Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
This great diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy 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 include a range of factors to explain the causes of the Second World War. Once students have cut 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 what you think are the four most important causes of the First World War.
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 skills as well as their arguments for writing their essay. on the causes of the Second World War.
The aims and objectives for this lesson are:
Theme: Causes of the Second World War 1939 - 1945?
Know: What were the causes of the Second World War?
Understand: Which factors were the most important?
Evaluate: How far was Hitler responsible for starting the Second World War?
WILF: What Am I Looking for?
Identify & describe: The main reasons why the Second World War started in 1939?
Explain: How did each factor help to start the war?
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. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. 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 bundle of outstanding resources includes everything that I have uploaded on the USA in the 1920s. They are suitable for a range of abilities from aged 14 to 18.
Each resources comes with it's own description of how I would use it as well as aims and objectives. If you click on the resource you can download a preview as well as read the relevant information.
By buying these resource buddle, you will be making a significant saving as some of the attached resources have already been buddled together and discounted.
If you like these resources 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 key theory 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:
Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them.
Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons.
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 skills as well as their arguments for writing 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?
Analyze: 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. 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 makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . 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. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers.
The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks:
1. Remove any reasons that you don’t think are important.
2. Arrange the remaining diamonds to show any links that you can find between the different reasons.
3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms.
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: How successful were the Liberal Reforms 1906 - 1911?
Know: Why did the Liberals introduced their reforms?
Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision?
Evaluate: which factors were the most important?
WILF: What Am I Looking For?
Identify & Describe: Why did the Liberals introduce their reforms?
Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play?
Analyse: Which factors 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 diamond 9 activity has been designed specifically to help students develop their critical thinking skills whilst studying the consequences of the Black Death on Medieval Britain. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity, bit it is primarily designed to provide stretch and challenge for the more able. If you are looking for a main stream resource, then why not check out my card sort activity on this topic? It can be downloaded separately from my TES shop or as a bundle with this resource.
When you purchase this resource you will be able to download a both a PDF and a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include a selection of ‘short’ and ‘long term’ consequences of the Black Death. 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.
Make a smaller diamond shape using the four most important consequences of the Black Death. 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 not only their critical thinking skills but their understanding of the topic.
Once stage 3 is complete. students could then have a go at writing an extended answer on 'what were the consequences of the Black Death?
The aims and objectives of this lesson are:
Theme: Medieval Society
Know: What changed as a result of the Black Death?
Understand: What were the long and short term consequences of the Black Death?
Evaluate: Which consequences were more important?
WILF: What Am I Looking For?
Identify and describe: What changed as a result of the Black Death?
Explain: Which changes were short or long term consequences?
Analyse: Which changes were more significant or important?
After several requests via the History Academy facebook group, we have bundled together and discounted all our card sorts and diamond 9 activities on the consequences of the Black Death.
When you purchase this bundle you will be able to download two card sorts and a diamond 9 activity on the consequences of the Black Death. The first card sort, the impact of the Black Death would be suitable for foundation students whilst the card sort and the diamond 9 activity would be suitable for core and more able students.
The aims and objectives of these card sorts are:
Theme: Medieval Society
Know: What changed as a result of the Black Death?
Understand: What were the long and short term consequences of the Black Death?
Evaluate: Which consequences were more important?
WILF: What Am I Looking For?
Identify and describe: What changed as a result of the Black Death?
Explain: Which changes were short or long term consequences?
Analyse: Which changes were more significant or 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 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 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. Do check out our YouTube Channel: @historyacademy
Kind Regards
Roy
This outstanding resource has been designed to provide stretch and challenge for students studying reasons why Japan invaded Manchuria in 1931 -1932? 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 canalso be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic.
The resource includes nine diamond shaped cards which include a range of factors which explain why Japan invaded Manchuria. 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 to explain why Japan invaded Manchuria? 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail 1919 - 1939?
Know: Why did Japan invade Manchuria 1931 - 1932?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Japan’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Japan invaded Manchuria?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Japan’s decision to invade?
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 provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key 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 be used as a starter, plenary, revision or as a key focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. 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 to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail 1919 - 1939?
Know: What sanctions did the League of Nations impose on Italy?
Understand: Why did the League fail to stop the Italian invasion of Abyssinia?
Evaluate: Which factors were the most important?
WILF - What Am I Looking For?
Identify and describe: What sanctions did the League of Nations impose on Italy?
Explain: Why did the League fail to stop the Italian invasion?
Analyse: Which factors were the most important it causing the League to fail?
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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Japanese invasion of Manchuria. The key theory 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 be used as a starter, plenary, revision or as a focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. 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 to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail?
Know: What sanctions did the League of Nations impose on Japan?
Understand: Why did the League fail to stop the Japanese invasion of Manchuria?
Evaluate: Which factors were the most important?
WILF - What Am I Looking For?
Identify and describe: What sanctions did the League of Nations impose on Japan?
Explain: Why did the League fail to stop the Japanese invasion?
Analyse: Which factors were the most important it causing the League to fail?
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 bundle of resources represents great value for money as you are saving 25% on some outstanding, tried and tested resources that have been successful in helping students to suceed in this topic for over 25 years.
Please click on each resource to find out more about its aims, objectives, differentiated outcomes and whatis included when you purchase it.
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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for students studying the League of Nations by looking at the key reasons why it failed. The key 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 also be used as a starter, plenary, revision or as a focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed. 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 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 League of Nations failed in the 1930s?
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 skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: The League of Nations 1919 - 1939
Know: What were the aims of the League?
Understand: What key factors undermined it’s success?
Evaluate: Which factors were the most important it causing the League to fail?
WILF - What Am I Looking For?
Identify and describe: Why the League of Nations failed?
Explain: How each key factor undermined the success of the League of Nations?
Analyse: Which key factors contributed the most to the League of Nations downfall?
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 diamond 9 activity has been designed to provide stretch and challenge for students studying reasons why Japan invaded Manchuria in 1931 -1932? The key theory 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 also be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort on this topic.
The resource includes nine diamond shaped cards which include a range of factors which explain why Japan invaded Manchuria. 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 to explain why Japan invaded Manchuria? 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail 1919 - 1939?
Know: Why did Japan invade Manchuria 1931 - 1932?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Japan’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Japan invaded Manchuria?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Japan’s decision to invade?
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 to provide stretch and challenge for students studying reasons why Italy invaded Abyssinia in 1935 -35. The key theory 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 also be used as a starter, plenary, revision or as a focus for an assessment activity.
The resource includes nine diamond shaped cards which include a range of factors which explain why Italy invaded Abyssinia in 1935 - 36. 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:
Remove any reasons that you don’t think are important. Record and explain why you have removed them.
Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons.
Make a smaller diamond shape using the four most important reasons to explain why Italy invaded Abyssinia in 1935 -36. 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail 1919 - 1939?
Know: Why did Italy invade Abyssinia in 1935 - 36?
Understand: How were these factors were linked to the weaknesses of the League?
Evaluate: Which factors were the most important in Mussolini’s decision to invade?
WILF - What Am I Looking For?
Identify and describe: Why Mussolini invaded Abyssinia?
Explain: How these reasons were linked to the weaknesses of the League?
Analyse: Which factors were the most important in Mussolini’s decision to invade?
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 provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key 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 be used as a starter, plenary, revision or assessment activity.
The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. 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 to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. 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 thinking skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Why did the League of Nations fail 1919 - 1939?
Know: What sanctions did the League of Nations impose on Italy?
Understand: Why did the League fail to stop the Italian invasion of Abyssinia?
Evaluate: Which factors were the most important?
WILF - What Am I Looking For?
Identify and describe: What sanctions did the League of Nations impose on Italy?
Explain: Why did the League fail to stop the Italian invasion?
Analyse: Which factors were the most important it causing the League to fail?
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 bundle of resources represents great value for money as you are saving 25% on some outstanding, tried and tested resources that have been successful in helping students to suceed in this topic for over 25 years.
Please click on each resource to find out more about its aims, objectives, differentiated outcomes and whatis included when you purchase it.
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 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 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 bundle contains all of my resources on the Treaty of Versailles, 1919. They have been discounted to provide you with a saving of at least 44%.
To find out more about each resource, simply click on it to find out about its aims, objectives and a brief description of how you could use it in the classroom.
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 outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying why Germany hated the Treaty of Versailles, 1919 . It can be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic.
The resource includes nine diamond shaped cards which include a range of factors which describe the terms of the Treaty of Versailles, 1919. 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 Germany hated the Treaty of Versailles. 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 thinking skills as well as their understanding of the topic.
The aims and objectives of this lesson are:
Theme: The Treaty of Versailles
Know: What were the terms of the Treaty of Versailles?
Understand: What were the economic, political, territorial and military consequences for Germany?
Evaluate: which of the terms would most Germans have found the most humiliating?
Skills: Analysis, Evaluation, Discussion & Collaboration.
WILF - What Am I Looking For?
Identify and describe: the terms of the Treaty of Versailles, 1919?
Explain: The economic, political, territorial and military consequences of the treaty for Germany?
Analyse: Which consequences or terms were the most humiliating for Germany?
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 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