These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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 fun and interactive lesson looks at why Queen Boudica’s Rebellion failed in AD 61. It is aimed at KS3 students, but includes differentiated tasks which could also be used with Year 6 at KS2. Ideally, students will have studied the Roman Army and invasion of Britain before tackling this topic, although it will also work as a stand alone lesson. When you purchase this lesson you will be able to download a three page worksheet and accompanying PowerPoint. The worksheet has been saved in both Word and PDF and contains information, historical sources, task and activities. The accompanying Powerpoint mirrors the information and sources in the worksheet, but also includes aims, objectives, additional sources, video links, starters and plenaries. The aims and objectives of this lesson are: Theme: Roman Britain Know: Who was Queen Boudica? Understand: Why did the Iceni tribe revolt against Roman rule? Evaluate: Why did Queen Boudica’s Rebellion in AD 60 fail? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who Queen Boudica was? Can You Explain: Why the Iceni tribe revolted against Roman rule? Can You Evaluate: Why did Queen Boudica’s Rebellion fail? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This fun and interactive market place activity has been designed around helping students investigate Roman entertainment and leisure. You can either pin the information to the classroom walls or give each group an information pack containing the relevant slides so that they can collaborate and share what they have learnt. This task is designed to get them out of their chairs, moving around and working together. I have also provided a table which can be printed back to back to help them summarise what they have learnt from the . Once the gather and share activity is completed, the consolidation task is to design and evaluate a Roman theme park. , I have included support slides and templates to help facilitate this task. The areas covered are the gladiator fights in the Colosseum, chariot racing at the Circus Maximus, bath houses, theatre, eating out and Roman board games. When you purchase this lesson, you will be able to download a 22 slide PowerPoint Presentation which includes information slides, historical sources, starters, plenaries, tasks, activities, templates as well as links to relevant video clips. For stretch​ and challenge, I have also included several extension slides with information that could be pinned below or printed on the reverse slide of the topic. For more information, please see the preview: Theme: The Roman Empire Know: How did the Romans spend their leisure time? Understand: Why Roman leaders invested in providing entertainment? Analyse: What you have learnt to create a Roman theme park? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How the Romans spent their leisure time? Can You Explain: Why Roman leaders invested in providing entertainment? Can You Apply: Your learning to create a Roman theme park If you like these resources then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This lesson fun and interactive lesson is the first in a series on the Miners Strike 1984 - 1985. This lesson is aimed at KS4 students, but could also be used with KS5 to look at the causes of the Miners’ Strike. We have specifically adapted these resources for KS3 and uploaded them separately and bundled them up on the TES. The topics looked at in this lesson include economic restructiring (changes), government policies including privatisation, NUM opposition to pit closures, ‘The Winter of Discontent’, political climate in the 1980s and media bias. The lesson includes a range of different questions, templates and differentiated tasks which build up to an essay questionon what caused the Miners Strike 1984 - 1985. This is an interactive lesson, but we have also uploaded a market place versions which we have uploaded separately and bundled together on the TES. When you purchase this resource you will be able to download a 27 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, templates, video links, information slides, a word search as well as historical sources. In addition, you will also be able to download a 4 page worksheet in Word to accompany the lesson. We have also uploaded both resources as PDFs just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: How Britain was divided politically and socially in the 1980s? Evaluate: What were the causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: How Britain was divided politically and socially in the 80s? Can You Evaluate: What were the causes of the Miners’ Strike? 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This great lesson is designed as an introduction to the Home Front during the Second World War. It has been designed to help students understand how the government tried to prepare for war, whilst trying to encourage people to keep calm and carry on to prevent panic within the population. This has been cleverly linked into the Blitzkrieg tactics that the Germans would used if they had invaded Britain. When you purchase these resources you will be able to download a PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, home activities, information slides,historical sources and links to video clips. It also includes a worksheet with the key information, sources and 5 tasks, one of which includes a SEN heads and tails activity. I have built in additional stretch and challenge tasks within the PowerPoint, including an alternative mind map activity. Students can chose their level of challenge through a ‘ragged’ activity slide. The aims and objectives of this lesson are: Theme: The Home Front Know: How did Britain prepare for war? Understand: Why was it important to keep calm and carry on? Evaluate: How successfully did Britain prepare for an invasion? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How did Britain prepare for war? Explain: Why was it important to keep calm and carry on? Analyse: How successfully did Britain prepare for an invasion? If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is one of a series which can be purchased separately or bundled. 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 nice little excel spreadsheet makes keeping track of your form really easy with sections for monitoring uniform, mentoring, detentions, phone log, letters home, meetings with parents, referrals to Head of Year and Faculty Leader. In the world of ever increasing accountability, this simple intervention log helps you keep of record of what you have done and can easily be shared with others. Have fun and keep your back covered! Roy

