These A Level resources were developed during lock down for my sixth form students studying AQA Level History, 2E The English Revolution, 1625–1660. Unit 5: War & Radicalism 1642 - 1646. This unit looks at how the First Civil War was fought and why Parliament won. It also looks at divisions on both sides and how how they factored into Parliament winning. I have also included two optional units, the first asks the question, what was the nature of the English Revolution as an introduction to A2, the second is a drama role play activity based around the private Deerhurst activity in the SHP text book. When you download this unit you will be able to download 11 PowerPoints which cover First Civil War; Military and leadership strengths and weaknesses of both sides; the emergence of the New Model Army; Why Parliament won; Divisions within the Parliamentary side and attempts at a settlement. I have also thrown in my AQA essay and source feedback sheets and some additional useful resources and card sorts. Please note that these are my lesson resources which you will need to edit up for your own class. They will hopefully save you a lot of time, especially if you are teaching this topic for the first time. Each PowerPoint contains aims, objectives, differentiated outcomes, links to the syllabus, page numbers for text books and relevant tasks and activities to help students make effective notes. You will need the following text books as a minimum: Oxford AQA History, the English Revolution 1625 - 1660, SHP England 1625 - 1660, Charles I, the English Civil War and Cromwell. You will also need my favourite text book for this topic: Stuart Britain 1603 - 1714, Context Series. All the other text books I have used are referenced in the PowerPoints. If you get stuck for resources or want any help you can contact me via the history academy facebook group: https://www.facebook.com/TheHistoryAcademy If you like this resource then why not check out my other resources on this topic in my TES shop. These lessons are part of a bundle that you can buy for the whole course 2E The English Revolution, 1625–1660 AQA . 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. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy

This outstanding resource which has been field tested in the classroom on many occasions, gets students to review the work of the league of Nations in the 1920s and 30s and decide whether the statements are correct by ticking 'yes' or 'no'. They the have to give some supporting evidence to back up their decision. Once completed successfully, students should then see the connections between the Leagues successes and failures be able to come to an overall judgement about why it failed. This resource could be completed prior to doing an exam or writing an essay. Its an all round nice little add on that works well as a starter or plenary. Aims and Objectives: Theme: League of Nations 1919 - 1939 Know: What action did the League of Nations take to prevent war? Understand: How successful was the League of Nations? Evaluate: Why did the League of Nations fail in the 1930s? WILF: What Am I looking For? Identify and describe: What action did the League of Nations take to prevent war? Explain: How successful was the League of Nations at tackling international conflict? Analysis: Why did the League of Nations fail in the 1930s? 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 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

This outstanding lesson has been featured at various history teacher conferences across Europe and featured on several well known websites as an example of outstanding practice. It has also been used as a training resource on how to teach the difficult topic of historical interpretation to students. The aim of this exciting lesson is to help students assess just how bloody Queen Mary I was by evaluating the views of both eye witnesses from the time and historians. It is suitable for a range of abilities, but mainly core and advanced. When you download this lesson you will have a PowerPoint as well as word document with 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558. The PowerPoint includes a snowballing and pair and share starters, slides on why Mary I executed the protestants and why she is such a controversial historical figure. This is followed up with links to carefully selected video clips which can be used with your students. Afterwards, you then have the luxury of deciding whether to do the card sort exercise either a continuum, pro and con organiser or as a simple sort. I would recommend printing off the appropriate slides on A3 to go along with these activities. Sometimes, I allow my more able students to decide individually which organiser they wish to use, but you could always decide for different groups as part of your differentiation. Once this has been complete, students can then have a go at answering the assessment question in activity 4: Does Mary I deserve the title, ‘Bloody Mary’? This slide also includes a suggested structure for answering the question, along with possible connectives. I've also thrown in my award winning literacy and persuasive literacy mats to help sweeten the deal. The final plenary slides looking at how history is written will help your students draw their own conclusions about just how bloody was Queen Mary I. The Aims & Objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title 'Bloody Mary'? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation? Explain: Why do people disagree about how 'Bloody' Mary I was? Analyse: How far does Queen Mary deserve the title 'Bloody Mary?' If you like this resource, check out some of my other resources on this topic such as the 'consequences of the break with Rome' for middle and lower ability students and my blood thirsty resource on 'why were people prepared to die for their beliefs in the sixteen and seventeenth centuries?' Kind Regards Roy

This resource offers interactive revision flashcards known as Dingbats, which focus on the essential aspects of the GCSE History course, The American West. These flashcards are crafted to help students concentrate on key terms and facts, transforming the revision process into a social and enjoyable experience. By utilizing Dingbats, students can move away from solitary studying, as these cards promote teamwork and peer assessment, making learning more engaging and effective. Regular usage of these cards, along with strategies outlined in the accompanying PowerPoint, will enhance memory skills and foster crucial connections for achieving exam success. Dingbats are ideal for starter activities, providing a fun game at the beginning of lessons or serving as a mini plenary to assess understanding and reinforce learning. Their versatility allows them to be included in revision booklets or printed for easy storage in students’ pockets or envelopes. Students can also use them independently for personal revision. Upon downloading this lesson, educators will receive a Word document featuring 20 Dingbats specifically designed for The American West, along with an 18-slide PowerPoint presentation detailing effective methods for utilizing these flashcards. The resource includes two engaging games: Game 1 involves one player reading key words while another guesses the topic, enhancing memory recall, while Game 2 challenges players to describe the topic without using key words, increasing difficulty. Additional competitive activities, such as Pictionary and Charades, further engage students. The lesson concludes with strategies for conducting a one-minute class talk and tips for creating personalized Dingbats, supported by suggested homework tasks. Both documents are available in PDF format for easy printing and sharing. Aims and Objectives of the Lesson: Theme: GCSE Revision, The American West Know: How to use Dingbats and flashcards for revision Understand: Various card games that can be played Evaluate: The effectiveness of these methods for revision Skills: Revision techniques, competition, and collaboration WILF – What Am I Looking For? Describe: How to use Dingbats and flashcards for revision Explain: Different revision techniques applicable with Dingbats Evaluate: The most effective strategies for your learning needs If you enjoy this resource, consider exploring other resources on this topic in my TES shop. You can also follow The History Academy on social media platforms for the latest updates or to share your experiences using this resource or ask questions. We aim to provide affordable resources, priced like a good cup of coffee, so you can spend more time on what you love. Have fun and stay connected for the latest updates! Kind Regards Roy

This unit is designed to allow students to investigate the Norman invasion and build upon the source skills that students began to develop in the introductory module. The first three units looks at why the Romans, Saxons, Vikings and the Normans have invaded Britain. From a geographical point of view Britain has always been a rich country because of our temperate climate. This allows farmers to produce up to three crops per year, unlike our European counterparts. This makes Britain a rich prize for any War Lord. It is important to stress that British society was multicultural by 1066 as emphased by the place names activity. Units 4 to 7 deal specifically with the Norman Conquest and are primarily focused on the key question, why did William win the Battle of Hastings. Each unit is carefully crafted to get students to write a PEE’d / PEEL’d paragraph addressing the key question. Students must be trained up into peer / self assessing their answers. This package of resources includes all the PowerPoints and worksheets that I use with this scheme of work. They are sold separately on this site, so to buy them all together at a discount price is a real bargain! In terms of differentiation, the aims, objectives, outcomes and starters allow for students to access at different levels. The worksheets include DART strategies, missing word, true and false statements etc. as well as high end questions. Feel free to adapt to suit the needs of your students.

This unit is designed to build upon the previous module by examining in depth the history of Conisbrough Castle. It will allow students to look at the strategic decisions that were taken to site the castle, its impact on the local area as well as to look in detail at how it was built and aspects of everyday medieval life. This module is also designed to fulfil the requirements of the new KS3 National Curriculum order for history by doing a depth study of an aspect of local history. However, it should be noted that all the modules that are taught at KS3 are in some way linked back to local history as well as contextualised with references to the modern world. The main resources for this module have been developed over the years by the history department in cooperation with the Mexborough Heritage Society, the Ivanhoe Trust, English Heritage and Becta. In 2001 the Virtual Tour of Conisbrough Castle was given a national teaching award by Becta for the innovative use of ICT. I have also included all the relevant lesson resources that are mentioned in the scheme of work as well as my award winning booklet on Conisbrough Castle, which has embedded a wide range of differentiated activities. My students always enjoy this module which centers on a unique grade 1 listed building which is a world heritage site. Check out the videos on You Tube of Conisbrough Castle. I have included some of my own video clips taken on my phone. Kind Regards Roy

