This great resource has been tried and tested over the past 30 years and has never failed to grab the attention and engage my students. This introductory lesson looks at the causes and consequences of the Transport Revolution in Britain. The worksheet is designed for middle and top set students, whilst the accompanying PowerPoint has a mix of activities to engage the full range of abilities. As with all my activities, they designed to be interactive and promote discussion and develop students thinking skills. Both resources have been uploaded using both Microsoft Office and PDF files. They include: A snowballing starter activity of the key words for the lesson Source matching exercise of different transport methods in the 18th Century A self / review activity of the answers Map Exercise: What changed / stayed the same 400AD to 1700 Heads and tails activity of the causes and consequences of 18th century transport revolution A thinking skills review exercise of which were the most important factors Map Exercise: What changed / stayed the same 1700 to 1800 The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What problems faced Britain’s transport network in 1750? Understand: Why did Britain’s transport network change in the 18th Century? Evaluate: Why were these changes necessary? WILF: What Am I Looking For? Identify & describe: The problems facing the transport network in 1750? Explain: What pressures were forcing the system to change? Analyse: Begin to come to a judgement on which pressures or causes were the most important? 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 resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945? The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included some of my Smart Notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along. T he next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR. My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.' The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews. If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Please note that my resources were written for a British audience so you may want to run them through your US / local spell checker. Some of the key questions or learning outcomes, which these resources explore are listed below: • What impact did the FWW and Treaty of Versailles have on Germany? • How successful was the Weimar Government at bringing economic and political stability to Germany? • What was the status and position of German Jews in 1920? • What impact did the Great Depression have on the support for extremist parties in Weimar Germany? • Why did Hitler become Chancellor of Germany in 1932? • How did Hitler consolidate his power in 1933 – 34? • How did the status and position of Jews change from 1933 – 45? You need to know about: • What rights did German Jews have under the Weimar Constitution? • Why did hatred of the Jews increase from 1919 – 1933? • Why did the Nazis launch a propaganda attack on the Jews? • What impact did the economic attack have on the Jews 1933 – 38? • What impact did the legal attack have on the status and position of Jews living in Germany? • Why did the Nazis launch a physical attack on the Jews in 1938? • What impact did the Second World War have on the Jews in Europe? • Why did the Nazis introduce the Final Solution in 1941? • How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?

This fun and interactive card sort activity is designed to help government and politics, as well as PSCHE and ethics teachers, engage students in a critical discussion on the topic of bribery and corruption and its impact on government and society. The activity is focused on exploring the pros and cons of these unethical practices, providing students with a deeper understanding of the complex issues involved. Aims and Objectives: Know: What is bribery and corruption? Understand: How can bribery and corruption undermine civil society? Evaluate: What are the advantages and disadvantage of bribery and corruption? Skills: Cause, Consequence, Compare, Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What is bribery and corruption? Can You Explain: How can bribery and corruption undermine civil society? Can You Evaluate: What are the pros and cons of bribery and corruption? When you purchase this lesson, you will be able to download a one page Word Document, which contains the 18 statements and quotes to be sorted as well as a supporting 21 slide PowerPoint Presentation. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, writing frames, video links, tasks and activities to support the main card sort activity. Please see the detailed preview. If you like these resources, 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 outstanding resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was the New Deal? 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 PowerPoint presentation looks at the following following learning objectivives and includes a snowballing starter, a missing word activity as well as two possible past paper questions, which can be easily customised to your own assessment criteria: Theme: Why did the US Economy Boom in the 1920s? Know: Who was Henry Ford and why was he so successful? Understand: How did assembly lines, unskilled workers and standardisation help to cut production costs? Evaluate: How did car production contribute to the US Boom and the cycle of prosperity? WILF – What Am I Looking For? Identify / Describe: Who was Henry Ford and why was his ‘Tin Lizzy’ so popular? Explain: How did mass production techniques cut production cost? Analyse: Come to a judgement on how far the car industry contributed to the US Boom? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students evaluate the economic, social and environmental problems facing US farmers 1919 - 1939. It can also be used to help students evaluate how successfully which problems the New Deal Alphabet Agency AAA (Agricultural Adjustment Administration) either solved or indirectly created. It can be used as a starter or plenary or along side another resource that I have uploaded on my TES shop 'The New Deal: AAA.' The resource includes three factor cards labelled economic, social and environment as well as fourteen statement cards describing the problems faced by US farmers 1919 - 1939. The resource also includes a learning objective, instructions and two addition extension tasks. The first asks students to Review their cards you have sorted and create a key to show which problems were solved or created by the AAA. The second task asks students to write an extended answer evaluating 'how successful was the AAA at solving the problems of US farmers in the 1930s?'. The learning objectives for this lesson are: Theme: The USA 1919 - 1939. Know: What problems faced USA farmers 1919 - 1939? Understand: Which problems were caused by economic, social or environmental factors? Evaluate: How successfully did the AAA solve the problems facing US farmers? WILF: What Am I looking For? Identify & describe: What problems faced US farmers 1919 - 1939? Explain: Which factors were caused by economic, social or environmental problems? Evaluate: How successful was the US governments action to help farmers through the AAA? The resource is supplied in Microsoft Word so it can be easily adapted to suit the needs of your students. 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 resource has never failed to help my students understand the social, economic and political effects of the Great Depression on the USA, 1929 - 1932. It makes a great little starter or mini plenary to a lesson on this topic. I've provided it in word so you can easily adapt it to suit the needs of your students. Aims and Objectives Theme: Why did FDR defeat HH in the Presidential Election in 1932? Know: What effects did the Great Depression have on the USA? Understand: what were the social, economic and political effects of the depression? Evaluate: Why did President Hoover become increasingly unpopular? WILF - What Am I Looking For? Identify and describe: What were the effects of the Great Depression? Explain: Which effects were economic, social or political? Analyse: Link the effects of the Great Depression together to help explain why HH became more unpopular with the American people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students assess how successful the New Deal 1933 was at helping the US economy recover from 1933 to 1941. It is suitable for the full range of ability of students from 14 to 18, as I have included a mixture of easy as well as challenging statements. The resource includes a single A4 sheet, with two heading cards labelled 'successful' and 'unsuccessful' as well as 22 statements that can be sorted under either headings. I would recommend getting your students to cut out the cards, sort them and then feed back to the class or their group before sticking them into their books. If you are pressed for time, then you could always get your students to use the heading cards to create a key or colour in the statement using highlighters. There are several extension activities that you an then so with the sorted statements. Firstly, they could create a key to label some of the statements 'Relief, Recovery or Reform.' Secondly, they could use the sorted statements to attempt an extended question on: 'How successful was the New Deal from 1933 - 1941. Theme: The USA in the 1930s. Know: What 'action' did FDR take through his New Deal to help the American economy recover? Understand: In what areas of the economy did the New Deal succeed / fail? Evaluate: How far did the New Deal help the US economy to recover 1933 - 1941? WILF: What Am I Looking For? Identify and describe: The 'action' taken by FDR to help the economy recover? Explain: In what areas of the economy did the New Deal succeed or fail? Analyse: How far did the New Deal help the US economy to recover 1933 - 1941? 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 two work sheets are great for foundation and core students. They look at the main reasosn why the economy boomed and the role played by car industry in stimulating demand and kick starting the cycle of prosperity. The tasks and activities include missing word activities, true and false statements as well as straight forward exam style questions. Before purchasing, please look at the combo of resources that I have put together including PowerPoints and Dingbats. It might save you some money! 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 Kind Regards Roy

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource has is suitable for a wide range of learners. It looks at the economic, political, social and environment impact of the Railways in Britain 1840 - 1900. The resource contains four pages of information, facts and sources on this topic and one pages of questions and tasks that build up to an assessment essay on this topic. This is a tried and tested resource which will provide your students with a relatively easy opportunity to achieve the highest grades in blooms by demonstrating how different factors are interconnected. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my card sort and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! 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 resource has been designed by experienced teachers to help students studying the causes of Britain's Industrial Revolution 1750 - 1900. 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, then why not check out my diamond nine activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document. The document includes aims, instructions and twelve heading cards and their matching statements to explain why Britain had an Industrial Revolution 1750 - 1900. Once students have cut out the cards and correctly matched the them together, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes 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 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, but it is primarily designed as a special needs resource. If you are looking for a resource to provide additional stretch and challenge, then why not check out some of my other card sort 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 picture cards to both their correct heading and before and after labels, 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, introduction and facilitates the card sort as well as including the correct final version. 