A card sort to show the events which led to the outbreak of the Civil War in 1642. This is a very flexible activity and can be used with all abilities. Students can decide which causes fit into each of the three categories - political, economic and religious (these are defined on the sheet). Students can use more than one colour for any that overlap categories. Students can also decide which were the fault of the king, and which were the fault of Parliament. More able students can categorise the long- and short-term causes. Students are invited to make and explain judgments on the most important causes, and on whether the King or Parliament was to blame. This can be used as the base for a piece of extended writing. The card sort can be done as a venn diagram using the second sheet.

This is a worksheet which allows students to explain the consequences of the action of the Little Rock Nine. Students have a bank of phrases to help them give explanations of the success / problems caused by the Little Rock affair.

An interactive decision-making sheet for students to fill in. They place themselves in the position of Boudicca, and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. They can then fill in what really happened This could be done as a group, paired or individual activity.

This is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.

A chronology activity for events of the Montgomery Bus Boycott. It can ether be done as a numbering activity, or as a card sort. Each description is numbered, at present, for teacher's ease of reading. Remember to tipp-ex out the numbers before use. There is a differentiated sheet for lower-ability students.

This PowerPoint allows teachers to show students some of the goods, ideas and knowledge that retuned to Europe from the Holy Land. The details on the third slide can be brought up on the whiteboard one by one for students to fill in to their own copy of the table, or the slide can be printed and used as a cut and stick.

A resource for GSCE students studying the Prohibition era in the USA. There are two cards sorts, one one why Prohibition was introduced, and one for why it was repealed. The repeal card sort is best done as a diamond 9 activity. Categories could include, but not be limited to: corruption, violence, crime, alcohol, the public.

This is a resource which can be used as a colour-coded worksheet or a card sort. There are differentiated resources for the ore and lower-ability students. Students are asked to identify changes for the better and for the worse. They must then categorise changes as work, daily life, crime and government/voting. There are extension questions for students to make judgement on the best and worse changes, and an overall judgement. There is a summary of the positive and negative changes, with key words marked in red.

This is a cut and stick activity. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a cut and stick activity. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. Students are invited to consider the extent to which the terms of the treaty met the aims of the Big Three. This can lead to a piece of extended writing.

This is a cut and stick activity. Students must decide which of the pieces of information relate to: • How healthy were prehistoric people? • How did prehistoric people die? • Why does archaeological evidence not give us a full understanding of prehistoric people? Students then answer the questions on the second side of the sheet, They are scaffolded for abilities, with more able students encouraged to think of what sources of information they would be able to use for other periods that cannot be used to learn about prehistory, and to suggest how else people could learn about prehistoric societies - eg. observing modern tribal societies in Australia, New Zealand, South America, Africa etc, or by reading Roman accounts of Iron Age Britain. This leads well onto class discussion on health through the ages. This can lead to a piece of extended writing.

This card sort allows students to view opinions of Caesar and classify them as either positive or negative. More able students can explain judgements as to which was the best and worst part of Caesar's rule.

This worksheet allows students to explain events in Russia before and after the 1917 revolution. Students have 7 events outlined to them, and explain their own thoughts on why it was significant.

This card sort allows students to view events after the 1905 revolution and classify them as either ways that Nicholas crushed the revolution, and ways that he regained control of Russia. More able students can explain judgements as to which was the most effective method of each. The second sheet can be used for students to provide an explanation of why each method was successful.

This is a card sort designed to allow students to categorise and prioritise reasons for the 1905 Revolution in Russia. There is a differentiated version for lower-ability students. More able students can use the cards to explain their thoughts on the most important reason for the Revolution. It could be done as a diamond 9 activity. It could also be done as a venn diagram using the template sheet.

This is a card sort designed to allow students to categorise and prioritise reasons for the February Revolution in Russia. More able students can use the cards to explain their thoughts on the most important reason for the February Revolution. It could be done as a venn diagram using the second sheet.

This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abysinnia. More able students can use the cards to explain their thoughts on the most important reason for the invasion. It can be done as a venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. This could be done as a group, paired or individual activity.

A card sort to show the aims of the Big Three leaders at the Treaty of Versailles. Students can use this to make a decision on why each of the leaders held these aims, and which were the more or less reasonable of the aims.

A cut and stick activity which leads to a piece of judgemental writing on successes of the League of Nations. Students match up point of success to the evidence surrounding it. They stick each matched point and piece of evidence into the table. This could alternatively be recorded in the venn diagram. They then give their own explanation, such as 'This was a more / less meaningful success because...' Students can categorise and prioritise the different aspects of success, into areas such as local peacekeeping, global peacekeeping and global improvement.