This is a card sort designed to allow students to categorise and prioritise reasons that Henry VIII made the Break with Rome. More able students can use the cards to explain their thoughts on the most important reason for the Break. 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 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 resource for GCSE History students. Worksheet1: Students look through the reasons. They decide which of these were reasons that Stalin signed, and which were reasons that Hitler signed the Pact. 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 reasons, and categorise genuine reasons (more Machiavellian) and those ‘officially given’. There are extension questions at the bottom of the sheet. Worksheet 2: Students can explain why different reasons made Stalin sign the Pact. Students analyse the different reasons. It might be helpful to show the powerpoint slide as an aid to this to help students realise Stalin’s aims. There are extension questions at the bottom of the sheet. The second slide contains a link to the YouTube clip - Nazi invasion of Poland.

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 card sorting activity to help students revise the American West for the GCSE. They are to arrange the 12 dates in chronological order, and then match the events to the dates. I have found that giving them a highlighter for drawing out the key information can be helpful. There is a differentiated version, for lower ability students, with 6 key dates. The information is less detailed on these as well. Powerpoint can be used to support learning, as it allows students to reflect on the reasons that the dates are significant for the Indians and the settlers. There are key concepts to jog students’ memory on the powerpoint. More able students can reflect on these questions as an extension. Which are the 2 most significant events in: The settling of the Plains The destruction of Indian culture?

A resource for students to compare and contrast the lives of Hitler and Stalin. I use it as an introduction to sixth form units, or with high-ability year 9s. There are definitions of key words to help with literacy, and information sheets on aspects of the lives of Hitler and Stalin. Students read the information, either displayed around the room or printed off as handouts. They fill in the table of information about each character, and then complete the similarites and differences section.

A cut and stick activity which leads to a piece of judgemental writing on the daily life and work of enlaved poeople. Students match up point of slave life to the evidence surrounding it. They stick each matched point and piece of evidence into the table. They then give their own explanation, such as ‘This was cruel because…’ Students can categorise and prioritise the different aspects of life, into areas such as social life, work and others. Homework vocab building task also included.

This is a card sort designed to allow students to arrange uses of the rainforest, and problems caused by humans. There is a differentiated sheet for lower-ability students. They can explain judgments on the best and most damaging uses.. More able students can come up with ways that the rainforest can be better used.

This is a KS3 resource which could also be used as an introduction at KS4/5. Students are invited to read through a series of events. they are to explain the feelings of the Russian population at each point. The story starts in 1905 and ends in 1945. There is a differentiated version which students can use to make a storyboard. Students can use the final box, empty, to explain the feelings of Russian people at the end of the sequence of events. Order - A, E, B, G, C, F, D.

This is a cut and stick or card sorting resource. Students can firstly arrange the problems for the Mormons which happened a) before or during the journey to the Great Salt Lake and b)on arrival at the Great Salt Lake. More able students can then arrange them in order of importance as an extension. The second part of the activity is to match the solutions to the problems. Some have multiple solutions, others just one. More able students can decide on the most effective solution to the problems, and a discussion can be generated on the reasons for the Mormons' success, such as the leadership of Brigham Young, or dedication of the individual Mormons. This can lead to a piece of extended writing on the Mormons' journey.

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 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 reasons that the US Government gained control of the Great Plains. Students can use the cards to explain their thoughts on which were more / less important reason for the US Government gaining control of the Great Plains. Categories could include, but not be limited to: Indian weakness US Government policy US Army strength Pioneers / settlers on the Plains As an extension, students can answer an exam-style question on the reasons for the he US Government gaining control of the Great Plains.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons why Germans supported Hitler. Students can watch the clip to get a feel for what Hitler felt about other countries compared to Germany. Students can use the cards to explain their thoughts on whether they would have voted for Hitler, and why Hitler wanted the support of these different groups of people Categories could include, but not be limited to: Workers and families Business / farm owners Soldiers Nationalists As an extension, students can choose either to write as a German or foreigner, explaining a one-sided argument of why Hitler gained such support.

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 arrange ways of sustainably managing the rainforest. They can explain judgments on the best strategies, using the questions provided.

This card sort allows students to judge the good and bad parts of life for African American soldiers. Students can split the cards into advantages and disadvantages. They can decide on categories for the factors - such as army life, families, money. More able students can explain the best and worst features of life for African American soldiers.

A resource for younger or lower-ability students. Students arrange events into chronological order. They then decide which were the causes, events and consequences of the fire. They explain why the fire spread so quickly by writing sentences about aspects of London in September 1666. Finally they decide whether to write an article or make a storyboard of the events (presented in activity 1) in the fire.

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.