Lesson - Includes visual source tasks to assist students to suggest and decide the meaning of hyperinflation. Activities suggesting links between sources requires students to analyse and interpret sources to suggest links between them. Card sort activity requiring students to suggest the order of events of The Ruhr Crisis and to further group the sources under headings Passive Resistance, Strike and Hyperinflation. Grids of inference included for various sources to allow students to graduate and develop their source interpretation and analysis skills.

The lesson provides activities to allow students to solidify their understanding of events during the Easter 1916 Rising. Source analysis develops student evaluation/interpretation/analysis skills to evaluate how far the sources agree or disagree that the 1916 Rising was a total failure.

Group/Paired activity allow students to evaluate 2 Titanic survivor accounts. Students evaluate/compare and synthesise information provided in the sources and link personal knowledge in analysis grids in order to evaluate reliability and accuracy of information provided in survivor accounts. Factors which may impact the reliability and objectivity of the sources also need to be explained by students in the analysis grids provided.

This resource is for KS3 students. It allows students to analyse primary sources to identify key qualities of the Louis and Marie Antoinette and prompts students to evaluate the impact of their qualities on the leadership of France and on the people of France. Students are also challenged to analyse objectivity and reliability of each source.

KS3 lesson on medieval attack weapons including worksheet to identify the advantages and disadvantages of weapons and defensive strategies for castles

Lesson and resource require students to analyse the resource to identify factors which led to the Bolshevik success in the October Revolution 1917 and categorise reasons into mistakes made by the Provisional Government, Actions taken by the Bolsheviks and the Leadership skills of Trotsky and Lenin.

Students are challenged to explain the actions and motives on the IRA through source analysis and evaluation of information provided in video clip. Sources develop their understanding of differing perspectives in relation to Irish Independance and attitudes about The Troubles. Analysis of IRA propaganda allows students to develop their knowledge of how IRA Propaganda portray the British and reasons for this portrayal.

The Lesson provides an activity to compare and contrast the action of the British Empire in India and Ireland. Historical skills developed are evaluation and interpretation of sources, significance/analysis of impact of historical events and application of knowledge to GCSE style question.

This resource is suitable for KS3 students. Activities allow them to empathise with the French peasants who stormed the Bastille in 1789 and to develop skills in analysis and evaluation of sources.

The lesson includes analysis of the Dear Boss and From Hell letter to evaluate the character, education and social class of the person who wrote each letter. Students analyse similarities and differences between the letters and evaluate how both letters impacted the police investigation in the Jack the Ripper killings

Source analysis to allow students to evaluate how the Black Death led to economic and social changes in Britain and additionally how it impacted the attitudes of the population in Britain.

Students study sources to suggest and evaluate causes of conflict between the American Indians and White Settlers on the Great Plains. Activity allows them to evaluate and integrate causes and consequences of the conflict. Essay structure and peer assessment activity

KS3 /KS4 students. Students use a Dr Who Mission styled lesson to complete a Top Secret Report on the role of squaws and warriors in the Buffalo Hunt. Students are required to evaluate and interpret sources to allow them to complete graduated questions on the Mission Sheet. This lesson can be used for paired or group work.

Students analyse sources to identify the reasons why Britain wanted an Empire. Graduated questioning and tasks to cater for all abilities. Analysis of positive and negative impacts of the British Empire. Model paragraph to assist in the development of analysis and evaluation skills.

Several Worksheets which provide students with skill development templates surrounding A Level Sources to assist them to develop and improve A Level source analysis and evaluation skills required by various levels of exam board mark schemes.

Complete lesson and activities to allow students to evaluate the impact of colonisers on the Native American way of life. Assessment of reasons for clashes between them.

An introduction lesson to the Tudors. Lesson provides activity to assess students prior knowledge of the Tudors and through Blooms Taxonomy questions requests that students provide their opinion as to who was the most significant and important Tudor Monarch in their opinion. Through the use of the complete Tudor Family Tree, students develop their knowledge and understanding of the structure and members of the Tudor Family and how it connected to the Scottish monarchs the students. Differentiated questioning in relation to the Tudor Family Tree in activity to allow lower ability students to access the task and to stretch and challenge higher ability students. Quiz sheet is also provided.

The lesson utilises sources to evaluate why the Soviet Invasion of Aghanistan would cause a pressure point in Cold War relations. The lesson develops students GCSE source inference skills and through scaffolded tasks and activities develops students skills in relation to the analystical narrative question, challenging students to evaluate importance of events and analysing links between these events in addition to the use of connectives encouraging the development of synthesised judgement.

Lesson develops students understanding of the agreements made at the Potsdam Conference. Activities ask students to analyse how how agreements made at Potsdam impact International Relations giving reasons for their views and evaluations. Students then apply knowledge gained in the lesson to an exam question which is peer assessed. Students evaluate on a thermometer how strained international relations were as a result of the Potsdam Conference.

Complete lesson focussing on source analysis, interpretation and evaluation. Starter activity uses portrait of Oliver Cromwell with graduated questions to develop students interpretation and evaluation skills in relation to the portrait and challenges students to suggest how Cromwell is connected to Ireland. Primary source challenges students to suggest and develop their opinions on why Irish Catholics would rebel again English Protestants in Northern Ireland and the future impact of actions taken on English/Irish relations. 4 sources on the Siege of Drogheda assists students to develop their personal opinion on Cromwell’s actions/personality and justifications based on contradictory sources.

Suitable for KS3 students. Students analyse sources to evaluate the impact of the reign of terror and begin to integrate sources once evaluated.