This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.

This is an interactive information sheet for GCSE students. Students look through the information about sod houses. They can make a storyboard on how sod houses were created. They are then invited to look at problems for people living in sod houses, and finally make a comparison with tipis by filling in a similarities and differences table. This can lead to a piece of extended writing comparing sod houses and tipis.

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 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 designed to allow students to categorise and prioritise reasons that Galen is significant in the development of medicine. More able students can use the cards to explain their thoughts on the most important reason for Galen’s significance. The task could also be done as a diamond activity, with categories taken out for the more able. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a worksheet and lesson powerpoint for Key Stage 2 and 3 Citizenship. Pupils use worksheet 1 to define the word ‘community’ after working as a pair. Worksheet 1 invites pupils to look at different people in the school community, and their roles within it. they make a spider diagram on the sheet. They can, as an extension, then choose one person and consider their role using questions on the powerpoint to stimulate their thinking. Sheet 2 is a layered sheet similar to an inference square on which are problems, causes, solutions and pupil actions. Pupils can consider problems within the school, and what they could do about them, with questions layered on sheet 2 for differentiation. The powerpoint supports all aspects of learning on the sheet, and invites pupils to discuss the role of a school council.

This is a card sort for GCSE / A level students to arrange into chronological order the events in Hitler’s rise to power. There is a differentiated version for lower ability students. They are currently in the right order! As an extension, students can identify and explain 1/2/3 events which they feel were turning points in Hitler’s rise. This can lead to an extended piece of writing, or discussion.

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 FDR was elected in 1932. As an extension, you can challenge students to explain the more / less important reasons. There are further extension questions, differentiated for more / less able students. This can lead to a class discussion. Categories could include, but not be limited to, FDR’s personality, failings of Republicans, FDR’s policies, FDR’s methods and others.

This is a resource for KS3 History students. Students look through the pieces of evidence. They decide which of these suggest a real plot, and which suggest that there was a government cover-up. 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 pieces of evidence on either side of the argument. There are resources for higher and lower ability students included This can lead to a class debate or a piece of extended writing.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy had weaknesses in the 1920s. As an extension, you can challenge students to explain the more / less important reasons, and who was most affected by different problems – this is scaffolded for weaker students. This can lead to a class discussion. Categories could include, but not be limited to, farmers unemployed, black Americans and others.

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 diamond 9 card sort to categorise and prioritise the reasons that the American West was lawless. As an extension, you can challenge students to explain the more / less important 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, social, economic, cultural political and other factors.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students are encouraged to look at Hoover’s and FDR’s beliefs on the causes, course and remedies to the Depression. They use the quotes and info on the powerpoint to help them decide which were Hoover’s / FDR’s ideas. This can lead to a discussion on who would be the better presidential candidate and why. On p2 of the worksheet, students choose up to 3 reasons why FDR won, based on their respective campaigns. This can be done individually, or a paired thinking skill. With the Hoover’s solutions worksheet, students match up the problems that Hoover faced to the solution that he came up with. Answers are on the Hoover’s solutions ppt. As an extension students can decide why Hoover’s solutions were too little, too late. This can lead to class discussion. It can be used as a reference point when you start the New Deal, as many of Hoover’s policies served as inspirations for FDR’s solutions. Students can watch the YouTube link on the Bonus marchers and explain how big an impact it had on the election outcome. Without it, would FDR still have won? Why / not?

This is a diamond 9 card sort to categorise and prioritise the reasons that D Day was successful. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more ale students. This can lead to a class discussion. Categories could include, but not be limited to, the actions of the Allies, Germany’s weaknesses, planning, leadership and others.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students highlight the positives and negatives of the New Deal. This can lead to judgment and priority activities, which are structured at the bottom of the lower ability sheet. I have also used it to lead to an overall debate on how successful the New Deal was. There is a higher ability sheet without the judgement sentences too, so that they must do their own wrting.

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.