This fun and engaging lesson has been designed to help students understand the differences between Catholics and Protestants at the time of the Reformation through a PowerPoint and a card sort which should take about one lesson. They then apply this knowledge by writing a speech from the perspective of either a Catholic or a Protestant. I’ve also included a homework task which gets your students to design their own Wittenberg poster. If you are wanting to go into more detail about indulgences, relics and pilgrimages, then please check out our other lesson - Why was there religious conflict in the 16th Century? This lesson goes into a lot more detail and is rounded off with a Venn diagram activity and a Wittenberg poster activity. The lesson begins with a selection of starters that you can see below in the preview. It then introduces Martin Luther and the birth of the Protestant movement. Depending upon the ability of your class, you could give them the card sort to complete at this stage to draw upon their prior knowledge and then go through the information slides or you could present the information and then complete the card sort and the follow up activities. When you purchase this resource you will be able to download a 19 slide Powerpoint presentation which includes aims, objectives, outcomes, starters, plenaries, information slides, tasks and activities to support the card sort. You will also be able to download a single photocopiable page in Word which contains a title, objective, two tasks and heading cards labelled ‘Catholic’ and ‘Protestant’ along with 17 information cards that can be sorted under them. This is designed to be fun and engaging lesson that would be suitable for a middle or low ability class at anytime of the week, including a Friday afternoon. For more information, please see the preview files. The aims and objectives are: Theme: The Reformation Know: Who was Martin Luther? Understand: What as the Reformation? Evaluate: What are the differences between a Catholic and a Protestant? WILF – What Am I Looking For? Can You Describe: Who was Martin Luther? Can You Explain: What was the Reformation? Can You Evaluate: What are the differences between a Catholic and a Protestant? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when your purchase our resources you are also buying into our values. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. 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 sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - 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 issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources 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 death penalty. 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 under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. 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 Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? 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 lying ever be morally justified? On the one side of the debate we have those who say that under no circumstances can lying ever be justified, whilst on the other side of the debate we have those argue that lying is okay to prevent harm. So for example, was St Peter right to lie about knowing Jesus after he was arrested? 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 lying. 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. This lesson is designed to be used in an RE or Moral Philosophy lesson but it is a great tool for tutor time or helping students who need pastoral guidance. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. 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 Word Document which contains a learning objective, instructions, two heading cards as well as eighteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: Why is it wrong to lie? Understand: What are the arguments for and against lying? Evaluate: Are there any circumstances in which it s acceptable to lie? WILF - What am I Looking For? Identify and describe - Why is it wrong to lie? Explain - the arguments for and against lying? Analyse - Are there any circumstances in which it is acceptable to lie? 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 outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. 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 eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? 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 resource is designed to help your students understand the different attitudes of Christians and Muslims towards organ donation and transplant surgery. I originally designed this resource for my GCSE RE group as a consolidation exercise to help them produce an extended piece of writing answering a past paper question for Edexcel. However, it can also be used as a starter, plenary or a homework piece of work. When you purchase this resource you will be able to download a two page Word document which includes 22 statement cards and 3 heading cards labelled ‘Christian Beliefs’, ‘Muslim Beliefs’ and ‘Non Religious.’ The resource also includes an objective, instructions and an extended writing question on the topic. I usually get my students to either cut out the cards or colour code the heading cards. Once they have fed back their results, we then stick the cards into our books. We then use the finished card sort as the basis for an extended piece of writing. They can then use the card headings as opening points and select statements as their examples for their PEEL’d paragraphs. The aims and objectives for this lesson are: Theme: Religious attitudes towards surgery Know: Why are some people opposed to organ donation and transplant surgery? Understand: The different religious and non religious attitudes? Evaluate: Which attitudes are Muslim or Christian? WILF – What Am I Looking For? Can You Describe: Why some people are opposed to organ donation and transplant surgery? Can You Explain: The different religious and non religious attitudes? Can You Evaluate: What are the differences and similarities between Christian and Muslim attitudes? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our contributors are paid the living wage. 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

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

This great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were 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 Act and why? Analyse: How far was the Church Settlement Act a success? 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, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding 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 literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they’re. This is a must have resource for any humanities teacher. The idea of a ‘mat’ is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. This resource was created in partnership with Lesley Anne who also has her own TES shop so please check it out as well. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The 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 today to prevent underage drinking. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used a starter or plenary to help students sort through the chronology of what happened during the Gunpowder Plot in 1605. It is designed to work alongside any main stream resource or video on this topic. I have designed a lesson around this resource using the PowerPoint to drive the main activities which would suit a primary school or lower ability group at secondary group. If you are looking for a more challenging resource, I have also uploaded work suitable for higher ability students. When you purchase this resource you will be able to download a twelve slide PowerPoint presentations with starters, plenaries, historical sources, information slides and video clips to support the main activity. You will also be able to download a Microsoft word document with a copy of the key events. I normally keep a copy of the card sort in 15 envelopes and get me students to quickly order them into the order in which they think it happened before feeding back to a class discussion. This takes about 3 minutes. However, you can also give it out as a sheet and ask them to cut out the cards and stick them into your book. This can take up to 15 minutes. If you are being observed it might be an idea to get your students to sort the cards at the beginning to help you evaluate what they know and then do it again at the end to help you demonstrate progress. This is a tried and trusted resource which has never failed to ignite my learners interest in the topic. The aims and objectives of this lesson are: Theme: The consequences of the Break with Rome •Know: What happened during the Gunpowder Plot in 1605? •Understand: Why would the Catholics want to kill the king and parliament? •Evaluate: How far does the historical evidence support that Guy Fawkes was framed? •Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? •Identify & describe: What happened during the Gunpowder Plot in 1605? •Explain: Why would the Catholics want to kill the king and parliament? •Analyse: How far does the historical evidence support that Guy Fawkes was innocent or guilty? 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 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 outstanding resource is an old favourite of mine and was downloaded over 70,000 times on the schoolhistory.co.uk website. This new and updated versions comes with some great new activities. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What did people believe about how to get to Heaven or Hell? Understand: Why were people prepared to die for their beliefs? Evaluate: What was the most important reason? WILF: What Am I Looking For? Identify & describe: What did people believe about Heaven & Hell? Explain: Why people were prepared to die for their beliefs? Analyse: Begin to come to a judgement on the consequences of the Break with Rome on religious beliefs in Britain? This resource includes six activities and one assessment task with a pupil friendly assessment for learning mark scheme with next steps feedback. Activity 1 is designed a snowballing starter using all the key words. Full instructions included. The first part of the lesson looks at what people believed in the 16th Century and explains the different Catholic and Protestant views of how they believed Christians could get their souls cleaned in the 16th Century. This part of the lesson links in well with my lesson on the reformation or why was there religious conflict in the 16th & 17th Centuries. Activity 2 is designed to build upon what students have learnt in the first two slides through a source analysis of image of Hell / Purgatory, which can be completed in groups / pairs. Activity 3 is a feedback activity linked to Activity 2 with an opportunity to mark / improve their answers with purple pen. This is followed up the class discussion in Activity 4 around with a predictive discussion around why people were prepared to die for their beliefs linked to their ideas of Heave and Hell. Activity 5 focuses around the St. Bartholomew's Day Massacre in Paris in 1572 to provide students with a comparison with what was happening in England at this time. I have included some great sound effects to accompany these slides - please see the instructions at the end for unzipping the presentation. Activity 6 is a consolidation exercise which asks the question who was the bloodiest Tudor. I have included statistics and links to video clips to help extend the learning here. The final task is an extended piece of writing and includes an AFL blooms pupil mark scheme on the question 'Why were people willing to die for their beliefs in the 16th Century? ' I've also included some advice for students on how to structure their answers. These slides could be printed of for the less able students. I have uploaded the same lesson twice. The zipped version includes all the sound effects. Kind Regards Roy

This outstanding resource is an old favourite of mine and was downloaded over 70,000 times on the schoolhistory.co.uk website. This new and updated versions comes with some great new activities. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What did people believe about how to get to Heaven or Hell? Understand: Why were people prepared to die for their beliefs? Evaluate: What was the most important reason? WILF: What Am I Looking For? Identify & describe: What did people believe about Heaven & Hell? Explain: Why people were prepared to die for their beliefs? Analyse: Begin to come to a judgement on the consequences of the Break with Rome on religious beliefs in Britain? This resource includes six activities and one assessment task with a pupil friendly assessment for learning mark scheme with next steps feedback. Activity 1 is designed a snowballing starter using all the key words. Full instructions included. The first part of the lesson looks at what people believed in the 16th Century and explains the different Catholic and Protestant views of how they believed Christians could get their souls cleaned in the 16th Century. This part of the lesson links in well with my lesson on the reformation or why was there religious conflict in the 16th & 17th Centuries. Activity 2 is designed to build upon what students have learnt in the first two slides through a source analysis of image of Hell / Purgatory, which can be completed in groups / pairs. Activity 3 is a feedback activity linked to Activity 2 with an opportunity to mark / improve their answers with purple pen. This is followed up the class discussion in Activity 4 around with a predictive discussion around why people were prepared to die for their beliefs linked to their ideas of Heave and Hell. Activity 5 focuses around the St. Bartholomew's Day Massacre in Paris in 1572 to provide students with a comparison with what was happening in England at this time. I have included some great sound effects to accompany these slides - please see the instructions at the end for unzipping the presentation. Activity 6 is a consolidation exercise which asks the question who was the bloodiest Tudor. I have included statistics and links to video clips to help extend the learning here. The final task is an extended piece of writing and includes an AFL blooms pupil mark scheme on the question 'Why were people willing to die for their beliefs in the 16th Century? ' I've also included some advice for students on how to structure their answers. These slides could be printed of for the less able students. I have uploaded the same lesson twice. The zipped version includes all the sound effects. Kind Regards Roy