This is a resource for GCSE 9-1 students. It gives a list of responses to the Spanish flu epidemic in 1918-9. Students are invited to explain the effect of each of these measures. This can take the form of why it was done, how effective it was, or who benefitted - in some cases. therev is an exrtension activity at the bottom of teh sheet. On page 2 is a list of useful words / phrases students can use - useful for loewer ability students.

This is a KS3 resource which could also be used as an introduction at KS4/5. Students are invited to read through a series of events. they are to explain the feelings of the Russian population at each point. The story starts in 1905 and ends in 1945. There is a differentiated version which students can use to make a storyboard. Students can use the final box, empty, to explain the feelings of Russian people at the end of the sequence of events. Order - A, E, B, G, C, F, D.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. As an extension they then have a series of questions to answer to explain and justify their thoughts on the Spanish Armada and the reasons that it was improitant for Elizxabethan England. I have included an answer sheet with the events in chronological order.

This is a card sorting resource for KS4 students. Students read examples of contemporary opinion concerning anaesthetics. They arrange them into the pros and cons of anaesthetics. They are then invited to prioritise the positives and negatives and explain a judgement of the most convincing. More able students can decide which of the negatives concern unwillingness to change and medical/logical arguments; and which of the positives were taken from history or the contemporary day. This can lead to a debate or piece of extended writing.

This is a resource for the teaching of local community. The powerpoint has within it a spider diagram task for students to complete, on who plays a role in looking after and protecting the local community. The cut and stick resource allows students to match up the different people and groups within the community to their roles. Answers are given in the powerpoint and discussion can be worked in through the feedback of these answers. As an extension, students can explain who is the most important part of the community, and how these people and groups are interdependent. The living graph excersize can be done with the ‘6. Ways of helping community cards’ resource. there are 15 methods shown - but not all need to be used in as smaller class, and it can be printed on different colour paper, for a second line to be made - this can lead to stimulating debate as students explain why they have lined themselves up as they have. This leads to a discussion on how ordinary people, and students themselves, can look after the community.

This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.

This is an interactive information sheet for GCSE students. Students look through the information about sod houses. They can make a storyboard on how sod houses were created. They are then invited to look at problems for people living in sod houses, and finally make a comparison with tipis by filling in a similarities and differences table. This can lead to a piece of extended writing comparing sod houses and tipis.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

This is a cut and stick or card sorting resource for the History A GCSE syllabus. Students can firstly arrange the problems for the Mormons which happened a) before or during the journey to the Great Salt Lake and b)on arrival at the Great Salt Lake. More able students can then arrange them in order of importance as an extension. The second part of the activity is to match the solutions to the problems. Some have multiple solutions, others just one. More able students can decide on the most effective solution to the problems, and a discussion can be generated on the reasons for the Mormons’ success, such as the leadership of Brigham Young, or dedication of the individual Mormons. This can lead to a piece of extended writing on the Mormons’ journey.

This is a card sort designed to allow students to categorise and prioritise reasons that Hippocrates is known as the ‘Father of Medicine’. More able students can use the cards to explain their thoughts on the most important reason for Hippocrates’ moniker. The task could also be done as a diamond activity, with categories taken out for the more able. 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 sorting resource on the development of Britain’s rule from the 1750s to 1947. There is a differentiated resource for lower ability students. Students are invited to sort the cards into categories: a) violence/war b) peaceful protest c) political power / government. Lower ability students can look at what was violent / non-violent. They then place the cards into chronological order, and can use the timeline to indicate where Britain’s rule was secure or weak. More able students can be challenged to decide how strong or weak each event showed British rule to be. Students can then answer the following questions on British India: 1. What event showed that British power was at its strongest? Why? 2. What event showed that British power was at its weakest, before 1947? Why? 3. What do you suggest about British rule in India over the years? Think of rise and fall of power. Why do you think that this was? This can lead to a class debate or piece of extended writing.

This is a card sort designed to allow students to categorise and prioritise reasons that Galen is significant in the development of medicine. More able students can use the cards to explain their thoughts on the most important reason for Galen’s significance. The task could also be done as a diamond activity, with categories taken out for the more able. 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 worksheet and lesson powerpoint for Key Stage 2 and 3 Citizenship. Pupils use worksheet 1 to define the word ‘community’ after working as a pair. Worksheet 1 invites pupils to look at different people in the school community, and their roles within it. they make a spider diagram on the sheet. They can, as an extension, then choose one person and consider their role using questions on the powerpoint to stimulate their thinking. Sheet 2 is a layered sheet similar to an inference square on which are problems, causes, solutions and pupil actions. Pupils can consider problems within the school, and what they could do about them, with questions layered on sheet 2 for differentiation. The powerpoint supports all aspects of learning on the sheet, and invites pupils to discuss the role of a school council.

This is a card sort for GCSE / A level students to arrange into chronological order the events in Hitler’s rise to power. There is a differentiated version for lower ability students. They are currently in the right order! As an extension, students can identify and explain 1/2/3 events which they feel were turning points in Hitler’s rise. This can lead to an extended piece of writing, or discussion.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a diamond 9 card sort to categorise and prioritise the reasons that FDR was elected in 1932. As an extension, you can challenge students to explain the more / less important reasons. There are further extension questions, differentiated for more / less able students. This can lead to a class discussion. Categories could include, but not be limited to, FDR’s personality, failings of Republicans, FDR’s policies, FDR’s methods and others.

This is a resource for KS3 History students. Students look through the pieces of evidence. They decide which of these suggest a real plot, and which suggest that there was a government cover-up. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the pieces of evidence on either side of the argument. There are resources for higher and lower ability students included This can lead to a class debate or a piece of extended writing.