and tasks from pro and con organisers, thinking skills triangles to Venn diagram activities to help reinforce and check students knowledge and understanding. The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource. The contents for each section are listen below: Revision Notes Pages 1. Aims and organisation 3 - 6 2. Strengths & weaknesses of the organisation 7 - 8 3. The work of the League of Nations during the 1920s 9 – 11 4. Japanese invasion of Manchuria 12 - 15 5. Italian invasion of Abyssinia 16 - 20 6. Compare & contrast table of the 1920s & 30s 21 7. Why did the League of Nations fail in the 1930s 22 - 23 Past Paper Questions Sections A & B 1. Cartoon questions on the League of Nations 24 – 30 2. Describe, Explain & Evaluate Questions 31 – 37 3. Mark scheme and advice for cartoon question [7] 38 4. Mark scheme and hints for tackling explain question [8] 39 5. Mark scheme and hints for tackling describe question [4] 40 6. Mark scheme and hints for tackling explain question [6] 40 7. Mark scheme and hints for tackling evaluation question [10] 41 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 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 includes a wide range of revision notes, tasks and activities and that are suitable for the full ability spectrum for studying McCarthyism and the 'Red Scare' for either GCSE or A Level. When you purchase this resource you will receive a fifteen page resource in Microsoft Word which can be easily customised for your exam board. Each section contains bullet pointed notes, sources and a wide range of activities to help your students develop their understanding of the topic. These include summary tasks, heads and tails, mind maps and missing word activities. The full contents for each section are listen below: 1. Why was there a 'Red Scare'? 2. How did the international situation increase American fears about the spread of Communism? 3. How did internal developments in the USA increase American fears about the spread of Communism? 4. What was McCarthyism? 5. What methods and tactics did McCarthy use? 6. McCarthy's downfall. 7. What were the short and long term consequences of McCarthyism? 8. McCarthy summary exercise. 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 card sort is designed to help students identify and understand the key symbols of the French Revolution. It can be used as a starter, plenary or even as a revision exercise for the full range of abilities. The resource includes nine symbols of the French Revolution and their correct descriptions which have been mixed up. When you buy the resource you will receive a single A4 Microsoft Word document which can be further edited if you wish. Learning Objectives: Theme: The French Revolution Know: What were the symbols of the French Revolution? Understand: What did the different symbols meant at the time? Evaluate: Why are these symbols still important to the French people today? WILF: What Am I Looking For? Identify and describe: The symbols of the French Revolution? Explain: What the different symbols meant at the time? Analyse: Why are these symbols still important to the French people today? 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 includes a wide range of revision notes, tasks, activities and assessment for learning that are suitable for the full ability spectrum at GCSE History. It is aimed at helping students studying McCarthyism and the 'Red Scare' as part of the OCR GCSE Modern World History: USA Land of the Free The booklet comes in two sections. The first resource is a study guide which includes revision notes and sources on the both the causes and consequences of the 'Red Scare.' Accompanying each section are a range of interactive activities and tasks from pro and con organisers, thinking skills triangles to Venn diagram activities to help reinforce and check students knowledge and understanding. The second section, is made up of a series of past paper questions from OCR's GCSE on this topic. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you do a different exam board, you can easily drop in your own mark schemes into the table format and adapt this resource. The fill contents for each section are listen below: 1. Why was there a 'Red Scare'? 2. How did the international situation increase American fears about the spread of Communism? 3. How did internal developments in the USA increase American fears about the spread of Communism? 4. What was McCarthyism? 5. What methods and tactics did McCarthy use? 6. McCarthy's downfall. 7. What were the short and long term consequences of McCarthyism? 8. McCarthy summary. 9. Past paper exam questions. 10. Pupil mark schemes. 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 provide stretch and challenge. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary or as a revision activity on how domestic issues helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the domestic issues helped to increase the fear and mistrust of the USSR. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Red Scare in the 1950s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: Which key domestic events helped to increase the fear and hysteria known as the ‘Red Scare’? Understand: How did each event or issue help to ignite the hysteria of the ‘Red Scare’? Evaluate: How far were domestic issues responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: Why there was a ‘Red Scare’ in the 1950s? Explain: How did events at home helped to ignite the ‘Red Scare’? Analyse: How far was were domestic issues responsible for causing the ‘Red Scare’? 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 provide stretch and challenge for middle and ability students studying the League of Nations by looking at the key reasons why it failed. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed. 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: Remove any reasons 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 what you think are the four most important reasons why the League of Nations failed in the 1930s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: The League of Nations 1919 - 1939 Know: What were the aims of the League? Understand: What key factors undermined it’s success? Evaluate: Which factors were the most important it causing the League to fail? WILF - What Am I Looking For? Identify and describe: The aims of the League of Nations? Explain: How each factor undermined the success of the League of Nations? Analyse: Which factors were the most important it causing the League to fail? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary, revision or as a focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why Britain followed a policy of appeasement in 1938. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why Britain followed a policy of appeasement in 1938. 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 thining skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? 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 provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why Britain followed a policy of appeasement in 1938. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: Remove any reasons 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 what you think are the four most important reasons why Britain followed a policy of appeasement in 1938. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? 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 tried and tested resource has been designed to help students understand why Britain followed a policy of appeasement in 1938. It can be used as a starter, plenary, revision or assessment activity and is suitable for a wide range of abilities. When you purchase this resource you be able to download a Word Document with two heading cards labelled 'arguments for appeasement and ‘arguments against’, along with sixteen statement cards that have been carefully written to reflect the views and opinions of people at the time. Once students have sorted through the statements, they could then arrange them in their order of importance as the next step to using them as the basis for writing an extended answer or essay on the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? If you are looking for an activity to stretch the more able then check out my diamond 9 activity on this topic. If you like this type of 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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Japanese invasion of Manchuria. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or as a focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. 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 to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. 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 thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail? Know: What sanctions did the League of Nations impose on Japan? Understand: Why did the League fail to stop the Japanese invasion of Manchuria? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Japan? Explain: Why did the League fail to stop the Japanese invasion? Analyse: Which factors were the most important it causing the League to fail? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. 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 to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. 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 thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: What sanctions did the League of Nations impose on Italy? Understand: Why did the League fail to stop the Italian invasion of Abyssinia? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Italy? Explain: Why did the League fail to stop the Italian invasion? Analyse: Which factors were the most important it causing the League to fail? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying reasons why Japan invaded Manchuria in 1931 -1932? The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain why Japan invaded Manchuria. 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 to explain why Japan invaded Manchuria? 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 thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Japan invade Manchuria 1931 - 1932? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Japan’s decision to invade? WILF - What Am I Looking For? Identify and describe: Why Japan invaded Manchuria? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Japan’s decision to invade? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy