This great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the Church Settlement Act and why? Analyse: How far was the Church Settlement Act a success? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939. This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books. Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939? Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The aim of this activity is to get students to sort through a series of key turning points in the history of black people from 1865 to 1970 and assess how far their changed their status and position within US society. It can be used as an introduction or as a plenary exercise. I’ve included two resources, a PowerPoint with the aims. objectives, outcomes of the lesson and the living graph templates and a word file that includes two pages of cards that can be cut out for the activity. I would recommend printing off the living graph templates on A3, but they also work on A4. Please note that I have created two living graphs spanning the periods 1865 - 1940 & 1945 to 1970. This suits they way in which we approach the topic, however you can easily adapt and edit the template as well as the cards to suit your own curriculum. I would suggest that students fold the cards in half before sticking them to the graph. If you would like some other resources on these topics then please check out my revision cards or dingbats on US Civil Rights or my revision booklets. Theme: Civil Rights in the USA 1865 – 1985 Know: What were the key turning points the US Civil Rights of Black people? Understand: How did the status and position of black people change? Evaluate: How far did the status and position of black people change? What Am I Look For - WILF Identify & Describe : What were the key turning points in US Black Civil Rights 1865 – 1970? Explain: Why did the legal and social status and position of black people change? Analyse: How far did the status and position of black people improve for the better 1865 - 1970? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability. If you wish, you can purchase the card sorts separately for less, under the headings of card sort: Why did some women get the vote in 1918? However, to sweeten the deal, I have also included my diamond 9 activity, which can be given to your gifted and talented or more able for as a separate task to extend their critical thinking skills. When you purchase this resource you will be able to download an editable Microsoft Word document as well as a PowerPoint. The Word document include aims, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics as well as twenty statement cards that can be sorted under them. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment question, pupil mark scheme and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to why some women got the vote in 1918, with an appropriate link to a video clip on YouTube. It is assumed that you have already studied the difference between a suffragette and a suffragist as prior knowledge. The next slide facilitates the card sort, whilst the fourth slide facilitates a pair / group discussion on which factor was the most important. Once this is complete, students can do a follow up assessment on the topic either for homework or next lesson. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

This fun and interactive market place activity looks at the different facts that contributed to the defeat of the Miners’ Strike in 1984 - 1985. It has been commissioned by the History Academy to help commemorate the 40th anniversary of one of the biggest turning points in Modern British History, which saw the smashing of the post war consensus. For whatever reason, society has chosen to collectively forget what happened during the Miners’ Strike as it raises uncomfortable issues about civil rights, policing and the arbitary nature of the government’s actions which have helped to create a North South Divide. Our series of lessons, which have been bundled together are at attempt to shine a light on this neglected and forgotten history. When you purchase this lesson you will be able to download a 32 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, word searches, a heads and tails activity, a review triangle and follow up extended writing task, templates, model answers and a word search. Just for good measure we have also thrown in a knowledge quiz and have also uploaded a PDF version, just in case you don’t have access to Microsoft Office. The topics covered in the Market Place activity are NUM tactics, government tactics, economic pressure, divisions amongst the miners, media portrayal and lack of public support. For more information, please see the detailed preview or contact us via the The History Academy Facebook group. The aims and objectives of this lesson are: If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This creative and innovative card sort has been designed to help students assess whether the ‘Reign of Terror’ during the French Revolution was necessary by sorting through both primary and secondary sources. Once this has been complete, students can then have a go at answering the question: How far do you agree that ‘The French Reign of Terror was dreadful, but necessary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘necessary’ or ‘not neccessary’ and list the sources under them. When you purchase this resource you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, heading cards and sixteen primary and secondary sources to sorted under them. The second is a fifteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including tables and pupil feedback sheets. For more information, please see the detailed preview. The aims and objectives of the lesson are: Theme: The French Revolution Know: What was the ‘Reign of Terror?’ Understand: What are the arguments for and against the ‘Reign of Terror’? Evaluate: Was the ‘Reign of Terror’ necessary to save the revolution? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the ‘Reign of Terror’? Explain: What are the arguments for and against the ‘Reign of Terror’? Analyse: Was the ‘Reign of Terror’ necessary to save the French Revolution? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed primarily for A Level students studying Lord Liverpool’s ministry, but can also be used at GCSE. This resource focuses on the first half of Lord Liverpool’s ministry, when the government faced huge economic problems caused by the Industrial Revolution, the Corn Laws and the fall out from end of the war with France. When teaching this topic, it is crucial to focus on the price of bread as this later links with Peel’s repeal of the Corn Laws at the height of Chartism when the rest of Europe fell into revolution in 1848. It is also important to focus on how these protesters were controlled or (policed) as this links into other reforms. This lesson looks at Luddism, the Spa field Riots, the March of the Blanketeers, the Pentrich Rising, The Peterloo Massacre, the Cato Street Conspiracy and the Queen Caroline Affair. At the end of each section, there is a separate slide on both the local and national government response to the protesters. It is important to some syllabuses to differentiate between the two. At the bottom of each relevant slide is a continuum for students to evaluate both the threat level posed by the protesters and the government response. At the end of the PowerPoint, I have also included a table for students to use to help summarise what they have learnt, this is particularly useful at GCSE. When you purchase this resources you will be able to download a PowerPoint with 36 slides on Protesters against Lord Liverpool’s government from 1815 - 1821. The PowerPoint includes aims, objectives, activities, information slides, diagrams, primary and secondary sources to help students evaluate the threat level posed by the protesters and the response of both local and nation government. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1815 - 1834 Know: Who Protested and why from 1815 - 1821? Understand: How did the government respond to these protesters on a local and national level? Evaluate: How much of a threat did each group of protesters pose? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: Who protested and why from 1815 - 1821? Explain: How did the government respond on a local and national level? Analyse: How much of a threat did each group of protesters pose? If you like this resource then why not check out my other resources in the History Academy TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of adverting censorship continues to be a controversial. Should the federal or state governments have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity of other groups? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship in the advertising industry through a simple card sort of some of the main arguments. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Rights and Freedoms Know: How are adverts censored and controlled by the government watchdogs? Understand: What are the arguments for and against censorship of the advertising media? Evaluate: How far should adverts be censored in a democratic society to promote equality? WILF - What am I Looking For? Identify and describe - How are adverts censored and controlled by the government watchdogs? Explain - the arguments for and against censorship of the advertising industry? Analyze -How far should adverts be censored in a democratic society to promote equality? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The debate on whether the government should nationalise certain parts of British Industry is a controversial topic. In the UK, public ownership has always been a tool to pick up the economic and social pieces after the private sector failed spectacularly. The 1945, the Labour government nationalised coal, the railways, and steel. But the main reason for state control over heavy industry was to rectify decades of deliberate under-investment by their owners. In other words, the taxpayer came to the rescue of private capital as in the case of the Banking Crisis in 2008. This outstanding resource is designed to help students sort through some of the arguments for and against both nationalisation and competition in the private sector. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The heading cards are labeled ‘Public Ownership is Good’ and ‘Privitisation is Better.’ However, these could easily be edited and labeled Arguments for Nationalisation’ and ‘Arguments Against’, depending upon the ability of your class. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. The aims of this lesson / activity are: Theme: Economic Understanding Know:What is the difference between a nationalised and privitised industry? Understand: What are the arguments for and against nationalisations? Evaluate: Should the government nationalise parts of the British economy? WILF - What am I Looking For? Identify and describe - the difference between a nationalised and privitised industry? Explain - What are the arguments for and against nationalisations? Analyse -Should the government nationalise parts of the British economy? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This engaging and beautifully illustrated lesson has been designed to help students studying the problems faced by the Weimar Republic and how successfully it dealt with them from 1919 - 1923. It deals specifically with the problems of setting up a democratic republic, dealing with extremists and their putsches, coping with the aftermath of the Treaty of Versailles, the Ruhr Crisis and Hyperinflation. The lesson includes a number of activities which can be seen in the detailed preview. The main activity revolves around completing a table summary of each problem, what action was taken by the government and evaluating how successfully it was dealt with. Alternatively the relevant slides could be printed off, displayed in the walls or on tables whilst the students complete a gather and share or market place activity to summarise the information. When you purchase this resource you will be able to download a PowerPoint with nineteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, animated diagrams,maps, pictures, templates and information slides. I am especially proud of animated diagrams that I have created to help explain the divisions of powers in the Weimar Constitution and how the Dawes Plan was designed to help both Germany and the Allies. I spent a considerable amount of time on these as it is vital that students understand their significance for later in the course. The PowerPoint also includes a homework activity, an extended writing task and a feedback task. The aims and objectives of the lesson are: Theme: Weimar Republic 1919 - 1923 Know: What problems faced the Weimar Republic in 1919 – 1923? Understand: What challenges faced the survival of democracy in Weimar Germany? Evaluate: How successfully did the Weimar Republic deal with these problems? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key problems facing the Weimar Republic in 1919 - 1923? Explain: What challenges faced the survival of democracy in Weimar Germany? Analyse: How successfully did the Weimar Republic deal with these problems? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual and Cultural Education Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyse - How far should the government fund the arts? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against abortion. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyze - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used as a starter, plenary or mini plenary on the topic of the US Constitution. This activity is suitable for students of all ages and abilities and includes cards with varying degrees of challenge. The resource contains three heading cards labelled President, Congress and The Supreme Court, as well as 22 statement about the US Constitution, which can been matched up to them. The aims and objectives for this lesson would be: Theme: How is the USA governed? Know: What are the three branches of the Federal Government in the US Constitution? Understand: What powers does each branch of the Federal Government have? Evaluate: What role is played by each branch in helping to keep the other in check? WILF: What Am I Looking For? Identify and describe: The three different branches of the Federal Government? Explain: What role does each play within the Constitution? Evaluate: How does each branch of the US Constitution help to keep the other in check? This resource is provided in word so that you can easily adapt the resource for your class. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This tried and tested resource has been designed to help students understand why Britain followed a policy of appeasement in 1938. It can be used as a starter, plenary, revision or assessment activity and is suitable for a wide range of abilities. When you purchase this resource you be able to download a Word Document with two heading cards labelled 'arguments for appeasement and ‘arguments against’, along with sixteen statement cards that have been carefully written to reflect the views and opinions of people at the time. Once students have sorted through the statements, they could then arrange them in their order of importance as the next step to using them as the basis for writing an extended answer or essay on the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? If you are looking for an activity to stretch the more able then check out my diamond 9 activity on this topic. If you like this type of resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy