This great 13 page resource looks at the aims of the League of Nations and how it was organised. It also looks at how the League intended to enforce' collective security' and addresses the key issues of the weakness in administration and membership it's organisation. This resource include a range of resources from cartoon to diagrams as well as revision summary exercises and DART strategies for the less able. At the end of the resource are a series of comprehension and knowledge based OCR questions along with question guides and student mark schemes to help maximise your students' grade potential. These can be easily adapted to suit your own exam board's requirements. Typically, I will read this resource with highlighter with my class and then let them complete the revision and consolidation activities before attempting the assessment questions. After they have had a go at the questions, I normally issue them with purple pens to either peer or self assess their answers using the student mark schemes. This helps to reduce my marking whilst at the same time reinforcing their understanding of the assessment criteria. Have fun! Kind Regards Roy

This outstanding resource includes a wide range of activities that are suitable for the full range of learners from foundation to gifted and talented. The first resource is a study guide which includes resources on the impact of the FWW, the aims of the peacemakers, the terms of the Treaty of Versailles, German reaction and the other peace treaties from 1919 - 23. Accompanying each section are a range of interactive activities and tasks from pro and con to Venn diagram activities to help reinforce and check students understanding. In the second section, there are a range of past paper questions from the Oxford and Cambridge examination board. Accompanying these questions are student guides on how to answer each type of question as well as a student mark scheme for self / peer assessment. If you like this resource check out some of my others such as my Treaty of Versailles dingbats, which is a popular revision card game and available for free download. Kind Regards Roy Contents Revision Notes Pages 1. Impact of the FWW on the Allies and Germany 3 – 4 2. Attitudes towards Germany at the end of FWW 5 3. Peace negotiations at Versailles, 1919 6 – 7 4. Venn diagram activity on the aims of the peacemakers 8 5. Why did the Germans hate the Treaty of Versailles? 9 – 11 6. How happy were the peacemakers with the treaty? 12 7. How far was the principle of self determination applied? 13 8. The peace treaties of St. Germaine, Trianon, Neuilly, Sevres 14 Past Paper Questions Sections A & B 1. Cartoon questions on reactions to Versailles 15 – 19 2. Describe, Explain & Evaluate Questions 20 – 27 3. Mark scheme and advice for cartoon question [7] 28 4. Mark scheme and hints for tackling explain question [8] 29 5. Mark scheme and hints for tackling describe question [4] 30 6. Mark scheme and hints for tackling explain question [6] 30 7. Mark scheme and hints for tackling evaluation question [10] 31

This great little resource has been adapted and used many of my podcasts and interactivities that I have written for other companies. It looks at how successful the League of Nations was in the 1920s by looking at series of disputes including Vilna 1921, the Aaland islands, Upper Silesia 1921, the economic collapse of Austria 1923, Corfu 1923 and the Greek - Bulgarian dispute in 1925. The worksheet that I have included covers each of these disputes in turn. There are a number of different ways of approaching the topic. You can set it up as a market garden activity for core and gifted and talented students and have them working in rotation on each dispute. With a weaker group you could read each dispute together with a highlighter pen and get them to complete the Venn diagram that I have provided in the resource to decide whether the dispute was settled successfully or not or even maybe a bit of a fudge. If you decide to download and use the PowerPoint that I have provided, you could complete the table activity with its two headings, what happened, what did the League do, success or failure. So in summary, I've provided a snowballing starter, differentiated aims, objectives and outcomes in the PowerPoint. Meanwhile the worksheet has two graphic organisers and a revision activity to help you check their progress. Finally, I have included a past paper OCR question with a pupil mark scheme and question guide, all for the bargain price listed! Anyway, have fun teaching this topic, its great for discussion and don't forget to point out to your students that the Aaland island settlement is still in force today! Kind Regards Roy

This study guide looks at two key questions, why did the Japanese invade and why did the League fail to stop them? The learning objectives are as follows: Theme: Why did the League of Nations fail? Know: What role did Japan play in the League of Nations? Understand: Why did Japan invade Manchuria? Evaluate: Why did the League fail to stop the Japanese invasion? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – What problems faced Japan in the 1930s? Explain – Why did the Japanese invade Manchuria? Analyse – begin to form a judgement on why the League eventually failed? This resource includes information, maps, photographs from the time, primary and secondary sources, Oxford & Cambridge Exam Board questions and student mark schemes for peer and self assessment. The activities for this lesson include a revision note taking activity, a thinking skills review triangle on why Japan invaded and 6 past paper questions with mark schemes.

This PowerPoint looks at two key questions, why did the Japanese invade and why did the League fail to stop them? The learning objectives are as follows: Theme: Why did the League of Nations fail? Know: What role did Japan play in the League of Nations? Understand: Why did Japan invade Manchuria? Evaluate: Why did the League fail to stop the Japanese invasion? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – What problems faced Japan in the 1930s? Explain – Why did the Japanese invade Manchuria? Analyse – begin to form a judgement on why the League eventually failed? This resource includes information, maps, photographs from the time, primary and secondary sources, Oxford & Cambridge past paper questions and student mark schemes for peer and self assessment. These resources can be easily adapted. This resource works extremely well with my assessment for learning booklet on the League of Nations. Kind Regards Roy

These resources address to key two key questions, why did the Japanese invade and why did the League fail to stop them? The learning objectives are as follows: Theme: Why did the League of Nations fail? Know: What role did Japan play in the League of Nations? Understand: Why did Japan invade Manchuria? Evaluate: Why did the League fail to stop the Japanese invasion? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – What problems faced Japan in the 1930s? Explain – Why did the Japanese invade Manchuria? Analyse – begin to form a judgement on why the League eventually failed? Both these accompanying resources includes information, maps, photographs from the time, primary and secondary sources, OCR past paper questions and student mark schemes for peer and self assessment. These resources can be easily adapted to suit any exam board and make excellent teaching, revision and homework materials that are suitable for foundation and core. The PowerPoint contains all the learning objectives, differentiated outcomes, starters and mini plenaries. The worksheet includes the information in easily accessible form , revision activities, graphic organisers, thinking skills review triangles and 6 past paper questions with question guides as well as student mark schemes. Everything can be easily adapted but is ready to use and produced to a high standard. Kind Regards Roy

This assessment for learning Pack looks at two key questions, why did the Japanese invade and why did the League fail to stop them? The learning objectives are as follows: Theme: Why did the League of Nations fail? Know: What role did Japan play in the League of Nations? Understand: Why did Japan invade Manchuria? Evaluate: Why did the League fail to stop the Japanese invasion? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – What problems faced Japan in the 1930s? Explain – Why did the Japanese invade Manchuria? Analyse – begin to form a judgement on why the League eventually failed? This resource includes information, maps, photographs from the time, primary and secondary sources, OCR past paper exam questions and student mark schemes for peer and self assessment. The activities for this lesson include a revision note taking activity, a thinking skills review triangle on why Japan invaded and 6 past paper questions with mark schemes.

This great resource is designed for foundation and middle ability students. It contains a range of engaging activities to help students understand what happened at the end of the First World War including topics such as , armistice, the cease fire and the end of the war, impact of the war on the allies, the terms of the Treaty of Versailles and reaction to it in both Britain and Germany. The questions, tasks and activities are pretty straight forward and include missing word activities as well as simple questions, which develop in difficulty as the learner moves through them. The PP contains additional tasks along with graphic organisers in order to extend their understanding and provide support for writing extended answers. At the end of the booklet, I have included some source analysis questions. There is enough work in this booklet for about 6/7 lessons. When you purchase this resource, you will be able to download four word documents which can printed off either separately or as a booklet. You will also be able to download two accompanying PowerPoints which include aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, tasks and activities. Both resources also includes cartoons, maps and both primary and secondary sources on the relevant topics. The overarching aims and objectives of these resources are: Theme: The Treaty of Versailles Know: Why did the allies force Germany to sign the Treaty of Versailles? Understand: How were the terms of the treaty designed to prevent another war? Evaluate: Why did the Germans feel humiliated by the Treaty of Versailles? WILF - What Am I Looking For? Identify & Describe: Why did the allies force Germany to sign the Treaty of Versailles? Explain: How were the terms of the treaty designed to prevent another war? Analyse: Why did the Germans feel humiliated by the Treaty of Versailles? 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 lesson is designed to get students to assess how happy each of the peacemakers were with the final treaty and the popular reaction back home. It is also designed to help students understand why Germany felt humiliated. Students are expected to have studied the aims of the peacemakers beforehand along with the main aims of the peacemakers. There are several activities, but the main activity is designed to be used by foundation, core and gifted and talented students. Its aim is to get students assess a series of statements about how happy each of the peacemakers were with the Treaty of Versailles and score them 1 to 10. This can be done individually, in pairs or groups before feedback back to class discussion. When you purchase this resource you will be able to download a single page Microsoft Word document which includes the table activity as well as a fourteen slide PowerPoint Presentation. The PP includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, task and activities. Please see the preview slides for more information. The aims and objectives of this lesson are: Theme: The Treaty of Versailles, 1919 Know: What did each of the peacemakers hope to achieve? Understand: How satisfied were each of the ‘Big Three’? Evaluate: Why did Germany feel humiliated? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The aims of each peacemaker at Versailles. Explain: How happy was each of the peacemakers with the final outcome? Analyse: Why did Germany feel humiliated? 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

A simple chronological card sort exercise on Hannibal and the Punic wars with Rome. This could be used as starter or plenary. I would ideally recommend reviewing the story before having a go at the card sort exercise. The document is in word so you can easily adapt them to suit your own text books or worksheet. 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

A simple chronological card sort exercise on Hannibal and the Punic wars with Rome. This could be used as starter or plenary. I would ideally recommend reviewing the story before having a go at the card sort exercise. The document is in word so you can easily adapt them to suit your own text books or worksheet. 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 resource on the Norman Conquest of England in 1066 covers the full story from 1066 to 1086 and includes the following sub chapters: 1 Skills Check 2 Contenders for the throne in 1066 3 The Battle of Stamford Bridge 4 The Battle of Hastings 5 How did King Harold Die? 6 The Victory Completed This resource is aimed at foundation and core students in the UK. There are activities to stretch students, but many of the tasks are simple filling in the missing word and true and false statements, mixed in with simple questions and answers as well as extension and homework activities such as writing new newspaper reports for the Battles of Stamford Bridge and Hastings. This is a tried and tested resource which has been tweaked over 24 years. It works brilliantly. I’ve also included some of the accompanying PowerPoints with aims, objectives, differentiated outcomes, starters and plenaries to accompany this resource. 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 Kind Regards Roy PS If you like this resource why not download the scheme of work and the complete package.

Welcome to my little corner of the TES. This resource on the Norman Conquest of England in 1066 covers the full story from 1066 to 1086 and includes the following sub chapters: 1 Skills Check 2 Contenders for the throne in 1066 3 The Battle of Stamford Bridge 4 The Battle of Hastings 5 How did King Harold Die? 6 The Victory Completed This resource is primarily aimed at foundation and core students. However, there are activities to stretch students, but many of the tasks are simple filling in the missing word and true and false statements, mixed in with simple questions and answers as well as extension and homework activities such as writing new newspaper reports for the Battles of Stamford Bridge and Hastings. This is a tried and tested resource which has been tweaked over 26 years. It works brilliantly and is a highly popular download. I’ve also included some of the accompanying PowerPoints with aims, objectives, differentiated outcomes, starters and plenaries to accompany this resource. 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 little card sort is a must have for anyone studying why William won the Battle of Hastings in 1066. The resource in a word format so it can be fully adapted to suit your learners, but I have made sure that it's accessible for core, foundation and gifted and talented students. This card sort can be used as a starter, mini plenary or plenary. It can also be used as a planning exercise before students attempt writing an extended essay for assessment purposes on the topic. So in brief, I have provided a two page worksheet with the following heading of leadership / tactics. organisation, luck and Harold's mistakes as well 16 cards that students can sort under these headings. The aims objectives are: Theme: Why did William win the Battle of Hastings in 1066? Know: What factors helped William to win? Understand: How important was William's leadership, tactics, luck and organisation in helping to win? Evaluate: How far did William win or Harold lose? WILF - What an I Looking For? Identify / describe: Why William won the Battle of Hastings? Explain: Several reasons why William won the Battle of Hastings? Analyse: Explain which factor was the most important reason why William won? I have been observed several times with this lesson and have been graded outstanding each time. This is a high quality resource, which works. The students love the activity which never fails to help them develop a sophisticated understanding of why he won! However, don't take my word for it, download and try it! Kind Regards Roy Ps Check out some of my other Norman Conquest resources!

This great little resource / puzzle is designed to help develop students’ knowledge of the events in 1066 from the Norman perspective by getting them to match the captions with the scenes from the Bayeux Tapestry. This outstanding story boarding activity will also give students the opportunity to discuss, self and peer assess their understanding of one of the worlds most famous primary sources. Objective: To sort the story of what happened in 1066 into its correct chronological order using the pictures from the Bayeux Tapestry. Instruction: Cut out the pictures and captions. Match the pictures to the captions. Then place them in order to tell the story of the key events of the Tapestry. There are 13 captions and 13 images I have provided two documents for this activity - but you only really need the first one as I wanted to be able to show case the high quality images that I have carefully selected, so that they would photocopy for classroom use in either greyscale or colour. I would recommend getting students to stick their work on to A3 paper, but they could just as easily span a double page spread in an A4 exercise book. This activity is suitable for abilities of students, but I have deliberately included some challenge in this activity so that students will have to work collaboratively and look closely at the source. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, 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 engaging lesson has been designed to help students understand the aims of the peacemakers at Versailles in 1919. There are a series of tasks and activities built into the lesson, but the final outcome is to test students understanding by getting them to compare and contrast the aims of the peacemakers by completing a card sort exercise. These resources are suitable for the full range of ability and designed to work along side any mainstream textbook or video on the Treaty of Versailles. However, I have included a detailed PP to accompany the main resource. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on the Treaty of Versailles and downloaded from my online shop. When you purchase these resources you will be able to download a two page card sort and an accompanying PowerPoint. The card sort includes aims, objectives, instructions, headings and information cards to sort, The eighteen slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, templates and a plenary. The aims and objectives for these resources are as follows: Theme: The Treaty of Versailles, 1919 Know: What were the aims of the peacemakers at Versailles in 1919? Understand: What impact did the First World War have on each of the Allies? Evaluate: How far did the FWW influence the aims of each country? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The aims of each peacemaker at Versailles. Explain: What impact did the First World War have on each of the allies? Analyse: How far were the aims of the peacemakers influenced by the war? If you like this resource then why not check out my other resources on international relations 1919 - 1990 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 great little card sort gets students to look at the key factors to explain why the Nazis were able to keep control of Germany from 1933 - 1945. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. The resource includes three key factors - terror, propaganda and popularity, as well as 25 information cards which students sort to help them decide how the Nazis were able to keep control of Germany. As with all my resources, the document is in word so you can customise it to suit your own students by editing, adding or deleting cards / statements. Theme: How did the Nazis keep control of Germany from 1933 - 1945? Know: What were the key factors that helped the Nazis keep control? Understand: What role did the terror state, propaganda and Hitler’s popularity play in the ability of the Nazis to keep control? Evaluate: Which factor was the most important? WILF - What am I Looking For? Identify - Which factors helped the Nazis to keep control? Describe - How the Nazis kept control of Germany? Explain - The roles played by terror, Hitler’s popularity and propaganda in helping the Nazis keep control? Analyse - what was the most important factor? 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 gets students to look at the key factors to explain why the Nazis were able to keep control of Germany from 1933 - 1945. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. The resource includes three key factors - terror, propaganda and popularity, as well as 25 information cards which students sort to help them decide how the Nazis were able to keep control of Germany. As with all my resources, the document is in word so you can customise it to suit your own students by editing, adding or deleting cards / statements. Theme: How did the Nazis keep control of Germany from 1933 - 1945? Know: What were the key factors that helped the Nazis keep control? Understand: What role did the terror state, propaganda and Hitler's popularity play in the ability of the Nazis to keep control? Evaluate: Which factor was the most important? WILF - What am I Looking For? Identify - Which factors helped the Nazis to keep control? Describe - How the Nazis kept control of Germany? Explain - The roles played by terror, Hitler's popularity and propaganda in helping the Nazis keep control? Analyse - what was the most important factor? 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 help students understand the how Native Americans survived on the Great Plains. It can be used as a starter, plenary, revision, homework or assessment activity and is part of a series that I have uploaded on the American West. If you have access to a class set of iPads then I have also uploaded an apply version to my TES shop. When you purchase this resource you will be able to download a single sheet, Microsoft Word document that you can easily customise if you wish. The document includes aims, instructions and seven challenges that Native Americans faced and the matching solutions that they came up. Once students have cut out the cards and correctly sorted them under the heading cards for challenges and solutions, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. The aims and objectives of this lesson are: Theme: What was the American West? Know: What challenges faced Native Americans on the Great Plains? Understand: How did the Plains Indians overcome these challenges? Analyse: How suited was the lifestyle of the Native Americans to their environment? WILF Identify and describe: What challenges faced the Plains Indians? Explain: How did Native Americans adapt to meet these challenges? Analyse: How successfully did Native Americans adapt to suit the challenges in their environment? 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 card sort is designed to help students studying the impact of the Gold Rush on the American West by looking at the positive and negative consequences affecting both Native Americans and the early settlers. It can be used as a revision activity, preparation for an essay on this topic or as a starter or plenary. It can be used alongside any of the main stream text books on the American West or even my PowerPoint on this topic which can be downloaded via The History Academy TES shop. The aims and objectives are: Theme: The American West Know: What impact did the gold rush have on the West? Understand: What impact did the gold rush have on both Native Americans and settlers. Evaluate: What were the most significant negative and positive consequences? Skills: Cause, Consequence, Significance and Interpretation WILF: What Am I Looking For: Identify & describe the impact of the gold rush on the USA & the West. Explain the positive and negative impact on both the Native Americans and settlers. Analyse and come to a judgement on who benefitted from the gold rush? Task 1: Sort the consequences under the two headings Task 2: Number the positive and negative changes to show the level of their importance for each column. Task 3: Create a colour code using a pen or a highlighter to show which consequences were negative for Native Americans 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