This is for KS4, and could be used at A level too. Students watch the videos to gain an insight into elements of the Black Power movement. Students then use the differentiated card sort activity to cut and stick, or complete in any other way, the venn diagram. The venn diagram categorises what attracted poorer people to Black Power, and What many people disliked about Black Power. It would be helpful to rtell students beforehand that: poorer, younger, working class black Americans were more likely to support the Black Panthers, and Black Power. Richer, older, middle class black Americans were more likely to support peaceful protest. This can lead to a class debate / extended writing / exam Q on whether Black Power was effective - either looking at it as a stand-alone, or copmparing it with prior knowledge on the peaceful Civil Rights movement.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the effects of the Blitz. Students can use the cards to explain their thoughts on the worst effects of the Blitz, and why the Blitz failed to break British morale. As an extension, students can choose either to write as a German or British journalist, explaining a one-sided point of view on the Blitz. Categories could include, but not be limited to: Fear Death Destruction of cities

Thus is a resource of KS4. Students watch the YouTube link and can discuss the effects of the fear of communism. The link contains use of a term now considered racist. Students then make a diamond 9 on the different effects of McCarthyism. This can lead to extended writing or a debate.

This is a card sorting resource for KS3 or KS4 students looking at the success of the evacuation process, Operation Pied Piper, in 1939. Students can sort the cards into: advantages for children, disadvantages for children, successes of the process, failures of the process. Alternatively, they can sort them into good/bad points. Further activities can sort the cards for priorities of positives and negatives. There is a differentiated resource for lower ability students. This can lead to a discussion activity or a piece of extended writing on the success of evacuation. I have in the past used it as the basis of an assessment on the success of evacuation.

This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

This is a KS3 resource for the character of Charles II. Students decide whether or not they would have liked him. As a starter, they brainstorm the qualities of a good king. they can explain positive and negative aspects of his personality by highlighting information sheets, differentiated for higher and lower ability students. Key words are provided in the powerpoint. This can lead to a debate in class - split them to defend / attack Charles’ personality - and/or a piece of extended writing on whether he was a good / bad character. Different writing frames are included in the powerpoint. My classes love it every year. YouTube clip supports lesson as a way in.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

This is a resource for KS3/4 students to be looking at the decisions to drop the atomic bombs in 1945. On the ‘bomb decisions’ sheet, students decide what they would do regarding the decisions on dropping thee bomb. As an extension, they can lace themselves in the position of Harry Truman and decide what he should have done. On the second sheet, differentiated for lower ability students, students firstly which of the points suggest that the dropping of the bombs was: • The right thing to do • The wrong thing to do They then choose their opinions on what were the best reasons for and against dropping he bomb. As an extension, the more able students can write a letter explaining their views fully. This can lead to a debate or a piece of extended writing. It has also been used in the past as a resource to prepare for an assessment.

This is a card sort designed to allow students to categorise and prioritise reasons that groups of people have migrated to Britain throughout history. They can also be arranged as a chronology exercise. There is a second version of the cards designed for less able students. The categorising task could be done as a venn diagram using the venn diagram template.

A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

Students complete diamond 9 card sorting activity on the reasons why voting is important. Students can decide on the key reason(s) and give their own explanation. This can lead on to or be receded by class discussion.

This is a resource for GCSE Medicine, with activities for higher- and lower-attaining students. It allows students to identify and explain the positives and negatives of Medieval hospitals in terms of how they cared for people’s health. Students can either use this as a card sort or a cut and stick, or as a highlighting/colour coding activity. They are then invited to judge the biggest positives and biggest negatives of hospitals, and more able students can reflect on how far they reflected the Church’s teachings (for this, you will need to make clear that the church ran most hospitals). Finally, students can evaluate their own thoughts on the effectiveness of hospitals. This could lead well into class discussion, extended writing or an exam-style question.

This is a whole lessons activity on the coming of canals during the Industrial Revolution. Use the powerpoint to encourage students to define the word canalmania, and to decide the biggest problems that the canalbuilders faced in the 1780s/90s. The worksheet can be done as a card sort or a cut and stick activity. Students must decide which of the pieces of information are advantages and disadvantages. They must then, as an extension, decide which relate to: a) money, b) transporting people/things, c) others. Students then answer the question on the final slide of the powerpoint. This can lead to a piece of extended writing for more able students, or as a more broken down set of answers for the less able. There is plenty of scope for discussion throughout the lesson.

This is a resource to sort the advantages and disadvantages of migration to Britain, and invites students to prepare a debate on the issue. Students can decide which of these affect all, most, some or only a few migrants - and then decide which are the most important. Students can pair up as differentiation to prepare a debate on the good and bad points of migration.

This is a resource that could be used for any year group, although I use it for Key Stage 3. Students have to plan a birthday party. They can choose whether to do go karting, ice skating, cinema or a disco. They must consider what they have to plan and how much it costs. They have a s budget, as appropriate to the activity. They will have to pick from a number of options to have in the party, such as a shop-bought or home-made birthday cake, amounts of food to be bought, and how many people to invite based on the cost of the event. They will have to prioritise and debate what to spend money on. At the end of the lesson, they can answer reflection questions contained on the resource sheet, on how they made their choices, and what they learned about budgeting. Place students in pairs/3s. They will need to choose which party theme to have, and then collect the appropriate resource sheet. Answers can be written, and sums worked out, on the other resource sheet. There is also a powerpoint to guide students through the lesson.

A resource for students to compare and contrast the lives of Hitler and Stalin. I use it as an introduction to sixth form units, or with high-ability year 9s. There are definitions of key words to help with literacy, and information sheets on aspects of the lives of Hitler and Stalin. Students read the information, either displayed around the room or printed off as handouts. They fill in the table of information about each character, and then complete the similarites and differences section.

This is a source based assessment in which students look at a source about King John, and decide how accurate it is. A writing frame and mark scheme is included. The mark scheme applies NC levels, but can easily be converted to GCSE-style grades.

The worksheet is a card sort / Diamond 9 activity for students, with a differentiated version too. Students are invited to categories and prioritise the reasons that the American Revolution happened. Students should answer the question underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate on why the revolution happened. The powerpoint contains objectives, key words, background information and a video and task on the course of the revolution. The worksheet forms part of the lesson as described on the ppt.

This is a resource for GCSE History students. Worksheet1: Students look through the reasons. They decide which of these were reasons that Stalin signed, and which were reasons that Hitler signed the Pact. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the reasons, and categorise genuine reasons (more Machiavellian) and those ‘officially given’. There are extension questions at the bottom of the sheet. Worksheet 2: Students can explain why different reasons made Stalin sign the Pact. Students analyse the different reasons. It might be helpful to show the powerpoint slide as an aid to this to help students realise Stalin’s aims. There are extension questions at the bottom of the sheet. The second slide contains a link to the YouTube clip - Nazi invasion of Poland.

A cut and stick activity which leads to a piece of judgemental writing on the daily life and work of enlaved poeople. Students match up point of slave life to the evidence surrounding it. They stick each matched point and piece of evidence into the table. They then give their own explanation, such as ‘This was cruel because…’ Students can categorise and prioritise the different aspects of life, into areas such as social life, work and others. Homework vocab building task also included.