Content and Quiz.

Print, cut and laminate this as a bookmarck for History students at KS3 and KS4. It lists some of the best sites out there for revising History. Alternatively, just cut and stick in books as an insert.

An activity asking students to find out about and prioritise the causes of the Boer War. The resource contains a table and some useful hints.

A set of fact-files covering the impact of the Blitz on Liverpool, Manchester, Coventry and London.

An overview and memory method for the problems faced by the Weimar government. Could form part of a GCSE revision pack.

A powerpoint containing images, sources and information on the Slave Trade.

Students could complete this at the start or the end of a unit looking at the stages of independence for various British colonies. It could be sent as a homework at the start of a unit asking to students to find out the relevant information themselves.

A powerpoint containing images, text and tasks on the study of witchcraft in England in the 17th century.

24 questions that can accompany the first 35 minutes of the "Cromwell" movie DVD.

Powerpoint containing "hints" for each of the key causes of the Cold War. Useful for end of unit review.

A list of ten key words and their definitions/meanings. Students need to match the appropriate word to its definition. The key words are all associated with the first year of WW2.

A simple powerpoint defining what nationalisation is and how the post war Labour government went about nationalising key industries in Britain after 1945.

A summary of the key ways in which the British government tried to deal with the depression of the 1930's including the means test.

A PowerPoint containing some interesting historical sources when considering if all of Britain was impacted equally by the depression of the 1930's.

A Venn Diagram activity asking students to compare the role of key individuals in shaping the British Empire thematically.

8 event boxes that can be cut out by students and put into the correct order. Perfect for a simple lesson starter or recap.

A collection of fact-files detailing different aspects of the fire of London. It includes; context of the fire, causes of the fire, impact of the fire, evidence of the fire, rebuilding after the fire and "fire fighting". The fact-files can be used in a marketplace activity and all instructions for this are in the powerpoint. There is also a lesson starter "secret picture" activity asking students to guess the picture and various other interpretations of the fire. The resource comes with a lesson plan.

An extensive lesson by lesson interactive resource for students studying or revising the Nazi Rise to Power in Germany between 1919 and 1933. Students can work their way through the activities within each lesson using the linked videos, interactive quizzes and other downloads. All the resources are self contained within the document.

A 1-2 lesson pack for the Causes of the Civil War in England and Wales. Includes: A Kingdom Divided worksheet and differentiated version + glossary Quick on the Draw activity (can be adapted) with video instructions Starter PowerPoint with images and objectives Venn Diagram activity (use "Causes of Civil war sort") and answers for peer assessment Full lesson plan

1. Download and play the video to students. It outlines what the "Scramble for Africa" was all about focussing particularly on the role of Britain, France and Germany. Students could create a mind map whilst watching around the key question "What influence did the Scramble for Africa have on International Relations between 1870 and 1914?" 2. Give students the British Empire in Africa Grid. Students will agree or disagree with the statement: "British interest in Africa between 1857 and 1890 was largely strategic”. They will need copies of the source pack in pairs or small groups. They should study the sources and try to determine what they tell them about British motives. They should fill in their grids as they go. 3. Plan and answer the essay question: “British interest in Africa between 1857 and 1890 was largely strategic” How far do you agree?