This lesson has been designed primarily for A Level students studying the significance of Catholic emancipation in the United Kingdom. It focuses on divisions within the Tory Party, the protest methods used by Daniel O’Connell and the Catholic Association and how they in turn influenced the Parliamentary reform movement in Britain. When teaching this module to your students, it is important to stress the role played by Daniel O’Connell in developing the peaceful, indirect methods and tactics that played a crucial role in other later civil rights movements. When you purchase this resources you will be able to download two PowerPoints. The first PowerPoint includes aims, objectives, activities, starters, plenaries, information slides, diagrams, primary and secondary sources to help students evaluate the significance of Catholic emancipation. The seconds contains photocopiable graphic organisers and resources to help students to complete the tasks and activities. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1820 - 1834 Know: What problems faced Catholics living in the UK? Understand: What methods did the Catholic Association use to campaign for emancipation? Evaluate: How significant was Catholic emancipation? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: The problems faced by Catholics living in the UK? Explain: What methods did the Catholica Association use to campaign or emancipation? Analyse: How significant was Catholic If you like this resource then why not check out my other resources in the History Academy 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 and beautifully illustrated lesson has been designed to help students studying the problems faced by the Weimar Republic and how successfully it dealt with them in the period 1919 - 1923. It deals specifically with the problems of setting up a democratic republic, dealing with extremists and their putsches, coping with the aftermath of the Treaty of Versailles, the Ruhr Crisis and Hyperinflation. The lesson includes a number of activities which can be seen in the detailed preview. The main activity revolves around completing a table summary of each problem, what action was taken by the government and evaluating how successfully it was dealt with. Alternatively the relevant slides could be printed off, displayed in the walls or on tables whilst the students complete a gather and share or market place activity to summarize the information. When you purchase this resource you will be able to download a PowerPoint with nineteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, animated diagrams,maps, pictures, templates and information slides. I am especially proud of animated diagrams that I have created to help explain the divisions of powers in the Weimar Constitution and how the Dawes Plan was designed to help both Germany and the Allies. I spent a considerable amount of time on these as it is vital that students understand their significance for later in the course. The PowerPoint also includes a homework activity, an extended writing task and a feedback task. The aims and objectives of the lesson are: Theme: Weimar Republic 1919 - 1923 Know: What problems faced the Weimar Republic in 1919 – 1923? Understand: What challenges faced the survival of democracy in Weimar Germany? Evaluate: How successfully did the Weimar Republic deal with these problems? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key problems facing the Weimar Republic in 1919 - 1923? Explain: What challenges faced the survival of democracy in Weimar Germany? Analyze: How successfully did the Weimar Republic deal with these problems? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ��The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This engaging and beautifully illustrated lesson has been designed to help students studying the problems faced by the Weimar Republic and how successfully it dealt with them from 1919 - 1923. It deals specifically with the problems of setting up a democratic republic, dealing with extremists and their putsches, coping with the aftermath of the Treaty of Versailles, the Ruhr Crisis and Hyperinflation. The lesson includes a number of activities which can be seen in the detailed preview. The main activity revolves around completing a table summary of each problem, what action was taken by the government and evaluating how successfully it was dealt with. Alternatively the relevant slides could be printed off, displayed in the walls or on tables whilst the students complete a gather and share or market place activity to summarise the information. When you purchase this resource you will be able to download a PowerPoint with nineteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, animated diagrams,maps, pictures, templates and information slides. I am especially proud of animated diagrams that I have created to help explain the divisions of powers in the Weimar Constitution and how the Dawes Plan was designed to help both Germany and the Allies. I spent a considerable amount of time on these as it is vital that students understand their significance for later in the course. The PowerPoint also includes a homework activity, an extended writing task and a feedback task. The aims and objectives of the lesson are: Theme: Weimar Republic 1919 - 1923 Know: What problems faced the Weimar Republic in 1919 – 1923? Understand: What challenges faced the survival of democracy in Weimar Germany? Evaluate: How successfully did the Weimar Republic deal with these problems? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key problems facing the Weimar Republic in 1919 - 1923? Explain: What challenges faced the survival of democracy in Weimar Germany? Analyse: How successfully did the Weimar Republic deal with these problems? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

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

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. 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. 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 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

Can the massive death and destruction of armed conflict ever be morally justified? Is there such a thing as a just war? 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? Analyze - 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

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. 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 eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? 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

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

This beautifully illustrated lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This innovative card sort is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main task focuses on the controversial wartime leadership of Winston Churchill who was voted as the greatest Briton who had ever lived by a BBC television series in 2002. The cards that have been created for this activity cover a wide range of relevant topics that have been hotly debated by historians. Throughout the history school curriculum from William the Conquer to present day, history teachers have asked their students what makes a great leader in both peace time and war? Winston Churchill’s leadership is certainly worthwhile investigating and opening up to a class discussion. This resource can be used as a starter, plenary, homework or revision exercise for students studying a range of subjects. The nature of this resource makes it especially appealing to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instructions, two heading cards labeled ‘Successful’ and ‘Failure’ as well as fourteen information cards that need to be matched to one of the two headings. Once completed students can consolidate their understanding by attempting the extended answer task at the end. Please note that the information cards have been designed to be deliberately controversial to help open up discussion on the topic. Aims and Objectives: Theme: The Second World War •Know: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Understand: What were the successes and failures of Churchill’s leadership? •Analyse: How significant was Churchill’s wartime leadership in helping Britain win the war? •Skills:Significance WILF - What Am I Looking For? •Identify and Describe: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Explain: What were the successes and failures of Churchill’s leadership? •Evaluate: How significant was Churchill’s wartime leadership in helping Britain win the war? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The ethics and morality of torture is a controversial subject which is at the heart of American values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism? This outstanding resource 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 torture. 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. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5. 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. 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. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is torture and why is outlawed by the Geneva Convention? Understand: What are the arguments for and against using torture? Evaluate: Are there any circumstances in which is acceptable to use torture? WILF - What am I Looking For? Identify and describe - What is torture and why was it outlawed by the Geneva Convention? Explain - the arguments for and against the use of torture? Analyze - Are there any circumstances in which it is acceptable to use torture? 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

This issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. 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 abortion. 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. 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 under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyze - Are there any circumstances in which it is acceptable to take another life? 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. 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: Government and Politics 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? Analyze - 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

This diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why some women got the vote in 1918. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was 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. Kind Regards Roy

This activity has been designed as an introduction to the history of trade unionism in Britain. The activities are designed to be fun, engaging and accessible to students of all abilities. The core activity gets students to annotate the lyrics of Billy Bragg’s song ‘There is a power in a Union.’ When you download this lesson from the History Academy, you will be able to access a 14 slide PowerPoint and a single page Word document. Both have also been saved in PDF, just in case you do not have access to Microsoft Office. The PowerPoint contains starters, plenaries, information slides, video links, tasks and activities to accompany the main task to annotate the lyrics of the song to help students investigate, what is a trade union. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The History of British Trade Unionism Know: What is a trade union? Understand: What role do they play in society? Evaluate: ‘There is a Power in a Union’ by Billy Bragg as a source of evidence? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is a trade union? Can You Explain: What role do they play in society? Can You Evaluate: ‘There is a Power in a Union’ by Billy Bragg as a source of evidence? If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is part of a bundle that you can buy on the history of trade unionism in Britain. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates or if you have any questions or requests. Kind Regards Roy