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.

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 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…

This is a card sort for the two invasion of Britain in 55BC and 54BC. Students can arrange the events in chronological order. It could be done as a card sort or numbering activity. Students can then decide the reasons why Caesar’s invasions failed. They give an explanation of each reason. More able students can reach their judgement on the key reasons for failure.

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 lesson on the development of thee British Empire. A blank copy of a world map is attached for a labelling exercise of the colonies of the Empire. Students complete card sorting activity on the reasons for the development of the empire. They can be challenged to come up with their own categories, or those on the table in the PowerPoint can be used. It can be done as a diamond 9 activity for more able students. There is a differentiated copy for lower-ability students. Students can decide on the key reason(s) and give their own explanation. It could also be one as a venn diagram using the venn diagram template, Finish by explaining the main trading routes, and have students draw these on their blank map.

This is a resource for Key Stage 4 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. There is a run-down what constitutes international crime, and a video to support this, and a run-down of the ICC and Rome Statute. There is a diamond 9 or categorising (choose) activity for the ICC’s impact. The final aspect of the lesson is a double-sided worksheet. The first side takes recent examples of breaches of International criminal law and invites students to explain what they feel about what happened in each case. The second side takes occasions when the ICC did not intervene; students are invited to explain why the ICC did not intervene. Answers as to what really happened are in the powerpoint. Students can fill in the final section on their thoughts afterwards.

This is a resource for Key Stage 3 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet links these rights with the precious rights of UK citizens; students are invited to make a key and highlight which rights link to which precious liberties. The second half of the lesson takes recent examples of breaches of human rights and invites students to explain what they think should have happened in each case. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a resource for Key Stage 3 Citizenship. I use it at the end of a module about criminal / civil law, court and anti-social behaviours. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet takes recent examples of how people have been irresponsible and to decide who is at fault, what would have been better and what should happen next. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a lesson for KS4 Citizenship. Students are invited to think of actions that citizens can take to benefit their communities, the UK government and its recent cuts to aid, and the work of charities. These can both lead to class discussion or written up pieces. Students than can complete card sorting activity on the types of things that citizens can do. There is an extended writing task at the end of the lesson.

A resource for KS3. The PowerPoint has a starter activity to detail the qualities of a good king, and a YouTube link to Disney’s Prince John. Students decide in gthe Word doc whether King John was good, bad or unlucky, by marking different pieces of evidence. This can lead to a PEE paragraph, which is scaffolded in the Powerpoint. The powerpoint then goes on to detail the Magna Carta. Students read through key terms and then make decisions. A written homework from the point of view of a baron is added near the end of the ppt.

A powerpoint designed to allow students to look for reasons that the slave trade, and slavery, ended. The powerpoint is differentiated for higher and lower abilities, and the higher ppt has a task to explain why some people liked slavery. Part of the powerpoint is about Wilberforce and Equiano, students have to match their achievements - these are listed. 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. There is a Venn diagram template as an option too. 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. There is a research homework task with a vocab builder questions added.

This is a card sort for GCSE History. Pupils look at the reasons that there was poverty in Tudor times. They need to know the key words at the start of the presentation. They have a number of tasks which they can be invited to complete, to sort which were: 1. Long-term causes / Short-term causes 2. To do with money To do with foreign wars or trade To do with natural factors (poor harvests, disease) To do with other things 3. Most important 1-2 Quite important 4-5 Less important 4-5 Least important 1-2 Students can then explain why they have given the level of importance to some of the reasons. This can lead to debate or an exam Q.

This is a resource to introduce topic on slavery. Students explore David Hume’s view on Africa why he and the British were wrong to label the continent barbaric. The card sort can be dome as a diamond 9 or higlighting / categorising activity. Lively discussion or extended writing can follow.

This is a lesson resource in including a two-fold card sorting or cutting and sticking exercise. Students start by matching up key terms which will be used in this lesson and others on the Civil War. Students then move on to the causes of the war, on the worksheet. They decide which are the long-term and short term factors. They can subsequently arrange them according to blame - the king, Parliament, or no particular blame. Lower-ability students can move straight on to blaming the king, Parliament, or no-one in particular. Students can use the writing frame at the end to decide on the more important causes of the Civil War, and attach overall blame to the king / Parliament. A fun and informative lesson.