This fun and interactive lesson on Tudor women is designed to get your students collaborating and moving around the room. It has been especially commissioned by the History Academy to help address a neglected part of our history which has been often overlooked or hidden. The market activity delves into the diverse roles fulfilled by Tudor queens, mistresses, upper-class figures such as Bess of Hardwick Hall, common women in rural and urban settings, and the significant contributions of Tudor women within the church, preserving the religious traditions of their families. Once the market place activity has been completed, we have provided a series of tasks to help students scaffold an extended answer on whether Tudor women spend the majority of their time caring for their families. When you purchase this lesson you will be able to download a 37 slide PowerPoint that includes aims, objectives, differentiated outcomes, information slides, historical sources, starters, plenaries, writing frames, templates, missing word activities, graphic organisers, heads and tails, word search, as well as a variety of tasks and activities to suit different abilities. Please see the detailed preview for more information. This lesson has also been uploaded as a PDF. The aims and objectives of this lesson are: Theme: Tudor Society Know: What roles did women play in Tudor society? Understand: What freedom and rights did women have? Evaluate: Compare and contrast the roles of women in different classes? Skills: Source Analysis, Change, Continuity & Collaboration WILF – What Am I Looking For? Can You Describe: What roles did women play in Tudor society? Can You Explain: What freedoms and rights did Tudor women have? Can You Evaluate: How fairly were Tudor women treated by society? 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 fun and interactive lesson is designed to help students understand the causes and consequences of the murder of Thomas Becket in 1170. It is aimed at middle and low ability students and includes a wide range of differentiated tasks to help support and deepen students understanding of the topic. The lesson begins by setting the scene for Becket’s friendship with Henry II and why he was a trusted advisor, before moving onto the reasons why they argued and the short and long term consequences of the murder in the cathedral. The lesson is consolidated through a selection of optional activities including a story board, timeline continuum of the up and downs of Thomas Becket, questions and a card sort on the causes and consequences of Becket’s murder. When you purchase this lesson, you will be able to download a twenty seven slide PowerPont Presentation and three page supporting worksheet and a single page card sort. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, questions, heads and tails, continuum, storyboard and word search activities. The word search is designed to support the PowerPoint and mirrors the key information and sources that the students will need to complete the menu of differentiated activities and tasks. Please see the detailed preview below. If you are looking for an indepth analysis with support for why they quarrelled and how it was linked into the broader themes of the conflict between church and state, then please see this resource on our TES shop: https://www.tes.com/teaching-resource/resource-13021780 The aims and objectives of this lesson is: Know: Why did Henry II and Thomas Becket quarrel? Understand: What were the short and long term consequences of the quarrel? Evaluate: The causes and consequences of Thomas Becket’s murder? Skills: Change, Continuity, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why did Henry II and Archbishop Becket quarrel? Can You Explain: Why there was a power struggle between Church and State? Can You Evaluate: The causes and consequences of Thomas Becket’s death? 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

Engage your students with this fun, dynamic and interactive marketplace activity, specifically designed to encourage them to delve into the debate surrounding the legendary highwayman Dick Turpin. By collaborating in this activity, students will have the opportunity to critically examine and discuss whether Dick Turpin should be regarded as a hero or a villain, fostering a deeper understanding of historical perspectives and ethical considerations, whilst practicing their critical thinking and essay writing skills. The lesson begins with either a snowball, whiteboard or source analysis starter, before moving onto the main task which gets them to analyse a historical narrative about different stages of his life that has been broken up into different information slides. These can be posted around the classroom or shared amongst groups. Students record the key facts on whether he was a hero or a villain in their exercise books or in one of two specially designed summary sheets that can be previewed below. Once they have completed the market place activity, they are presented with a number of different tasks that you can choose from to help them consolidate their knowledge and form a judgement. When you purchase this lesson you will be able to download a 36 slide PowerPoint which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, extended writing task, templates, writing frames and video links. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers and a wanted poster activity. This lesson has also been uploaded as a PDF, just in case you do not have access to Office. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

These outstanding resources has been a labour of love on what I have often felt is a truly fascinating turning point in history, the Gold Rush 1848 - 1850s. I have spared no expense in time and effort in trying to produce what I feel is a world class resource. However, don’t take my word for it and check it out for yourself and see what you think. It forms a series of resources that I have written for my students on the American West. When you purchase this resource you will be supplied with a PowerPoint and an accompanying card sort on the consequences of the gold rush for different groups living in the American West. The PowerPoint contains the aims and objectives as well as six activities, including a snowballing starter of the key words, a source based analysis question on the short term consequences, a source annotation exercise, two thinking skills graphic organisers that try students to explain the importance of each stage of the gold rush as well as come to an overall conclusion on the negative and positive consequences for different groups living in the American West. I have also included an exam style question with a pupil mark scheme to help students structure a balanced answer. The card sort includes statements on the impact of the gold rush on different groups in western society, law and order, the economy and expansion of the US. Additional tasks get students to review which consequences were positive or negative for different groups. This should be used alongside the PowerPoint. I’ve also included some carefully selected video clips which are linked to You Tube. Please remember that they will only work whilst the slide show is on. The aims and objectives are: Theme: Early Settlers in the American West. Know: Why was there a gold rush in California in early 1848? Understand: The different events of the gold rush and their impact on the West? Evaluate: The impact of the Californian gold rush on different groups? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key events of the gold rush? Explain: The importance of these events and their consequences for different groups living in the American West? Analyse: Begin to come to a judgement on how far different groups were affected by the gold rush? Anyway, have fun exploring both the bright and the dark side of this truly amazing turning point in US History. If you would like to remain updated about additional resources then please check out my TES shop or follow The History Academy on either twitter or Facebook. Kind Regards Roy

These outstanding resource has been designed to put some of the fun back in to the teaching of the industrial revolution by looking at why and how canals were built from 1750 - 1900. They are based upon some classic interactive resources that have never failed to engage my students over 30 years. These have been updated and If you have previously purchased this lesson, it was updated in December 2023, so you should be able to download the free updates. When you purchase this lesson you will be able to download 41 slide PowerPoint presentation and two accompanying worksheets that should take 2 lessons to complete. The PowerPoint includes aims, objectives, differentiated outcomes, information slides, historical sources, diagrams, templates, writing frames, quizzes, word searches and a wide range of differentiated tasks that mirror the information in the two work sheets. The PP also includes a section called extra resources that you can dip into if you wish. I have also unloaded everything in PDF as well. Your students will love this resource, especially the boys. Treat yourself to a break. Download this resource and give yourself more time to spend with your family, whilst being confident in the knowledge that you will being delivering a ‘good’ to ‘outstanding’ lesson with your students that they will love and find interesting. The aims and objectives are: Theme: The Transport Revolution Know: Why were canals built during the Industrial Revolution? Understand: How did canal engineers overcome the problems of building a man made waterway without a current? Evaluate: What impact did canals have on the cost of moving goods? Skills: Numeracy, Cause & Consequence. WILF: What Am I Looking For? Can You Describe: Why and how were canals built? Can You Explain: Why canals were built and how engineers overcame the shape of the land? Can You Analyse: Begin to come to a judgement on why Britain underwent a Transport Revolution 1750 – 1900. 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy 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 is designed to be used with a wide range of abilities, to help them understand the MAIN (Military Alliances, Arms race, Imperialist and Nationalist) causes of the First World War. The resource includes two pages of activities, which have been carefully designed so that page one can be used with KS3 students, whilst page two includes extension cards to add challenge for KS4 /5. The document is provided in Microsoft Word so you can easily customise the cards for your students by adding or deleting them. The more able at KS3 could have a go at sorting the extension cards. The instructions / tasks that have been set for this activity are as follows: 1. Cut out the cards and sort them under one of the four headings below. 2. Review the cards with your partner. Which factor do you think was the most important? 3. Create a key to show which factors were either long term or short term causes ? 4. Extended answer: What were the causes of the First World War? The last part of the resource includes a essay plan, with sentence starters to help students write a essay explaining the causes of the First World War. The aims and objectives of this lesson are: Theme: The First World War 1914 - 1918 Know: What were the MAIN causes of the First World War? Understand: What role did each MAIN cause play in starting the First World War? Evaluate: Which factor was the most important? WILF: What Am I Looking For? Identify and describe: What were the MAIN causes of the First World War? Explain: What role did each MAIN cause play in starting the First World War? Analyse: What was the most important cause of the First World 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 card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. It can be used with the full spectrum of ability and should work alongside any mainstream textbook or resource on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word document as well as an accompanying PowerPoint. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, information slides , sources and appropriate video clip links. The lesson kicks off with a snowballing starter activity, followed by a brief introduction to the historical controversy. The next 6 slides describe the aims, objectives and methods used by both groups. This is then followed up by completing the card sort activity. Once this is complete, students can then feedback and then do a follow up source assessment on the topic. This optional, but I’ve included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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. Kind Regards Roy

These outstanding resources have been designed to help students studying the problems facing Henry VII in 1485? Each resource can be used independently or in conjunction with each other as differentiation with a mixed ability class. When you purchase this resource you will be able to download a worksheet, PowerPoint and a card sort. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, plenaries, consolidation exercises, information slides and links to video clips. The PowerPoint also includes two differentiated versions summarising Henry VII's problems which can be easily printed off and used with students as a classification exercise. The worksheet includes a summary of how Henry solved his problems. Whilst the card sort links with both resources and involves matching Henry VII's problems with money, legitimacy, revenge, marriage, power and control with the solutions that he came up with. Everything has been carefully differentiated and can be easily adapted for the full range of ability. This is one of my favourite lessons and there is enough to last a class 2/3 lessons can be used to make you sparkle and shine for Ofsted or an observation lesson. The aims and objectives of this lesson are: Theme: The reign of Henry VII, 1485 - 1509 Know: What problems faced Henry VII when he became King in 1485? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Henry VII and how successfully did he solve them? WILF – What Am I Looking For? Can You Describe: What problems faced Henry VII in 1485? Can You Explain: Which problems were linked to money, marriage, legitimacy, revenge, power and control? Can You Evaluate: Which problem posed the greatest threat and how successfully did Henry VII solve them? 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 outstanding resource has been designed to help students looking in depth at the historical controversy over President Truman’s decision to drop the atomic bomb on Japan in 1945. At the time the USA claimed that the decision to drop the bomb on Japan was based on military factors. This resources presents students with the primary, secondary and key information to compare this interpretation with three others including to scare the USSR, test the weapon, revenge for Pear Harbor and come to a balanced independent conclusion. The resources and text level would suit a middle to upper ability group and could be used as a class or extended homework based resource. There is enough work and activity to last between 3/4 lessons for a middle ability class. This is a depth study which allows students to weigh up the evidence, compare sources and come to a reasoned assessment which form the basis for an essay. When you purchase this resource you will be able to download a beautifully illustrated twenty six slide Microsoft PowerPoint presentation and a 6 page Microsoft Word document with thirteen primary and secondary sources, a source summary sheet and an enquiry question. The PowerPoint includes information slides, video clip links, pictures, seven activities, starters, plenaries, primary and secondary sources covering all the different interpretations. For further informations, please refer to the preview panel where I have uploaded all the slides for you to view. The aims and objectives of this depth study are: Theme: Why did the USA drop two atomic bombs on Japan in 1945? Know: Why did Japan surrender in August 1945? Understand: What role did the atomic bomb play in Japan’s defeat? Evaluate: Why did President Truman decide to use the atomic bomb? WILF: What Am I Looking For? Identify and describe: At least two possible reasons why the Americans decided to drop the bomb in 1945. Explain: Why historians disagree with the official explanation given by President Truman in 1945. Analyse: Come to a balanced conclusion on why Truman dropped the bomb. If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed to help students studying the problems facing James I when he became King of England in 1603? Students are presented with a number of challenges facing James I including religious, financial, foreign relations, the growth of Parliament and his beliefs in the Divine Rights of Kings. Once they have reviewed these problems, students are then asked to produce a speech suggesting how he could solve them, which can be peer and self reviewed using the resources included in the PowerPoint. Finally, they can then complete a quick heads and tails activity matching the action that James I took to solve his problems and then assess how successful they were. This brilliant lesson also helps to set the scene for the Gunpowder Plot and for the long term causes of the English Civil War. When you purchase this resource you will be able to download a PowerPoint presentation that includes everything that you will need for this lesson. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, plenaries, consolidation exercises, information slides and links to video clips. The PowerPoint also includes two beautifully presented diagrams summarising James I’s problems for higher and lower ability students, which can be easily printed off and used with students as a classification exercise. I have also included various other alternative activities, depending upon your photocopying budget including a speech and thinking skills review exercise to help students decide which problems were the most important. The resource also includes a heads and tails activity which can also be printed off or copied by students off the board. I have included screen shots of all the slides in the preview slides. Everything has been carefully differentiated and can be easily adapted for the full range of ability. This is one of my favourite lessons and there is enough to last a class 2/3 lessons can be used to make you sparkle and shine for Ofsted or an observation lesson. The aims and objectives of this lesson are: 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

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource has been designed as an SEND resource to help students understand the difference between a Roundhead or Cavalier during the English Civil War 1642 -1660. It can also be used as a homework sheet for other classes When you purchase this resource you will be able to download a single page Word document or PDF which includes a hand drawn cartoon showing a Cavalier and Roundhead soldier in 1642. Both soldiers have a speech bubble explaining what they are fighting for. There then follows three activities, which includes drawing or completing a table with statements that summarise their views as well as two questions which seek to consolidate and test students understanding. The aims and objectives are: Theme: English Civil War 1642-1660 •Know: How did people decide which side to choose in 1642? •Understand: What is the difference between a Roundhead and Cavalier? •Evaluate: Why would some people choose not to fight? WILF - What Am I Looking For? • Can You Describe: How people decided which side to choose in 1642? • Can You Explain: What were the differences between a Roundhead or Cavalier? • Can You Evaluate: Why did some people choose not to fight? If you like this resource 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 You Tube 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

Should freedom of information and speech be limited to protect public morality by governments or social media platforms? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? This great little card sort has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this activity are: Theme: Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyze -How far should media be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson looks at how the status and position of German Jews changed from 1880 - 1920 as am introduction to anti-Semitism in Weimar Germany. It can be used on its own or alongside the worksheet and card sort that it has been packaged with or as an introduction to the The History Academy’s most popular free download ‘anti-Semitism in Germany 1919 - 1945.’ The content of the lesson outlines the origins of anti-Semitism in Medieval and Reformation Germany and then focuses on its revival in 1880 and how it evolved as a result of a series of key events including the Unification of Germany, the impact of the First World War and the crisis that Germany found itself during the early years of the Weimar Republic. The task and activities are designed to get students to evaluate how the key events from 1880 - 1921 in Germany impacted the ‘status’ and 'position of German Jews. When you purchase this lesson you will be able to download a 28 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, historical sources, video clips, interactive activities, questions, starters, plenaries, card sorts and templates to suit the full range of ability. I have also included both a Word and PDF version of the worksheet and the supporting graphic organiser and card sort. If you wish to know more, then please see the preview files. The aims and objectives of this lesson are: Theme: Anti-Semitism Know: What were the origins of anti-Semitism in Germany? Understand: How the impact of key events affected the ‘position’ and ‘status’ of German Jews Evaluate: What was the ‘status’ and ‘position’ of German Jews in 1920? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What were the origins of anti-Semitism in Germany? Can You Explain: The impact of key events on the ‘position’ and ‘status’ of German Jews? Can You Evaluate: The ‘status’ and ‘position’ of German Jews in 1920? If you like this resource 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 You Tube 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 matter. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details. The aims and objectives of this lesson are: Theme: Technology in Education Know: What is AI and how can it be used in education? Understand: The benefits and dangers of AI in education? Evaluate: How far AI has the potential to improve education? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is AI and how can it be used in education? Can You Explain: The benefits and dangers of AI in education? Can You Evaluate: How far AI has the potential to improve education? 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. Kind Regards Roy

This fun and interactive lesson looks at the early origins of the trade union movement in Britain from the friendly societies in the 1780s to the formation of the GNCTU by Robert Owen in 1834. It also looks briefly at the impact of the French Revolution and the impact of the Anti-Combination Act, 1799, its repeal in 1824 and the follow up anti-strike laws as well as the Tolpuddle Martyrs. This lesson is pitched at a middle ability KS3 group but is also suitable for KS4 and is differentiated throughout with a wide range of tasks and activities for you to choose from. When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. Please look at the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a trade union and what role do they play in the work place? Understand: Why did Parliament outlaw the friendly societies? Evaluate: Why were the early trade unions set up? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The role played by trade unions in the workplace today? Can You Explain: Why did Parliament outlaw the friendly societies? Can You Evaluate: Why wee the early trade unions set up? 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. Kind Regards Roy