These great resources looks at why people believed in witches and why there was an increase in the number of witch hunts in the 17th century? These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why peopled believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel am increase in witch hunts during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support for students. These tasks and activities source analysis questions as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson then you might be interested in buying the follow up lesson on how fair were which trials. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyse: Why were certain people persecuted? 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 outstanding lesson looks at how fair witch trials were in the 17th Century. It continues on from my previous lesson on why people why people believed in witches and why there was an increase in the number of witch hunts in the 17th century. This lesson focuses also on the methods and tactics that men like Matthew Hopkins used for hunting witches and how James I tried to apply a more ‘rational’ approach. These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a three page Microsoft Word Document and an accompanying eighteen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities to help support the worksheet. The lesson begins with a choice of starters including a snowballing activity of the key words or a video clip summary where students note down the evidence that was used to prove that Blackadder was a witch . It then moves on to explain through a variety of information and sources how people tried to identify witches and finishes off by looking at the trial of Ursula Kemp. You can preview the tasks and activities below. The aims and objectives for this lesson are: Know: What evidence was used to convict a witch in the 17th Century? Understand: Why did people hunt for witches? Evaluate: How fair were witch trials in the 17th Century? Skills: Source Analysis, Cause, Consequence & Citizenship WILF – What Am I Looking For? Can You Describe: What evidence was used to convict a witch in the 17th Century? Can You Explain: Why did people hunt for witches? Can You Analyse: How fair were witch trials in the 17th Century? 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. Check out out new YouTube Channel: @historyacademy Kind Regards Roy

These outstanding resources look at why people believed in witches in the seventeenth century and why there was an increase in the number of witch hunts. They are beautifully designed and differentiated for the full range of ability. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which includes information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why people believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel an increase in witch hunting during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used as a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support material for students. These tasks and activities include source analysis questions, as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson, then you might be interested in buying the follow up lesson on ‘How Fair Were Witch Trials?’ which can be purchased separately or as a bundled resource. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyze: Why were certain people persecuted? 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

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

This great resource has been designed as a follow on lesson to my resource on what problems faced Henry VIII in 1535, but also works as a stand alone lesson. It is primarily aimed at middle and lower ability students and covers the topic in one simple lesson, which could be extended to two i you wish to follow the thinking skills review activity up with an extended piece of writing. When you purchase this resource you will be able to download a 19 slide PowerPoint presentation which includes aims, objectives, outcomes, starters, plenaries , information slides, five interactive activities and links to video clips. The lesson begins with either a snowballing or a buzz and go starter, this is followed up by a series of information slides on the break with Rome and Henry’s relationship problems. This is consolidated with a ‘Who’s Who Activity’ and a thinking skills review triangle where students have to select the five most important reasons why Henry broke from Rome from a short list of statements. In the additional resource section, we have have also included a heads and tails summary activity as an extension or alternative to the 'Who’s Who Activity. The PowerPoint has also been uploaded as a PDF. The aims and objectives of this lesson are: Know: Why did Henry want a divorce from Catherine of Aragon? Understand: Why did Henry want to break with the Roman Catholic Church? Evaluate: Which factor was the most important? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why Henry VIII wanted a divorce from Catherine of Aragon? Explain: Several reasons why Henry wanted to break with the Catholic Church? Analyse: Which reason was the most important? If you enjoy this lesson or are interested in some similar resources then why not check out the history academy on Facebook or on YouTube. Our simple aim is to produce high quality resources for the price of a good cup of coffee so that you can save time on your priorities. We offer a range of discounted bundles for those looking for a bargain. Kind Regards Roy

This outstanding lesson is designed to help students studying the Battle of Hastings as part of the Norman Conquest. The PowerPoint has been written to work alongside any main stream text book on this topic, but I have also included a worksheet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7. When you purchase this resource, you will be able to download a 30 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides and historical sources. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. Please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened during the Battle of Hastings? Understand: Why did William changed tactics? Evaluate: Who was the better leader ? Skills: Cause and Consequence, Source Analysis. WILF: What Am I Looking For this lesson? Identify & describe: What happened during the Battle of Hastings? Explain: Why did William change his tactics? Analyse: Why did William win the Battle of Hastings? 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

After several requests, I have uploaded this classic lesson which has been designed to help students develop their critical source analysis skills for KS3 and KS4, whilst studying the Battle of Hastings as part of the Norman Conquest. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but this resource has been designed to prepare students for the source analysis skills that they will need at GCSE so could easily be used at KS4 if you are studying the Norman Conquest at GCSE… When you purchase this resource, you will be able to download a 24 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides about the death of King Harold and the origin, nature and purpose of the historical sources describing his death. The core tasks are designed to get students to compare the sources on Harold’s death and assess their reliability by looking at the evidence and especially the controversy over the origin of the Bayeux Tapestry and its nature and how it has been edited or repaired over the past 1000 years. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings?. Know: How did King Harold die? Understand: How do historians check the reliability of sources? Evaluate: How reliable are the sources describing Harold’s death? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: How did King Harold die? Explain: How do historians check the reliability of sources? Analyse: How reliable are the sources describing Harold’s death? 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

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 outstanding and beautifully illustrated lesson has been designed to help students evaluate how fair was Medieval Society. Its key aims is to look at how society was organised, what roles various people played within a Medieval Village and then to use this information to draw a conclusion. This lesson includes a number of activities which can be seen in the detailed preview. They have been designed for middle to low ability students in a secondary or primary school. When you purchase this resource you will be able to download a PowerPoint with twenty two slides and a one page Word document which includes the information for the characters in a Medieval Village. The PowerPoint include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, diagrams, maps, pictures, templates and information slides to help facilitate the lesson. The lesson begins with either a buzz and go or a snowballing activity. This is followed by an introductory slide and a series of information slides which look at how a Medieval Village was organised and the roles played by the Villeins, Lord of the Manor, Parish Priest, the Miller, Reeve and the Blacksmith. This is followed up by a heads and tails activity, matching the different roles with their definitions and a thinking skills hierarchy triangle to help students decide the level of their importance within the village. The next problem solving activity get students to use the character cards and a map of a Medieval Village to help them decide where everyone in the village would have lived. This is followed up by an information slide and activity which could be printed off for homework to get students to compare and contrast a Medieval cottage with their own home. The last activity is designed to get students to access how each of the different people would have felt about aspects of life in a Medieval Village. This can be used to help them assess how fair was Medieval Society. This is rounded off by a choice of two plenaries including an exit quiz. The aims and objectives of the lesson are: Theme: How fair was Medieval Society? Know: What are the key features of a Medieval village? Understand: What roles did different people play within the village? Evaluate: How fair was Medieval Society? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of a Medieval village Explain: What roles did different people play within the village? Analyse: How fair was Medieval Society? If you like this resource you can also followThe History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates. 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 on slave resistance looks at the different ways in which Black people resisted slavery. It also tries to answer the difficult question about way some people did not try and run away by contextualizing the learning by looking at the experiences of former veterans and prisoners who have struggled to cope with adjusting to an unstructured life of freedom. Unlike other resources on this topic, this lesson also looks at the contrasting experiences of black people in the USA, Jamaica and Haiti and how they had to adjust the way in which they resisted slavery to suit the problems the different challenges they faced. Finally, this lesson poses the question, how successful was slave resistance and links it’s importance to the abolition debate. Did you know that more British soldiers died trying to maintain slavery in the Caribbean than died fighting to free Europe from Napoleon? When you purchase this resource you will be able to download a three page worksheet as well as a twenty four slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and questions that are designed to help students understand the key ideas whist preparing them for an extended question. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional differentiated activities to help support the lesson. These have been organized in such a way that that they can be used alongside the worksheet. 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 was slave resistance? 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? Analyze: How successful was Black peoples resistance against 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

The debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Ancient Greece Know: Why were the Elgin Marbles removed from Athens? Understand: The arguments for and against returning them? Evaluate: Should the Elgin Marbles be returned to Greece? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the Elgin Marbles were removed? Can You Explain: The key arguments for and against returning the Elgin Marbles? Can You Evaluate: Whether they should be returned and justify your opinion? 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. Kind Regards Roy

This fun and interactive lesson, has been designed to help students understand the causes of the February Revolution in Russia, which saw the Tsar abdicate to the Provisional Committee or Government It is aimed at 14 to 18 year olds. The main resource is suitable to use on its own or alongside any mainstream textbook. When you purchase this resource you will be able to download a 23 slide PowerPoint Presentation and an accompanying wordsearch. The PowerPoint contains aims, objectives, starters, plenaries, historical sources, pictures, diagrams, cartoons, tasks, activities, review triangles, word searches and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. Please see the detailed preview. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in February 1917? Understand: What different factors caused the February Revolution? Evaluate: Which were the most important causes of the February Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in February 1917? Can You Explain: What different factors caused the February Revolution? Can You Evaluate: Which were the most important causes? 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 Kind Regards Roy

Recent events in the Israeli–Palestinian conflict have reignited the debate over the Two State Solution where a Palestinian State is allowed to exist alongside the State of Israeli. This card sort examines the arguments for and against the Two State Solution and allows students to draw their own conclusions. It is aimed at KS4 and KS5 students and is designed to fit around a main stream teaching resources on this topic and serve as a starter or a plenary. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and fourteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the Two State Solution to the Israeli–Palestinian conflict. You will also be able to download a 18 slide PowerPoint which includes aims, objectives, information slides, links to video clips, tasks and activities to help facilitate and consolidate the card sort task. Both documents as are also available for download as a PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Know: What is the Two State Solution to the Israeli–Palestinian conflict? Understand: Why are both sides unable to reach an agreement? Evaluate: What are the strengths and weaknesses of this peace deal? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is the Two State Solution? Can You Explain: Why are both sides unable to reach an agreement? Can You Evaluate: What are the strengths and weaknesses of this peace 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 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. Kind Regards Roy

This fun and interactive card sort has been designed a starter or plenary to a lesson which aims to evaluate whether Napoleon betrayed the French Revolution. Students are given a series of statements which they are expected to sort under one of two headings. They are then expected to draw a conclusion based upon their own assessment of the evidence. This lesson is suitable for KS3 to KS5. When you purchase this lesson you will be able to download a single page Word Document / PDF file containing a learning objective, instructions, two heading cards labelled ‘Napoleon betrayed the French Revolution’ and ‘Napoleon consolidated the French Revolution.’ The resource also contains 22 statements to be sorted by students. Students can consolidate their work through either an extended answer or speech outlining their own conclusions. The aims and objectives of the lesson are: Theme: French Revolution Know: What reforms did Napoleon introduce? Understand: Why were supporters of the French Revolution disappointed? Analysis: Did Napoleon betray the French Revolution? WILF – What Am I Looking For? Can You Describe: What reforms did Napoleon introduce? Can You Explain: Why supporters of the French Revolution were disappointed? Can You Evaluate: How far did Napoleon betray the French Revolution? If you like this resource then why not check out our other resources on similar topics in our 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. Kind Regards Roy

This fun and interactive lesson on Tudor women is designed to get your students collaborating and moving around the room. It has been especially commissioned by the History Academy to help address a neglected part of our history which has been often overlooked or hidden. The market activity delves into the diverse roles fulfilled by Tudor queens, mistresses, upper-class figures such as Bess of Hardwick Hall, common women in rural and urban settings, and the significant contributions of Tudor women within the church, preserving the religious traditions of their families. Once the market place activity has been completed, we have provided a series of tasks to help students scaffold an extended answer on whether Tudor women spend the majority of their time caring for their families. When you purchase this lesson you will be able to download a 37 slide PowerPoint that includes aims, objectives, differentiated outcomes, information slides, historical sources, starters, plenaries, writing frames, templates, missing word activities, graphic organisers, heads and tails, word search, as well as a variety of tasks and activities to suit different abilities. Please see the detailed preview for more information. This lesson has also been uploaded as a PDF. The aims and objectives of this lesson are: Theme: Tudor Society Know: What roles did women play in Tudor society? Understand: What freedom and rights did women have? Evaluate: Compare and contrast the roles of women in different classes? Skills: Source Analysis, Change, Continuity & Collaboration WILF – What Am I Looking For? Can You Describe: What roles did women play in Tudor society? Can You Explain: What freedoms and rights did Tudor women have? Can You Evaluate: How fairly were Tudor women treated by society? If you like this resource, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

These outstanding resources has been a labour of love on what I have often felt is a truly fascinating turning point in history, the Gold Rush 1848 - 1850s. I have spared no expense in time and effort in trying to produce what I feel is a world class resource. However, don’t take my word for it and check it out for yourself and see what you think. It forms a series of resources that I have written for my students on the American West. When you purchase this resource you will be supplied with a PowerPoint and an accompanying card sort on the consequences of the gold rush for different groups living in the American West. The PowerPoint contains the aims and objectives as well as six activities, including a snowballing starter of the key words, a source based analysis question on the short term consequences, a source annotation exercise, two thinking skills graphic organisers that try students to explain the importance of each stage of the gold rush as well as come to an overall conclusion on the negative and positive consequences for different groups living in the American West. I have also included an exam style question with a pupil mark scheme to help students structure a balanced answer. The card sort includes statements on the impact of the gold rush on different groups in western society, law and order, the economy and expansion of the US. Additional tasks get students to review which consequences were positive or negative for different groups. This should be used alongside the PowerPoint. I’ve also included some carefully selected video clips which are linked to You Tube. Please remember that they will only work whilst the slide show is on. The aims and objectives are: Theme: Early Settlers in the American West. Know: Why was there a gold rush in California in early 1848? Understand: The different events of the gold rush and their impact on the West? Evaluate: The impact of the Californian gold rush on different groups? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key events of the gold rush? Explain: The importance of these events and their consequences for different groups living in the American West? Analyse: Begin to come to a judgement on how far different groups were affected by the gold rush? Anyway, have fun exploring both the bright and the dark side of this truly amazing turning point in US History. If you would like to remain updated about additional resources then please check out my TES shop or follow The History Academy on either twitter or Facebook. Kind Regards Roy

These are outstanding resources which I have used many times over the past 25 years in one shape or another during lesson observations with Ofsted and or LEA advisors. They form part of a series that I have uploaded to the TES on the Transport Revolution 1750 - 1900. These particular resources focus on the birth of the railways up to the period known as 'Railway Mania' in the 1850s. The PowerPoint is designed to work alongside the worksheet, but it can be used as an independent resource on a school VLE or in a lesson. The PowerPoint includes aims, objectives, starters and three activities that are accessible to a wide spectrum of learners. These activities include a snowballing starter of the key words, a heads and tails activity as well as a thinking skills review triangle activity on what were the most important steps / inventions to the birth of the railways. The worksheet includes similar activities, but also includes several much harder questions to help extend middle and higher ability students. The PowerPoint also contains a number of linked in video clips and animated steam engines. I would like to add that I am not a train spotter, but I've always found that my students, especially the boys have thoroughly enjoyed this topic so put the fun back into the industrial revolution by looking a few machines rather than just focusing on social history. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: Why were the important steps to the introduction of the steam locomotive? Understand: What were the causes of ‘Railway Mania’? Evaluate: Why did the railways rapidly grow from 1830 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key inventions that were necessary for the invention of the locomotive? Explain: What was ‘Railway Mania’? Analyse: Begin to come to a judgement on which factor to the introduction of the railways? Anyway, have fun with these resources. They are full editable. If you like them, then please check out some of my other resources on the building of the railway and their impact of the economy. Kind Regards Roy

This great resource is designed to help students analyse historical interpretations for the AQA GCSE History specification. I have used this several time with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. Used overtime, this type of resource will help to embed good practice and help train students up with the thinking and analysis skills they will need to tackle this type of interpretation question. As you can see in the preview, this is a single sheet resource with several squares. It is an evolution of the thinking skills reliability squares organiser that some of you may have come across before. The first square gets students to comment on the message of the source, which worth a L1. The second square gets them to back this up with quotes, evidence and examples from the source. The third box gets students to analyse / explain the interpretation using outside knowledge, which would move them into a L3, whilst the forth square gets them to analyse / explain the reliability of the interpretation with reference to the origin, nature, purpose, audience, access to information and its intended impact, which would take them up to a high L3. The final box is designed to get them to link their analysis and come to a judgement to any other source being studied as part of the AQA GCSE History Syllabus. Underpinning the graphic organiser is both PEEL and CCCJ. P = Point E = Example E = Explain L = Link C = Comment C = Content C= Context (Source & Knowledge) J = Judgement If you would like a great resource which for further explaining these to your students then check out my PP on ‘How to use a source successfully at GCSE.’ This can also be printed off and laminated to make some great eye catching wall displays. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. Kind Regards Roy

This great resource is designed to be used as either a worksheet or a revision guide to Edwardian Society in 1900 as a prelude to studying the Liberal Reforms 1906 - 1911 or the Suffragettes at either GCSE or A Level This resource includes a range of information and sources that explain the differences between the different classes in Edwardian society. It looks at life expectancy, housing, holidays, education and other factors. On the second and third pages, this resource looks at attitudes towards poverty and the workhouse. Page four includes a summary exercise with a list of focus questions to help students pick out the key information that they need to know. The aims and objectives for this lesson are: Theme: Introduction to Edwardian Society Know: How was Edwardian society structured? Understand: What were the key differences between the classes? Evaluate: How fair was Edwardian Society? WILF - What Am I Looking For? Identify and describe: The key features of Edwardian Society? Explain: What were the key differences between the classes? Analyse: How fair was Edwardian Society? 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