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 lesson resource has been designed to help students studying the changes to the iron and steel industry 1700 - 1850. It can be used with the full spectrum of ability, but the text level would better suit middle to upper ability students. If you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes an introduction, which explains why there was an increased demand for iron and steel in this period. The rest of the worksheet looks in turn at the introduction of each new method and explains why it was invented and the impact that it had on the iron and steel industry. Each section is beautifully illustrated with images that can be easily photocopied in either colour or black and white. The activity section includes eight questions. The first question can be used as a starter. The second question tries to get students to explain the link between the population increase, the Industrial Revolution and the demand for more iron. The third and fourth questions makes the link between the shortage of charcoal and the need for a new method. Question five is a table summary exercise, which focuses on each of the methods of production. Whilst questions six is designed to get students to study a source and draw conclusions to explain the importance of the iron and steel industry to Britain's Industrial Revolution. The final questions look at the historical importance of Abraham Darby's Ironbridge. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain's iron and steel industry change 1700 - 1900? Understand: How did each new method contribute to the changes in the iron and steel industry? Evaluate: What part did the iron and steel industry play in Britain's Industrial Revolution? WILF: What Am I Looking For? Identify and describe: Why did Britain's iron and steel industry change 1700 - 1900 Explain: How did each new method contribute to the changes in the iron and steel industry? Analyse: What part did the iron and steel industry play in Britain's Industrial Revolution? 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

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. 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 critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes 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 great resource is designed to help students understand why the US economy boomed in the 1920’s. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain why the US economy boomed in the 1920s. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why the US economy boom in the 1920’s. Record and explain your reasons. 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 thinking skill as well as their arguments for their essay. The aims and objectives for this lesson are: Theme: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. 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 to help students understand why the US economy boomed in the 1920's. It can used with pretty much any resource on this topic and is suitable for the full range of abilities. To help stretch students, I have also built in some challenge with a thinking skills review triangle activity at the end to help them prioritise which was the most important factor. This organiser could then be used as the basis for a plan along with the card sort for an extended piece of writing or essay on this topic. The resource includes eight heading cards including impact of the First World War, credit, confidence, natural resources, technological change, Republican policies, marketing and mass production. It also includes twenty statement cards. Six of these statement cards are on the second page along with the thinking skills review activity. For a lower ability class, you could just print off the first page and give them fourteen cards to sort. The aims and objectives for this lesson are: Theme: Why was there an economic boom in the 1920s? Know: What were the main reasons why the US economy grew? Understand: How did each factor help the economy boom? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the US economy boomed? Explain: How did each factor help the economy to grow rapidly? Analyse: Which factors were the most important? If you are looking for additional challenge for your gifted and talented students or even your sixth formers, why not check out my diamond nine activity on this topic which can be found 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 lesson resource has been designed to help students studying the changes to the textile industry 1750 - 1900. It can be used with the full spectrum of ability, but the text level of the sources would better suit lower middle to upper ability students. However, if you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes an introduction, which explains why there was an increased demand for textiles in this period. The rest of the worksheet looks in turn at the the introduction of each new machine and explains why it was invented and the impact that it had on the textile industry. Each section is beautifully illustrated with images that can be easily photocopied in either colour or black and white. The worksheet concludes by looking at the impact of the new machines on the why people worked and the organisation of the textile industry. The activity section includes four questions. The first question aims to get students to explain the link between the population increase and the demand for more textiles. The second question is a table summary exercise, which focuses in turn on each of the new machines. The third and fourth questions are designed to get students to study one of three sources and draw conclusions to explain why some opposed the new machines and the new factory based system. I’ve also included a link in this resource description to a folk song so that students can contrast the sources on the domestic system with the factory system. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain’s textile industry change 1750 - 1900? Understand: How did each new machine contribute to the changes in the textile industry? Evaluate: What impact did these new machines have on peoples lives? WILF: What Am I Looking For? Identify and describe: Why did Britain’s textile industry change 1750 - 1900? Explain: How did each new machine contribute to the changes taking place in the textile industry? Analyse: What impact did these new machines have on peoples lives? 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. 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 fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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