These outstanding resources have been tried tested over twenty six years and have never failed to inspire and engage the fully ability range. Since we first uploaded this lesson in 2000, it has been the most popular downloads of all time and has been copied and adapted by schools all over the world. With the help of the team at the History Academy, we have updated and improved the lesson as you can see from the preview panel. When you purchase this resource you will be able to download a PowerPoint Presentation which includes starters, plenaries, information slides links to video clips, and seven activities to complete with your students. This resource can be fully customised and at several points you can chose alternative activities that may be relevant to the ability of your students. You will also be able to download a card sort and tailor made video for this lesson. Please see the preview panel. The card sort - Henry VIII''s problems includes four headings under which the students can sort the rest of the cards. These are power, religion, money and personal. The rest of the resource then includes 14 cards which can be matched to them. Once the cards have been sorted, the students should then be able to move onto the review triangle activity. This is best done in pairs or groups, with one person from each group feeding back their results onto the IWB and explaining their choice. In a nut shell, students complete the snowballing starter, watch the video, make some notes and then have the choice of completing the card sort, colour coding a printed off version of Henry VIII's problems or creating their own summary. They can then have a go at deciding which problems were the most significant before having a go at doing a prediction exercise where they write a speech outlining how they would solve Henry VIII's problems. This is followed with some information slides and an extended writing exercise with support slides where the students explain why Henry VIII broke with Rome. Finally, there this is consolidated with a heads and tails activity were they match how Henry VIII solved each problem identified earlier. The aims and objectives are: Theme: Why did Henry VIII break from Rome? Know: What problems faced Henry VIII in 1525? Understand: Which problems were connected to money, religion, power and a legitimate heir? Evaluate: Why did Henry VIII decide to break with Rome? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The problems facing Henry VIII in 1527? Explain: Which problems were linked to money, religion, power and Henry’s need for a legitimate heir? Analyse: Why Did Henry VIII break with Rome? If you like this resource then why not check out my other resources on this topic in my TES shop.

This great diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy 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 used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards include a range of factors to explain the causes of the Second World War. 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 causes of the First World 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 arguments for writing their essay. on the causes of the Second World War. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945? Know: What were the causes of the Second World War? Understand: Which factors were the most important? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I Looking for? Identify & describe: The main reasons why the Second World War started in 1939? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. 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? Analyze: 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

This lesson on Medieval African Kingdoms has been commissioned by the History Academy to look at an important era of history that is often overlooked due to the demands of the curriculum. There are two versions of this lesson. This fun and interactive lesson is less active that the market place activity and is designed for both the PowerPoint and Worksheet to be used in tandem. It is suitable for students of all abilities. When you purchase this resource you will be able to download four files, a two PDFs editable worksheet and PowerPoint. The PowerPoint contains 41 slides which includes information slides, historical sources, starters, plenaries, tasks, activities, writing frames, templates, as well as links to relevant video clips on six Medieval African Empires and Kingdoms. Depending upon the ability of your class, we have also included a drag and drop, missing word activities as well as two optional extended writing tasks looking at two controversial interpretations of African history. The plenary tasks include a knowledge quiz and continuum line activity on how civilised or advanced were Medieval African Kingdoms. The worksheet mirrors the information, tasks and activities in the PowerPoint. Both the worksheet and PP are also supplied in PDF format. We have focused on the following African Empires and Kingdoms of Aksum, Benin, Mali, Ghania, Songhai and Great Zimbabwe. If you would like to find out more about these lesson then please visit our facebook page or view the detailed preview. We have also uploaded a PDF version for those who do not have access to Microsoft Office. Theme: Medieval African History Know: How rich and powerful were African empires and kingdoms? Understand: How have historians interpreted African Medieval History in the past? Evaluate: How advanced were Medieval African Kingdoms? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How rich and powerful were African empires and kingdoms? Can You Explain: How historians have misinterpreted African Medieval History? Can You Evaluate: How advanced were Medieval African Kingdoms? If you like these resources then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

As part of our SMSC series, we have commissioned a lesson that looks at the moral and ethical issues surrounding the battery farming of chickens for both meat and eggs. This fun and interactive lesson introduces the issues through some carefully sellected information slides and videos, that are appropriate for KS3 and KS4 and then gets students to evaluate the pros and cons through a card sort exercise. This is then followed up with speech writing exercise designed to help develop students oracy and debating skills. When you purchase this resource, you will be able to download a PowerPoint with 15 slides which help to facilitate the card sort exercise and include aims, objectives, information slides, starters, plenaries, templates, tasks and activities. You will also be able to download single page Word document which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the battery farming of chickens for eggs and meat. Both documents and the answer sheet have also been uploaded as PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Theme: Animal Welfare Know: What is battery farming? Understand: The arguments for and against battery farmed chickens? Evaluate: Whether battery farming of chickens is ethical? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is battery farming? Can You Explain: The arguments for and against battery farmed chickens? Can You Evaluate: Whether the battery farming of chickens is ethical? If you like this resource then why not check out our other resources on similar SMSC topics in our 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

This fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC topics in our 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

This outstanding card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the key reasons why Hitler became Chancellor in 1933. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a fully editable two page Microsoft Word document with a learning aim and three activities. It also includes eight heading cards labeled propaganda, election promises, wealthy backers, support, the depression, Weimar constitution, technology, Hitler’s image and eight matching statement cards which explain why Hitler became Chancellor in 1933. At the bottom of the page there is an extension question that provides students with an opportunity to demonstrate what they have know by explaining the two main reason. Depending upon your photocopying budget, on page two I have included a third activity with matching images to go with each heading and explanation. When completed, this resource creates a useful revision guide which looks very impressive visually. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did Hitler become Chancellor in 1933?’ The aims and objectives are: Theme: The Rise of Hitler Know: What factors helped Hitler become Chancellor? Understand: What roles were played by economic, social and political factors in Hitler’s appointment as Chancellor? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The key reasons why Hitler became Chancellor in 1933? Explain: What roles were played by political, social and economic factors in his appointment? Evaluate: Which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed to help students looking in depth at the historical controversy over President Truman’s decision to drop the atomic bomb on Japan in 1945. At the time the USA claimed that the decision to drop the bomb on Japan was based on military factors. This resources presents students with the primary, secondary and key information to compare this interpretation with three others including to scare the USSR, test the weapon, revenge for Pear Harbor and come to a balanced independent conclusion. The resources and text level would suit a middle to upper ability group and could be used as a class or extended homework based resource. There is enough work and activity to last between 3/4 lessons for a middle ability class. This is a depth study which allows students to weigh up the evidence, compare sources and come to a reasoned assessment which form the basis for an essay. When you purchase this resource you will be able to download a beautifully illustrated twenty six slide Microsoft PowerPoint presentation and a 6 page Microsoft Word document with thirteen primary and secondary sources, a source summary sheet and an enquiry question. The PowerPoint includes information slides, video clip links, pictures, seven activities, starters, plenaries, primary and secondary sources covering all the different interpretations. For further informations, please refer to the preview panel where I have uploaded all the slides for you to view. The aims and objectives of this depth study are: Theme: Why did the USA drop two atomic bombs on Japan in 1945? Know: Why did Japan surrender in August 1945? Understand: What role did the atomic bomb play in Japan’s defeat? Evaluate: Why did President Truman decide to use the atomic bomb? WILF: What Am I Looking For? Identify and describe: At least two possible reasons why the Americans decided to drop the bomb in 1945. Explain: Why historians disagree with the official explanation given by President Truman in 1945. Analyse: Come to a balanced conclusion on why Truman dropped the bomb. If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This useful resource will help your students assess why the Labour Party won and the Conservatives Party lost the General Election in 1945. The information covered looks at the aims of both parties, their leadership, tactics and policies on social welfare and health care. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. When you purchase this resource you will be able to download a single page Microsoft Word document which includes a learning objective, instructions, two headings cards labeled ‘Why Labour Won’ and ‘Why the Conservatives Lost’ as well as sixteen information cards to be sorted. At the end of the document there is an extension question designed to help consolidate the lesson. The aims of this lesson / activity are: Theme: Post War Britain Know: What were the policies and aims of both the Labour and Conservative parties in 1945? Understand: Why did the Conservatives lose under Churchill? Evaluate: Why did the Labour Party win in 1945? WILF - What am I Looking For? Identify and describe - the leadership, policies and aims of both the Conservative and Labour Parties in 1945. Explain - Why the Conservatives lost the election? Analyse - Why the Labour Party won the election? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This activity has been carefully designed to help students assess understand the differences between constructive and destructive waves and be used along side any main stream textbook or video. Once complete students should be able to attempt a question on ‘compare the characteristics of constructive and destructive waves.’ When you purchase this resource you will be able to download a fully editable Microsoft document which includes a learning objective, instructions, two heading cards labelled ‘Constructive’ and ‘Destructive’ waves as well as fourteen information cards and two diagrams that be sorted under them. This resource makes a great starter or plenary to be completed in pairs or groups. It can be cut up by the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘Constructive’ or ‘Destructive’ and copy out the information under them. The aims and objectives are: Theme: Coastal Landscapes Know: What is a ‘constructive’ and ‘destructive’ wave? Understand: What are the main differences between ‘constructive’ and ‘destructive’ waves? Evaluate: Why do ‘contructive’ waves deposit, whilst ‘destructive’ waves erode? WILF - What Am I Looking For? Identify and describe: The main characteristics of ‘constructive’ and ‘destrictive’ waves? Explain: What are the main differences between ‘constructive’ and ‘destructive’ waves? Analyse: Why do ‘contructive’ waves deposit, whilst ‘destructive’ waves erode? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow us on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy