This great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. 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. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain Hitler’s rise to power. 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 for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming 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 for Hitler’s rise to power. Record and explain your reasons. 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 of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? 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

These fun and interactive revision cards have been designed to be used with GCSE History courses covering the The Elizabethan Age, 1558-1603. The cover the following topics: Queen, Government and Religion 1558 -69 Challenges to Elizabeth at Home and Abroad 1569 - 1588 Education and Leisure Age of Exploration The problem of the poor When you purchase this resource, you will be able to download a fully editable document in microsoft publisher, that has also been uploaded as a PDF. When printed off you will have 6 pages of revision cards and their sample answers. If printed off in publisher on back to back, the answers will be on the reverse of the questions. In total there are 14 revision cards, which can be cut out and kept together as a pack of cards for students to either test themselves, each other or with their friends and relatives. Each card asks the students to describe two features of a topic, the reverse side contains two potential answers. Which could be used for revision or to test the student. Please see the preview for more information. The aims and objectives of this resource are: Identify Key Features: By the end of the lesson, students will be able to identify and describe two key features of significant topics within The Elizabethan Age, 1558-1603, as outlined on the revision cards. Apply Knowledge: Students will demonstrate their understanding by formulating two potential answers to the prompts on each revision card, showcasing their ability to recall and apply historical information effectively. Engage in Interactive Revision: Through the use of the revision cards, students will actively participate in self-assessment, peer collaboration, and family-friendly quizzes to reinforce their learning and test their comprehension of the material. If you like these resources, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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

If you are looking for a fun, interactive revision game that can be used as a starter or plenary then this resource for you. It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. This great resource is designed to help students understand and learn about the different types of evidence that historians use as well introduce them to some of the key words that we use like biased and reliable. The resource has been provided them in Microsoft Word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this free 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 using our resources with your students. Kind Regards Roy

This outstanding resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was the New Deal? 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

These 20 revision cards cover all the key factors that you will need to know for the GCSE course The American West. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students decide whether the Great Fire of London in 1666 was an accident or a deliberate act of arson by foreign Catholic spies. It can be used with the full range of abilities. When you purchase this resource you will download a single page A4 sheet with eleven information cards that contain facts and source extracts. This has been especially designed so that it can be easily photocopied for your students. These information cards are labelled A to K. The instructions on the sheet are as follows: Task 1: Cut out the cards below, sort them under the heading below. Task 2: Use the evidence from the card sort to write an essay to the following question: Was the Great Fire of London in 1666, started by accident or by foreign Catholic spies? The aims and objectives for this lesson are: Theme: The Restoration? Know: What were the causes of the Great Fire of London in 1666? Understand: What are the arguments for and against the fire being started by accident? Evaluate: Why were foreign Catholic spies blamed for starting the fire? WILF - What Am I Looking For? Identify and describe: What were the causes of the Great Fire of London? Explain: What are the arguments for and against the fire being started by accident? Analyse: Why were Catholic spies blamed for starting the fire? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used as either a worksheet or a revision guide to Edwardian Society in 1900 as a prelude to studying the Liberal Reforms 1906 - 1911 or the Suffragettes at either GCSE or A Level This resource includes a range of information and sources that explain the differences between the different classes in Edwardian society. It looks at life expectancy, housing, holidays, education and other factors. On the second and third pages, this resource looks at attitudes towards poverty and the workhouse. Page four includes a summary exercise with a list of focus questions to help students pick out the key information that they need to know. The aims and objectives for this lesson are: Theme: Introduction to Edwardian Society Know: How was Edwardian society structured? Understand: What were the key differences between the classes? Evaluate: How fair was Edwardian Society? WILF - What Am I Looking For? Identify and describe: The key features of Edwardian Society? Explain: What were the key differences between the classes? Analyse: How fair was Edwardian Society? 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 students studying why Germany and the USSR signed the Nazi-Soviet Pact? It can be used as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge, then why not check out my diamond nine activity on this topic? When you purchase this resource you will be able to download a single sheet, Microsoft Word document that you can easily customise if you wish. The document includes aims, instructions and fourteen statements explain why wither Germany or the USSR signed the Nazi-Soviet Pact. Once students have cut out the cards and correctly sorted them under the heading cards for Germany or the USSR, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. 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: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify and describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 PowerPoint presentation looks at the following following learning objectivives and includes a snowballing starter, a missing word activity as well as two possible past paper questions, which can be easily customised to your own assessment criteria: Theme: Why did the US Economy Boom in the 1920s? Know: Who was Henry Ford and why was he so successful? Understand: How did assembly lines, unskilled workers and standardisation help to cut production costs? Evaluate: How did car production contribute to the US Boom and the cycle of prosperity? WILF – What Am I Looking For? Identify / Describe: Who was Henry Ford and why was his ‘Tin Lizzy’ so popular? Explain: How did mass production techniques cut production cost? Analyse: Come to a judgement on how far the car industry contributed to the US Boom? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop 'The New Deal: AAA.' The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating 'how successful was the AAA at solving the problems of US farmers in the 1930s?'. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted to suit the needs of your students. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource / puzzle is designed to help develop students' knowledge of the events in 1066 from the Norman perspective by getting them to match the captions with the scenes from the Bayeux Tapestry. This outstanding story boarding activity will also give students the opportunity to discuss, self and peer assess their understanding of one of the worlds most famous primary sources. Objective: To sort the story of what happened in 1066 into its correct chronological order using the pictures from the Bayeux Tapestry. Instruction: Cut out the pictures and captions. Match the pictures to the captions. Then place them in order to tell the story of the key events of the Tapestry. There are 13 captions and 13 images I have provided two documents for this activity - but you only really need the first one as I wanted to be able to show case the high quality images that I have carefully selected, so that they would photocopy for classroom use in either greyscale or colour. I would recommend getting students to stick their work on to A3 paper, but they could just as easily span a double page spread in an A4 exercise book. This activity is suitable for abilities of students, but I have deliberately included some challenge in this activity so that students will have to work collaboratively and look closely at the source. 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

Step back in time with this fun and interactive card sort lesson, specially designed by the History Academy to help commemorate the 80th anniversary of the historic D-Day landings on June 6th, 1944. Embark on a journey through history as the lesson kicks off with a overview of the events leading up to D-Day.Then dive deeper into the intricacies of this pivotal moment in World War II through a dynamic card sort activity, where students can delve into one of eight key factors that played a crucial role in the success of D-Day. Explore topics such as surprise, deception, supplies, air superiority, the French Resistance, planning, organization, motivations, and training. Once the investigative phase is complete, choose from a range of consolidation exercises to solidify learning, including extended writing tasks, continuum activities, or a heads and tails challenge. The card sort is designed to work alongside any main stream textbook or if you prefer you can use the information slides that we have provided so that the class can feedback, review and mark their answers. Once the review is completed, immerse your students in the significance of D-Day and empower them to discover the critical elements that shaped this historic event through a blend of informative content and engaging activities, including a thinking skills review triangle and a fully supported extended writing task. When you purchase this lesson, you will be able to download a 35 slide PowerPoint with aims, objectives, differentiated outcomes, information slides, historical sources, video links, templates, writing frames and a wide variety of tasks and activities aimed at different abilities. Please see the detailed preview. The aims and objectives of this lesson are: Theme: The Second World War Know: What happened on D-Day? Understand: How the Allied military planners outwitted the Germans on D-Day? Evaluate: Why was D – Day successful? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What happened on D – Day? Can You Explain: How the military planners outwitted the Germans on D - Day? Can You Evaluate: Why the German defenders were defeated on D-Day? If you like this resource, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy 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 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 includes nine diamond shaped cards which include a range of factors to explain why Custer lost the Battle of the Little Bighorn. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons for the boom 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 reasons why Custer lost at the Battle of the Little Bighorn. 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 arguments for writing their essay. 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 great resource has been designed to help students identify what causes stress and how to successfully manage it through a variety of strategies. Strategically it could form an important part of a whole school health and wellbeing drive to support students and could be delivered in bespoke PSE lessons or during form tutor time. When you purchase this resource you be able to download a 32 page PowerPoint which includes a wide range of starters, plenaries and activities to help students fulfil the lesson objectives below: Theme: Health and Wellbeing at school • Know: What are the causes of stress and its effects on your body? • Understand: What strategies can you use to cope with exam stress? • Evaluate: Which strategies are the most effective for you? WILF – What Am I Looking For? • Identify & describe: The causes and effects of stress on your body? • Explain: What strategies can you use to cope with exam stress? • Analyse: Which strategies are the most effective for you? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive card sort has been designed to get your students working collaboratively whilst developing their critical thinking skills about the social, political and economic and religious causes of the Peasants’ Revolt in 1381. This turning point in history, eventually led to the downfall of the feudal system in England and the birth of the notion of the freeborn Englishman. This versatile card sort will work alongside any mainstream text book or powerpoint on this topic. Students can sort the cards into their chronological order or into short and long term causes of the Peasants’ Revolt. For more able middle and higher ability students, they can be sorted into social, political, economic and religious causes. When you purchase this lesson, you will be able to download a single page word document, which contains 10 cards to be sorted, along with their instructions. You will also be able to download an accompanying PowerPoint, that has been designed to facilitate the card sorts and help consolidate the learning through an extended answer on what were the main causes of the Peasants Revolt in 1381. It also contains a word search, starters, plenaries, heads and tails task and writing frames and tempates. If you need a worksheet and more detailed information slides because you haven’t got a text book, them you can purchase the premium version of this lesson, which contains everything for an extra £1 from this link: https://www.tes.com/teaching-resource/-13068619 The aims and objectives of this lesson are: Theme: Medieval Society Know: Why did the peasants revolt in 1381? Understand: What roles did religious, social, economic and political factors play? Evaluate: What was the most important cause of the Peasants’ Revolt in 1381? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the peasants revolted in 1381? Can You Explain: What roles did religious, social, political and money factors play? Can You Evaluate: What was the most important cause of the Peasants’ Revolt in 1381? If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This great card sort is designed to get students to understand why the US Government changed its policies towards Native Americans over the period 1834 - 1851. It is suitable for the full range of ability and works alongside with any mainstream text book or video on this topic. When you purchase this resource you will be able to download two single page documents, the first includes the card sort activity, the second the answers. In the first stage of the activity, students match the actions of the US Government with their impact or consequences. In the second stage, they can then reorganise them into their chronological order. The end result is a summary is a great revision guide on how the US Government policies changed towards the Native Americans. Once students have stuck the cards into their books, they can then feedback to a class discussion on which key event was the turning point in the attitude of the government towards the Native Americans living on the Great Plains. The aims and objectives of this lesson are: Theme: GCSE American West Know: What were the different policies of the US Government towards the Native Americans in the period 1834 - 1851? Understand: What consequences did these policies have on the Native Americans? Evaluate: Which was the most significant? WILF - What Am I Looking For? Identify & Decribe: US Policies towards the Native Americans 1834 - 1851 Explain: What consequences did these policies have on the Native Americans? Analysis: Which were the most significant? 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 resources has successfully engaged students of all abilities for over 24 years. It was the number one download on the website www,schoolhistory.co.uk. This much loved resource has been updated and tweaked so that it is accessible for the full ability range. The worksheet comes in two sections. The first looks at the traditional story of the Gunpowder Pot as it has been taught to school children for hundreds of years. I have created a series of questions and activities aimed at foundation and core students that helps them to study an old Victorian school history book version. This is a great exercise to help students appreciate how history has been taught in the past. The next section looks a the revisionist version of the Gunpowder Plot and gives students a series of contemporary sources and secondary research by historians to help them decide whether Guy Fawkes was innocent or guilty. The activity aims to get them to draw a table to help them analyse the information before having a go at writing a newspaper report from either a Catholic or Protestant stand point on what happened. If you like this resource, then I have produced a PowerPoint and series of card sorts,which may want to download separately or in the bundled version of this resource entitled the Gunpowder Plot, 1605. The aims and objectives are: Theme: What were the consequences of the break with Rome? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics want to murder the King and Parliament? Evaluate: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What happened during the Gunpowder Plot? Explain: Why would the Catholics want to murder the King and Parliament? Analyse: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? If you like this resource then why not check out my other resources on this topic in my TES shop, 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 resource has been designed to help students to understand the push and pull factors of westward expansion in the USA. It can be used as a starter, plenary, revision or assessment activity. However, If you are looking for additional stretch and challenge on this topic , then why not also check out my diamond nine activity? When you purchase this resource you will be able to download a fully editable Microsoft Word document. The resource includes aims, instructions and ten push and pull statements that need to be sorted. Once students have cut out the cards and correctly sorted them under the heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. 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 of this lesson are: Theme: The American West Know: Why did people want to settle in the American West? Understand: Which causes were push or pull factors? Analyse: Which factors were the most important? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify and describe: Why people wanted to settle in the American West? Explain: Which causes were push or pull factors? Analyse: Which factors were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This card sort is designed to get students to sort through the evidence and key facts to help them decide whether Guy Fawkes was innocent or guilty. The resource includes eight primary sources and seven information cards as well as two headings - innocent or guilty. Your higher ability students may wish to create a third interpretation which is Guy Fawkes wanted to kill the King but was setup. This resource could be used as a mini plenary to help prepare your students for an essay on this topic. Why not check out some of my other resources on this topic, including my free writing frame. Theme: What were the causes of the English Civil War? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics supposedly want to murder the King? Evaluate: How far do the contemporary sources and research by historians prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What evidence and facts supports that Guy Fawkes was innocent or guilty? Explain: How does the evidence support whether Guy Fawkes was innocent or guilty? Analyse: Come to a judgement on how far Guy Fawkes was guilty? Kind Regards Roy