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 PowerPoint is designed to span two lessons and includes 6 activities to help students assess the tactics that General Haig used at the Battle of the Somme in 1916. The aims and objectives are:
Theme: Why was there a stalemate on the Western Front?
Know: What tactics did General Haig use at the Battle of the Somme in 1916?
Understand: Why did the Battle of the Somme end in a stalemate?
Evaluate: Was General Haig the 'Butcher of the Somme?
Skills: Cause, Consequence, Source Analysis and Interpretation
WILF: What Am I Looking For?
Identify and describe - What happened during the Battle of the Somme in 1916?
Explain - Why did Haig’s tactics fail to achieve a breakthrough?
Analyse - How far was Haig’s responsible for the failure to break through in 1916?
These activities include a snowballing starter, source analysis comparing John Laffin and the BBC’s Blackadder interpretation of General Haig, a contemporary cartoon analysis to assess public reaction in 1916, a summary diagram of why Haig tactics failed and a source analysis comparing the different perspectives of George Coppard and Haig of the progress made on the first day of the attack. I’ve also included a card sort activity which could be used as the basis for an assessment or extended writing on the topic.
In all there are 40 slides which can be easily customised for your students. It could also be uploaded to a virtual learning environment and used as an independent learning resource for homework.
Professional Knowledge
For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as ‘lions led by donkeys.’ Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the ‘War to end all wars’ in the 1930’s. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1’ to almost justify the Republican Movement in Australia.
Anyway, have fun and I look forward to your feedback.
AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience.
When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details.
The aims and objectives of this lesson are:
Theme: Technology in Education
Know: What is AI and how can it be used in education?
Understand: The benefits and dangers of AI in education?
Evaluate: How far AI has the potential to improve education?
Skills: Compare & Contrast, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: What is AI and how can it be used in education?
Can You Explain: The benefits and dangers of AI in education?
Can You Evaluate: How far AI has the potential to improve education?
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
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
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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. 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 to explain why Britain followed a policy of appeasement in 1938. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut 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 Britain followed a policy of appeasement in 1938.
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 thining skills as well as their understanding of the topic.
The aims and objectives for this lesson are:
Theme: Causes of the Second World War 1939 - 1945
Know: What was the policy of appeasement?
Understand: What arguments were put forward both for against this policy in 1938?
Evaluate: Why did Britain support a policy of appeasement?
WILF - What Am I Looking For?
Identify and describe: The policy of appeasement?
Explain: Both the arguments four and against the policy of appeasement?
Analyse: Why did Britain follow a policy of appeasement in 1938?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. 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. If you are looking for a more traditional exercise 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 explain Hitler’s rise to power. 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 for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them.
2. Arrange the reaming 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 for Hitler’s rise to power. 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 understanding of the topic.
The aims and objectives of this lesson are:
Theme: Germany 1919 - 1945
Know: What factors helped Hitler become a dictator?
Understand: What factors are linked together?
Evaluate: Which factors are more important
Skills: Cause and Consequence
WILF: What Am I Looking For?
Identify and describe: The key stages to Hitler’s rise to power?
Explain: Which factors are linked together?
Analyse: Which were the most important reasons?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This great resource is designed to help students work cooperatively and research the key stages in Adolf Hitler's life from 1889 - 1933. This lesson makes a great observation lesson if you are trying to demonstrate collaborative learning.
The PowerPoint includes information, content and sources that can be printed off on A3 for the following stages in Hitler's life 1889 - 1909, 1909 - 1913, 1913 - 18, 1918 - 23 and finally 1923 - 22. This information can be given out to groups or pinned up on the wall. I've also included an optional observation sheet for students to use to record their research.
The first activity in the lesson is a snowballing starter of the key words to help activate the learning. The second task, the market place activity can be approached in one of two ways. Your first option is for your five groups to rotate around the information, record their five facts and then move on to the next stage in Hitler’s life / career OR for a student from each group to speak for their table and rotate and share what their group has learnt. The aim of this activity is not just to give students an overview of Hitler's life and his ideas, but to also get them to listen, speak and collaborate as effective learners.
The final activity, is a plenary class discussion which tries to get students to match Hitler's ideas to different stages in his life. There is no perfect match, it is designed to promote debate. There is a second discussion questions which centers around why did Germans vote for Hitler jobs, bread, ripping up the Treaty of Versailles, revenge or Anti-Semitism?
The aims and objectives are:
Theme: Germany 1923 - 1933
Know: Who was Adolf Hitler and what did he believe?
Understand: How did Hitler’s experiences shape his beliefs?
Understand: Why did Hitler join and become leader of the Nazis Party?
Evaluate: Why did the membership of the Nazi Party increase?
Skills: Narrative, Causes, Consequence, Significance.
What Am I Looking For this lesson?
Identify and describe the key facts about Hitler’s early life?
Explain how Hitler’s experiences may have shaped his beliefs?
Analyse the reasons why people joined and supported the Nazi Party?
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
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 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 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
We have bundled together some our most popular Native American resources at the History Academy. These covea range of subjects from their beliefs, methods of warfare and why they were defeated by the US Government.
All our resources have been field tested and improved in the classroom. These funa nd interactive resources were designed for the popular GCSE course the American West, but they can also be used at KS3.
We have have recently commissioned some new resources on this topic and plan to add to this pack, so if you buy at the current low price you will be able to download all the forthcoming new resources for free.
If you like these resources then why not check out our TES shop. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work.
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.
These bundled resources on the Weimar Republic and Hitler’s Rise to Power cover German History from 1918 - 1933. They are suitable for the full range of ability and are designed to work along side any main stream text book or resource.
I have heavily discounted this bundle by 26%, which does not take into account any additional sales run by the TES at the time of purchase.
Please note that this bundle has been specifically created for the US market and that a larger bundle covering more resources is available under a similar title in the UK.
From time to time I will add extra resources so if you purchase today you will get any additional updates for free.
If you like any further updates on this topic or others then please stay in touch by following The History Academy on Facebook, Twitter, YouTube.
Kind Regards
Roy
These outstanding resources have been designed to help students studying the problems facing Elizabeth I in 1558. Each resource can be used independently or in conjunction with each other as differentiation.
Both the PowerPoint and the card sort are suitable for the full ability spectrum, whilst the diamond 9 activity is designed to develop students thinking skills and provide stretch and challenge.
The aims and objectives of this lesson are:
Theme: The reign of Queen Elizabeth I, 1558 - 1603
Know: What problems faced Elizabeth I when she became queen in 1558?
Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy?
Evaluate: Which problems posed the greatest threat to Elizabeth I?
WILF – What Am I Looking For?
Identify & describe: What problems did Elizabeth I?
Explain: Which problems were linked to money, religion, foreign relations, marriage and legitimacy?
Analyse: Which problem posed the greatest threat to Elizabeth I?
This great diamond 9 activity has been designed to help students studying the problems facing Elizabeth I, when she became Queen in 1558 . 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. This resource has also been bundled and discounted with other resources on this topic.
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 key problems facing Elizabeth when she became Queen. Once students have cut the cards out, they are set three tasks including:
Remove any problems 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 them. Record and explain your reasons.
Make a smaller diamond shape using the four most important problems facing Elizabeth I in 1558. Record and explain your reasons.
At each stage students should be feeding back to their group or the class to explain their choices. This is absolutely critical if you are going to develop the critical thinking skills that you are looking to develop via a diamond 9 activity. Once students have sorted the cards, you can extend their understanding of the topic further by discussing or explaining in an extended piece of writing which problem was the most significant or important.
The aims and objectives for this lesson are:
Theme: The reign of Queen Elizabeth I, 1558 - 1603
Know: What problems faced Elizabeth I when she became queen in 1558?
Understand: Which problems were linked to money, religion, poverty, defence, relations with other countries, marriage?
Evaluate: Which problems posed the greatest threat to Elizabeth I?
WILF – What Am I Looking For?
Identify & describe: What problems did Elizabeth I?
Explain: Which problems were linked to money, religion, poverty, foreign relations, marriage and defence?
Analyse: Which problem posed the greatest threat to Elizabeth I?
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
The engaging diamond 9 activity is designed to help students explain why so many people decided to settle on the Great Plains. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the more able. If you are looking for more traditional card sort resource on this topic, then please check out my TES shop.
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 Homesteaders settled on the Great Plains. 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 reasons why the Homesteaders settled on the Great Plains 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 understanding of the topic, but also the critical thinking skills that we associate with a diamond 9 activity.
Once stage 3 is complete. students could then have a go at writing an extended answer on why did the Homesteaders settle on the Great Plains?’
The aims and objectives for this lesson are:
Theme: The American West
Know: What were the main reasons why so many people settled on the Great Plains?
Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War?
Evaluate: Which factor played the most important role?
WILF: What Am I looking for?
Identify and describe: Why did so many people settle on the Great Plains?
Explain: The roles played by different factors
Analyse: Which factor played the most important role?
If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want.
Anyway, have fun and stay in touch via social media for the latest updates.
Kind Regards
Roy
This great resource is designed be used as seating planner for a typical history classroom, but can be easily customised to suit any subject or classroom arrangement. Simply pick the layout which matches your room and then customise the slide and then copy and paste it to create a set for your timetable.
When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes seven slides and a title page. Each slide has a standard classroom layout including groups, rows and horseshoe. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information.
The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain.
When moving the tables around your template, it sometimes easier to group them together. Once complete you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting.
Kind Regards
Roy
This bundle of resources on Queen Elizabeth I, represents a great deal as you are saving 25% on some very popular and outstanding resources. They have all been field tested and refined in the classroom and are suitable for the full ability range 11 - 16.
For full details, aims and objectives for each lesson, please click on the links for each resource.
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 diamond 9 cctivity is designed to help students studying the key reasons why the Native Americans were defeated by the US government. It can be used as a revision tool, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for something more suited to lower and middle ability students, then I have several more tradition card sort on this topic.
When you purchase this great 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 the Native Americans were defeated. 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.
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 the Native Americans were defeated. Record and explain your reasons.
At each stage students should be feeding back to their group or the class and explain. This is absolutely crucial for developing those critical thinking skills that we associate with diamond 9 activities. Once students have sorted the cards, you can extend their understanding further by discussing or writing an extended answer explaining which factor played the most important role in their defeat.
The aims and objectives of this lesson are:
Theme: The American West
Know: How were the Native Americans defeated by the US Government?
Understand: How did the US government undermine the Native American way of life?
Evaluate: Which factor was the most important in undermining their way of life?
WILF - What Am I Looking For?
Identify and describe: How did the US Government defeat the Native Americans?
Explain: What tactics and strategies did they use to undermine their way of life?
Analyse: Which factor or combination of factors was the most successful?
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