This card sort is designed to help students identify and describe the key features of a church. Higher ability students will begin to able to describe the differences between a Catholic and Protestant church. These resources can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. When you purchase this resource, you will be able to download a two page card sort written in Microsoft Word and an accompanying PowerPoint presentation. The card sort in includes matching key words, descriptions and pictures that can be cut out and sorted to help identify the key features of a church. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities as well as links to relevant video clip on YouTube. The aims and objectives for this lesson are: Theme: Christianity •Know: What are the features of a church? •Understand: How are the different areas used during a church service? •Evaluate: What are the differences between a Catholic and Protestant church? WILF – What Am I Looking For? •Identify & describe: The key features of a church •Explain: How are the different areas used during a church service? •Analyse: What are the differemces between a Catholic and Protestant church? 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

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

The issue of whether women should be priests has divided the Christian community for a long time. This great resource is designed to help students understand some of the main arguments put forward by both sides. 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. 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 fourteen statements that can sorted to help summarise the arguments. The aims of this lesson / activity are: Theme: The role of women within the Christian Church Know: What role have women played traditionally within the Christian Church? Understand: What are the arguments for and against women priests? Evaluate: Why is the issue of women priests a decisive? WILF - What am I Looking For? Identify and describe - the traditional role of women within Christianity Explain - the arguments for and against women priests? Analyse - Why is the issue of women priests decisive? 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 resource delves into the complex and often controversial issue of Euthanasia and Assisted Dying, encouraging students to confront the ethical dilemma of ending a life to alleviate suffering. With recent developments in legislation, such as the Assisted Dying for Terminally Ill Adults Bill in England, which aims to allow terminally ill adults to request assistance in ending their lives under strict safeguards, this topic is more relevant than ever. Similarly, in the USA, various states are considering or have passed bills related to physician-assisted suicide, highlighting the ongoing debate surrounding these sensitive issues. Tried and tested in classrooms for years, this resource offers a versatile approach to engaging students in this challenging topic. It can be utilized as a starter activity, a plenary session, or the central component of a lesson, seamlessly integrating with any existing textbook or resource. The strength of this resource lies in its adaptability, catering to diverse learning styles and abilities. Students actively engage in sorting and organizing persuasive arguments for and against voluntary euthanasia, fostering critical thinking and debate. The activity involves students cutting out and arranging cards containing arguments, allowing them to construct their own compelling case. This resource can be used for individual work, group discussions, or extended writing activities, making it suitable for diverse classrooms. By exploring the multifaceted issue of Euthanasia and Assisted Dying, students will gain a deeper understanding of the ethical complexities involved, especially in light of current legislative changes in both England and the USA. In summary, this resource not only promotes critical thinking but also encourages students to engage with contemporary issues that are shaping the future of healthcare and ethics. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is Euthanasia? Understand: What are the arguments for and against Euthanasia? Evaluate: Are there any circumstances in which is acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyze - Are there any circumstances in which it is acceptable to take another life? 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 engaging lesson has been designed for students studying Ancient Egypt, but it can also be used as a stand alone lesson for an open evening or end of term activity. It looks at the mystery surrounding the curse of King Tut or if you prefer the 'Mummy’s Curse by looking at the origins of the curse and how it developed in the newspapers after Howard Carter had opened the tomb of Tutankhamun, When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, video links, information slides as well as historical sources from the discovery of Tutankhamun’s tomb. You will also be able to download a two page Word Document which includes two heading cards labeled ‘King Tut’s Curse is Real’ and ‘King Tut’s Curse is Fake’, as well as 18 statements containing details about the deaths of people connected with the opening of the tomb and the latest scientific research. On page 2 of the Word Document, I have also added 8 additional extension cards for the more able as well as sentence starters that you students could use if you want them to write an extended answer to the question on whether they think the curse of King Tut is real. The aims and objectives for this lesson are: Theme: Ancient Egypt Know: Why do some people believe that Tutankhamun’s tomb is cursed? Understand: What happened to the people involved in opening the tomb? Evaluate: Whether the curse of King Tut is real or fake? WILF – What Am I Looking For? Can You Describe: Tutankhamun’s curse and how people have reacted to it? Can You Explain: Why some people believe that there is a curse? Can You Assess: Whether the curse of King Tut is real or fake? 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! Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

