These outstanding resources are designed to help students analyse portraits of Queen Elizabeth I, 1558 - 1603. They have been designed to suit a wide range of abilities and can easily be adapted to suit your own classes. When you purchase these resources you will receive a card sort with six portraits and six accompanying statements which need to be matched up. I have carefully edited the pictures so they photocopy in black in white, but if you can afford to print them off in colour then they make an even more stunning resource, If you are trying square the expense, the you could always print off fifteen copies and then put them into envelopes to be reused with another class. The accompanying PowerPoint includes the aims, objectives, differentiated outcomes, snowballing starters, plenaries, the answers to the card sort as well as additional tasks and slides which look at the reliability and purpose of royal portraits as a form of propaganda. The plenary activity in the PowerPoint gets students to annotate the Armada portrait for legitimacy, purity, success and other key aspects of propaganda. The aims and objectives of this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: How did the official image of Elizabeth change from 1546 – 1603? Understand: What steps did Elizabeth take to control her image? Evaluate: How useful are royal portraits as historical evidence? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: The changes to the official image of Elizabeth I from 1546 to 1603? Explain: Why did Elizabeth I control the way her image was official presented? Analyse: How useful are royal portraits as historical evidence? 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 source investigation is designed to help students develop their historical skills by getting them assess how far Charles I’s personality and leadership skills helped to cause the English Civil War. It can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation as well as a PowerPoint presentation to help facilitate the lesson. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with four tasks and activities. Whilst the lower version includes seven primary and secondary sources, but includes three additional questions to provide additional support. The PowerPoint presentation included aims, objectives, differentiated outcomes, starters, plenaries, relevant video clips, historical sources, information to accompany the tasks and activities. This lesson has been designed to help prepare students and set the scene for the short term causes of the English Civil War 1642 - 1660. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who was King Charles i? •Understand: What can we learn about him from the historical evidence? •Evaluate: Why was Charles I unpopular with his people? •Skills: Source Analysis WILF – What Am I Looking For? •Identify & describe: The personality and character of Charles I •Explain: What can we learn about Charles I from the historical evidence? •Analyse: Why was Charles I unpopular with his people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at Charles I’s personality and leadership skills as King of England. It can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with four tasks and activities. Whilst the lower version includes seven primary and secondary sources, but includes three additional questions to provide additional support. If you are interested, I have also produced a PowerPoint to accompany this lesson which can be purchased bundled separately with these sources for an extra $1. This lesson has been designed to help prepare students and set the scene for the short term causes of the English Civil War 1642 - 1660. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who was King Charles i? •Understand: What can we learn about him from the historical evidence? •Evaluate: Why was Charles I unpopular with his people? •Skills: Source Analysis WILF – What Am I Looking For? •Identify & describe: The personality and character of Charles I •Explain: What can we learn about Charles I from the historical evidence? •Analyse: Why was Charles I unpopular with his people? 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 aim of these resources is explain why the USA introduced Prohibition in 1919? The aims of the lesson are as follows Theme: Why did Prohibition fail? Know: What was Prohibition? Understand: Why did certain groups support Prohibition? Evaluate: Why did the USA introduce Prohibition? Skills: Cause & Consequence; Economic Understanding What Am I Looking For this lesson? Identify / Describe – Why were people opposed to the drinking of alcohol? Explain – Why did the USA introduce prohibition? Analyse – Which was the most important factor? Both resources contain activities for core and able students as well as past paper questions and mark schemes in the PowerPoint for the OCR examination board (Oxford & Cambridge). These can be easily adapted to suit your own assessment criteria and allow for peer and self assessment. The PowerPoint also includes a keyword snowballing starter as well as a thinking skills review triangle that aims to get students to discuss in small groups before they feedback to a wider discussion. I have also tried to contextualise the learning by introducing an additional starter that gets students to consider why we have laws to prevent underage drinking 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 great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the Church Settlement Act and why? Analyse: How far was the Church Settlement Act a success? 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, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources 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 brilliant lesson has been field tested many times and has never failed to engage my students who love this topic. The lesson focuses on why was the Roman Army so successful and looks at all the key areas from organisation, recruitment, training and equipment. I usually follow this lesson up with an extended piece of writing or get get my students to design a Roman Army recruitment poster. When you purchase this resource you will be able to download a four page worksheet as well as an accompanying PowerPoint. They both include information, historical sources, task and activities. However the PowerPoint also includes aims, objectives, differentiated outcomes, starters, plenaries and a homework task. The aims of this lessons are: Theme: The Roman Empire Know: The different roles within the Roman Army? Understand: What was it like to be a soldier in the Roman Army? Evaluate: Why was the Roman Army so successful? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The different roles within the Roman Army? Can you Explain: What it was like to be a soldier in the Roman Army? Can you Evaluate: Sources for their utility? 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 two work sheets are great for foundation and core students. They look at the main reasosn why the economy boomed and the role played by car industry in stimulating demand and kick starting the cycle of prosperity. The tasks and activities include missing word activities, true and false statements as well as straight forward exam style questions. Before purchasing, please look at the combo of resources that I have put together including PowerPoints and Dingbats. It might save you some money! 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 Kind Regards Roy

These bundled lesson resources looks at the reasons why prohibition failed and includes information, maps and sources that can be easily adapted to suit any course. The worksheet is specifically aimed at foundation and core students. The PowerPoint includes a snowballing starter, information, cartoons, graphic organisers as well as an Oxford and Cambridge past paper question and mark scheme. Finally, it also includes a thinking skills review triangle exercise which an be used as a plenary exercise or trigger for a class discussion on the topic. The aims and objectives are: You will learn: Theme: Why did Prohibition fail? Know: Who was Al-Capone? Understand: What role did he play in helping prohibition fail? Evaluate: Why did prohibition fail? Skills: Chronology, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who was Al-Capone? Explain – What role did he play in helping prohibition fail? Analyse – Why did prohibition fail? If you've used any of my resources before, then you'll know that they are all made to a high standard and are designed to support a wide range of learners. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is designed to get students to assess how happy each of the peacemakers were with the final treaty and the popular reaction back home. It is also designed to help students understand why Germany felt humiliated. Students are expected to have studied the aims of the peacemakers beforehand along with the main aims of the peacemakers. There are several activities, but the main activity is designed to be used by foundation, core and gifted and talented students. Its aim is to get students assess a series of statements about how happy each of the peacemakers were with the Treaty of Versailles and score them 1 to 10. This can be done individually, in pairs or groups before feedback back to class discussion. When you purchase this resource you will be able to download a single page Microsoft Word document which includes the table activity as well as a fourteen slide PowerPoint Presentation. The PP includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, task and activities. Please see the preview slides for more information. The aims and objectives of this lesson are: Theme: The Treaty of Versailles, 1919 Know: What did each of the peacemakers hope to achieve? Understand: How satisfied were each of the ‘Big Three’? Evaluate: Why did Germany feel humiliated? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The aims of each peacemaker at Versailles. Explain: How happy was each of the peacemakers with the final outcome? Analyze: Why did Germany feel humiliated? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources look at a key turning point in both British history and World History. They have been tried, tested and adapted over the past 25 years. They are fully interactive and designed to promote debate, discussion and opportunities for assessment. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the railways 1840 - 1900? Explain: The impact of the railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? The PowerPoint includes ten activities which can be customised for your students, including the card sort activity that I have also included in this package. In addition, the PP includes 15 information slides that are linked to the activities. Activity 1 is a simple snowing balling starter using the key words. Activity 2 is an alternative starter centered around two images of the ancient world and a picture of the building of the railways and asks which one required the greatest achievement using muscle power alone? Activity 3 is designed around some map work looking at the impact of the railways on the environment and landscape. Activity 4, is focused around the economic impact of the railways and the jobs they created in other industries. Activities 5 and 6 are numeracy tasks that get students to calculate how much businessmen could save transporting goods by railways in todays money - all calculations / answers are included. Activity 7, looks at the impact of the railways had on literature and culture. The rest of the PP includes the card sort activity and as well as the extended writing and pupil mark scheme, which could be used for peer assessment if you wish. As with all my resources they are designed to engage and provide students with steps to access the higher grades. This is reflected in the prompts that have included both in the card sort and the extended writing task / essay for their assessment. 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. Kind Regards Roy

This resource has been polished and shined over 25 years and has never failed to grab my students attention. It covers the first hundred days of FDR's Presidency and how he tackled the underlying causes of the Depression. This resource is suitable for GCSE and A Level students. The PowerPoint includes aims & objectives, differentiated outcomes, a snowballing starter and information slides on the aims of the New Deal, the Spiral of Depression, FDR’s inauguration speech, Bank Act, Beer Act, Fireside Chats and of course the Alphabet Agencies. I've also built in a number of tasks and activities around various sources and video clips as well as several animated diagrams to help explain some of the more difficult economic concepts such as 'The Spiral of Depression' and 'Pump Priming.' The main task is to complete a review sheet on the action that FDR took during his first 100 days and decide whether his government was providing relief, recovery or reform. To support this activity, I have also produced an information sheet, which can printed off from the PP, on the Alphabet Agencies. The plenary activity includes a source analysis task on the usefulness of a political cartoon on the Fireside Chats. Different exam board syllabuses look at the Alphabet Agencies in varying degrees of depth. This PowerPoint will provide a good introduction to the work of each agency, please check my shop for more detailed in depth lessons on the work of each alphabet agency. The aims and objectives of this lesson are: Theme: The New Deal 1933 – 1945 Know: What steps did FDR take to end the Depression in his first 100 days? Understand: What were the aims of the New Deal? Evaluate: How far did the New Deal provide Relief, Recovery & Reform? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: What were the aims of the New Deal? Analyse: How successful were the first hundred days of FDR’s Presidency? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at James I’s personality and leadership skills as King of England. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with tasks and activities. Whilst the lower version includes seven primary and secondary sources, the same tasks but with more support. If you are interested, I have also produced a PowerPoint to accompany this lesson which can be purchased bundled separately with these resources. This lesson has been designed to help set the scene for the conspiracy theory around the Gunpowder Plot by asking why was James I was so unpopular and would need a Catholic plot to help improve his public image as well as to lay the foundations for the longer term causes of the English Civil War. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? Know: Who was King James I? Understand: What can we learn about him from the historical evidence? Evaluate: Why was James I unpopular with his people? Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of James I Explain: What can we learn about James I from the historical evidence? Analyse: Why was James I unpopular with his people? 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 aim of this resource is explain why the USA introduced a policy of isolationism from 1919 to 1939. It includes both the PowerPoint and worksheet, which can be purchased separately and used independently if you prefer. The learning objectives are as follows: Know: What was the US Policy of isolationism from 1919 – 1941 Understand: Why did the USA follow a policy of isolationism? Analyse: What impact did this policy have on both domestic and international relations? What Am I Looking For? Identify and Describe: the US policy of isolationism and its effects Explain: why the USA introduced isolationism and its effects Analyse: What were the consequences of the US policy of isolationism and come to a judgement on which was the most significant? The starter is a snowballing activity, instructions included. The first part of the presentation then looks at the impact of the First World War and the Treaty of Versailles in the US decision not to sign it or it or join the League of Nations. This is then backed up with a consolidation exercise of a past paper question with a pupil mark scheme which can be easily adapted for peer and self assessment. The next part of the presentation then looks at 6 key consequences of the US policy of isolationism by looking in outline at economic isolationism, immigration controls, Prohibition, the 'Red Scare', Great Depression and the causes of the Second World War. The plenary activity focuses on a thinking skills review triangle, which aims to get students to decide which consequence is the most significant. I have also included a homework activity and some notes with the slides. These resources really well along side each other. The teacher can structure the learning so that they can pause for mini plenaries whilst students consolidate their learning using the task and activities in the worksheet. The PowerPoint extends and supports all students, but the worksheet is designed to structure the learning for foundation and core. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson looks at several key issues surrounding the trail of Sacco and Vanzetti and includes a wide range of contemporary and modern sources to help the learner make up their own min. The aims, objectives and differentiated outcomes are: Theme: The Dark side of the Boom Know: Who were Sacco and Vanzetti and what were they accused of? Understand: How fair was their trail? Understand: Why were some Americans afraid of the new immigrants? Evaluate: How tolerant was the USA in the 1920s? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who were Sacco & Vanzetti? Explain – How fair was their trial and investigation ? Analyse – begin to form a judgement on how tolerant was US society in the 1920s? There are 6 activities built into the lesson including a snowballing starter, an Oxford and Cambridge source question with a pupil mark scheme, a persuasive speech literacy activity for their defence or prosecution, a Venn dig ram source analysis on contemporary reactions, an evidence review sheet on their innocence or guilt and finally an Oxford and Cambridge 6 mark question with a mark scheme on 'why were Sacco and Vanzetti executed?' I have been observed several times with this resource and have had this lesson graded as outstanding. I have also included a persuasive literacy mat to help students phrase their speeches. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students understand the Treaty of Vesailles and why the Germans felt humiliated by its terms. This lesson is suitable for low and middle ability students at KS3 and KS4. The activities include a graphic organiser that gets students to discuss and make notes on react term and explain why many Germans would dislike a particular change. It also includes a pro and con organiser that gets students to sort through a series of statements to help them assess whether the Treaty of Versailles was fair. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on this topic from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes information, sources, graphic organisers, tasks and activities. The PowerPoint includes aims, objectives, differentiated outsomes, starters, information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. Please see the preview for further information. The aims and objectives for these resources are as follows: Theme: The Impact of the First World War Know: What were the terms of the Treaty of Versailles? Understand: How were they supposed to stop Germany starting another war? Evaluate: How fair was the Treaty of Versailles? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The terms of the Treaty of Versailles? Explain: How were they supposed to stop Germany starting another war? Analyse: How fair was the Treaty of Versailles? If you like this resource then why not check out my other resources on the First World War 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 is designed to get students to plan the route of two possible Roman roads and then assess which route is best based upon the criteria that the Romans would have used. It is both a problem solving and a literacy exercise as students are asked to write a formal letter or report to the Emperor to explain their ideal choice. When you purchase this resource you will be able to download a PowerPoint which includes all the instructions and key resources, as well as a formal letter template and a set of literacy cards to help your students write their letter. This is bargain as you would normally have to pay separately for each of these outstanding resources, which can be easily customised for your students. This activity would be an excellent follow up exercise to my worksheet on Roman Roads. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain. Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? If you like these resources why not check the rest in my TES shop or 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 resources look at the key reasons why the US economy boomed in the 1920s. I've included a PowerPoint, two worksheets and some revision / dingbat cards on the key features of the USA in the 1920s. Woven into the fabric of the PowerPoint and worksheets are two past paper questions which can be easily adapted to suit your assessment criteria. These resources are ideal for foundation and core students and include a range of DART stratedgies including a mix of true and false statements, missing word as well as traditional digging deeper questions. Both the PowerPoint and the worksheets focus on the key role played by the car industry in stimulating demand and pioneering mass production techniques. These resources are ideal for foundation and core students. The learning objectives are as follows: 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 13 page resource looks at the aims of the League of Nations and how it was organised. It also looks at how the League intended to enforce' collective security' and addresses the key issues of the weakness in administration and membership it's organisation. This resource include a range of resources from cartoon to diagrams as well as revision summary exercises and DART strategies for the less able. At the end of the resource are a series of comprehension and knowledge based Oxford and Cambridge exam board questions along with question guides and student mark schemes to help maximise your students' grade potential. Typically, I will read this resource with highlighter with my class and then let them complete the revision and consolidation activities before attempting the assessment questions. After they have had a go at the questions, I normally issue them with purple pens to either peer or self assess their answers using the student mark schemes. This helps to reduce my marking whilst at the same time reinforcing their understanding of the assessment criteria. Have fun! Kind Regards Roy

This great little resource has been adapted and used many of my podcasts and interactivities that I have written for other companies. It looks at how successful the League of Nations was in the 1920s by looking at series of disputes including Vilna 1921, the Aaland islands, Upper Silesia 1921, the economic collapse of Austria 1923, Corfu 1923 and the Greek - Bulgarian dispute in 1925. The worksheet that I have included covers each of these disputes in turn. There are a number of different ways of approaching the topic. You can set it up as a market garden activity for core and gifted and talented students and have them working in rotation on each dispute. With a weaker group you could read each dispute together with a highlighter pen and get them to complete the Venn diagram that I have provided in the resource to decide whether the dispute was settled successfully or not or even maybe a bit of a fudge. If you decide to download and use the PowerPoint that I have provided, you could complete the table activity with its two headings, what happened, what did the League do, success or failure. So in summary, I've provided a snowballing starter, differentiated aims, objectives and outcomes in the PowerPoint. Meanwhile the worksheet has two graphic organisers and a revision activity to help you check their progress. Finally, I have included a past paper OCR question with a pupil mark scheme and question guide, all for the bargain price listed! Anyway, have fun teaching this topic, its great for discussion and don't forget to point out to your students that the Aaland island settlement is still in force today! Kind Regards Roy