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.

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

This is a card sort designed to allow students to categorise and prioritise reasons that the Soviet Union failed in Afghanistan. More able students can use the cards to explain their thoughts on the most important reason for the USSR's failure. This could also be done as a venn diagram using the second sheet.

This is a card sort designed to allow students to categorise and prioritise reasons that the Berlin Airlift was successful. More able students can use the cards to explain their thoughts on the most important reason for the Airlift's success. The task could also be done as a diamond activity. It could be done as a venn diagram using the second sheet.

A resource to revise the circumnavigation of the world. Students need the AQA workbooklet. Powerpoint slides introduce the reasons the Elizabeth wanted to promote the circumnavigation, and reasons that Drake was chosen to lead the circumnavigation - his knowledge of portoleon charts, astrolabes etc, and his forceful personality. Diamond ranking activities come in more and less detailed forms. Students can explain and rank the consequences. This can lead to an extended writing activity at the end.

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 4 Citizenship. Students are invited to distinguish between civil and criminal law (definitions are provided) and complete a table using an interactive decision-making process whereby issues are flashed on and of the powerpoint using animations. Answers are in the powerpoint. There is a run-down of the different courts that try disfferent crimes - mgistrates, crown and youth courts, and a video and written/dicussion activity on the role of the CPS. The final aspect of the lesson takes recent examples of breaches of law 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. 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 where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

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 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?

A lesson featuring a chronology activity for students and an opportunity for extended writing and source analysis. Students can cut up the cards and have students arrange them into the correct order. Answers: B, F, E, A, G, C, H, D YouTube link covers causes more than events - but a great lead-in. Potential questions to ask students either orally or as written answers:- Questions – answer in any order: Do you think that the peasants were right to march to London and attack the city? Or should they have protested differently? Why? Was there a point where it became a real threat to the monarch’s power? Why? / why not? What do you think of King Richard tricking the peasants at the end? Why? Should the peasants have gone home when they were promised what they wanted? Why? / why not? This could be turned into a storyboard or article afterwards.

This is a lesson to explain the meanings of Communism and capitalism. Students decide on the worksheet which of the statements apply to which ideology. Emphasise the different meaning of democracy to higher (and middle) ability students. This leads to a debate and analysis of which system is best, and why they caused problems in European relations. The sheets are differentiated for high, medium and lower abilities. The powerpoint concentrates on the impact of Communism prior to WWII and can be used to gain a foothold into Hitler. It comes with a link to YouTube embedded which discusses the Spartacist rising in Munich in 1919 and can lead onto a module on Hitler which makes his hatred and German fear of communism more understandable. The second powerpoint is more relevant if you are teaching a Cold War theme afterwards as it has a cartoon of Churchill and the Iron Curtain. Students can analyse the cartoon and explain its meaning, or why it is hostile to the USSR.

This is a resource for the new GCSE section on Elizabeth. Students are to put the events of the Essex rebellion in order. They are to then answer the scaffolded questions at the bottom of the sheet. More able students can be invited to consider turning points and the overall position of Elizabeth after the rebellion - was her position strengthened or weakened? An exam Q can be set after the activity, or as a homework. The powerpoint allows a fully-taught lesson, and the consequences worksheet allows students to weigh up evidence to decide whether Elizabeth was stronger or weaker for the rebellion’s failure. This can lead to extended writing or a debate.

This is a role play and chronology lesson for KS3, possibly KS4. Students are assigned a country to play the part of. These are differentiated as resources, but also within each resource: weaker students read about Austria and Serbia, middling students can have Germany and Russia and more able students can have France and Britain. Students are shown the July Crisis unfolding on the powerpoint. They must decide what they would feel, advise or actually do on each of the 6 dates / events shown. There are many opportunities for class discussion through the exercise, as students can be asked what they feel so far, whether they have taken any actions or merely advised one action or other to their allies. There is a seperate worksheet for students who would not react well to the role play aspect. As an extension, (more able?) students can explain whether their country triggered war, willingly went to war or were dragged unwillingly to war. The second activity is a chronology activity to decide what order events happened in as countries slid to war. Students look at 12 events and decide the order in which they happened. This can be done as a card sort or numbering activity. Answers can be shown later on the powerpoint. Students can also be asked whether Franz Ferdinand’s murder simply brought forward a war than was inevitable at some point.

This is a whole lesson for KS3. There are linked youTube videos explaining how the Troubles began, and defining key terms. For higher ability students, there is a link to a YouTube clip on gerrymandering. Part of it is useful. Students are invited to match key terms up, and then have an extension to decide whether the IRA’s aim was a good one. Students then are invited to complete a diamaond 9 ranking. Categories are marked on the powerpoint - historical/political/social/other factors. They have extensions to judge key causes, which can be given at teacher discretion, and to give their own thoughts on the Troubles’ beginnings. This can easily lead to class debate.