The great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting the English Civil War? 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 great card sort activity is designed to get students to compare and contrast the political beliefs and backgrounds of Herbert Hoover and Franklin D Roosevelt in the Presidential Election of 1932. It would make a great starter, plenary or mini plenary that could be used with any text book on this topic. The resource includes two heading cards labeled Herbert Hoover and Franklin D Roosevelt and 22 cards with quotations and facts about both men for students to sort through before they stick them into their exercise book. Once completed the class can feedback and debate how the backgrounds of each presidential candidate may have influenced their political beliefs. The aims and objectives of this lesson are: Theme: USA 1919 - 1945 Know: What did HH & FDR believe? Understand: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the election in 1932? WILF: What Am I Looking for? Identify & describe: What did HH & FDR political aims and beliefs? Explain: How did their backgrounds influence their beliefs? Evaluate: Why did FDR win the presidential election in 1932? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to 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

After several requests to the History Academy on Facebook, I have uploaded my classic worksheet version of Emily Davison, accident or suicide, that I posted 17 years ago on schoolhistory,co.uk. This lesson has been designed to help students studying the historical controversy surrounding her death. It can be used with the full spectrum of ability, but the text level of the task would suit middle and upper ability students. When you purchase this resource you will be able to download a fully editable two page worksheet well as an accompanying PowerPoint. The Word document includes a brief introduction and a source investigation into the death of Emily Davison. in 1913. Students summarize their learning into a table in preparation for writing either an essay, newspaper or police report into her death. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a either a snowballing starter activity or a source analysis of the suffragette newspaper. This is followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by completing the source investigation, Once this is complete, students can then feedback and then do a follow up assessment on the topic. 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. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? If you like this resource then why not check out my card sorts on Emily Davison's death 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

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

This outstanding resource is designed to get students decide what the causes and consequences of the Glorious Revolution. It is suitable for the full ability range and is a fun and interactive resource with which to engage your students. It can be uses as a starter, plenary or homework activity and should work alongside any main stream resource on this topic. When you purchase this resource you will be able to download a single page Microsoft Word Document, which contains instructions, a learning objectives, two activities, two heading cards labeled cause and consequence and eight information cards to be cut out and sorted underneath them. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. 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 outstanding resource has been designed to help students studying how effective the opposition movement was in Nazi Germany by focusing on the White Rose group set up by Hans and Sophie Scholl. The text level of the worksheet would suit middle and upper ability students. The follow up tasks include a mind mapping exercise, questions and a source analysis question. The linked BBC video clip is an excellent resource to use along side this resource. When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes information explaining the why the group was set up, its aims, methods and why it ultimately failed. This topic can be used as a case study on both the power of the Nazi state and why the opposition failed. The activity section includes three sections. The first is a mind mapping exercise questions, which is set along side a second alternative section which includes question and answers. The final section involves looking at an extract from a White Rose pamphlet and asking the question, why was the opposition so weak? The aims and objectives for this lesson are: Theme: How did the Nazis keep control of Germany? Know: What were the aims and methods of the White Rose opposition group? Understand: Why did the White Rose opposition group fail? Evaluate: What can we learn from the failure of this group about why the opposition failed? WILF: What Am I Looking For? Identify and describe: What were the aims and methods of the White Rose opposition group? Explain: Why did the White Rose opposition group fail? Analyse: What can we learn from the failure of this group about why the opposition failed? 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 great little resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? 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 great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was 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 and why? Analyse: How far was the Church Settlement Act a success?

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 diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why some women got the vote in 1918. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. 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

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? 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 IVF. 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 eighteen fully editable statements that can sorted under them. I’ve also linked in three 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 IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? 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

These revision cards cover all the key factors that you will need to know about US Women’s Lib or Civil Rights from 1960 - 1970. If you are looking for a fun, interactive revision game that can be used as a starter or plenary, then this resource for you! It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 outstanding resource is designed to provide stretch and challenge. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary or as a revision activity on how domestic issues helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the domestic issues helped to increase the fear and mistrust of the USSR. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Red Scare in the 1950s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: Which key domestic events helped to increase the fear and hysteria known as the ‘Red Scare’? Understand: How did each event or issue help to ignite the hysteria of the ‘Red Scare’? Evaluate: How far were domestic issues responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: Why there was a ‘Red Scare’ in the 1950s? Explain: How did events at home helped to ignite the ‘Red Scare’? Analyse: How far was were domestic issues responsible for causing the ‘Red Scare’? 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. 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 fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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

These beautifully designed timeline on Britain 1765 - 1900: Revolution, Protest & Reform was written in for the History Academy by the textbook author and artist Andrew Hill. This classroom display covers the themes of revolution, protest and reform in Britain 1765 - 1900. This is a versatile resource which can be printed off and used as the basis for a market place activity or kept in a folder and used for research by your gifted and talent students. It can also be used as a revision resource for students studying this topic at GCSE or A Level. Please see the preview slides for more information. When you purchase this resource you will be able to download a PowerPoint presentation that contains 62 slides covering the key events relating to revolution, protest and reform in the time frame of Britain 1765 - 1900. Each slide is designed to be printed off in A4 and includes information as well as a picture or diagram relating to the content. The document is open and can customised for your students. You can add, delete or rewrite slides to suit your course or the feel that you want to create in your classroom or corridor. The aims and objectives for this resource are: Theme: Britain 1765 - 1900 - Revolution, Protest and Reform Know: Why did people want change during the period 1765 - 1900? Understand: How did different groups protest and campaign for change? Evaluate: How successful were different groups at achieving the change they wanted? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: Why did some people want change in the period 1765 - 1900? Explain: How did different groups protest and campaign for the change they wanted? Analyse: How successful were different groups at achieving the change that they wanted? If you are looking for similar resources then please check out our TES shop. These resources touch upon the womens campaign for the vote, but stops in 1900. This lesson can also be purchased at a discount as part of a bundled package. You can also but this resource as a bundled item or with a market place (gather & share) PP. If you would like to stay up to date with our latest offerings, then 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 so that you can spend more time focusing on what really matters to you! 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 innovative card sort is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main task focuses on the controversial wartime leadership of Winston Churchill who was voted as the greatest Briton who had ever lived by a BBC television series in 2002. The cards that have been created for this activity cover a wide range of relevant topics that have been hotly debated by historians. Throughout the history school curriculum from William the Conquer to present day, history teachers have asked their students what makes a great leader in both peace time and war? Winston Churchill’s leadership is certainly worthwhile investigating and opening up to a class discussion. This resource can be used as a starter, plenary, homework or revision exercise for students studying a range of subjects. The nature of this resource makes it especially appealing to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instructions, two heading cards labeled ‘Successful’ and ‘Failure’ as well as fourteen information cards that need to be matched to one of the two headings. Once completed students can consolidate their understanding by attempting the extended answer task at the end. Please note that the information cards have been designed to be deliberately controversial to help open up discussion on the topic. Aims and Objectives: Theme: The Second World War •Know: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Understand: What were the successes and failures of Churchill’s leadership? •Analyse: How significant was Churchill’s wartime leadership in helping Britain win the war? •Skills:Significance WILF - What Am I Looking For? •Identify and Describe: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Explain: What were the successes and failures of Churchill’s leadership? •Evaluate: How significant was Churchill’s wartime leadership in helping Britain win the war? 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 outstanding resource is designed to provide stretch and challenge for students studying how the international situation helped to cause the ‘Red Scare’ in the USA. It can also be used as a starter, plenary or as a revision activity on how the international situation helped to cause the ‘Red Scare’ in the USA during the 1950s. The resource includes nine diamond shaped cards which include a range of factors to explain how the international situation helped to increase the fear and mistrust of the USSR. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important international events or factors that helped to cause the Red Scare in the 1950s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Origins of McCarthyism Know: What key international events increased mistrust and tension between the USA & USSR? Understand: How did the international situation help to ignite the ‘Red Scare’? Evaluate: How far was the international situation responsible for causing the ‘Red Scare’? WILF: What Am I looking For? Identify and describe: The international situation from 1945 to 1953 Explain: How did the international situation help to ignite the ‘Red Scare’? Analyse: How far was the international situation responsible for causing the ‘Red Scare’? 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

If you are looking for a fun, interactive revision game that can be used as a starter or plenary then this resource for you. It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. These revision cards cover the key factors that you will need to know for 19th Century Public Health in Britain. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. I’ve provided them in word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. This resource is supplied in Microsoft Word so it can be easily edited and adapted to suit your students. Kind Regards Roy