This great little card sort gets students to sort through a variety of factors to explain why Henry VIII dissolved the monasteries. The resource contains four heading cards: power, money, religion and no longer needed as well as twelve cards that they need to discuss and decide where they fit. Once the card sort has been finished, your students could then have a go at answering the key question, using the headings as the opening points for their paragraphs and the examples that have sorted to support their arguments. As with all my resources, it is provided in word so that you can edit it to suit your own resources and students. Theme: Why did Henry VIII break with Rome? Know: Why did Henry VIII dissolve the monasteries? Understand: What role did money, power, religion and the fact that they were seen by some people as being no longer needed a factor in his decision? Evaluate: What was the most important factor in his decision? WILF - What Am I Looking For? Identify and Describe: Why did Henry dissolve the monasteries? Explain the importance of each factor? Analyze: 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 so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the church settlement and why? Analyse: How far was the Church Settlement Act a success?

This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource makes a great starter or plenary. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. The aims and objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title ‘Bloody Mary’? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the ‘Bloody Mary’ interpretation? Explain: Why do people disagree about how ‘Bloody’ Mary I was? Analyze: How far does Queen Mary deserve the title ‘Bloody Mary?’ If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort. This topic also makes for a great assessment task. Kind Regards Roy

This fun and engaging lesson has been designed by experienced teachers and exhaustively field tested to help students understand the debate over the abolition of the Slave Trade in Britain 1787 - 1807. These resources are suitable for the full ability range and can used to launch into a number of different areas on Britain and the Slave Trade. The core task revolves around students sorting a series of statements or summaries of arguments put forward by both sides of the debate. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, two heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including a source analysis question. For more information please see the detailed preview which includes screen shots of all the slides. The aims and objectives of the lesson are: Theme: Britain and the Slave Trade Know: What was an Abolitionist? Understand: What arguments were put forward by Abolitionists? Evaluate: Why were some people opposed to abolishing the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What was an Abolitionist? Explain: What arguments were put forward by Abolitionists? Analyze: Why were some people opposed to abolishing the Slave Trade? 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

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

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

This fun and interactive lesson looks at the religious reforms of Edward VI. It begins by looking at the change of leadership at the top and the state of the Church of England that Edward inherited. The lesson then moves on to look at the changes that his advisors made and assesses how popular they were with the majority of people. The lesson finishes off with Edward VI and his advisors failure to place Lady Jane Grey on the throne. The lesson is beautifully illustrated and is suitable for all ability groups. When you purchase this resource you will be able to download a twenty slide PowerPoint Presentation and two page worksheet. The PP includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, pictures, diagrams, templates, sentence starters, tasks and homework activities. The worksheet includes information, diagrams, historical sources, tasks and activities. I have also included a PDF version of the worksheet. For more information, please see the sample preview. The aims and objectives are: Theme: The Reformation Know: What changes did Edward VI make to the Church of England? Understand: The differences between a Catholic and Protestant Church? Evaluate: How would Catholics react to the changes made by Edward VI? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The changes that Edward VI made to the Church of England? Can You Explain: The differences between a Catholic and Protestant Church? Can You Apply: Your learning to predict how a Catholic would react to Edward’s new Protestant Church of England? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. 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

This beautifully illustrated market place activity on Native American beliefs is aimed at middle to upper ability students. The information slides for the market place activity look at their beliefs about the land, circles, clans, moieties, spiritualism and the spirit World and how they affected the way in which they lived their lives. These ideas are then consolidated through various feedback activities that you can see in the preview including a blank table that can be edited for class feedback, to a completed version that can also be used for improving student responses and a heads and tails activity. When you purchase this lesson, you will be able to download 19 slide PowerPoint which includes the aims, objectives, differentiated outcomes, starters, plenaries, information slides , historical sources, tasks, activities and templates for the lesson. For more information, please see the preview slides. The aims and objectives of this lesson are: Know: What beliefs did Native Americans believe? Understand: Native American beliefs about nature and the land? Evaluate: How did their beliefs affect their way of life? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: What Native Americans believed? Can You Explain: Native American beliefs about nature and the land? Evaluate: How did their beliefs affect their way of life? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. 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

This simple activity will work with most text books on the topic and is designed to get students to match the names of the different religious groups in 1600 with their correct descriptions. Ideally, this card sort could be used as either a starter or a plenary. It is written with foundation and core students in mind. 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 so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and engaging market place activity has been written to provide either an introduction or an overview to the consequences of the Break with Rome. If you are short for curriculum time, this great way to quickly cover the key events for Bloody Mary, The Spanish Armada, The Gun Powder Plot and the Pilgrim Fathers, whilst fitting them into the bigger picture of what was happening in the run up to the English Civil War. If you decide to use it in this way, it might be an idea to get your classes to chose one or two of the topics to do in detail. To this end, I have bundled this resource up with my matching resources on my TES shop where they can be purchased at a discount or purchased separately. When you purchase this resource you will be able to download a sixteen slide PowerPoint Presentation, which contains everything you will need for the lesson. The PowerPoint includes aims, objectives, differentiated outcomes as well as a starters, plenaries, information slides and historical sources on Bloody Mary, The Spanish Armada, The Gunpowder Plot and The Pilgrim Fathers, video clips. I have also included a template for summarising the information which can be printed off on either A4 or A3, depending upon how you wish to conduct your gather and share exercise. The lesson rounds off with a thinking skills review triangle and an extended writing exercise to help students decide which consequence was the most significant. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: The consequences of the Break with Rome. Know: What affect did Henry VIII’s break with Rome have on England? Understand: What long term religious problems did the break with Rome cause? Evaluate: Which consequence had the greatest impact? Skills: Cause and Consequence WILF – What Am I Looking For? Identify & describe: The effects of the break with Rome on England. Explain: What long term religious problems did the break with Rome cause? Analyse: Which consequence had the greatest impact? 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 lesson has been featured at various history teacher conferences across Europe and featured on several well known websites as an example of outstanding practice. It has also been used as a training resource on how to teach the difficult topic of historical interpretation to students. The aim of this exciting lesson is to help students assess just how bloody Queen Mary I was by evaluating the views of both eye witnesses from the time and historians. It is suitable for a range of abilities, but mainly core and advanced. When you download this lesson you will have a PowerPoint as well as word document with 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558. The PowerPoint includes a snowballing and pair and share starters, slides on why Mary I executed the protestants and why she is such a controversial historical figure. This is followed up with links to carefully selected video clips which can be used with your students. Afterwards, you then have the luxury of deciding whether to do the card sort exercise either a continuum, pro and con organiser or as a simple sort. I would recommend printing off the appropriate slides on A3 to go along with these activities. Sometimes, I allow my more able students to decide individually which organiser they wish to use, but you could always decide for different groups as part of your differentiation. Once this has been complete, students can then have a go at answering the assessment question in activity 4: Does Mary I deserve the title, ‘Bloody Mary’? This slide also includes a suggested structure for answering the question, along with possible connectives. I've also thrown in my award winning literacy and persuasive literacy mats to help sweeten the deal. The final plenary slides looking at how history is written will help your students draw their own conclusions about just how bloody was Queen Mary I. The Aims & Objectives are: Theme: Consequences of the break with Rome? Know: Why did Queen Mary I burn protestant heretics? Understand: How has Mary been viewed by both contemporaries and historians? Evaluate: Does Mary I deserve the title 'Bloody Mary'? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation? Explain: Why do people disagree about how 'Bloody' Mary I was? Analyse: How far does Queen Mary deserve the title 'Bloody Mary?' 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. 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.

This outstanding lesson is designed to helped students understand who the Pilgrim Fathers were and why they left England to settle in America. It is a classic resource which has never failed to engage my students and has been carefully tweaked over the years to get the best possible outcomes. The resource can be used with a range of abilities and can easily be edited to customized to suit the needs of your students. These resource can be purchased at a significantly discounted price as a bundled item with my other resources on James I, Witchcraft and The GunPowder Plot. When you purchase this resource, you will receive a sixteen slide PowerPoint Presentation and a three page worksheet. The PowerPoint includes all the aims, objectives, differentiated outcomes, historical sources, starters, plenaries, information slides, tasks, video links and activities to work alongside the worksheet. The first page of the worksheet includes primary sources from the period as well as information on both the traditional and revisionist versions on who the Pilgrim Fathers were and why they left England to settle in the USA. The second page includes a range of different activities, including a starter and consolidation exercises to suit the full range of ability, whilst the third page includes two flow charts or decision trees that can be printed off, completed by students and stuck into their books to show the two different interpretations or versions of the history of the Pilgrim Fathers. I have also linked in a video that I have posted on You Tube on this topic which can be previewed with this resource. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who were the Pilgrim Fathers? •Understand: Why did they leave Europe to settle in America? •Evaluate: Why did the Pilgrim Fathers decide to settle around Cape Cod? •Skills: Source Analysis, Cause and Consequence WILF – What Am I Looking For? •Identify & describe: Who were the Pilgrim Fathers? •Explain: Why did they leave Europe to settle in America? •Analyse: Why did the Pilgrim Fathers decide to settle around Cape Cod? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources look at why people believed in witches in the seventeenth century and why there was an increase in the number of witch hunts. They are beautifully designed and differentiated for the full range of ability. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which includes information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why people believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel an increase in witch hunting during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used as a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support material for students. These tasks and activities include source analysis questions, as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson, then you might be interested in buying the follow up lesson on ‘How Fair Were Witch Trials?’ which can be purchased separately or as a bundled resource. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyze: Why were certain people persecuted? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. 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

This fun and interactive lesson is designed to get help students understand the problems facing Henry VIII in 1525 and the chain of events that led to him breaking with Rome in 1533. Everything has been carefully differentiated and can be easily adapted for the full range of ability and designed to improve students literacy and oracy skills. The first lesson begins with an introduction to Henry VIII’s problems. Students classify them either using the card sort or a printed off version of the diagram under the heads of money, power, religion, heir and personal problems. This is then consolidated with a thinking skills triangle priority task which is designed to help students which was he most important problem facing Henry. The next task gets students to predict what will happen next by getting them to write a speech suggesting how Henry could solve his problems. This is fully supported with writing frames and tasks. The second starts by looking at the chain of events that led Henry’s decision to break with Rome. This is consolidated with a heads and tails activity and a fully supported extended writing task. When you purchase this lesson you will be able to download a 30 slide PowerPoint Presentation and a single page Word document. The PowerPoint contains aims, objectives, differentiated outcomes, starters,plenaries, information slides, video links, historical sources, templates, diagrams , writing frames, tasks and activities. The Word document contains an optional card sort. The aims and objectives of this lesson are: Theme: Why did Henry VIII break from Rome? Know: What problems faced Henry VIII in 1525? Understand: Which were linked to money, religion, power & succession? Evaluate: Why did Henry VIII decide to break with Rome? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You describe: The problems facing Henry VIII in 1527? Can You Explain: Which were linked to money, religion, power & succession? Can You Analyse: Why did Henry VIII break with Rome? If you like this resource, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

These great resources looks at why people believed in witches and why there was an increase in the number of witch hunts in the 17th century? These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why peopled believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel am increase in witch hunts during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support for students. These tasks and activities source analysis questions as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson then you might be interested in buying the follow up lesson on how fair were which trials. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyse: Why were certain people persecuted? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. 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

What is morally? What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your philosophy and ethics course off with some great engaging debates. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should recieve the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is so important in the USA. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? 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 aim of these resources is explain why the USA introduced Prohibition in 1919? The aims of the lesson are as follows Theme: Why did Prohibition fail? Know: What was Prohibition? Understand: Why did certain groups support Prohibition? Evaluate: Why did the USA introduce Prohibition? Skills: Cause & Consequence; Economic Understanding What Am I Looking For this lesson? Identify / Describe – Why were people opposed to the drinking of alcohol? Explain – Why did the USA introduce prohibition? Analyse – Which was the most important factor? Both resources contain activities for core and able students as well as past paper questions and mark schemes in the PowerPoint for the OCR examination board (Oxford & Cambridge). These can be easily adapted to suit your own assessment criteria and allow for peer and self assessment. The PowerPoint also includes a keyword snowballing starter as well as a thinking skills review triangle that aims to get students to discuss in small groups before they feedback to a wider discussion. I have also tried to contextualise the learning by introducing an additional starter that gets students to consider why we have laws to prevent underage drinking today. 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