These outstanding resources on the Christmas Truce in 1914 are a great lesson no matter the time of year, but they make a particularly moving, touching and inspirational end to the long Autumn Term on the meaning of Christmas. I’ve provided two resources with this lesson. They can be used in any subject across the curriculum. This topic links to History, Music, RE, PSCHE, English, Drama and Music. The first resource is a worksheet with a series of activities aimed to support a wide spectrum of learners. I’ve built in extension tasks as well as DART strategies for the less able. The PowerPoint is designed to primarily to support the delivery of the worksheet, but includes the aims and objectives, a snowballing starter for pair and share, differentiated questions for different groups, historical sources and diagrams to help illustrate core ideas as well as carefully selected video and music clips. This is one of my favourite lessons and I am confident that it will quickly become yours as well. Treat yourself to good lesson, avoid the painful Christmas videos at the end of term and create a memorable educational moment in time for your students with this truly inspirational story. Both resources included in this lesson have been uploaded in both Office and PDF format. Theme: The First World War Know: What happened during the Christmas Truce in 1914? Understand: Why did the British and German troops hold an unofficial truce? Evaluate: Why wasn’t there a Christmas truce in 1915? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during the Christmas Truce in 1914? Can You Explain: Why did the British and German troops hold an unofficial truce? Can You Evaluate: Why wasn’t there a Christmas truce in 1915? 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. Kind Regards Roy

The History Academy has commissioned this resource on the Benin Bronzes as part of our attempt to try and fill the curriculum gap on African history. For far too long the history of Africa has been neglected and relegated. Its time to address this and restore African history to its rightful place alongside other civilisations. The debate over whether the Benin Bronzes should be returned to Nigeria has divided opinion across the World. Unlike the Elgin Marbles, there can be no doubt that the Benin Bronzes they were stolen by the British Army in 1897. However, returning them is no simple matter for a combination of factors which have been summarised in this fun and interactive card sort exercise. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: British Empire and the heritage industry Know: Why are the Benin Bronzes in a British Museum? Understand: The arguments for and against returning them? Evaluate: Should the Benin Bronzes be returned? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why are the Benin Bronzes in a British Museum? Can You Explain: The key arguments for and against returning the Benin Bronzes? Can You Evaluate: Whether they should be returned and justify your opinion? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

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

This fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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. Kind Regards Roy

This great little resource / puzzle is designed to help develop students' knowledge of the events in 1066 from the Norman perspective by getting them to match the captions with the scenes from the Bayeux Tapestry. This outstanding story boarding activity will also give students the opportunity to discuss, self and peer assess their understanding of one of the worlds most famous primary sources. Objective: To sort the story of what happened in 1066 into its correct chronological order using the pictures from the Bayeux Tapestry. Instruction: Cut out the pictures and captions. Match the pictures to the captions. Then place them in order to tell the story of the key events of the Tapestry. There are 13 captions and 13 images I have provided two documents for this activity - but you only really need the first one as I wanted to be able to show case the high quality images that I have carefully selected, so that they would photocopy for classroom use in either greyscale or colour. I would recommend getting students to stick their work on to A3 paper, but they could just as easily span a double page spread in an A4 exercise book. This activity is suitable for abilities of students, but I have deliberately included some challenge in this activity so that students will have to work collaboratively and look closely at the source. 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 interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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. Kind Regards Roy

This fun and interactive lesson is aimed at Key Stages 4 and 5 and looks at exploits of the infamous highwayman Dick Turpin. The aim of the lesson is to evaluate whether he was a hero or a villain. The lesson begins with a series of starters designed to get students collaborating and working together as well as a card sort on some of the popular elements around the story of his life. This is then followed up by getting students to analyse a historical narrative of his life, along side various historical sources and to pick out actions and events that would support whether he was a hero or villain. This is then followed up with an extended writing exercise, which is supported with various templates, planning sheets and PEEL writing frames. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers, wanted poster activity and a narrative & analysis activity aimed at sixth form students. When you purchase this lesson you will be able to download a 28 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, historical sources, link to a video clip, tasks, activities, word, starters, plenaries, organisers, writing frames and templates. Accompanying the PowerPoint is a three page Word Document document containing the narrative account of Dick Turpin’s life along with historical sources, as well as a single page Word Document containing the card sort. All documents have also been uploaded as PDFs, just in case you do not have access to Office or require a smaller document size. Please see the detailed preview for a sample of the lesson. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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. Kind Regards Roy

Is there such a thing as a just war? Can the massive death and destruction of armed conflict ever be morally justified? Should we stand by and allow innocent people be raped and murdered in horrible acts of genocide? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the Just War Theory. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page, fully editable Word Document which contains a learning objective, instructions, two heading cards as well as fourteen carefully selected statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the Just War Theory? Understand: What are the arguments for and against waging a just war? Evaluate: Are there any moral circumstances in which it s acceptable to wage war? WILF - What am I Looking For? Identify and describe - The Just War Theory Explain - the arguments for and against fighting a just war? Analyse - Are there any moral circumstances in which it is acceptable to wage war? 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

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

If you are looking for a lesson to inspire and engage your students, then this play designed to be read out or performed in lesson on the challenges facing a young physician, his family and servants during the Great Plague of London 1664 - 1665, is just what the doctor ordered. The play and the support materials that have been uploaded are suitable for the full range of ability in a mainstream secondary or high school. Using drama role play or the medium of a play to explore detailed and complex ideas and historical situations can be a particularly effective tools for engaging students of all abilities. This resource was written to be used in a history lesson with students at KS3 or studying GCSE Medicine Through Time, but it is also suitable for use in an English or Drama lesson. To this end, I have created additional tasks and activities that could be used in those subjects. The plots and story line in the play of the Plague Doctor have been written to help students understand the medical knowledge that people used at this crucial moment in history when Britain was on the threshold of the Age of Science. As the story line unfolds, students will learn how people believed that diseases were spread and what attempts they made to try and avoid catching them. They will also learn how people reacted during an outbreak of an epidemic and the problems that this create for medical and civil authorities. When you purchase this resource you will be able to download a nine page Word Document which contains the play, as well as a sixteen slide PowerPoint Presentation. The PowerPoint includes aims, objectives, differentiated outcomes, information slides, historical sources, pictures, diagrams, links to appropriate video clips as well as starters, plenaries, tasks and activities to help support the delivery of the play. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Stuart England 1660 - 1714 Know: How did people react to the outbreak of the plague in London 1664-65? Understand: How did people believe that diseases were spread at this time? Evaluate: How successful were attempts to treat plague victims? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How did people react to the outbreak of the plague in 1664? Explain: How did people believe that diseases were spread at this time? Analyse: How successful were attempts to treat plague victims?

The debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Ancient Greece Know: Why were the Elgin Marbles removed from Athens? Understand: The arguments for and against returning them? Evaluate: Should the Elgin Marbles be returned to Greece? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the Elgin Marbles were removed? Can You Explain: The key arguments for and against returning the Elgin Marbles? Can You Evaluate: Whether they should be returned and justify your opinion? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These graphic organisers can be printed off as worksheets or used on your Interactive Whiteboard for a wide range of subjects and topics to help students analyse sources or compare and contrast ideas.

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - 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

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual and Cultural Education Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyse - How far should the government fund the arts? 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

These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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 literacy resource has been designed to help students to either discuss or debate in either a speech or a piece of writing. The cards can either be printed off as a worksheet or cut out to be used as set of literacy cards in the classroom. Please note that they are designed to be used in a British classroom so run it through your US spell checker. When you download this resource, you will be able access a a full editable 7 page Word document with sentence starters to help student discuss and debate in a speech or a piece of writing. The resource is designed to take them through the various stages of constructing an argument 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

This great resource speaks for itself - it contains a series of PowerPoint slides which can be printed off for display purposes or used as cards to help students improve their debating skills. The sentence starters include: To agree To disagree To Generalise To Make Exceptions To Ask Explanations To Make Connections To Ask to Clarify 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