This great resource makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers. The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks: 1. Remove any reasons that you don’t think are important. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms. 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 successful were the Liberal Reforms 1906 - 1911? Know: Why did the Liberals introduced their reforms? Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision? Evaluate: which factors were the most important? WILF: What Am I Looking For? Identify & Describe: Why did the Liberals introduce their reforms? Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play? 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 outstanding resource makes a great starter, plenary or revision activity for students studying the Liberal Reforms 1911 - 1914. It is aimed at middle to higher ability students, but can be used with lower ability students with some support. I have produced another more straight forward card sort on 'How successful were the Liberal Reforms', which could be used along side this resource as a differentiated activity for lower and middle students. This resource includes two documents. The first is a blank living graph / continuum, which can be printed off in either A4 or A3 for your students. The second contains the cards / statements and quotes to be sorted for the living graph / continuum exercise. Once students have cut out the cards they can sort them into two columns effective / less effective before deciding how effective each card was and sticking it to the living graph / continuum. Once completed students can then use their answer to write an essay / conclusion on how effective the Liberal Reforms were at tackling the causes of poverty. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1918 Know: What reforms did the Liberals introduce? Understand: How far did these reforms improve the lives of different groups in British society? Evaluate: How effective were the Liberal Reforms at tackling the causes of poverty? WILF: What Am I Looking For? Identify and describe: The reforms introduced by the Liberals 1906 - 1914 Explain: How far did these reforms improve the lives of individual groups Analyse: How effective were the Liberal Reforms at tackling poverty? 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 her personality and leadership skills as queen. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students. When you purchase this resource, you will receive a three page worksheet and a thirteen slide PowerPoint to accompany it. The worksheet includes thirteen carefully primary and secondary sources which span two pages of the worksheet and a third sheet with the tasks and activities. I usually print the two source sheets together on a single A3 sheet, but they can just as easily be printed off back to back. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, additional activities, copies of the sources for display and a plenary. I have also provided two different styles of tables to be used with students to record their results. You can chose either one or both if you wish to provide an additional layer of differentiation. The aims and objectives for this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: Who was Queen Elizabeth I? Understand: What can we learn about her from the historical evidence? Evaluate: How successful was Elizabeth I as a leader? Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Queen Elizabeth I? Explain: What can we learn about Elizabeth I from the historical evidence? Analyse: How successful was Queen Elizabeth I? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. It can be used as a starter, plenary or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provide in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Cold War? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: The Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold War? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying how Elizabethan society treated the poor by getting them to look at a number of cases and deciding what should happen next. It has been designed by experienced teachers who have field tested this resource in the classroom, whilst being observed by Ofsted. When you purchase this resource it includes a PowerPoint information, which sets out the aims, objectives, differentiated outcomes and includes all the information, starters, activities that you will need for this lesson. It also includes a step by step lesson plan and a worksheet, which lists each of the characters problems. Once you have completed the starters and reviewed the information on why the Elizabethan's were worried about poverty, your class will be presented with an avatar who will explain how the Elizabethan Poor Law worked. Simply click on the buttons and the avatar will explain how the Elizabethans decided if someone was deserving or undeserving or whether they should be punished or should receive indoor or outdoor relief? When it comes to the next stage you can either print off copies from the PowerPoint or use the worksheet which contains all the cases. As students review each case they have been given to study, they tick the appropriate boxes on the table that is visible in the preview. Once they have looked at their assigned cases they then feedback to a class discussion. The aims and objectives of this fun and enjoyable lesson are: Theme: Elizabethan Age, 1558 – 1603. Know: What are the causes of poverty in the Tudor period? Understand: How did Elizabethan society deal with the poor? Evaluate: How fair was the Elizabethan Poor Law? WILF – What Am I Looking For? Identify & describe: The causes of poverty in the Tudor period? Explain: How did Elizabethan society deal with the poor? Analyse: How fair was the Elizabethan Poor Law? If you are looking for a fun and enjoyable lesson that will impress any observer, then this lesson ticks all the appropriate boxes and even comes with its own lesson plan. If you want to add an extra bit of sparkle then change the customise some of the locations in the cases. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort is designed to help students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners and be used as a starter, plenary, homework or main activity depending upon the ability of your class. When you purchase this lesson you will receive a card sort with six headings labelled religion, defence, money, foreign relations, marriage and poverty and crime as well as eight accompanying statements which need to be matched up or sorted. Once complete, I have included two optional extension exercise including sorting the problems in to which were the most important as well as an extended essay question. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, poverty, defence, relations with other countries, marriage? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, poverty, foreign relations, marriage and defence? Analyse: Which problem posed the greatest threat to Elizabeth I? 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 great resources looks at why people believed in witches and why there was an increase in the number of witch hunts in the 17th century? These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why peopled believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel am increase in witch hunts during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support for students. These tasks and activities source analysis questions as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson then you might be interested in buying the follow up lesson on how fair were which trials. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyse: Why were certain people persecuted? 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 outstanding lesson looks at how fair witch trials were in the 17th Century. It continues on from my previous lesson on why people why people believed in witches and why there was an increase in the number of witch hunts in the 17th century. This lesson focuses also on the methods and tactics that men like Matthew Hopkins used for hunting witches and how James I tried to apply a more ‘rational’ approach. These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a three page Microsoft Word Document and an accompanying eighteen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities to help support the worksheet. The lesson begins with a choice of starters including a snowballing activity of the key words or a video clip summary where students note down the evidence that was used to prove that Blackadder was a witch . It then moves on to explain through a variety of information and sources how people tried to identify witches and finishes off by looking at the trial of Ursula Kemp. You can preview the tasks and activities below. The aims and objectives for this lesson are: Know: What evidence was used to convict a witch in the 17th Century? Understand: Why did people hunt for witches? Evaluate: How fair were witch trials in the 17th Century? Skills: Source Analysis, Cause, Consequence & Citizenship WILF – What Am I Looking For? Can You Describe: What evidence was used to convict a witch in the 17th Century? Can You Explain: Why did people hunt for witches? Can You Analyse: How fair were witch trials in the 17th Century? 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. Check out out new YouTube Channel: @historyacademy Kind Regards Roy

If you are looking for something to help your students develop their source analysis skills by studying a range of primary and secondary sources then check out this lesson which aims to get them to study Charles I’s personality and leadership skills. 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 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 great resource has been designed as a follow on lesson to my resource on what problems faced Henry VIII in 1535, but also works as a stand alone lesson. It is primarily aimed at middle and lower ability students and covers the topic in one simple lesson, which could be extended to two i you wish to follow the thinking skills review activity up with an extended piece of writing. When you purchase this resource you will be able to download a 19 slide PowerPoint presentation which includes aims, objectives, outcomes, starters, plenaries , information slides, five interactive activities and links to video clips. The lesson begins with either a snowballing or a buzz and go starter, this is followed up by a series of information slides on the break with Rome and Henry’s relationship problems. This is consolidated with a ‘Who’s Who Activity’ and a thinking skills review triangle where students have to select the five most important reasons why Henry broke from Rome from a short list of statements. In the additional resource section, we have have also included a heads and tails summary activity as an extension or alternative to the 'Who’s Who Activity. The PowerPoint has also been uploaded as a PDF. The aims and objectives of this lesson are: Know: Why did Henry want a divorce from Catherine of Aragon? Understand: Why did Henry want to break with the Roman Catholic Church? Evaluate: Which factor was the most important? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why Henry VIII wanted a divorce from Catherine of Aragon? Explain: Several reasons why Henry wanted to break with the Catholic Church? Analyse: Which reason was the most important? If you enjoy this lesson or are interested in some similar resources then why not check out the history academy on Facebook or on YouTube. Our simple aim is to produce high quality resources for the price of a good cup of coffee so that you can save time on your priorities. We offer a range of discounted bundles for those looking for a bargain. Kind Regards Roy

This outstanding lesson is designed to help students studying the Battle of Hastings as part of the Norman Conquest. The PowerPoint has been written to work alongside any main stream text book on this topic, but I have also included a worksheet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7. When you purchase this resource, you will be able to download a 30 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides and historical sources. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. Please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened during the Battle of Hastings? Understand: Why did William changed tactics? Evaluate: Who was the better leader ? Skills: Cause and Consequence, Source Analysis. WILF: What Am I Looking For this lesson? Identify & describe: What happened during the Battle of Hastings? Explain: Why did William change his tactics? Analyse: Why did William win the Battle of Hastings? 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

After several requests, I have uploaded this classic lesson which has been designed to help students develop their critical source analysis skills for KS3 and KS4, whilst studying the Battle of Hastings as part of the Norman Conquest. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but this resource has been designed to prepare students for the source analysis skills that they will need at GCSE so could easily be used at KS4 if you are studying the Norman Conquest at GCSE… When you purchase this resource, you will be able to download a 24 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides about the death of King Harold and the origin, nature and purpose of the historical sources describing his death. The core tasks are designed to get students to compare the sources on Harold’s death and assess their reliability by looking at the evidence and especially the controversy over the origin of the Bayeux Tapestry and its nature and how it has been edited or repaired over the past 1000 years. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings?. Know: How did King Harold die? Understand: How do historians check the reliability of sources? Evaluate: How reliable are the sources describing Harold’s death? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: How did King Harold die? Explain: How do historians check the reliability of sources? Analyse: How reliable are the sources describing Harold’s death? 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 beautifully designed timeline on Britain 1765 - 1900: Revolution, Protest & Reform was written in for the History Academy by the textbook author and artist Andrew Hill. This classroom display covers the themes of revolution, protest and reform in Britain 1765 - 1900. This is a versatile resource which can be printed off and used as the basis for a market place activity or kept in a folder and used for research by your gifted and talent students. It can also be used as a revision resource for students studying this topic at GCSE or A Level. Please see the preview slides for more information. When you purchase this resource you will be able to download a PowerPoint presentation that contains 62 slides covering the key events relating to revolution, protest and reform in the time frame of Britain 1765 - 1900. Each slide is designed to be printed off in A4 and includes information as well as a picture or diagram relating to the content. The document is open and can customised for your students. You can add, delete or rewrite slides to suit your course or the feel that you want to create in your classroom or corridor. The aims and objectives for this resource are: Theme: Britain 1765 - 1900 - Revolution, Protest and Reform Know: Why did people want change during the period 1765 - 1900? Understand: How did different groups protest and campaign for change? Evaluate: How successful were different groups at achieving the change they wanted? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: Why did some people want change in the period 1765 - 1900? Explain: How did different groups protest and campaign for the change they wanted? Analyse: How successful were different groups at achieving the change that they wanted? If you are looking for similar resources then please check out our TES shop. These resources touch upon the womens campaign for the vote, but stops in 1900. This lesson can also be purchased at a discount as part of a bundled package. You can also but this resource as a bundled item or with a market place (gather & share) PP. If you would like to stay up to date with our latest offerings, then 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 so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This outstanding and beautifully illustrated lesson has been designed to help students evaluate how fair was Medieval Society. Its key aims is to look at how society was organised, what roles various people played within a Medieval Village and then to use this information to draw a conclusion. This lesson includes a number of activities which can be seen in the detailed preview. They have been designed for middle to low ability students in a secondary or primary school. When you purchase this resource you will be able to download a PowerPoint with twenty two slides and a one page Word document which includes the information for the characters in a Medieval Village. The PowerPoint include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, diagrams, maps, pictures, templates and information slides to help facilitate the lesson. The lesson begins with either a buzz and go or a snowballing activity. This is followed by an introductory slide and a series of information slides which look at how a Medieval Village was organised and the roles played by the Villeins, Lord of the Manor, Parish Priest, the Miller, Reeve and the Blacksmith. This is followed up by a heads and tails activity, matching the different roles with their definitions and a thinking skills hierarchy triangle to help students decide the level of their importance within the village. The next problem solving activity get students to use the character cards and a map of a Medieval Village to help them decide where everyone in the village would have lived. This is followed up by an information slide and activity which could be printed off for homework to get students to compare and contrast a Medieval cottage with their own home. The last activity is designed to get students to access how each of the different people would have felt about aspects of life in a Medieval Village. This can be used to help them assess how fair was Medieval Society. This is rounded off by a choice of two plenaries including an exit quiz. The aims and objectives of the lesson are: Theme: How fair was Medieval Society? Know: What are the key features of a Medieval village? Understand: What roles did different people play within the village? Evaluate: How fair was Medieval Society? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of a Medieval village Explain: What roles did different people play within the village? Analyse: How fair was Medieval Society? If you like this resource you can also followThe History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students understand the daily challenges facing slaves living on a plantation either in the Carribbean or the southern United States. It is a shocking but engaging lesson that forms part of series on the history of slavery . It comes with both a worksheet and a PowerPoint and a wide range of tasks and activities that are suitable for the full ability range. When you purchase this resource you will be able to download a four page worksheet as well as a twenty slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and differentiated questions on everyday life in the plantation, the treatment of slaves and their punishments. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional activities to help support the lesson. These have been organised in such a way that that they can be used alongside the worksheet. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Rights and Freedoms Know: What was it like to be sold at auction? Understand: How were slaves treated on the plantation? Evaluate: Why were some slaves treated better than others? Skills: Enquiry, Source Analysis and Team Work WILF – What Am I Looking For? Identify & describe: What was it like to be sold at auction? Explain: How were slaves treated on the plantation? Analyze: Why were some slaves treated better than others? 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 help students review and develop their understanding about the causes of the October Revolution in 1917, which saw the overthrow of the Provisional Government. It is aimed at GCSE and A Level students, who have studied the topic and now need to develop their critical understanding of the links and connections between the different factors and their significance within the complex web of events leading up to the Bolshevik Revolution. When you purchase this resource, you will be able to download a 14 slide PowerPoint Presentation and an accompanying single page word document. The PowerPoint contains aims, objectives, starter, plenary, information slide, pictures, diagrams, tasks, activities, review triangle, and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. The Word document, which has also been uploaded as a PDF, contains instructions, aims, eight heading cards and twenty eight cards that need sorting or matching under them. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in October 1917? Understand: What different factors caused the Bolshevik Revolution? Evaluate: Which were the most important causes of the October Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in October 1917? Can You Explain: What different factors caused the Bolshevik Revolution? Can You Evaluate: Which were the most important causes? 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 fun and interactive card sort has been designed a starter or plenary to a lesson which aims to evaluate whether Napoleon betrayed the French Revolution. Students are given a series of statements which they are expected to sort under one of two headings. They are then expected to draw a conclusion based upon their own assessment of the evidence. This lesson is suitable for KS3 to KS5. When you purchase this lesson you will be able to download a single page Word Document / PDF file containing a learning objective, instructions, two heading cards labelled ‘Napoleon betrayed the French Revolution’ and ‘Napoleon consolidated the French Revolution.’ The resource also contains 22 statements to be sorted by students. Students can consolidate their work through either an extended answer or speech outlining their own conclusions. The aims and objectives of the lesson are: Theme: French Revolution Know: What reforms did Napoleon introduce? Understand: Why were supporters of the French Revolution disappointed? Analysis: Did Napoleon betray the French Revolution? WILF – What Am I Looking For? Can You Describe: What reforms did Napoleon introduce? Can You Explain: Why supporters of the French Revolution were disappointed? Can You Evaluate: How far did Napoleon betray the French Revolution? 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 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