This is a cut and stick activity for Key Stage 3 students. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a lesson for Key Stage 3, looking at the events of the First World War. It is designed for near the end of a module on the First World War. Students place events on a timeline and decide whether each event was a victory for the Allies or Germany. They reach an understanding of how the war unfolded and why it did so. They are challenged to think of a turning point. Students then look at a range of memorials, and think about why they are developed in such a way - location, design etc. They can then design their own memorial.

This is a resource for KS3. Students discuss what would go into a town charter and why these things would be wanted by townspeople. Students take on the role of a freeman in a Medieval town. There are 7 different people, they do not all need to be used. Students must read through the information on their character, and then decide what their priorities are for what goes into the charter. A debate can then happen where each freeman plays a role in deciding what goes into the charter. I would suggest having strict rules where each person speak for a fixed period of time with no interruption, and the allotted character writing the charter. This can lead to a piece of extended writing. There are differentiated version of both activities.

This is a cut and stick activity. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. There is a differentiated version for lower ability students. Students then decide on the worst of the punishments, placing themselves in the position of Germany. Students are invited to consider the extent to which the terms of the treaty met the aims of the Big Three. This can lead to a piece of extended writing on which would be the worst aspect of the Treaty, or on comparing aspects of the treaty as per GCSE high–mark questions. Videos can be used to support learning.

This is a cut and stick activity. Students must decide which of the pieces of information relate to: • How healthy were prehistoric people? • How did prehistoric people die? • Why does archaeological evidence not give us a full understanding of prehistoric people? Students then answer the questions on the second side of the sheet, They are scaffolded for abilities, with more able students encouraged to think of what sources of information they would be able to use for other periods that cannot be used to learn about prehistory, and to suggest how else people could learn about prehistoric societies - eg. observing modern tribal societies in Australia, New Zealand, South America, Africa etc, or by reading Roman accounts of Iron Age Britain. This leads well onto class discussion on health through the ages. This can lead to a piece of extended writing.

This card sort allows students to view opinions of Caesar and classify them as either positive or negative. More able students can explain judgements as to which was the best and worst part of Caesar’s rule.

This card sort allows students to view events after the 1905 revolution and classify them as either ways that Nicholas crushed the revolution, and ways that he regained control of Russia. More able students can explain judgements as to which was the most effective method of each. The second sheet can be used for students to provide an explanation of why each method was successful.

This is a card sort designed to allow students to categorise and prioritise reasons for the February Revolution in Russia. More able students can use the cards to explain their thoughts on the most important reason for the February Revolution. It could be done as a venn diagram using the second sheet. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

A card sort which allows students to place in chronological order the events (from 1996 to 1999) which happened in Kosovo. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource. The PowerPoint gives background to the events and can be used as a discussion point with students. The chart can be filled in by students to assess how far American aims were fulfilled in Kosovo.

This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abyssinia. More able students can use the cards to explain their thoughts on the most important reason for the invasion. It can be done as a venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. More able students have a version where they explain heir choices and evaluate the actual responses of the League. There are extension questions on the powerpoint on the actual responses of the League. The final slides cover the Geneva Protocol, with questions on its role. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. Use the powerpoint to support whole lesson, especially when covering the actual responses of the League. This could be done as a group, paired or individual activity.

A cut and stick activity which leads to a piece of judgemental writing on successes of the League of Nations. Students match up point of success to the evidence surrounding it. They stick each matched point and piece of evidence into the table. This could alternatively be recorded in the venn diagram. They then give their own explanation, such as ‘This was a more / less meaningful success because…’ Students can categorise and prioritise the different aspects of success, into areas such as local peacekeeping, global peacekeeping and global improvement. More able students can explain which was the most significant of the achievements, in the short and long term. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort designed to allow students to categorise and prioritise reasons that the Soviet Union failed in Afghanistan. More able students can use the cards to explain their thoughts on the most important reason for the USSR’s failure. This could also be done as a venn diagram using the second sheet.

An assessment for Key Stage 3 students about assessing the accuracy of a source. Students are invited to label the picture of slaves working on a plantation. They then fill in what they notice on the worksheet, which is differentiated for the lower-ability students. They give their own explanation of the evidence in the picture. E.g. P - slaves’ clothes, Ev - they are European, and look new and fresh, Exp - Slaves did wear European clothes, but after a long day in the fields they would be looking more tatty than they are how to be. There is a writing frame and mark scheme attached. The mark scheme is NC levels, but can easily be adapted to GCSE style grades.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

A card sort which allows students to place in chronological order the events (from 1991 end of 1995) which happened in the Former Yugoslavia. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.