This clever little card sort can be used as a starter or plenary exercise on the impact of the Norman invasion of Britain in 1066 Students have two headings and have to cut out the cards and sort them under one of two headings, Britain before the Norman invasion and Britain after the invasion. For more able students I have included an extension exercise or discussion point for the class asking them to assess whether life for ordinary people improved or got worse after the invasion. If you have an especially bright group, you could ask them to create a key to identify which cards were to do with religion, money, society or power. 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 resources on Hitler's foreign policy is designed to be used as either a starter, mini plenary or topic plenary. It can also be used as a homework or revision exercise on Hitler's foreign policy. Students are given 4 headings connected to Hitler's foreign policy. They are then expected to sort the cards under the correct headings such as: ripping up the Treaty of Versailles, Lebensraum – Living Space, Defeat Communism and Factors which helped Hitler. This activity is suitable for foundation and core students. The second activity, which is aimed at core and gifted and talented students is use the linking cards to match up 12 factors to show how they are linked. I have included two versions, one sorted with the answers and one mixed up to be photocopied and given out to your students. The instructions for this card sort are: 1. Sort the cards under their correct headings. 2. Copy or stick them into your exercise book or a piece of A3 paper. 3. Feedback to a class discussion. 4. Use the linking cards to match up 12 factors, copy them into your book and then explain how they are linked. This activity is fun, simple to use and great for a lesson observation or to increase student engagement. Have fun! Kind Regards Roy

This outstanding resource is designed to help students analysing the key reasons why it was difficult to maintain law and order in the American West. It is followed up by a thinking skills review triangle activity to help students decide which factor was the most important. Both activities can be used as a revision exercise, starter or plenary and will work along side any main stream text book or resource on the American West. The first resource entitled 'Card Sort - Why was law and order a problem in the West?', includes five headings under which the students can sort the rest of the cards. These are political, social, economic, geographical, values and attitudes. The rest of the resource then includes 11 cards which can be matched to the headings. 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. The results from the review triangle and the card sort can then be used, along with any of your other classroom resources, as a basis for students writing an essay or extended piece of writing on this topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This outstanding lesson looks at one of Britain’s first attempts to recycle or salvage resources during the Second World War. It is part of a series of lessons that I have created on the Home Front that can be either downloaded separately or as a discounted bundle. The lesson materials are suitable for the full range of ability. When you purchase these resources you will be able to download a three page worksheet with the key information, sources and tasks, one of which includes a SEN missing word activity. You will also be able to download an accompanying Point Point with the aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, relevant video clips and extension exercises to work along aide the activities on the worksheet. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government introduce a salvage campaign? Understand: What impact did the wartime shortages have on Britain? Evaluate: How successful was Britain’s first recycling campaign? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government introduce a salvage campaign? Explain: What impact did wartime shortages have on Britain? Analyse: How successful was Britain’s first recycling campaign? 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 lesson has been designed to help students understand the impact of the First World War on both the Allies and Germany as a prelude to studying the aims of the peacemakers and the Treaty of Versailles, 1919. The PowerPoint is designed to work with both worksheets which can be mixed and matched depending upon the ability of your students. The first was designed for KS4, whilst the second worksheet was designed for KS3, but they both are appropriate and accessible for the full ability range. Please note that these lessons can be purchased at a discounted rate via my bundle on the Treaty of Versailles. When you purchase this resource you will be able to download two worksheets on this topic and a PowerPoint Presentation that has been designed to help facilitate the lesson. The worksheets include information and sources about the impact of the First World War as well as tasks and activities. Both worksheets are two pages long and can be mixed and matched to suit your learners. The seventeen slide PowerPoint includes aims, objectives, differentiated outcomes,starters, plenaries, tasks, activities, summary diagrams and historical sources to support both worksheets. For more information, please view the preview. The aims and objectives of this lesson are: Theme: How fair was the Treaty of Versailles, 1919? Know: What impact did the First World War have on Germany and the allies? Understand: What sort of peace treaty would each country want to achieve? Evaluate: Why did some of the peacemakers want revenge on Germany? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The impact of the First World War on Germany and the Allies. Explain: What sort of peace treaty would each country want to achieve? Analyse: Why did some of the peacemakers want revenge on Germany? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

A simple chronological card sort exercise on Hannibal and the Punic wars with Rome. This could be used as starter or plenary. I would ideally recommend reviewing the story before having a go at the card sort exercise. The document is in word so you can easily adapt them to suit your own text books or worksheet. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort is designed to help students studying the impact of the Gold Rush on the American West by looking at the positive and negative consequences affecting both Native Americans and the early settlers. It can be used as a revision activity, preparation for an essay on this topic or as a starter or plenary. It can be used alongside any of the main stream text books on the American West or even my PowerPoint on this topic which can be downloaded via The History Academy TES shop. The aims and objectives are: Theme: The American West Know: What impact did the gold rush have on the West? Understand: What impact did the gold rush have on both Native Americans and settlers. Evaluate: What were the most significant negative and positive consequences? Skills: Cause, Consequence, Significance and Interpretation WILF: What Am I Looking For: Identify & describe the impact of the gold rush on the USA & the West. Explain the positive and negative impact on both the Native Americans and settlers. Analyse and come to a judgement on who benefitted from the gold rush? Task 1: Sort the consequences under the two headings Task 2: Number the positive and negative changes to show the level of their importance for each column. Task 3: Create a colour code using a pen or a highlighter to show which consequences were negative for Native Americans If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? 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 resource is designed by experienced teachers to help students studying the causes and consequences of England's war with Spain, 1585 - 1604. It can be used as a starter, plenary or revision activity and has used successfully in the classroom for many years. When you purchase this resource you will receive a Microsoft Office Word document, which can be customised further if you wish. Once students have cut out the cards, they sort them to decide which ones are causes and consequences of England's war with Spain from 1585 - 1604. Once complete they can extend their learning by prioritise the cards or by creating a key to show causes and consequences were linked to money, power and religion. The aims and objectives are: Theme: What were the long term consequences of the Break with Rome? Know: What were the causes and consequences of Elizabeth's war with Spain? Understand: Which of these causes and consequences were linked to money, religion and power (politics)? Evaluate: Which causes and consequences had the greatest impact? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of war with Spain 1485 - 1604? Explain: Which causes and consequences were linked to money, religion and power (politics)? Analyse: Begin to make a judgement on the long term consequences of the break with Rome and the making of the UK and USA? This resource should appeal to a range of abilities and learning styles. It shouldn't take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This 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 highly adaptable revision guide with a past paper question and assessment for learning pupil mark scheme is must have for anyone studying the causes of the Second World War. The first page includes all the key facts students need to know about German rearmament and why Britain and France failed to stop Germany. The second page includes two activities, a summary table why Germany was able to rearm 1933 - 1939 and a discussion / extended writing activity which aims to assess how successful was Germany's attempts to rearm in comparison to the rest of the world by 1939. The third page includes an optional OCR source based question on why the disarmament conference failed, whilst page four contains the pupil mark scheme and writing frame for the question. The resource is provided in word so it can be easily adapted to suit your students. It can be used as part of a lesson or a piece of homework for students studying this topic or as revision guide. Aims and Objectives Theme: Causes of the Second World War Know: How did Germany rearm 1933 - 1939? Understand: Why were Britain and France unable to stop Germany rearming? Evaluate: How successfully was German rearmament 1933 - 1939? WILF Identify: How big did German armed forces grow between 1933 - 1939? Explain: why did Britain and France fail to stop Germany? Analyse: How successful was German rearmament from 1933 - 1939? Kind Regards Roy

This great little resource is suitable for students of all abilities. The card sort includes four factors,economic, social, political and environment as well as 16 cards / changes that need to be sorted under these headings. This is a great way of adding in some cooperative, pair share and kinesthetic learning into your lesson on this topic. The aims and objectives are: Theme: The Transport Revolution 1750 - 1900 Know: What changes took place as a result of the railways? Understand: What economic, political, social and environmental changes took place? Evaluate: Which changes were the most significant? WILF - What Am I Looking For? Identify & Describe: The changes that took place as a result of the Railways 1750 - 1900? Explain: The impact of the Railways on the economy, society, environment and politics in Britain? Analyse: which changes were the most significant? Synthesis: Analyse & Explain how the changes were interconnected? If you like this resource you might also like my worksheet and PowerPoint on this topic, which can also be bought separately or as a bundle in my TES shop. After this task, I normally get my students to write an essay or extended piece of writing explaining what the impact of the Railways on Britain 1759 - 1900, and then use it to assess to their progress grades. If you would like to discuss this resource or get the latest updates, you can 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! Kind Regards Roy

The great resource is designed to help students explain why so many people decided to settle on the Great Plains? This resource is designed to be used with the full spectrum of leaners and can also be used as a starter, plenary or revision activity. If you are looking for a resource that provides more challenge, then please check out my diamond 9 activity in my TES shop. When you purchase this resource you will be able to download a single, A4 sheet, which can be photocopied for your students. It includes a learning objective, instructions and four heading cards as well as fourteen statements which need to be sorted. The headings are new technology, end of the civil war, transcontinental railroads and the policies of the US government. The aims and objectives for this lesson are: Theme: The American West Know: What were the main reasons why so many people settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did so many people settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed to help students studying the historical controversy surrounding why Britain's population increased from 1750 - 1900. It can be used with the full spectrum of ability as a starter or plenary. This activity should work alongside any main stream text book or resource on this topic. However, if you like this resource, I have also produced a PowerPoint and a worksheet that you can use along side it. When you purchase this resource you will be able to download an editable Microsoft Word document which includes instructions, 14 heading cards and matching statement cards on farming, medicine, education, nursing, marriage, soap, vaccination, migration, cleaner cities, midwives, transport and alcohol. Once students have sorted the cards, you can extend their understanding further by creating a key to help show which changes would have affected births, deaths, both or other. They could then use this to help them answer am extended question on the population increased from 1750 - 1900. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain's population increased from 1750 - 1900? Understand: What factors caused this change? Evaluate: How far was the population increase due to a decline in the death rate? WILF: What Am I Looking For? Identify and describe: Why the population increased in size? Explain: What factors caused this change? Analyse: Make a judgement on how far the increase was due to an increase in the birth rate? 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. Kind Regards Roy

This outstanding card sort is designed to help students understand the what factors help Pasteur and Koch in their research to prove germ theory and vacination. This resource is suitable for the full range of learners and be used as a starter, plenary, homework or main activity depending upon the ability of your class. I've linked in the classic video on for this topic on You Tube in the preview for this resource. When you purchase this lesson you will receive a card sort with six headings labelled communication, luck, national rivalry and war, personal qualities, research techniques,science and technology as well as twelve accompanying statements which need to be matched up or sorted. Once complete, I have included an optional extension exercise were students can explain which factors were the most important. The aims and objectives for this lesson are: Theme: Germ Theory Know: What factors helped Pasteur and Koch to prove germ theory? Understand: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? Evaluate: Which factors were the most important? WILF – What Am I Looking For? Identify & describe: The different factors which helped Pasteur and Koch to prove germ theory? Explain: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? Analyse: Which factors were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee 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 card sort activity has been designed to help students understand the ‘causes’ and ‘effects’ of the Bangladesh floods as well as well the ‘solutions’ that the government has tried to put in place to help manage them. It is designed to be used along side any main stream textbook or video and focuses mainly on the floods in 2004 and 2007. I have also built in some extension exercises which get student to classify the causes of the floods into ‘climate’, ‘human’ and ‘relief’ factors as well as to try and assess how successful the ‘solutions’ that have been put in place have been between 2004 and 2007. When you purchase this resource you will be able to download a fully editable Microsoft document which includes a learning objective, instructions, three heading cards labelled ‘Causes’ , ‘Effects’ and ‘Solutions’ as well as thirty four information cards that can be sorted under them. The document is designed so that you can easily add or remove any of the information cards. This resource makes a great starter or plenary to be completed in pairs or groups. It can be cut up by the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the three headings cards and copy out the information under them. The aims and objectives are: Theme: Flooding Know: What are the causes and effects of the Bangladesh Floods? Understand: Which causes are linked to climate, human and relief? Evaluate: Why have the solutions focused on managing the effects of the floods rather than their causes? WILF - What Am I Looking For? Identify and describe: The causes and effects of the Bangladesh Floods? Explain: Which causes are linked to climate, human and relief? Analyse: Why have the solutions focused on managing the effects of the floods rather than their causes? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow us 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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 lesson has been designed by experienced teachers and exhaustively field tested to help students understand the debate over the abolition of the Slave Trade 1787 - 1807. It is suitable for the full ability range and designed to be a fun and engaging lesson that can used to launch into a number of different areas on Britain and the Slave Trade. The core task revolves around students sorting a series of statements or summaries of arguments put forward by both sides of the debate. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, two heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including a source analysis question. For more information please see the detailed preview which includes screen shots of all the slides. The aims and objectives of the lesson are: Theme: Britain and the Slave Trade Know: What was an Abolitionist? Understand: What arguments were put forward by Abolitionists? Evaluate: Why were some people opposed to abolishing the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What was an Abolitionist? Explain: What arguments were put forward by Abolitionists? Analyse: Why were some people opposed to abolishing the Slave Trade? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and engaging lesson designed by experienced teachers and field tested over a number of years to help students understand why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of statements explaining why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, four heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians/ For more information please see the detailed preview which includes screen shots of most of the slides. The aims and objectives of the lesson are: Theme: Britain and the Transatlantic Slave Trade Know: Why was the Slave Trade abolished? Understand: What different factors influenced Parliament in 1807? Evaluate: Which factor was the most influential in persuading MPs? Skills: Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the Slave Trade abolished? Explain: What different factories influenced Parliament’s decision in 1807? Analyse: Which factor was the most influential in persuading MPs? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson is designed to provide stretch and challenge for middle and upper ability students studying why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of diamond shaped cards which explain why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. If you are looking for a similar activity for lower and middle ability students, then please check out my card sort on this topic. When you purchase this resource, you will be able to download two documents. The first is a single page Word Document which includes aims, instructions and nine diamond shaped cards tobe sorted. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians. For more information please see the detailed preview which includes screen shots of most of the slides. The aims and objectives of the lesson are: Theme: Britain and the Transatlantic Slave Trade Know: Why was the Slave Trade abolished? Understand: What different factors influenced Parliament in 1807? Evaluate: Which factor was the most influential in persuading MPs? Skills: Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the Slave Trade abolished? Explain: What different factories influenced Parliament’s decision in 1807? Analyse: Which factor was the most influential in persuading MPs? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy