This great resource is designed to be used a stand alone lesson or to be printed off in colour, laminated and displayed in your classroom. It contains a number of colour slides which explain to students how to analyse a historical source successful by looking at their origin, nature, purpose, access to information etc… Underpinning this is the use of the acronyms PEEL and CCCJ as potential scaffolds or writing frames to help students structure their answers: P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement In most of the sliders are examples of sentence starters to help your students get started. This is a must have resource for any history teacher wanting to make sure that they are equipped with a range of specialists tools for helping their students sharpen up their analysis. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy

This great resource is designed to help students analyse historical interpretations for the AQA GCSE History specification. I have used this several time with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. Used overtime, this type of resource will help to embed good practice and help train students up with the thinking and analysis skills they will need to tackle this type of interpretation question. As you can see in the preview, this is a single sheet resource with several squares. It is an evolution of the thinking skills reliability squares organiser that some of you may have come across before. The first square gets students to comment on the message of the source, which worth a L1. The second square gets them to back this up with quotes, evidence and examples from the source. The third box gets students to analyse / explain the interpretation using outside knowledge, which would move them into a L3, whilst the forth square gets them to analyse / explain the reliability of the interpretation with reference to the origin, nature, purpose, audience, access to information and its intended impact, which would take them up to a high L3. The final box is designed to get them to link their analysis and come to a judgement to any other source being studied as part of the AQA GCSE History Syllabus. Underpinning the graphic organiser is both PEEL and CCCJ. P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement If you would like a great resource which for further explaining these to your students then check out my PP on ‘How to use a source successfully at GCSE.’ This can also be printed off and laminated to make some great eye catching wall displays. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. Kind Regards Roy

This great resource is designed to help students analyse historical interpretations and can be used to help students at both GCSE and A Level. I have successfully used this type of resource with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. Used overtime, this type of resource will help to embed good practice and help students develop the important thinking and analysis skills they will need to tackle interpretation questions. As you can see in the preview, this is a single sheet resource with several squares. It is an evolution of the thinking skills reliability squares organiser that some of you may have come across before. The first square gets students to comment on the message of the source. The second square gets them to back this up with quotes, evidence and examples from the source. The third box gets students to analyse / explain the interpretation using outside knowledge, which would move them up to the next level, whilst the forth square gets them to analyse / explain the reliability of the interpretation with reference to the origin, nature, purpose, audience, access to information and its intended impact, which would take them up to the higher levels. Finally, the last box is designed to get them to link their analysis and come to a judgement to any other source being studied at the same time to help secure that A*. Underpinning the graphic organiser is the use of both PEEL and CCCJ as potential scaffold: P = Point C = Comment E = Example C= Content E = Explain C= Context (Source & Knowledge) L = Link J = Judgement Back in the days when examiners could provide training and feedback, these acronyms underpinned many of the level descriptors. If you would like a great resource which for further explaining these to your students then check out my PP on 'How to use a source successfully at GCSE.' This can also be printed off and laminated to make some great eye catching wall displays. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy

These outstanding resources look at a key turning point in both British history. They have been tried, tested and adapted over the past 25 years. You may have come across an earlier version on other website’s, but these have been fully updated, interactive and designed to promote debate, discussion and opportunities for AFL. 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 1840 - 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? The PowerPoint includes ten activities which can be customised for your students, including the card sort activity that I have also included in this package. In addition, the PP includes 15 information slides that are linked to the activities. Activity 1 is a simple snowing balling starter using the key words. Activity 2 is an alternative starter centered around two images of the ancient world and a picture of the building of the railways and asks which one required the greatest achievement using muscle power alone? Activity 3 is designed around some map work looking at the impact of the railways on the environment and landscape. Activity 4, is focused around the economic impact of the railways and the jobs they created in other industries. Activities 5 and 6 are numeracy tasks that get students to calculate how much businessmen could save transporting goods by railways in todays money - all calculations / answers are included. Activity 7, looks at the impact of the railways had on literature and culture. The rest of the PP includes the card sort activity and as well as the extended writing and pupil mark scheme, which could be used for peer assessment if you wish. As with all my resources they are designed to engage and provide students with steps to access the higher grades. This is reflected in the prompts that have included both in the card sort and the extended writing task / essay for their assessment. 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. Kind Regards Roy

This great little resource makes an excellent starter, plenary or even a homework for students studying the aims and objectives of the Nazi Party when it was renamed the Nationalist German Workers Party in 1920. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. The resource includes two heading cards which briefly explain what is meant by a Nationalist and Socialist in the context of Germany in the 1920s and 12 statement cards taken from the 25 point programme produced by the new Nazi Party in 1920. Students are instructed to cut out the cards and organise them under the two headings. Depending upon the class, it should take no more than 10 - 15 minutes to do the card sort. The aims and objectives are: Theme: The Rise of Hitler Know: What were the aims of the Nazi Party in 1920? Understand: Which ideas were Nationalists or Socialist? Evaluate: Why would these aims appeal to the German people? WILF - What Am I Looking For? Identify & describe: The aims of the new Nazi Party in 1920 Explain: Which ideas were Nationalist or Socialists? Evaluate: Why would these ideas attract the support of some German people? 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 is designed to help students evaluate how successful the New Deal was at putting the USA back to work through the alphabet agencies by looking at the controversy within FDR's government surrounding the setting up of the Works Progress Administration. When you buy this resource you will receive a twenty four slide PowerPoint that includes information, sources and ten activities. Activity 1 is a snowballing starter; Activity 2 is based around a class discussion of FDR's inauguration speech the aims of the New Deal; Activity 3 is a discussions around an animate diagram about how consumer fear was undermining the US economy and making unemployment worse; Activity 4 looks at 'pump priming' and why certain groups opposed it and is linked to a source analysis question; Activity 5 gets students to evaluate some of the jobs created by the CWA and decide if they were boondoggles and Activity 6 aims to get students to explain how the PWA tried to help the unemployed. Activity 7 is a source analysis question which aims to get students to assess the short comings of the PWA. This could be adapted to an exam style question. I have provided a pupil mark scheme that could be easily adapted to suit your own exam board. Activity 8 asks students to evaluate whether the jobs created by the WPA were 'boondoggles', whilst activity 9 aims to get students to copy down the diagram about the achievements of the WPA and improve it after watching a media clip. Activity 10 is based around a class discussion on whether Harold Ickes or Harry Hopkins was right and includes quotes by historians to help fuel the debate. The aims and objectives of this lesson are: Theme: How successful was the New Deal 1933 – 1939? Know: What were the aims of the New Deal? Understand: How did the WPA try to help the unemployed? Evaluate: How successful was the WPA? WILF – What Am I Looking For? Identify & describe: What action did FDR take to end the Depression? Explain: How did the WPA try and help the unemployed? Analyse: How successful was the New Deal 1933 – 1939? 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 is designed to help students assess how successful the New Deal 1933 was at helping the US economy recover from 1933 to 1941. It is suitable for the full range of ability of students from 14 to 18, as I have included a mixture of easy as well as challenging statements. The resource includes a single A4 sheet, with two heading cards labelled 'successful' and 'unsuccessful' as well as 22 statements that can be sorted under either headings. I would recommend getting your students to cut out the cards, sort them and then feed back to the class or their group before sticking them into their books. If you are pressed for time, then you could always get your students to use the heading cards to create a key or colour in the statement using highlighters. There are several extension activities that you an then so with the sorted statements. Firstly, they could create a key to label some of the statements 'Relief, Recovery or Reform.' Secondly, they could use the sorted statements to attempt an extended question on: 'How successful was the New Deal from 1933 - 1941. Theme: The USA in the 1930s. Know: What 'action' did FDR take through his New Deal to help the American economy recover? Understand: In what areas of the economy did the New Deal succeed / fail? Evaluate: How far did the New Deal help the US economy to recover 1933 - 1941? WILF: What Am I Looking For? Identify and describe: The 'action' taken by FDR to help the economy recover? Explain: In what areas of the economy did the New Deal succeed or fail? Analyse: How far did the New Deal help the US economy to recover 1933 - 1941? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource is designed to help students build up a sound understanding of the chronology of events for international relations 1918 - 1939, through a simple card sort. It can be used as a revision exercise, starter or plenary and is aimed at the full range of ability. When you purchase this resource you will receive a two page Microsoft Word document, which is full customisable to your needs. You can easily add or delete events to suit your syllabus and learners. The card sort includes twenty five key events with their dates, which have been mixed up. Your students can either sort them from memory or research the answers using a core text book. Once complete they can either stick them across two pages in their exercise book or onto a sheet of A3 paper. I have also included an extension activity: One of the key issues you need to decide is ‘how far Hitler was responsible for starting the Second World War?’ Create a key for your timeline to show which events can be blamed on Hitler’s aggression, the failure of the League of Nations or Britain, France or Russia. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for starting the Second World War? Know: What were the key international events 1919 - 1939? Understand: What is their correct chronological order? Evaluate: Which events were the result of Hitler's foreign policy? WILF: What Am I Looking For? Identify & describe: What were the key international events 1919 - 1939? Explain: Which events were the result of Hitler's aggressive foreign policy? Analyse: How far was Hitler responsible for starting the Second World War? If you like this resource then why not check out my other resources on this topic in my TES shop. I have a full range of revision resources on the causes of the Second World War as well as more challenging card sorts such as diamond nine activities. 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 provide stretch and challenge for students studying reasons why Italy invaded Abyssinia in 1935 -35. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors which explain why Italy invaded Abyssinia in 1935 - 36. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Italy invaded Abyssinia in 1935 -36. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Italy invade Abyssinia in 1935 - 36? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Mussolini's decision to invade? WILF - What Am I Looking For? Identify and describe: Why Mussolini invaded Abyssinia? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Mussolini's decision to invade? 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 lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability. If you wish, you can purchase the card sorts separately for less, under the headings of card sort: Why did some women get the vote in 1918? However, to sweeten the deal, I have also included my diamond 9 activity, which can be given to your gifted and talented or more able for as a separate task to extend their critical thinking skills. When you purchase this resource you will be able to download an editable Microsoft Word document as well as a PowerPoint. The Word document include aims, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics as well as twenty statement cards that can be sorted under them. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment question, pupil mark scheme and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to why some women got the vote in 1918, with an appropriate link to a video clip on YouTube. It is assumed that you have already studied the difference between a suffragette and a suffragist as prior knowledge. The next slide facilitates the card sort, whilst the fourth slide facilitates a pair / group discussion on which factor was the most important. Once this is complete, students can do a follow up assessment on the topic either for homework or next lesson. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was 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. Kind Regards Roy

This fun and interactive lesson has been designed to help students to understand the different roles played by women during the Second World War and evaluate how important they were in helping Britain defeat Germany The tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided additional differentiation by ‘ragging’ or grading the difficulty of the slides so that the learners can chose their level of challenge. When you purchase this resource you will receive a 34 slide PowerPoint which includes two starters, information slides for the market place activity and a plenary. The information slides for the market place activity looks at the roles women played as in the land army, working in factories, as secret agents or as volunteers for WAAF, ATS, WVS and the WRNS (WRENS). The resource also includes aims, objectives, differentiated outcomes, a homework, a continuum exercise, heads and tails, word search, templates and writing frames to support students writing an extended answer on: ‘How important were the different roles that women played in helping Britain to win the World War II.’ The aims and objectives for these resources are: Theme: The Home Front Know: Why was there a shortage of ‘manpower’ during the war? Understand: What roles women played during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Can You Describe: Why was there a shortage of ‘manpower’ during the war? Can You Explain: What roles women played during the Second World War? Can You Analyse: How important were these roles in helping to win the war? 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 Instagram, X , YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This great resource has been designed to help students identify what causes stress and how to successfully manage it through a variety of strategies. Strategically it could form an important part of a whole school health and wellbeing drive to support students and could be delivered in bespoke PSE lessons or during form tutor time. When you purchase this resource you be able to download a 32 page PowerPoint which includes a wide range of starters, plenaries and activities to help students fulfil the lesson objectives below: Theme: Health and Wellbeing at school • Know: What are the causes of stress and its effects on your body? • Understand: What strategies can you use to cope with exam stress? • Evaluate: Which strategies are the most effective for you? WILF – What Am I Looking For? • Identify & describe: The causes and effects of stress on your body? • Explain: What strategies can you use to cope with exam stress? • Analyse: Which strategies are the most effective for you? 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 resource has been designed to help students looking in depth at the historical controversy over President Truman’s decision to drop the atomic bomb on Japan in 1945. At the time the USA claimed that the decision to drop the bomb on Japan was based on military factors. This resources presents students with the primary, secondary and key information to compare this interpretation with three others including to scare the USSR, test the weapon, revenge for Pear Harbor and come to a balanced independent conclusion. The resources and text level would suit a middle to upper ability group and could be used as a class or extended homework based resource. There is enough work and activity to last between 3/4 lessons for a middle ability class. This is a depth study which allows students to weigh up the evidence, compare sources and come to a reasoned assessment which form the basis for an essay. When you purchase this resource you will be able to download a beautifully illustrated twenty six slide Microsoft PowerPoint presentation and a 6 page Microsoft Word document with thirteen primary and secondary sources, a source summary sheet and an enquiry question. The PowerPoint includes information slides, video clip links, pictures, seven activities, starters, plenaries, primary and secondary sources covering all the different interpretations. For further informations, please refer to the preview panel where I have uploaded all the slides for you to view. The aims and objectives of this depth study are: Theme: Why did the USA drop two atomic bombs on Japan in 1945? Know: Why did Japan surrender in August 1945? Understand: What role did the atomic bomb play in Japan’s defeat? Evaluate: Why did President Truman decide to use the atomic bomb? WILF: What Am I Looking For? Identify and describe: At least two possible reasons why the Americans decided to drop the bomb in 1945. Explain: Why historians disagree with the official explanation given by President Truman in 1945. Analyse: Come to a balanced conclusion on why Truman dropped the bomb. 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

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

These A Level resources were developed during lock down for my sixth form students studying AQA Level History, 2E The English Revolution, 1625–1660. Unit 5: War & Radicalism 1642 - 1646. This unit looks at how the First Civil War was fought and why Parliament won. It also looks at divisions on both sides and how how they factored into Parliament winning. I have also included two optional units, the first asks the question, what was the nature of the English Revolution as an introduction to A2, the second is a drama role play activity based around the private Deerhurst activity in the SHP text book. When you download this unit you will be able to download 11 PowerPoints which cover First Civil War; Military and leadership strengths and weaknesses of both sides; the emergence of the New Model Army; Why Parliament won; Divisions within the Parliamentary side and attempts at a settlement. I have also thrown in my AQA essay and source feedback sheets and some additional useful resources and card sorts. Please note that these are my lesson resources which you will need to edit up for your own class. They will hopefully save you a lot of time, especially if you are teaching this topic for the first time. Each PowerPoint contains aims, objectives, differentiated outcomes, links to the syllabus, page numbers for text books and relevant tasks and activities to help students make effective notes. You will need the following text books as a minimum: Oxford AQA History, the English Revolution 1625 - 1660, SHP England 1625 - 1660, Charles I, the English Civil War and Cromwell. You will also need my favourite text book for this topic: Stuart Britain 1603 - 1714, Context Series. All the other text books I have used are referenced in the PowerPoints. If you get stuck for resources or want any help you can contact me via the history academy facebook group: https://www.facebook.com/TheHistoryAcademy If you like this resource then why not check out my other resources on this topic in my TES shop. These lessons are part of a bundle that you can buy for the whole course 2E The English Revolution, 1625–1660 AQA . 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. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy

The module of work forms part of the Citizenship curriculum within School. It sets out to link the theme of ‘rights and responsibilities’ of our students at a local level of citizenship to the wider global context of human rights abuse. The learning journey will see students explore Human Rights set out by the United Nations Convention of Children’s Human Rights before analysing abuses of such rights. Case study examples are highlighted through the work of Amnesty International and the British Red Cross. The concept of push pull factors are explained in relation to asylum seekers and refugees using a Doncaster context before tackling the issue of prejudice against such groups. 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 lesson is designed as an introduction to the Home Front during the Second World War. It has been designed to help students understand how the government tried to prepare for war, whilst trying to encourage people to keep calm and carry on to prevent panic within the population. This has been cleverly linked into the Blitzkrieg tactics that the Germans would used if they had invaded Britain. When you purchase these resources you will be able to download a PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, home activities, information slides,historical sources and links to video clips. It also includes a worksheet with the key information, sources and 5 tasks, one of which includes a SEN heads and tails activity. I have built in additional stretch and challenge tasks within the PowerPoint, including an alternative mind map activity. Students can chose their level of challenge through a ‘ragged’ activity slide. The aims and objectives of this lesson are: Theme: The Home Front Know: How did Britain prepare for war? Understand: Why was it important to keep calm and carry on? Evaluate: How successfully did Britain prepare for an invasion? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How did Britain prepare for war? Explain: Why was it important to keep calm and carry on? Analyse: How successfully did Britain prepare for an invasion? If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is one of a series which can be purchased separately or bundled. 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 on the Home Guard forms is part of a series that can be downloaded either separately or part of a discounted bundle on the Home Front. It is designed to helped students understand why the British government set up the Home Guard during the Second World War and the role in played in helped to defend the country from invasion. The lesson material is suitable for the full ability range. 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 thinking skills review activity. In addition, you will also be able to download an accompanying PowerPoint with aims, objectives, differentiated outcomes, tasks and activities as well as information slides, sources, starters, plenaries and links to relevant video clips. This is designed a full interactive and multimedia lesson. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did Britain set-up the Home Guard? Understand: Why were they nick named ‘Dad’s Army?’ Evaluate: What role did the Home Guard play in helping Britain win the war? WILF – What Am I Looking For? Identify & describe: Why did Britain set up the Home Guard? Explain: Why were they nicked named ‘Dad Army?’ Analyse: What role did the Home Guard play in helping Britain win the war? 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 lesson has been field tested many times and has never failed to engage my students who love this topic. The lesson focuses on why was the Roman Army so successful and looks at all the key areas from organisation, recruitment, training and equipment. I usually follow this lesson up with an extended piece of writing or get get my students to design a Roman Army recruitment poster. When you purchase this resource you will be able to download a four page worksheet as well as an accompanying PowerPoint. They both include information, historical sources, task and activities. However the PowerPoint also includes aims, objectives, differentiated outcomes, starters, plenaries and a homework task. The aims of this lessons are: Theme: The Roman Empire Know: The different roles within the Roman Army? Understand: What was it like to be a soldier in the Roman Army? Evaluate: Why was the Roman Army so successful? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The different roles within the Roman Army? Can you Explain: What it was like to be a soldier in the Roman Army? Can you Evaluate: Sources for their utility? 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 unit is designed to allow students to investigate how William consolidated his control of Britain after the Norman invasion. It starts by looking at the 'Harrying of the North' by William and how he ruthlessness wiped out all opposition to his rule. The second unit looks at how he rewarded his supporters and tightened his control by introducing the Feudal System. Whilst studying this unit it is important to emphases the importance of doing 'homage' and taking the 'oath of allegiance' as William placed considerable importance on this aspect. His key justification for the Norman invasion was his claim that King Harold was an oath breaker and that his victory was a vindication of the just by God. The fourth unit looks at the Domesday Book and how land and wealth was distributed. Please make sure you point how to your students how much land and wealth was given to the Church as the Pope had supported his invasion. The final two units look at the roles played by different types of castles in helping William consulate his control and finishes off with an assessment based around students writing a formal letter to their local Lord suggesting why a Square Keep Castle would be better than a Motte & Bailey Castle. This resource is best used alongside the Heinemann History series which is referred to in the scheme of work. However, for an extra £10 you can download all my lesson resources, aims, objectives, differentiated outcomes, literacy resources etc. that support this scheme of work, just search for How did William Keep Control Scheme of Work with lesson resources. 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