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.
Step into the world of Tudor England and the age of gunpowder at Deal Castle with our engaging and interactive exploration of castle design during the reign of Henry VIII. Uncover the successful adaptation of Deal Castle to the introduction of cannons in this outstanding lesson, guiding students through a captivating learning journey that reveals the strategic evolution of castles in response to the revolutionary impact of cannons. Gain a clear understanding of the historical innovations in castle design during the 16th century with this fun and interactive experience brought to you by the History Academy.
When you purchase this lesson, which completes our series on the decline of castles, you will be able to download a 20 slide PowerPoint presentation which includes aims, objectives, differentiated outcomes, historical sources, information slides, drone footage, starter, plenaries, tasks, activities and templates. We have also uploaded this file as a PDF.
The lesson begins with a choice of starters including a snowballing of the key words, a continum exercise on the development of castle design or a word search. It then introduces the topic by explaining why Medieval Castles were unable to with stand cannon fire before moving onto an investigation task into the defences of deal castle. The lesson then rounds off by explaining why castles declined as a place to live during the Tudor times by looking at the example of Hardwick Hall This is then consolidated with a choice of two plenaries. For more information, please see the detailed preview.
The aims and objectives of this lesson are:
Theme: Castles
Know: How did castle design change over time?
Understand: Why were Medieval castles easy targets for cannon fire?
Evaluate: How did castle builders adapt their designs to resist cannon fire?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: How did castle design change over time?
Can You Explain: Why Medieval castles couldn’t withstand cannon fire?
Can You Evaluate: How castle designers adapted their designs to resist cannon fire?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
Join us at the History Academy for an engaging and interactive exploration of castle design during the reign of Henry VIII, focusing on the successful adaptation of Deal Castle to the introduction of cannons. This exceptional lesson presents a captivating learning journey through the strategic evolution of castles in response to the revolutionary impact of cannons, offering students a clear understanding of historical innovations in castle design during the 16th century.
When you purchase this lesson, which completes our series on the decline of castles, you will be able to download a 20 slide PowerPoint presentation which includes aims, objectives, differentiated outcomes, historical sources, information slides, drone footage, starter, plenaries, tasks, activities and templates. We have also uploaded this file as a PDF.
The lesson begins with a choice of starters including a snowballing of the key words, a continum exercise on the development of castle design or a word search. It then introduces the topic by explaining why Medieval Castles were unable to with stand cannon fire before moving onto an investigation task into the defences of Deal Castle. The lesson then rounds off by explaining why castles declined as a place to live during the Tudor times by looking at the example of Hardwick Hall. This is then consolidated with a choice of two plenaries. For more information, please see the detailed preview.
The aims and objectives of this lesson are:
Theme: Castles
Know: How did castle design change over time?
Understand: Why were Medieval castles easy targets for cannon fire?
Evaluate: How did castle builders adapt their designs to resist cannon fire?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: How did castle design change over time?
Can You Explain: Why Medieval castles couldn’t withstand cannon fire?
Can You Evaluate: How castle designers adapted their designs to resist cannon fire?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This outstanding lesson looks at the arms race between castle builders and attackers to adapt to the use of gunpowder during the twilight of the Medieval period. The lesson begins with an engaging starter that challenges students to chronologically order changes in castle design or participate in a interactive snowballing activity with key words. Following a brief introduction featuring a source activity, students are equipped with a graphic organiser to effectively summarize the pivotal changes showcased in the subsequent five slides. This is consolidated through by the class feeding into blank copy of the summary sheet. Alternativey, we have provided a missing word version of the summary sheet in the extra resource section at the end. Once completed, you have the option to either set the class an extended writing task, which is supported with writing frames or skip straight to a continuum plenary.
The extra resources section contains a range of alternative tasks and slides including a heads and tails activity, missing words and a word search, so that you can easily customise the lesson for your students.
When you download this lesson, you will be able to access a 32 PowerPoint Presentation with aims, objectives, differentiated outcomes, historical sources, information slides, templates, writing frames, tasks and activities. We have also uploaded this resource as a PDF. Please see the detailed preview for more information.
The aims and objectives of this lesson are:
Theme: Medieval Castles
Know: Why did Medieval castles decline?
Understand: How did both attackers and defenders use gunpowder weapons at first?
Evaluate: How effective were these changes to castle design?
Skills: Cause, Consequence, Continuity and Change.
WILF – What Am I Looking For?
Can You Describe: Why many castles declined and became ruins?
Can You Explain: How both attackers and defenders used gunpowder weapons at first?
Can You Evaluate: How successfully did castle design adapt to the use of gunpowder?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This bundle contains some of our most popular resources on the decline of Medieval Castles.
Unveiling the Decline of Castles: A Comprehensive Source Analysis
This resource provides a comprehensive analysis of the decline of Medieval Castles, focusing on the writings of John Leland in 1534.
Why did Medieval Castles Decline in Importance?
This resource explores the reasons behind the decline in importance of Medieval Castles.
Market Place Activity: Why did castles decline in importance?
This resource engages students in a marketplace activity to understand the factors contributing to the decline of castles.
Card Sort - Why did castles decline in importance?
This resource involves a card sorting activity to help students analyze and categorize the reasons for the decline of castles.
How successsfully did castles adapt to Gunpowder?
This lesson looks at how Medieval castles tried to adapt to the introduction of Gunpowder and the arms race that took place between attackers and defenders.
Castles after the introduction of gunpowder
This lesson looks at the evolution of castle decline during the Tudor period by looking at the development of Deal Castle and the move of the nobility and rich into mansion houses.
You views are important to us. If you need help with this or any other topic, then please contact us via our facebook page. 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. 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. In this day and age, values truly matter.
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
Explore the fascinating decline of castles in this engaging and interactive introductory lesson. Students will delve into essential source skills, learning to evaluate sources using the ‘Origin’, ‘Nature’, and ‘Purpose’ framework, with a focus on John Leland’s survey notes from 1534. This lesson is fully differentiated to cater to a range of abilities, making it suitable for both KS3 and KS4 students. We’ve simplified the study of Leland’s notes, by providing two versions, including an adapted version for students with a reading age of 8. Additionally, students will be able to summarise their research using a user-friendly tick table. The lesson also includes a unique component, where students will craft an extended answer, supported by writing frames, using the CCCJ model for source analysis. This model is central to all major exam boards at GCSE and A Level, making this lesson indispensable for exam preparation.
When you download this lesson you will be able to access a 23 slide PowerPoint Presentation. It contains information slides, historical sources, tasks, activities and writing frames, all produced to the high standards that we set at the History Academy. This is a free resource, which is designed to help get across the core skills that students need to study history and help prepare them. If you like this lesson, why not look at our follow up lessons on the decline of castles?
The aims and objectives of this lesson are:
Theme: Medieval Castles
Know: Why did castles decline?
Understand: How to use a historical source to explain why castles declined?
Evaluate: A historical source to justify an opinion on why castles declined?
Skills: Source Analysis, Cause, Consequence, Continuity and Change.
WILF – What Am I Looking For?
Can You Describe: Why castles declined?
Can You Explain: Using a historical source why medieval castles declined?
Can You Evaluate: A historical source and use it to justify an opinion?
You views are important to us. If you need help with this or any other topic, then please contact us via our facebook page. 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. 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. In this day and age, values truly matter.
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
This outstanding lesson on why Medieval Castles declined in importance is designed to be fun, interactive and to develop your students’ critical thinking skills. It is aimed at KS3 / KS4 students and looks at the changes in society, the economy, politics, fashion, warfare, the legal system and how they contributed to the decline of castles. It includes a wide range of activities that will appeal to the broad spectrum of ability including a Venn diagram, thinking skills review triangle, heads and tails, word search and an extended writing task.
The lesson begins with a selection of starters that look at why castles were built and how they developed before moving onto the different factors that led to their decline. This is then consolidated through a Venn diagram activity which gets students to compare and contrast how the role of castles changed from Medieval to the Tudor periods and a thinking skills review triangle that get students to prioritise which factors were the most important. If you then wish to extend the lesson .you can move onto an extended writing activity which has been supported with PEEL writing frames. We have included a selection of plenaries to choose from including aheads and tails activity and a word search, which can be found in the extra resources and template section at the end.
When you download this lesson, you will be able to access a 41 slide PowerPoint and a supporting 5 page worksheet, which includes all the supporting information, tasks, writing frames and activities to accompany the PowerPoint. Please see the detailed preview for more information.
The aims and objectives of this lesson are:
Theme: Medieval Castles
Know: Why did castles began to decline during the Medieval period?
Understand: How political, economic, social and military factors led to their decline?
Evaluate: Which were the most important reasons why castles declined?
Skills: Cause, Consequence, Continuity and Change.
WILF – What Am I Looking For?
Can You Describe: Why many castles declined and became ruins?
Can You Explain: How political, economic, social and military factors led to their decline?
Can You Evaluate: Which was the most important factor to explain why they declined?
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 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. 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
The fun and interactive market place activity has been designed to help students investigate why castles began to decline towards the end of the Medieval period. It is aimed at KS3 / KS4 students and looks at the changes in society, the economy, politics, fashion, warfare, the legal system and how they contributed to the decline of feudal system and castles.
The lesson begins with a selection of starters that look at why castles were built and how they developed before moving onto the market place activity or gather and share. This is then consolidated through a thinking skills review triangle that get students to prioritise which factors were the most important. before they move onto a extended writing activity which has been supported with PEEL writing frames. We have also included a selection of plenaries to choose from including a pritorisation task, heads and tails activity and a word search, which can be found in the extra resources and template section at the end.
When you download this lesson you will be able to access a thirty eight slide PowerPoint presentation with aims, objectives, differentiated outcomes, information slides, historical sources, pictures, diagrams, templates, starters, plenaries, templates, task and activities. We have also uploaded this lesson as PDF, just in case you do not have access to Microsoft Office. Please see the detailed preview for more information.
The aims and objectives of this lesson are:
Theme: Medieval Castles
Know: Why did castles began to decline during the Medieval period?
Understand: How political, economic, social and military factors led to their decline?
Evaluate: Which were the most important reasons why castles declined?
Skills: Cause, Consequence, Continuity and Change.
WILF – What Am I Looking For?
Can You Describe: Why many castles declined and became ruins?
Can You Explain: How political, economic, social and military factors led to their decline?
Can You Evaluate: Which was the most important factor to explain why they declined?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This fun and interactive lesson centers around a card sort activity on the why castles declined in importance towards the end of the Medieval period. It serves as the culminating lesson in a comprehensive sequence or bundle dedicated to Norman castles, available on TES. While primarily designed for a middle to low ability class, the tasks and activities featured in the PowerPoint can be adapted to suit a top set or even a Key Stage 4 lesson. For anyone seeking alternative approaches, additional resources such as a marketplace activity and a more traditional lesson on this topic are also available in my TES shop.
When you purchase this lesson you will be able to download a single page Word document and an accompanying 18 slide PowerPoint. The Word document contains a learning objective, instructions, an extension task, four heading cards and fourteen statements, which can be sorted under them either by cutting them out or creating a key. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, templates, writing frames, model answers, tasks and activities to fully support the card sort activity. Please see the detailed preview.
The aims and objectives of this lesson are:
Theme: Medieval Castles
Know: Why did castles began to decline during the Medieval period?
Understand: How political, economic, social and military factors led to their decline?
Evaluate: Which were the most important reasons why castles declined?
Skills: Cause, Consequence, Continuity and Change.
WILF – What Am I Looking For?
Can You Describe: Why many castles declined and became ruins?
Can You Explain: How political, economic, social and military factors led to their decline?
Can You Evaluate: Which was the most important factor to explain why they declined?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This outstanding and Becta award-winning lesson has been refined and fine-tuned in the classroom over the course of 30 years. It is part of a series that was written and produced by the History Academy to commemorate the 40th anniversary of the Miners’ Strike. The lesson aims to provide a fun and interactive learning experience, allowing students to understand what it was like to be a flying picket and why they targeted pits in Nottinghamshire and Derbyshire.
The overarching goal of this lesson is to examine the short-term impact of the Miners’ Strike of 1984-1985. By studying the experiences of flying pickets and their actions during the strike, students can gain insights into the dynamics of life in a pit village and the effects of the strike on the mining industry and the wider community.
When you purchase this lesson you will be able to download a twenty eight slide PowerPoint Presentation and an accompanying four page worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, interactive tasks, activities, word searches, graphic organisers and links to relevant clips from our oral history data base on YouTube. The worksheet contains information, historical sources, pictures, diagrams, tasks and activities. Both documents have also been uploaded as PDFs for easy access and compatibility across different devices.
The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: What is a ‘picket line’ and a ‘flying picket?
Understand: Why did striking miners travel to working pits in other areas?
Evaluate: What were the short term effects of the Miners’ Strike?
WILF – What Am I Looking For?
Can You Describe: What a ‘picket line’ or ‘flying picket’ was in 1984?
Can You Explain: Why striking miners travelled to working pits in other areas?
Can You Evaluate: What were the short term effects of the Miners’ Strike?
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 ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ 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 dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy
During the Miners’ Strike, striking miners travelled to working pits in Nottinghamshire and Derbyshire to become ‘flying pickets’. This strategy involved picketing outside coal mines to persuade other miners to join the strike.
There is an outstanding resource that explores the reasons behind this phenomenon. This resource has been refined and fine-tuned in the classroom over a period of 20 years. It was recognised for its excellence and received a national teaching award from Becta in 2008.
Additionally, all the interviews conducted by the Doncaster Oral History Project, which provide valuable insights into the Miners’ Strike, have been uploaded to YouTube. These interviews, along with their accompanying teaching resources, have been bundled together and made available on the TES platform. This allows educators and students to access a comprehensive collection of tried and tested materials related to the Miners’ Strike.
When you download this free resource, you will recieve a four page PDF document that contains information, historical sources, interactive tasks and activities related to the topic. If you want a fully editatble Word version, along with an accompanying PowerPoint with aims, objectives, differentiated outcomes, graphic organisers, word searches and a wider variety of differentiated tasks, then these can be purchased for the price of a cup of coffee from here: https://www.tes.com/teaching-resource/-12976863
The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: What is a ‘picket line’ and a ‘flying picket?
Understand: Why did striking miners travel to working pits in other areas?
Evaluate: What were the short term effects of the Miners’ Strike?
WILF – What Am I Looking For?
Can You Describe: What a ‘picket line’ or ‘flying picket’ was in 1984?
Can You Explain: Why striking miners travelled to working pits in other areas?
Can You Evaluate: What were the short term effects of the Miners’ Strike?
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 ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ 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 dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy
Nelson Mandela is widely regarded as a hero for his role in the fight against apartheid and his efforts to promote reconciliation and unity in South Africa. However, his path to becoming the first black president of South Africa and his record whilst in office have led some to question whether he deserves the title of hero and there are many who see him as a villain. This fun and interactive lesson explores the life of Nelson Mandela and gets students to evaluate his choices through a card sort which them to investigate and decide whether he was a hero or a villain.
When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation and a single page Word document. Both have also be uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, video clips, templates, writing frames, historical sources, activities and differentiated tasks and activities. The Word document contains a learning objective, instructions, two heading cards labelled ‘Hero’ or ‘Villain’ and 24 statement cards to be sorted under them.
The lesson begins with a sellection of starters that you can choose from, including a whiteboard task on what they already know, a snowballing keyword activity or a idea shower on what makes a hero. The lesson is then introduced through various information slides and a video clip linked to our You Tube Channel, This is followed up with the card sort activity, a continuum voting task and an optional speech or extended writing task, both of which are fully supported with appropriate templates and writing frames.
Theme: Apartheid in South Africa
Know: Who was Nelson Mandela?
Understand: What role did he play in the overthrow of the Apartheid?
Evaluate: Should Nelson Mandela be regarded as a hero or a villain?
Skills: Interpretation, Compare & Contrast & Collaboration
WILF – What Am I Looking For?
Can You Describe: Who was Nelson Mandela?
Can You Explain: What role did he play in the overthrow of Apartheid?
Can You Evaluate: Should he be regarded as a hero or a villain?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This outstanding lesson looks at one of Britain’s forgotten periods of history and lexplores how the Royal Navy’s West Africa Squadron heroically suppressed the Transatlantic Slave Trade from 1807 to 1867. Through a wide range of fun and interactive activities, students can learn how 36 Royal Navy ships with 4,000 men and just under half of the countries military budget, successfully stopped and freed over 150,000 human beings who was destined for a life of misery as slaves. During this time, 76,000 British sailors died fighting to stop the slave trade. Many people today are calling for the statues of slave traders to be pulled down and instead replaced with a memorial to those brave, heroic British sailors.
When you purchase this lesson you will be able to download a 30 slide Powerpoint Presentation which is supported by a two page worksheet, that has been saved as both an office document and a PDF. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, video clips, templates, writing frames, historical sources, activities and differentiated tasks and activities including heads and tails, missing words and a word search. These are followed up by an optional extended writing task which is fully supported.
The aims and objectives of this lesson are:
Theme: Britain and the slave trade
Know: Why was the West African Squadron created in 1808?
Understand: What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade?
Evaluate: How successful was Britain’s efforts to abolish the slave trade?
Skills: Cause, Consequence, Change and Continuity
WILF – What Am I Looking For?
Can You Describe: Why the West African Squadron created in 1808?
Can You Explain: : What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade?
Can You Evaluate: How successful was Britain’s efforts to abolish the slave trade?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This worksheet is designed for either a KS3 or KS4 class looking at the role played by Britain’s West African Squadron in suppressing the Transatlantic Slave Trade from 1807 - 1867. This forgotten period of our history tells the story of how 36 Royal Navy ships with 4,000 men and just under half of the countries military budget successfully stopped and freed just over 150,000 human beings who was destined for a life of misery in the Americas as slaves. During this time, 76,000 British sailors heroically died trying to stop of slave trade. Many today are calling for the statues of slave traders to be pulled down and instead replaced with a memorial to these brave British sailors.
When you purchase this two resource, you will be able to download a two page worksheet, which has been slaved as both a Word document and a PDF. It contains information on why the West African Squadron was setup, their tactics, strategies and the impact that they had on the slave trade. This is followed up by seven questions to help students consolidate their knowledge. I have also uploaded a word search an additional single page sheet with differentiated tasks including a heads and tails task and a missing word task.
This lesson is suitable for middle to higher ability students, if you are looking for a PowerPoint with fun and interactive activities to accompany this resource, then please check out my resource with the same title on the TES which can be purchased along with this worksheet for an extra £1.
The aims and objectives of this lesson are:
Theme: Britain and the slave trade
Know: Why was the West African Squadron created in 1808?
Understand: What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade?
Evaluate: How successful were Britain’s efforts to abolish the slave trade?
Skills: Cause, Consequence, Change and Continuity
WILF – What Am I Looking For?
Can You Describe: Why the West African Squadron created in 1808?
Can You Explain: : What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade?
Can You Evaluate: How successful were Britain’s efforts to abolish the slave trade?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
In light of the ongoing debate surrounding the presence of statues commemorating historical figures such as Sir Cecil Rhodes, the history academy is excited to present a new interactive card sort activity.
This fun interactive lesson is designed to encourage critical thinking and discussion around the complex issues of historical legacy, representation, and public memory. By engaging in this card sort, students can explore various perspectives on whether statues of Sir Cecil Rhodes should be removed, allowing for a deeper understanding of the historical and ethical considerations at play.
When you purchase this lesson you will be able to download 23 slide PowerPoint that has been designed to help support the delivery of the card sort activity which can be downloaded in a single page Word document. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, starters, plenaries, links to appropriate video clips, templates, historical sources, tasks and activities. Whilst the Word document contains a learning objective, instructions, two heading cards saying and 18 statements to be sorted or catagorised under them. I have also uploaded both documents as PDFs.
For more information, please see the detailed previews. The aims and objectives of this lesson are:
Theme: The British Empire
Know: What are the arguments for and against removing Cecil Rhodes’ statue?
Understand: What role did Rhodes play in expanding the British Empire in Africa?
Evaluate: The different historical interpretations and come to a balanced judgement.
Skills: Interpretation, Compare & Contrast & Collaboration
WILF – What Am I Looking For?
Can You Describe: What are the arguments for removing Sir Cecil Rhodes Statue?
Can You Explain: How he helped to expand the British Empire in Africa?
Can You Evaluate: The different interpretations and come to a balanced judgement.
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This bundle of resources looks at the life and times of the famous highwayman, Dick Turpin. It includes card sorts, market place activities, a drama role play about a mail coach to Doncaster which as suitable for a range of abilities at KS3 and KS4. I have also included a KS2 version of the card sort for SEND students at KS3.
Please click on the individual resources to find out more information.
The aims and objectives of the lesson are:
WILF – What Am I Looking For?
Can You Describe: Who was Dick Turpin?
Can You Explain: Why he is seen as either a hero or villain?
Can You Evaluate: Was Dick Turpin a popular hero or a villain?
If you like this resource then why not check out our other resources on similar SMSC topics in our 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
Engage your students with this fun, dynamic and interactive marketplace activity, specifically designed to encourage them to delve into the debate surrounding the legendary highwayman Dick Turpin. By collaborating in this activity, students will have the opportunity to critically examine and discuss whether Dick Turpin should be regarded as a hero or a villain, fostering a deeper understanding of historical perspectives and ethical considerations, whilst practicing their critical thinking and essay writing skills.
The lesson begins with either a snowball, whiteboard or source analysis starter, before moving onto the main task which gets them to analyse a historical narrative about different stages of his life that has been broken up into different information slides. These can be posted around the classroom or shared amongst groups. Students record the key facts on whether he was a hero or a villain in their exercise books or in one of two specially designed summary sheets that can be previewed below. Once they have completed the market place activity, they are presented with a number of different tasks that you can choose from to help them consolidate their knowledge and form a judgement.
When you purchase this lesson you will be able to download a 36 slide PowerPoint which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, extended writing task, templates, writing frames and video links. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers and a wanted poster activity. This lesson has also been uploaded as a PDF, just in case you do not have access to Office.
The aims and objectives of the lesson are:
WILF – What Am I Looking For?
Can You Describe: Who was Dick Turpin?
Can You Explain: Why he is seen as either a hero or villain?
Can You Evaluate: Was Dick Turpin a popular hero or a villain?
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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy
Kind Regards
Roy
This fun and interactive lesson is aimed at Key Stages 4 and 5 and looks at exploits of the infamous highwayman Dick Turpin. The aim of the lesson is to evaluate whether he was a hero or a villain.
The lesson begins with a series of starters designed to get students collaborating and working together as well as a card sort on some of the popular elements around the story of his life. This is then followed up by getting students to analyse a historical narrative of his life, along side various historical sources and to pick out actions and events that would support whether he was a hero or villain. This is then followed up with an extended writing exercise, which is supported with various templates, planning sheets and PEEL writing frames.
The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers, wanted poster activity and a narrative & analysis activity aimed at sixth form students.
When you purchase this lesson you will be able to download a 28 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, historical sources, link to a video clip, tasks, activities, word, starters, plenaries, organisers, writing frames and templates. Accompanying the PowerPoint is a three page Word Document document containing the narrative account of Dick Turpin’s life along with historical sources, as well as a single page Word Document containing the card sort. All documents have also been uploaded as PDFs, just in case you do not have access to Office or require a smaller document size. Please see the detailed preview for a sample of the lesson.
The aims and objectives of the lesson are:
WILF – What Am I Looking For?
Can You Describe: Who was Dick Turpin?
Can You Explain: Why he is seen as either a hero or villain?
Can You Evaluate: Was Dick Turpin a popular hero or a villain?
If you like this resource then why not check out our other resources on similar SMSC topics in our 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 fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson.
When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF.
The aims and objectives of the lesson are:
WILF – What Am I Looking For?
Can You Describe: Who was Dick Turpin?
Can You Explain: Why he is seen as either a hero or villain?
Can You Evaluate: Was Dick Turpin a popular hero or a villain?
If you like this resource then why not check out our other resources on similar SMSC topics in our 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 outstanding lesson looks at the impact that the Miners’ Strike had women in the period 1984 - 1985. It has especially commissioned by the History Academy as part of a series on to help mark the 40th Anniversary in 2024. We would like to publically thank Martin Shakeshaft for allowing us to use his photograpghs in our resources. This version is aimed at KS4 and KS5 students.
The lesson begins by looking at attitudes towards women in before the strike, how they reacted and how it changed their lives both in the short and the long term. It uses interviews and historical sources which have been interlinked with our oral history data base on YouTube. We have thrown the kitchen sink and included a very wide range of differentiated resources.
When you purchase this lesson, you will be able to download a 46 slide PowerPoint and an accompanying 7 page Microsoft Word worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, questions, tasks such as a heads and tails, missing words, a compare and contrast Venn diagram activity and word search. The worksheet has been designed to accompany the PowerPoint and mirrors both the information and activities, Both resources have also been uploaded as PDFs, just in case you don’t have access to MIcrosoft Office.
For more information, please see the sample preview. The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: What were expectations of women living in pit communities before the strike?
Understand: How did the Miners’ Strike change the lives of women?
Evaluate: What were the short and long term effects of the Miners’ Strike?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: The expectations of women living in mining communities in 1984?
Can You Explain: How the Miners’ Strike changed the lives of women?
Can You Evaluate: What were the short and long term effects of Miners’ Strike?
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 ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ 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 dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy
This outstanding KS3 lesson looks at the impact that the Miners’ Strike had women in the period 1984 - 1985. It has especially commissioned by the History Academy as part of a series on to help mark the 40th Anniversary in 2024. We would like to publically thank Martin Shakeshaft for allowing us to use his photograpghs in our resources.
The lesson begins by looking at attitudes towards women in before the strike, how they reacted and how it changed their lives both in the short and the long term. It uses interviews and historical sources which have been interlinked with our oral history data base on YouTube. We have thrown the kitchen sink and included a very wide range of differentiated resources.
When you purchase this lesson, you will be able to download a 46 slide PowerPoint and an accompanying 7 page Microsoft Word worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, questions, tasks such as a heads and tails, missing words, a compare and contrast Venn diagram activity and word search. The worksheet has been designed to accompany the PowerPoint and mirrors both the information and activities, Both resources have also been uploaded as PDFs, just in case you don’t have access to MIcrosoft Office.
For more information, please see the sample preview. The aims and objectives of this lesson are:
Theme: The Miners’ Strike 1984 - 1985
Know: What were expectations of women living in pit communities before the strike?
Understand: How did the Miners’ Strike change the lives of women?
Evaluate: What were the short and long term effects of the Miners’ Strike?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: The expectations of women living in mining communities in 1984?
Can You Explain: How the Miners’ Strike changed the lives of women?
Can You Evaluate: What were the short and long term effects of Miners’ Strike?
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 ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ 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 dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984
Kind Regards
Roy