This beautifully illustrated time line on Norman Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Norman Britain 1066 - 1154 AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying Norman Britain at GCSE. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Norman Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Norman Britain 1066 – 1154 AD Know: What was life like for people living in Britain during this period? Understand: What impact did the Norman invasion have on Britain? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: What impact did the Norman invasion have on Britain? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. 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 detailed and beautifully illustrated time line of Tudor Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity to introduce Tudor Britain 1485 - 1603 AD at GCSE or A Level. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying this topic at GCSE. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Tudor Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Tudor Britain 1485 - 1603 Know: How did peoples lives change during this period? Understand: What impact did the key events have on the British people? Evaluate: What changed and what stayed the same? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: How did peoples lives change during this period? Explain: What impact did the key events have on the British people? Analyse: What changed and stayed the time? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. 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 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

This outstanding lesson tries to fill in the gap in an area of history which is often ignored or whitewashed in main stream textbooks. It addresses the key historical question of what role did slave resistance play in the abolition of slavery. It drills down in the causes and consequences of the slave revolts which took place in the Caribbean and both North and South America from about 1600 - 1865. The main activity focuses around an engaging gather and share activity which is suitable for the full range of ability. Once complete, this task can be followed up with a mind map activity or an extended piece of writing which could be used for assessment. When you purchase this resource you will be able to download a twenty six slide PowerPoint Presentation, which contains everything you will need for the lesson.It includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides on seven slave revolts, historical sources, video clips, templates, tasks and additional differentiated activities to help support the lesson. The information slides for the market place activity have also been traffic lighted to aid differentiation. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Britain and the Slave Trade Know: How did Black people try and resist slavery? Understand: What is the difference between active and passive resistance? Evaluate: How successful were slave revolts at undermining support for slavery? Skills: Cause, Consequence, Change & Continuity. WILF - What Am I Looking For? Identify and describe: the different ways in which black people tried to resist? Explain: What is the difference between active and passive resistance? Analyse: How successful were slave revolts at undermining support for slavery? 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

If like me, you love teaching this topic but sometimes find it difficult sorting through the evidence with your SEND and lower ability students, then look no further for help is at hand in this outstanding card sort which simply summaries the evidence into a series of statements that can be sorted under one of two headings. This resource will work along side any mainstream text book, but if you wish you can also download my accompanying worksheet. However, the PowerPoint that I have include comes with everything that you will need. The lesson comes in two sections. The first looks at the traditional story of the Gunpowder Pot as it has been taught to school children for hundreds of years. I have created a series of questions and activities aimed at foundation and core students that helps them to study an old Victorian school history book version. This is a great exercise to help students appreciate how history has been taught in the past. The next section looks a the revisionist version of the Gunpowder Plot and gives students a series of contemporary sources and secondary research by historians to help them decide whether Guy Fawkes was innocent or guilty. Once you have reviewed this sources, your students should then be ready to have ago at the card sort . This can be consolidated by getting them to write an extended answer or completing one of the plenary tasks that I have included in the PowerPoint. When you purchase this resource you will be able to download a single page word document with 19 statements that can be sorted under to heading cards. You will also be able to download a 21 slide PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, questions, historical sources, tasks, activities, templates and writing frames. The aims and objectives are: Theme: What were the consequences of the break with Rome? •Know: What happened during the Gunpowder Plot? •Understand: Why did the Catholics want to murder the King and Parliament? •Evaluate: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? •Identify & describe: What happened during the Gunpowder Plot? •Explain: Why would the Catholics want to murder the King and Parliament? •Analyse: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? 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. Kind Regards Roy

This outstanding resources has never failed to capture the imagination of my students and engage them in some outstanding learning. It is a great introductory lesson to help set the scene for Henry II’s later conflict with the church and the Archbishop of Canterbury, Thomas Becket. In brief the lesson involves analysing five historical sources about Henry II, completing a summary table about we can learn from about his personality and then drawing and annotating a picture to help students apply what they have learnt about him. This can then be followed up with some more traditional style questions to help consolidate the learning. When you purchase this resource you will be able to download a two page worksheet which includes five historical sources, tasks and activities. You can also download an accompanying PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, templates and links to suitable video links. The aims and objectives of this lesson are: Theme: Why did Henry II fall out with the Archbishop of Canterbury ? Know: Who was Henry II and what type of personality did he have? Understand: How did his personality affect his role as King of England? Evaluate: Sources of information to create an accurate image of Henry II Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Henry II? Explain: How did his personality affect his role as King of England? Analyse: Sources of information to create an accurate image of Henry II 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 great resource makes a really effective classroom display to help students structure their answers using PEE or PEEL. It looks great laminated in either A4 or A3. When you your purchase this resource you will be able to download an eight page word document with the letters PEEL and a matching pupil speak explanation to be displayed alongside the relevant letter either alongside or below. Overtime, I train all my students to at whatever level to use PEEL, its a great tool for improving literacy as well as their grades. Once you’ve embedded it you can also get them to peer and self assess their work by writing Point, Example, Explain and Link in the margin of their exercise books. The majority of my written feedback also uses the key words in PEEL. Please see the preview for more information. 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

I originally designed this fun and interactive card sort to help my students revise for an assessment on this topic. However, it can also be used as a starter, plenary, consolidation exercise or the frame work for planning for an extended writing or essay on how the Romans kept control of Britain. When you purchase this resource you will be able to download a single page Word document with 14 statements that can be sorted under three heading cards which are labeled Roman Army, Roman Roads and Roman Entertainment. The resource is suitable for the full range of ability from KS2 to KS4, however its always a good idea to make sure you check to make sure the information matches up with what you have taught your students and edit the cards to make sure that they are appropriate for your students. The aims and objectives are: Theme: Roman Britain Ad 43 - AD 400 •Know: How did the Romans Conquer Britain? •Understand: How did they keep control of Britain from AD 43? •Evaluate: Which factor was the most important? WILF - What Am I Looking For? • Can You Describe: How the Romans conquered Britain? • Can You Explain: How the Romans kept control of Britain after AD 43? • Can You Evaluate: 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, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, 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 that aim to reward our publishing team the living wage. We only ask for 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

If you are looking for a great interactive resource that will help your students understand why Parliament won the Civil War then you have found it. This outstanding card sort has been field tested over many years in the classroom and is great for promoting debate, discussion and can be used as a starter, plenary and consolidation activity. When you purchase this resource you will be able to download a two page Word document which includes 20 statement cards and 6 heading cards labelled ‘Organisation’, ‘Leadership’, ‘Money’, ‘Support’, ‘Tactics’ and ‘Religion.’ The second page includes a double template for a thinking skills review triangle which can be used to help them decide which factor was the most important. I usually get my students to either cut out the cards or colour code the heading cards. Once them have fed back their results, we then stick the cards into our books and then complete the review triangle. We then use the finished card sort and review triangle as the basis for an extended piece of writing. They can use the card headings for the opening points and selected statements as their examples for their PEEL’d paragraphs. The aims and objectives for this lesson are: Theme: The English Civil War Know: Why did Parliament win the English Civil War? Understand: What factors helped them win? Evaluate: Which factor was the most important? WILF – What Am I Looking For? Can You Describe: Why did Parliament win the English Civil War? Can You Explain: What factors helped them win the English Civil War? Can You Evaluate: Which factor was the most important? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

If you are looking for a fun and interactive approach to teaching the Agricultural Revolution, then you have come to the right place. This Market Place Activity is just the thing to get your students talking, sharing and peer assessing their work. This lesson looks at the problems facing farmers in 1750 and the solutions that they had found by 1850. It also aims to get students to assess who were the winners and loses from the changes taking place. When you purchase this lesson, you will be able to download a 21 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, SEND tasks, historical sources, starters and plenaries on the Agricultural Revolution 1750 - 1850. The PowerPoint also contains useful video links as well as templates for photocopying. Please see the preview for more information, but note that some slides have been missed out. When teaching this lesson, I normally get my students to review the problems facing the farmers in slide 6. We then have a go at trying to prioritise them into a thinking skills review triangle to help assess their importance. I then give out a copy of slides 8 to 13 to the different groups, printed on A4. Sometimes, I print them off on A3 and pin them to different locations in the classroom. I then call out the timings and my students either pass on the information slides to complete their table on slide 9 or their note down in their exercise books. At the end of the Market Place Activity, I get a member from each group to go to another group to share their answers. We then consolidate our learning using the heads and tails activity and / or using the two plenary exercises that I have provided… (Please note that the slides have been RAGed for differentiation) The aims and objectives are: Theme: Industrial Revolution 1750 - 1850 Know: What problems faced farmers in 1750? Understand: What changes took place during the Agricultural Revolution? Evaluate: How successfully had farmers solved their problems by 1850? Skills: Cause & Consequence, Continuity & Change WILF – What Am I Looking For? Can You Describe: What problems faced farmers in 1750? Can You Explain: What changes took place during the Agricultural Revolution? Can You Evaluate: How successfully had farmers solved their problems by 1850? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

