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.

This is a card sort designed to allow students to categorise and prioritise reasons that Hippocrates is known as the ‘Father of Medicine’. More able students can use the cards to explain their thoughts on the most important reason for Hippocrates' moniker. The task could also be done as a diamond activity, with categories taken out for the more able.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the effects of prison. Students can use the cards to explain their thoughts on the importance of positive and negatives of the effects of prison. Categories could include, but not be limited to: job / careers social / family and friends skills character / personality As an extension, students can choose to write a letter of advice to a prisoner, or to make a poster aimed at advising prisoners…

A card sort and written task on the positive and negative aspects of TNCs. There are two versions of the activities, for higher- and lower-ability students. Students classify the impacts as to whether they are positive and negative. Students then arrange them into categories such as job creation, job loss, effect on richer/poorer countries, money, environment. Students complete a scaffolded written task to describe and explain the best and worst impacts of TNCs. They finish by examining whether a boycott of TNCs such as Nike would have a positive or negative effect. A list of key words is provided on the lower-ability resource.

This is a card sort for students to look at working conditions and explain why they cause problems in LEDCs. Students can explain judgements on the biggest problems. More able students are invited to explain how to overcome these problems to improve working conditions, and what barriers to change exist.

This is a card sort designed to allow students to categorise reasons for their food shopping habits. They can explain why they have these food shopping habits. More able students can use the cards to explain their thoughts on the morality of food miles. The card sort can be done as a venn diagram using the second sheet.

This is a whole-lesson on Martin Luther King. it contains a link to the 'I have a Dream' speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King's significance. Students finish by considering the effect of non-peaceful protest.