This card sort resource is designed to help students understand the arguments for and against women having the vote in 1900. Once students have cut out and sorted the statements they can they organize them into one of two graphic organizers that I have provided in the worksheet. The final task gets them to pick the top five arguments and gets them to write a speech either for or against which can then be peer assessed. You may wish to also download my persuasive literacy writing mat. I would advise printing off the statements on A4, whilst printing off the pro and con organizer on A3. The aims and objectives for the this lesson are: Theme: Women's Suffrage 1900 - 1918 Know: What were the arguments for and against women having the vote in 1900? Understand: What were the arguments for and against women having the vote? Evaluate: Why was it difficult for women's suffrage movements to make progress in the 1900? WILF: What and I Looking For? Identify: Some of the arguments for and against women having the vote in 1900? Describe: Some of the arguments for and against women having the vote in 1900? Analyse: Why was it difficult for women's suffrage movements to make progress? 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 with excellent resource and stay in touch on social media. Kind Regards Roy

These literacy cards are designed to be cut out or used as worksheet or writing frame to help students write a report . As with all the resources in these series, it is a must have, as it’s simple and it works. Have fun and check out some of my other resources in this series. When you download this resource, you will be able access a a full editable 7 page Word document with sentence starters to help students ‘report’ in a piece of extended writing. The resource is designed to take them through the various stages of constructing a ‘report’ from the introduction to the conclusion. For your convenience, I have also uploaded this file as a PDF. If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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

The aim of this activity is to get students to sort through a series of key turning points in the history of black people from 1865 to 1970 and assess how far their changed their status and position within US society. It can be used as an introduction or as a plenary exercise. I’ve included two resources, a PowerPoint with the aims. objectives, outcomes of the lesson and the living graph templates and a word file that includes two pages of cards that can be cut out for the activity. I would recommend printing off the living graph templates on A3, but they also work on A4. Please note that I have created two living graphs spanning the periods 1865 - 1940 & 1945 to 1970. This suits they way in which we approach the topic, however you can easily adapt and edit the template as well as the cards to suit your own curriculum. I would suggest that students fold the cards in half before sticking them to the graph. If you would like some other resources on these topics then please check out my revision cards or dingbats on US Civil Rights or my revision booklets. Theme: Civil Rights in the USA 1865 – 1985 Know: What were the key turning points the US Civil Rights of Black people? Understand: How did the status and position of black people change? Evaluate: How far did the status and position of black people change? What Am I Look For - WILF Identify & Describe : What were the key turning points in US Black Civil Rights 1865 – 1970? Explain: Why did the legal and social status and position of black people change? Analyse: How far did the status and position of black people improve for the better 1865 - 1970? 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 popular download has been tried and tested over the years and has has never failed to capture the imagination of my students and engage them in some outstanding learning on why the Romans built roads in Britain. 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. When you purchase this resource you will be able to download a three page worksheet and an accompanying PowerPoint. Both include matching pictures, diagrams, historical sources, task and activities. However, the Powerpoint also includes aims, objectives, outcomes, starters and plenaries. The aims and objectives of this lesson are: Know: Why did the Romans build roads in Britain? Understand: How the Romans constructed their roads? Evaluate: How the Roman roads helped them keep control and led to the development of towns? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The different reasons why the Romans build roads in Britain? Can You Describe: How the Romans constructed their roads? Can You Explain: How the Roman roads helped them keep control and led to the development of towns? Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? 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

This fun and engaging lesson has been designed by experienced teachers to help students understand and analyze the causes of the English Civil War, through the medium of a card sort. It has been extensively field tested in the classroom with middle and upper ability students aged 11 - 18. We have also included a short PowerPoint with additional tasks and activities so that this activity could be used as the key focus for a lesson. If this resource isn’t suitable for your students, please do check out our other lesson on this topic. When you purchase this lesson, you will be able to download a two page Microsoft Word document which includes a lesson objective, instructions, three heading cards labeled ‘Political’, ‘Economic’ and ‘Religious’ as well as 24 information cards that can be cut out and sorted by your students. I usually give out page one to my middle ability students and give out page two extended my middle and higher ability students. Page two also includes a thinking skills review triangle to help students prioritize which factor was the most important as well as a consolidation extended writing activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries and instructional slides for the activities in the card sort. The aims of this lesson are: Theme: The Causes of the English Civil War Know: Why did the English Civil War break out in 1642? Understand: What were the political, economic and religious causes? Evaluate: Which cause was the most important? WILF – What Am I Looking For? Identify & describe: Why did the English Civil War started in 1642? Explain: What part did political, economic and religious factors play? Analyze: What was the most important cause of the English Civil 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 interactive lesson has been designed by experienced teachers to fun and engaging to help students understand and analyse the causes of the English Civil War, through the medium of a card sort. It has been extensively field tested in the classroom with middle and upper ability students aged 11 - 18. We have also included a short PowerPoint with additional tasks and activities so that this activity could be used as the key focus for a lesson. If this resource isn’t suitable for your students, please do check out our other lessons on this topic. When you purchase this lesson, you will be able to download a two page Microsoft Word document which includes a lesson objective, instructions, three heading cards labeled ‘Political’, ‘Economic’ and ‘Religious’ as well as 24 information cards that can be cut out and sorted by your students. I usually give out page one to my middle ability students and give out page two extended my middle and higher ability students. Page two also includes a thinking skills review triangle to help students prioritize which factor was the most important as well as a consolidation extended writing activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries and instructional slides for the activities in the card sort. The aims of this lesson are: Theme: The Causes of the English Civil War Know: Why did the English Civil War break out in 1642? Understand: What were the political, economic and religious causes? Evaluate: Which cause was the most important? WILF – What Am I Looking For? Identify & describe: Why did the English Civil War started in 1642? Explain: What part did political, economic and religious factors play? Analyse: What was the most important cause of the English Civil 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 are important to you! Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This card sort activity gets students to weigh up events, facts and quotations from the life of Al-Capone to help them decide how far he was a businessman or gangster. I have included a PowerPoint with aims, objectives, outcomes, a starter as well as some background information to help introduce the task. This resource is designed to work along side any main stream resource on this topic, but the linked YouTube Video works really well alongside it. I would watch the first 25 min. 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: How far was Al Capone a businessman or a gangster? 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 – How far was Al Capone’s activities those of a businessman or a gangster? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little worksheet has never failed to grab the attention of my core and foundation students. It looks at the issues surrounding the failure of prohibition and includes a range of information, sources and cartoons to grab their attention. The aims and objectives of the lesson are: 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? The resource looks at the role of organised crime in corrupting officials and the failure of the USA government to put in enough resources to make it a success. I have also produced a PowerPoint to work along side this resource which is particularly good at extending the more able and includes a past paper question fro OCR as a well as an appropriate mark scheme and starters and plenaries. This can be downloaded separately or as a package / bundle from the TES website. 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 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 OCR past paper questions and mark schemes. 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. Have fun and check out some of my other resources on my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed for foundation and bottoom end of middle ability students. It contains a range of engaging activities to help students understand the terms of the Treaty of Versailles and reaction to it in both Britain and Germany. The questions, tasks and activities are pretty straight forward and include missing word activities as well as simple questions, which develop in difficulty as the learner moves through them. The PP contains additional tasks along with graphic organisers in order to extend their understanding and provide support for writing extended answers. At the end of the booklet, I have included some source analysis questions. There is enough work in this booklet for about 3 lessons. When you purchase this resource, you will be able to download a word documents which can printed off as well as an accompanying PowerPoint which include aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, tasks and activities. Both resources also includes cartoons, maps and both primary and secondary sources on the relevant topics. The overarching aims and objectives of these resources are: 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? IIf you like this resource, check out my booklet on the end of the FWW as it contains similar activities and tasks for KS3 students. I have also created a range of card sorts and graphic oprganisers on this topic. 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