Nearly everyone knows about the dashing Prince Charlie, but the Duke of Cumberland is often sidelined and forgotten about due to what happened in the aftermath of the Battle of the Culloden in 1746. This fun and interactive lesson is designed to help students evaluate whether he deserves to be labelled as the ‘Butcher of Culloden’ by his enemies, or the more flattering title given to him by the supporters of the Union, ‘Sweet William.’ The resources in this lesson are suitable for a higher ability KS3 class or GCSE, A Level or Scottish Highers class studying this topic. When you purchase this lesson you will be able to download two documents. The first contains the PowerPoint, which includes the aims, objectives, differentiated outcomes, starters, plenaries, information slides, photocopying templates, historical sources, task and activities. The second a single page Word Document which contains two heading cards and sixteen information cards to be sorted, so that students can evaluate whether the Duke of Cumberland deserves the title ‘Butcher of Culloden’ or ‘Sweet William.’ There is enough work in these resources for two lessons, which could be then finished off for homework. The aims and objectives of this lesson are: Theme: The Act of Union Know: Who was the Duke of Cumberland? Understand: What part did he play in the defeat of the Jacobite Rebellion in 1745? Evaluate: Does Cumberland deserve to be called the ‘Butcher of Culloden’? Skills: Collaboration, Cause, Consequence & Interpretation. WILF – What Am I Looking For? Can You Describe: Who was the Duke of Cumberland? Can You Explain: What part did he play in the defeat of the Jacobite Rebellion in 1745? Can You Evaluate: Does Cumberland deserve to be called the ‘Butcher of Culloden’? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. So if you share our values and are looking for high quality resources that have been field tested in the classroom or simply have some questions or requests, then stay in touch via social media for the latest updates. Kind Regards Roy

The repeal of the Corn Laws in 1846, was a major turning point in British History. At the heart of the debate on their repeal was what role should the government play in society, should it govern in the interests of the landed elite or in the majority?The Prime Minister, Sir Robert Peel took the decision to put ‘Country before Party’ and enlisted the help of the Duke of Wellington to help force it through Parliament as his last act before retiring from politics. The debate over the Corn Laws was fierce both inside and out of Parliament with the Anti-Corn Law League pushing for a ‘Free Trade’ policy in the hope of reducing tarriffs to help the poor. The ‘Protectionist’ or ‘Free Trade’ argument has divided British politics ever since and was at the heart of the Brexit debate. Due to the complexities to the debate surrounding the Corn Laws, they are rarely studied at KS3, but this outstanding lesson, which has been field tested and refined in the classroom cleverly reduces the key issues to understandable bitesizes. The core task revolves around a card sort which gets students to sort through arguments both for and against the Corn Laws. The PowerPoint been designed to support the card sort provides information slides, sources, video links, tasks to not only help provide some fun and engaging activities for your students, but deepen and extend their understanding. When you purchase this resource you will be able to download a one page Word Document which contains a learning objective, instruction for the card sort, two heading cards and 18 information cards to be sorted under them. I have also provided this as a PDF file. You will also also be able to download a 20 slide supporting PowerPoint which contains two optional starters, information slides, video links, tasks and activities. These activities include a speech writing activity for either Sir Robert Peel advocating the Corn Laws or an MP opposing their abolition. This is backed up with a peer review sheets and guidance on how to write a persuasive speech. Alternatively, you could set your students the extended writing task to explain why the Corn Laws were repealed. I have also included several plenaries that you can choose from including a thinking skills review triangle activity. For more information please review the preview. This lesson is aimed at higher ability KS3 students but is also suitable for students studying this topic at GCSE or A Level. The aims and objectives are: Theme: Popular Protest in the 19th Century Know: Why were the Corn Laws introduced in 1804? Understand: Why did the Anti-Corn Law League want them repealed? Evaluate: Why were the Corn Laws abolished in 1846? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why were the Corn Laws and introduced? Explain: Why the Anti-Corn Law League wanted to abolish them? Analyse: Why were the Corn Laws abolished in 1846? Kind Regards Roy

This fun and interactive lesson looks at the religious reforms of Edward VI. It begins by looking at the change of leadership at the top and the state of the Church of England that Edward inherited. The lesson then moves on to look at the changes that his advisors made and assesses how popular they were with the majority of people. The lesson finishes off with Edward VI and his advisors failure to place Lady Jane Grey on the throne. The lesson is beautifully illustrated and is suitable for all ability groups. When you purchase this resource you will be able to download a twenty slide PowerPoint Presentation and two page worksheet. The PP includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, pictures, diagrams, templates, sentence starters, tasks and homework activities. The worksheet includes information, diagrams, historical sources, tasks and activities. I have also included a PDF version of the worksheet. For more information, please see the sample preview. The aims and objectives are: Theme: The Reformation Know: What changes did Edward VI make to the Church of England? Understand: The differences between a Catholic and Protestant Church? Evaluate: How would Catholics react to the changes made by Edward VI? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The changes that Edward VI made to the Church of England? Can You Explain: The differences between a Catholic and Protestant Church? Can You Apply: Your learning to predict how a Catholic would react to Edward’s new Protestant Church of England? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This source evaluation lesson on the Dissolution of the Monasteries has been field tested and refined over many years. It focuses on whether the monks were breaking the monastic rules of St Benedict and their NOP (Origin, Nature & Purpose) source evaluation skills. Students are presented with twelve primary sources over two rounds. In the first round, they are given six sources taken from Cromwell’s inspectors’ reports, whilst in the second round they are given six extracts taken from more impartial sources. By the end of the lesson, students will have a better understanding of NOP source analysis skills and will be able to make a balanced judgement on the reliability of the inspectors’ reports and why Henry VIII wanted to close the monasteries. When you purchase this resource, you will be able to download a 15 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, writing frames, sentence starters, information slides as well as historical sources on the Dissolution of the Monasteries. You will also be able to download a two page Word Document, which includes instructions, activities, questions and twelve historical sources. Depending upon the ability of your students, you can spend between one and two lessons on this topic. I have included guidance notes in the slide notes at the bottom of the PowerPoint. If you are only have one lesson for this topic you could focus on round one and set the second round for homework. The aims and objectives for this lesson are: Theme: The Reformation Know: Why the monasteries were dissolved by Henry VIII? Understand: How the inspectors’ reports were used to justify closing them down? Evaluate: A range of sources and critically evaluate their usefulness? Skills: Source Analysis& Cause, Consequence WILF – What Am I Looking For? Can You Identify: Why the monasteries were dissolved? Can You Explain: How useful a source is for learning why the monasteries were closed? Can You Apply: Your knowledge and use it to critically analyse source information and evaluate how reliable it is? 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 your purchase our resources you are also buying into our values. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson looks at the contrasting interpretations of Tacitus and Dio Cassius of the causes of Queen Boudica’s rebellion in Ad 60-61. Its aimed at Year 7 and is a fun and interactive lesson, designed to teach NOP source analysis skills as well as to understand how history is written. All the tasks and activities are supported to help weaker students. The narrative of what happened is covered in a 5 minute BBC video which is hyperlinked to YouTube, whilst the main task involves completing two profile sheets of Tacitus and Dio. This is followed up by an extended writing activty which is supported with writing frames and sentence starters. When you purchase this resource you will be able to download a PowerPoint presentation with twenty two slides which include starters, plenaries, information slides, historical sources, tasks, activities, video links, writing frames and a homework task. For more information, please see the preview: The aims and objectives of this lesson are: Theme: Roman Britain Know: Who was Boudica and what did she look like? Understand: What happened during Boudica’s Rebellion? Evaluate: How far can we trust historical sources on Boudica’s Rebellion? Skills: Source Analysis & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Boudica and what did she look like? Can You Explain: What happened during Boudica’s Rebellion? Can You Evaluate: How far can we trust historical sources on Boudica’s Rebellion? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

These A Level resources were developed during lock down for my sixth form students studying AQA Level History, 2E The English Revolution, 1625–1660. Unit 1 covers our transition unit, which covers the key issues for this course on the Reformation and Tudor government before moving onto the personality and character of James I and his problems relating to religion, politics and foreign policy. This should ideally all be covered by the first half term. When you download this unit you will be able to download 7 PowerPoints which cover: Course Intro & Transition Unit; Personality and Character of James I; How was Britain Governed in 1603; intro James I’s Problems; Religious Problems; Political Problems; Foreign Policy Problems and Model Source Answer. I have also thrown in my AQA essay and source feedback sheets. Please note that these are my lesson resources which you will need to edit up for your class. They will save you a lot of time. Each PowerPoint contains aims, objectives, differentiated outcomes, links to the syllabus, page numbers for text books and relevant tasks and activities to help students make effective notes. You will need the following text books as a minimum: Oxford AQA History, the English Revolution 1625 - 1660, SHP England 1625 - 1660, Charles I, the English Civil War and Cromwell. You will also need my favourite text book for this topic: Stuart Britain 1603 - 1714, Context Series. All the other text books I have used are referenced in the PowerPoints. Please remember that you will have to adapt these notes for your school / institution but if you get stuck for resources or want any help you can contact me via the history academy facebook group: https://www.facebook.com/TheHistoryAcademy If you like this resource then why not check out my other resources on this topic in my TES shop. These lessons are part of a bundle that you can buy for the whole course 2E The English Revolution, 1625–1660 AQA . 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. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy