This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the American entry to WWII. More able students can use the cards to explain their thoughts on the most important reason for the American entry to WWII, and decide how important Pearl Harbour was. Categories could include, but not be limited to: Pearl Harbour and aftermath USA’s desire to help allies Political desire to join the war Nazi aggression It could be done as a venn diagram using the second sheet.

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.

This is a diamond 9 card sort to categorise and prioritise the reasons that the KKK were a menace to black Americans. As an extension, you can challenge students to explain the more / less serious reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, violence, non-violenmce and ceremonies.

This is a diamond 9 card sort to categorise and prioritise the reasons that Islamic medicine was different to Europe’s. As an extension, you can challenge students to explain the more / less important reasons. This can lead to a class discussion. Categories could include, but not be limited to, knowledge, doctors/surgeons, religion, care for the sick and others.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

This is a card sorting resource to allow students to judge the effectiveness of the NHS. Students can sort the cards into groups to do with costs, public health and other factors. Students can sort the cards into groups to do with positives and negatives. There are questions at the bottom of the sheet, for more able students, to do with the best/worst point about the NHS, and are invited to explain their own thoughts. This can lead to a piece of extended writing on the effectiveness of the NHS.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy boomed in the 1920s. As an extension, you can challenge students to explain the more / less important reasons. There is also an exam question, suitable for the new GCSE. This can lead to a class discussion. Categories could include, but not be limited to, new products/services, new techniques/technologies, confidence in banks/economy and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the League failed in the 1930s. As an extension, you can challenge students to explain the more / less important reasons, which were short and long term factors and some examples of each factor. This can lead to a class discussion, or an exam question on why the League failed. Categories could incllude, but not be limited to, Hitler, the League’s members, the actions of powerful countries, the actions of Britain and France, the League’s weaknesses, and others.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the outbreak of WWII. As an extension, students can use the cards to explain their thoughts on the most important reason for the outbreak of WWII, and apportion responsibility to the major nations involved. More able students have a differentiated resource which allows them to exemplify and explain each of the reasons given. Categories could include, but not be limited to: The Treaty of Versailles The League of Nations Hitler’s foreign policy It could be done as a venn diagram using the second sheet.

This is an activity to introduce Hitler’s foreign policy 1933-9. Hitler’s aims can be introduced by watching the video of his speech. Students can discuss what they think Hitler is likely to do to achieve what he talks about in the speech. Students make a graph of the actions that Hitler undertook. They plot them in chronological order (this can be done as a card sort), and decide which were political or military actions. There are two sheets for the actions, one in chronological order for less able students, one jumbled up for students to arrange (and possibly stick down? - If so, do the graph sheet on A3 for space reasons.) More able students can explain a turning point in the actions which made war inevitable at some point, and explain why other events led to war. They can also offer their thoughts on how Britain and France should have reacted to successfully avoid war.

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

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Britain and France pursued Appeasement. and why it was supported by the public. Students are then challenged to justify their decision on the most important of the reasons, and givew their own reactions to Appeasement, including the problems that it caused. Categories could include, but not be limited to: Political reasons Economic reasons Military reasons It can be done as a Venn diagram using the second sheet. As an extension, students can answer an exam-style question on Appeasement. (This will require a deeper understanding of Appeasement and its consequences.)

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. AS an extension they then have a series of questions to answer to explain and justify their thoughts on the Japanese invasion and the lack of adequate response of the League. This is an excellent resource to stimulate debate of the Japanese and the League.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the Mormons were successful migrants. Students can use the cards to explain their thoughts on the importance of successes on the journey and on arrival at the Great Salt Lake. Categories could include, but not be limited to: Personality of Brigham Young Organisation Statehood As an extension, students can answer an exam-style question on the reasons for the Mormons’ success.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the Plains Indians were considered savage by white Americans. Students can define the word savage and more able students can think of synonyms. Students can use the cards to explain their thoughts on which were more / less important reasons for the Plains Indians being considered savage by white Americans. Categories could include, but not be limited to: Religion Lifestyle Governance As an extension, students can answer an exam-style question on the reasons for the Plains Indians being considered savage by white Americans.

The white SHP USA 1919-45 textbook is needed for this activity. It is great for lesson observations. You will need to photocopy the pages about the Red Scare, cut out the three sections, and collate them. Place appropriate numbers of each of three 3 sections around the room, and label each section A-C. Students go into groups of three. They assign themselves a letter A-C. They can fill out about a third of the sheet. When they have done all they are able to, they go back into their original group and share answers. Use the powerpoint to support, and introduce debate on Billy Sunday.

This is a card sort designed to allow students to categorise and prioritise reasons that childbirth was dangerous in the Middle Ages. More able students can use the cards to explain their thoughts on the most important reason for the danger of childbirth. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template.

This is a preparation for a debate on whether the Treaty was too harsh or about right as punishment for Germany. Split the class into half. One half looks at the positives, one the negatives. Give them 5 or so minutes to plan a debate. Swap sides briefly so that they can plan a counter argument. The debate clan lead to an extended piece of writing. Year 10 get well into it each year!

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that Medieval towns had very poor public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the reasons that towns were lacking in public health, or why it needed to improve.