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

These outstanding resources have been tried tested over twenty six years and have never failed to inspire and engage the fully ability range. Since we first uploaded this lesson in 2000, it has been the most popular downloads of all time and has been copied and adapted by schools all over the world. With the help of the team at the History Academy, we have updated and improved the lesson as you can see from the preview panel. When you purchase this resource you will be able to download a PowerPoint Presentation which includes starters, plenaries, information slides links to video clips, and seven activities to complete with your students. This resource can be fully customised and at several points you can chose alternative activities that may be relevant to the ability of your students. You will also be able to download a card sort and tailor made video for this lesson. Please see the preview panel. The card sort - Henry VIII''s problems includes four headings under which the students can sort the rest of the cards. These are power, religion, money and personal. The rest of the resource then includes 14 cards which can be matched to them. Once the cards have been sorted, the students should then be able to move onto the review triangle activity. This is best done in pairs or groups, with one person from each group feeding back their results onto the IWB and explaining their choice. In a nut shell, students complete the snowballing starter, watch the video, make some notes and then have the choice of completing the card sort, colour coding a printed off version of Henry VIII's problems or creating their own summary. They can then have a go at deciding which problems were the most significant before having a go at doing a prediction exercise where they write a speech outlining how they would solve Henry VIII's problems. This is followed with some information slides and an extended writing exercise with support slides where the students explain why Henry VIII broke with Rome. Finally, there this is consolidated with a heads and tails activity were they match how Henry VIII solved each problem identified earlier. The aims and objectives are: Theme: Why did Henry VIII break from Rome? Know: What problems faced Henry VIII in 1525? Understand: Which problems were connected to money, religion, power and a legitimate heir? Evaluate: Why did Henry VIII decide to break with Rome? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The problems facing Henry VIII in 1527? Explain: Which problems were linked to money, religion, power and Henry’s need for a legitimate heir? Analyse: Why Did Henry VIII break with Rome? If you like this resource then why not check out my other resources on this topic in my TES shop.

This outstanding lesson looks at how fair witch trials were in the 17th Century. It continues on from my previous lesson on why people why people believed in witches and why there was an increase in the number of witch hunts in the 17th century. This lesson focuses also on the methods and tactics that men like Matthew Hopkins used for hunting witches and how James I tried to apply a more ‘rational’ approach. These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a three page Microsoft Word Document and an accompanying eighteen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities to help support the worksheet. The lesson begins with a choice of starters including a snowballing activity of the key words or a video clip summary where students note down the evidence that was used to prove that Blackadder was a witch . It then moves on to explain through a variety of information and sources how people tried to identify witches and finishes off by looking at the trial of Ursula Kemp. You can preview the tasks and activities below. The aims and objectives for this lesson are: Know: What evidence was used to convict a witch in the 17th Century? Understand: Why did people hunt for witches? Evaluate: How fair were witch trials in the 17th Century? Skills: Source Analysis, Cause, Consequence & Citizenship WILF – What Am I Looking For? Can You Describe: What evidence was used to convict a witch in the 17th Century? Can You Explain: Why did people hunt for witches? Can You Analyse: How fair were witch trials in the 17th Century? 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. Check out out new YouTube Channel: @historyacademy Kind Regards Roy

What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. 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 abortion. 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 sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyse - Are there any circumstances in which it is acceptable to take another life? 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 thought provocative resource aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. 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 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? 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

Is there such a thing as a just war? Can the massive death and destruction of armed conflict ever be morally justified? Should we stand by and allow innocent people be raped and murdered in horrible acts of genocide? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the Just War Theory. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page, fully editable Word Document which contains a learning objective, instructions, two heading cards as well as fourteen carefully selected statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the Just War Theory? Understand: What are the arguments for and against waging a just war? Evaluate: Are there any moral circumstances in which it s acceptable to wage war? WILF - What am I Looking For? Identify and describe - The Just War Theory Explain - the arguments for and against fighting a just war? Analyse - Are there any moral circumstances in which it is acceptable to wage war? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This compelling resource explores the Christmas Truce of 1914, a powerful story that transcends time and resonates deeply, especially as a meaningful and inspiring way to end the Autumn term. It’s a lesson that can be used in any subject across the curriculum, linking to History, Music, RE, PSCHE, English, Drama and Music. The resource includes an interactive worksheet featuring a series of engaging activities designed to support a wide spectrum of learners, including extension tasks and DART strategies for those who need extra support. The supporting PowerPoint presentation goes beyond simply delivering the worksheet, providing a structured framework for the lesson with clear aims and objectives, a collaborative snowballing starter activity, differentiated questions for different groups, historical sources and diagrams to illustrate core ideas, and carefully selected video and music clips to enhance the learning experience. This is a lesson that I personally find incredibly moving and impactful, and I’m confident it will become a favorite of yours as well. It’s a chance to create a truly memorable educational moment for your students, offering a powerful alternative to the often-cliched Christmas videos that often mark the end of term. Both resources are available in both Office and PDF formats, ensuring compatibility and accessibility for all. Theme: The First World War Know: What happened during the Christmas Truce in 1914? Understand: Why did the British and German troops hold an unofficial truce? Evaluate: Why wasn’t there a Christmas truce in 1915? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during the Christmas Truce in 1914? Can You Explain: Why did the British and German troops hold an unofficial truce? Can You Evaluate: Why wasn’t there a Christmas truce in 1915? 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. Kind Regards Roy

These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945? The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included some of my Smart Notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along. T he next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR. My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.' The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews. If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Please note that my resources were written for a British audience so you may want to run them through your US / local spell checker. Some of the key questions or learning outcomes, which these resources explore are listed below: • What impact did the FWW and Treaty of Versailles have on Germany? • How successful was the Weimar Government at bringing economic and political stability to Germany? • What was the status and position of German Jews in 1920? • What impact did the Great Depression have on the support for extremist parties in Weimar Germany? • Why did Hitler become Chancellor of Germany in 1932? • How did Hitler consolidate his power in 1933 – 34? • How did the status and position of Jews change from 1933 – 45? You need to know about: • What rights did German Jews have under the Weimar Constitution? • Why did hatred of the Jews increase from 1919 – 1933? • Why did the Nazis launch a propaganda attack on the Jews? • What impact did the economic attack have on the Jews 1933 – 38? • What impact did the legal attack have on the status and position of Jews living in Germany? • Why did the Nazis launch a physical attack on the Jews in 1938? • What impact did the Second World War have on the Jews in Europe? • Why did the Nazis introduce the Final Solution in 1941? • How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?

These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945? The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included my smart notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along. The next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR. My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.' The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews. If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Some of the key questions or learning outcomes, which these resources explore are listed below: • What impact did the FWW and Treaty of Versailles have on Germany? • How successful was the Weimar Government at bringing economic and political stability to Germany? • What was the status and position of German Jews in 1920? • What impact did the Great Depression have on the support for extremist parties in Weimar Germany? • Why did Hitler become Chancellor of Germany in 1932? • How did Hitler consolidate his power in 1933 – 34? • How did the status and position of Jews change from 1933 – 45? You need to know about: • What rights did German Jews have under the Weimar Constitution? • Why did hatred of the Jews increase from 1919 – 1933? • Why did the Nazis launch a propaganda attack on the Jews? • What impact did the economic attack have on the Jews 1933 – 38? • What impact did the legal attack have on the status and position of Jews living in Germany? • Why did the Nazis launch a physical attack on the Jews in 1938? • What impact did the Second World War have on the Jews in Europe? • Why did the Nazis introduce the Final Solution in 1941? • How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?