Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
Our resources have been written to a high standard and fine tuned in the classroom. The History Academy's goal is to share best practice at an affordable price so that you can focus on your own priorities. During my 34 years in challenging schools, I have published resources for Heinemann, Pearsons, Hodder, Folens, BBC and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then contact us via our Facebook or Linkedin pages.
This tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity.
Aims & Objectives
Theme: Why was there a stalemate on the Western Front?
Know: What tactics did General Haig use at the Battle of the Somme in 1916?
Understand: Why did the Battle of the Somme end in a stalemate?
Evaluate: Was General Haig the 'Butcher of the Somme?
WILF: What Am I Looking For?
Identify and describe- What happened during the Battle of the Somme in 1916?
Explain - Why did Haig's tactics fail to achieve a breakthrough?
Analyse - How far was Haig's responsible for the failure to break through in 1916?
Professional Knowledge
For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own!
I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package.
Kind Regards
Roy
This tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity.
Aims & Objectives
Theme: Why was there a stalemate on the Western Front?
Know: What tactics did General Haig use at the Battle of the Somme in 1916?
Understand: Why did the Battle of the Somme end in a stalemate?
Evaluate: Was General Haig the 'Butcher of the Somme?
WILF: What Am I Looking For?
Identify and describe- What happened during the Battle of the Somme in 1916?
Explain - Why did Haig's tactics fail to achieve a breakthrough?
Analyse - How far was Haig's responsible for the failure to break through in 1916?
Professional Knowledge
For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own!
I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package.
Kind Regards
Roy
This PowerPoint is designed to span two lessons and includes 6 activities to help students assess the tactics that General Haig used at the Battle of the Somme in 1916. The aims and objectives are:
Theme: Why was there a stalemate on the Western Front?
Know: What tactics did General Haig use at the Battle of the Somme in 1916?
Understand: Why did the Battle of the Somme end in a stalemate?
Evaluate: Was General Haig the 'Butcher of the Somme?
Skills: Cause, Consequence, Source Analysis and Interpretation
WILF: What Am I Looking For?
Identify and describe - What happened during the Battle of the Somme in 1916?
Explain - Why did Haig’s tactics fail to achieve a breakthrough?
Analyse - How far was Haig’s responsible for the failure to break through in 1916?
These activities include a snowballing starter, source analysis comparing John Laffin and the BBC’s Blackadder interpretation of General Haig, a contemporary cartoon analysis to assess public reaction in 1916, a summary diagram of why Haig tactics failed and a source analysis comparing the different perspectives of George Coppard and Haig of the progress made on the first day of the attack. I’ve also included a card sort activity which could be used as the basis for an assessment or extended writing on the topic.
In all there are 40 slides which can be easily customised for your students. It could also be uploaded to a virtual learning environment and used as an independent learning resource for homework.
Professional Knowledge
For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as ‘lions led by donkeys.’ Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the ‘War to end all wars’ in the 1930’s. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1’ to almost justify the Republican Movement in Australia.
Anyway, have fun and I look forward to your feedback.
This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’?
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. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework.
The aims and objectives are:
Theme: Consequences of the break with Rome?
Know: Why did Queen Mary I burn protestant heretics?
Understand: How has Mary been viewed by both contemporaries and historians?
Evaluate: Does Mary I deserve the title ‘Bloody Mary’?
WILF - What Am I Looking For?
Identify and describe: Which sources support / disagree with the ‘Bloody Mary’ interpretation?
Explain: Why do people disagree about how ‘Bloody’ Mary I was?
Analyze: How far does Queen Mary deserve the title ‘Bloody Mary?’
If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort.
This topic also makes for a great assessment task.
Kind Regards
Roy
This great little resource gets students to sort through a series of 12 primary and secondary sources about the reign of Queen Mary I 1553 - 1558, with the aim of deciding whether she deserves the reputation of Bloody Mary. Once this has been complete, students can then have a go at answering the question: Does Mary I deserve the title, ‘Bloody Mary’?
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. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework.
The aims and objectives are:
Theme: Consequences of the break with Rome?
Know: Why did Queen Mary I burn protestant heretics?
Understand: How has Mary been viewed by both contemporaries and historians?
Evaluate: Does Mary I deserve the title 'Bloody Mary'?
WILF - What Am I Looking For?
Identify and describe: Which sources support / disagree with the 'Bloody Mary' interpretation?
Explain: Why do people disagree about how 'Bloody' Mary I was?
Analyse: How far does Queen Mary deserve the title 'Bloody Mary?'
If you like this resource, I have also created a PowerPoint on the reign of Queen Mary I, with additional information to go along with this card sort.
This topic also makes for a great assessment task.
Kind Regards
Roy
This great little card sort is a must have for anyone studying why William won the Battle of Hastings in 1066. The resource in a word format so it can be fully adapted to suit your learners, but I have made sure that it's accessible for core, foundation and gifted and talented students.
This card sort can be used as a starter, mini plenary or plenary. It can also be used as a planning exercise before students attempt writing an extended essay for assessment purposes on the topic.
So in brief, I have provided a two page worksheet with the following heading of leadership / tactics. organisation, luck and Harold's mistakes as well 16 cards that students can sort under these headings.
The aims objectives are:
Theme: Why did William win the Battle of Hastings in 1066?
Know: What factors helped William to win?
Understand: How important was William's leadership, tactics, luck and organisation in helping to win?
Evaluate: How far did William win or Harold lose?
WILF - What an I Looking For?
Identify / describe: Why William won the Battle of Hastings?
Explain: Several reasons why William won the Battle of Hastings?
Analyse: Explain which factor was the most important reason why William won?
I have been observed several times with this lesson and have been graded outstanding each time. This is a high quality resource, which works. The students love the activity which never fails to help them develop a sophisticated understanding of why he won! However, don't take my word for it, download and try it!
Kind Regards
Roy
Ps Check out some of my other Norman Conquest resources!
These bundled resources on the Weimar Republic and Hitler’s Rise to Power cover German History from 1918 - 1933. They are suitable for the full range of ability and are designed to work along side any main stream text book or resource on this topic at GCSE or A Level…
I have heavily discounted this bundle by 54%, which does not take into account any additional sales run by the TES at the time of purchase.
From time to time I will add extra resources so if you purchase today you will get any additional updates for free.
If you like to stay in touch and discuss any of these resource then please follow The History Academy on Facebook, Twitter, or YouTube. We aim to produce high quality resources at an affordable price. This bundle represents excellent value for money and will go a long way to help support both the less able whilst providing challenge for the more able.
Kind Regards
Roy
Few people illicit a response as ‘Bloody Mary’ according to the Protestant or Whig interpretation of history. We have bundled up and discounted all our lessons on Queen Mary so that you can investigate her reign and look at both interpretations for a reasonable price of just £6
Included in this are:
What problems faced Queen Mary in 1553?
How Blood was Queen Mary?
Card Sort: How blood was Queen Mary?
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
This bundle contains all of our fun and interactive KS3 resources on the Second World War. They are suitable for the full spectrum of learners and contain a range of differentiated tasks. Please see the detailed preview of each resource for more information.
Topics covered include:
Causes of the Second World War
Hitler’s Rise to Power
Appeasement
Nazi Soviet Pact
Blitzkrieg
Battle of Britain
Preparing for War
Gas Masks
Rationing
The Blitz
Salvage / recycling
Women at War
Dad’s Army / Home Guard
From time to time we will add and update the resources in this pack so when you purchase it today you will get all our new resources for free.
If you like these resources 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
These outstanding resources look at Britain’s involvement in the Slave Trade and its abolition in 1807. They have been bundled together and heavily discounted in order to give your exception value.
This topic is part of a statutory collection that all UK schools are required to teach. It contains several mature themes that have been approached in a sensitive and careful way. However, I would not recommend, teaching this topic to Year 7 students.
When purchased you will be able to download eight lessons with enough work to keep a class going for a similar number of weeks or more, depending upon your curriculum time.
Everything that has been included in this bundle has been written by experienced teachers and carefully crafted and differentiated so that they are suitable for the full ability range.
For more detailed information, please click on each lesson and view the detailed previews that have been uploaded.
If you like these resources 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
Thesegreat resources are a must have for every teacher starting back to school.
They include an intervention log for your form, a seating planner and finally a literacy mat which can be laminated and placed on each table. If you are a HOD, I’ve also thrown in my faculty review sheet.
Good luck with the new term and keep popping back to the History Academy for more good ideas. We don’t knowing overprice anything, but we do focus on quality. If you have any issues then please get in touch. We don’t sell anything more than the price of a good cup of coffee so if you decide to buy, thank you in advance!
This bundle contains all of our resources that are currently available on the on the First World War. This is a work in progress as will will be adding more resources on this topic in the next few weeks and increasing the price respectively. We are currently offering you a discounted of at least 41%, but the early bird gets the worm so if you buy now ,you will get everything else that we add to this bundle for free when you check back for updates.
To find out more about each resource, simply click on it to find out about its aims, objectives and a brief description of how you could use it in the classroom.
If you like these resource then why not check out our other topics in our 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 bundle represents excellent value for money as you will make a 56% saving on some outstanding, tried and test resources on the Tudors.
For furthur information about each resource, its aims, objectives, differentiated outcomes and a full description, please click on the individual links for each lesson.
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
Dive into a diverse array of interactive activities, including card sorts, diamond 9 exercises, and a dynamic Market Place Activity, designed to make learning about the Peasants’ Revolt both fun and educational.
All our resources have been carefully written to help develop your students critical historical skills, whilst catering to the full range of ability.
When deciding upon the price we decided to only charge 50p more for them all, so in effect if you buy one, you can download them all, so you can look at the causes of the Peasants Revolt in a variety of ways with your students.
The aims and objectives of these resources are:
Theme: Medieval Society
Know: Why did the peasants revolt in 1381?
Understand: What roles did religious, social, economic and political factors play?
Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why the peasants revolted in 1381?
Can You Explain: What roles did religious, social, political and money factors play?
Can You Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. 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
This carefully crafted resource, developed by seasoned educators and field tested and improved in the classroom, aims to enhance students’ critical thinking skills during the exploration of the Peasants’ Revolt in 1381.
Suitable for students across all ability levels, this versatile resource serves as a starter, plenary, revision tool, or assessment activity, with a particular focus on challenging high-achieving students who require stretch and challenge.
Following a short presentation, students engage in a diamond 9 activity to categorize consequences into ‘short’ and ‘long term’, before deciding which four were the most important or historically significant. Designed to cater to a diverse range of learners, this lesson includes supportive writing frameworks and thinking skills review tools to guide students in their decision-making processes and foster meaningful discussions and critical thinking.
When you purchase this resource you will be able to download two fully editable office documents, a Word document containing the diamond 9 activity and a supporting PowerPoint presentation. Both have also been uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, starters, templates, writing frames, tasks and activities. Meanwhile, the Word document includes nine diamond shaped cards which include a sellection of ‘short’ and ‘long term’ consequences of the Peasants’ Revolt. 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.
Make a smaller diamond shape using the four most important consequences of the Peasants’ Revolt. Record and explain your reasons.
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 not only their critical thinking skills but their understanding of the topic.
Please see the detailed preview for more information. The aims and objectives for this lesson are:
Theme: Medieval Society
Know: What happened after the Peasants’ Revolt in 1381?
Understand: Which changes were ‘short’ and ‘long’ term consequences?
Evaluate: Which consequences were the most significant?
Skills: Source Analysis, Cause, Consequence, Change & Continuality.
WILF – What Am I Looking For?
Can You Describe: What happened after the Peasants’ Revolt in 1381?
Can You Explain: Which changes were ‘short’ and ‘long’ term consequences?
Can You Evaluate: Which consequences were the most important?
This outstanding lesson has been developed in challenging schools and field tested in the classroom over many years, aims to enhance students’ critical thinking skills during the exploration of the Peasants’ Revolt in 1381. Suitable for students across all ability levels, this versatile resource serves as a starter, plenary, revision tool, or assessment activity, with a particular focus on challenging high-achieving students who require stretch and challenge.
Following a short presentation, students engage in a diamond 9 activity to categorize consequences into ‘short’ and ‘long term’, before deciding which four were the most important or historically significant. Designed to cater to a diverse range of learners, this lesson includes supportive writing frameworks and thinking skills review tools to guide students in their decision-making processes and foster meaningful discussions and critical thinking.
When you purchase this resource, you will be able to download two fully editable office documents, a Word document containing the diamond 9 activity and a supporting PowerPoint presentation. Both have also been uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, starters, templates, writing frames, tasks and activities. Meanwhile, the Word document includes nine diamond shaped cards which include a sellection of ‘short’ and ‘long term’ consequences of the Peasants’ Revolt. 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.
Make a smaller diamond shape using the four most important consequences of the Peasants’ Revolt. Record and explain your reasons.
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 not only their critical thinking skills but their understanding of the topic.
Please see the detailed preview for more information. The aims and objectives for this lesson are:
Theme: Medieval Society
Know: What happened after the Peasants’ Revolt in 1381?
Understand: Which changes were ‘short’ and ‘long’ term consequences?
Evaluate: Which consequences were the most significant?
Skills: Source Analysis, Cause, Consequence, Change & Continuality.
WILF – What Am I Looking For?
Can You Describe: What happened after the Peasants’ Revolt in 1381?
Can You Explain: Which changes were ‘short’ and ‘long’ term consequences?
Can You Evaluate: Which consequences were the most important?
AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience.
When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details.
The aims and objectives of this lesson are:
Theme: Technology in Education
Know: What is AI and how can it be used in education?
Understand: The benefits and dangers of AI in education?
Evaluate: How far AI has the potential to improve education?
Skills: Compare & Contrast, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: What is AI and how can it be used in education?
Can You Explain: The benefits and dangers of AI in education?
Can You Evaluate: How far AI has the potential to improve education?
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 outstanding lesson is designed to provide stretch and challenge for middle and upper ability students studying why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of diamond shaped cards which explain why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. If you are looking for a similar activity for lower and middle ability students, then please check out my card sort on this topic.
When you purchase this resource, you will be able to download two documents. The first is a single page Word Document which includes aims, instructions and nine diamond shaped cards tobe sorted. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians. For more information please see the detailed preview which includes screen shots of most of the slides.
The aims and objectives of the lesson are:
Theme: Britain and the Transatlantic Slave Trade
Know: Why was the Slave Trade abolished?
Understand: What different factors influenced Parliament in 1807?
Evaluate: Which factor was the most influential in persuading MPs?
Skills: Cause, Consequence, Significance & Collaboration
WILF – What Am I Looking For?
Identify & describe: Why was the Slave Trade abolished?
Explain: What different factories influenced Parliament’s decision in 1807?
Analyse: Which factor was the most influential in persuading MPs?
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
Immerse yourself in history with these captivating and interactive card sorting activities. Explore the crucial events that precipitated the downfall of the feudal system in England and the rise of the freeborn Englishman concept. Ignite stimulating discussions and enrich historical knowledge with these engaging educational resources, meticulously crafted to sharpen your students’ analytical thinking abilities as they delve into the ‘short’ and ‘long’ term impacts of the Peasants’ Revolt in 1381.
Both lessons come with an accompanying PowerPoint that contains aims, objectives, differentiated outcomes, information slides, historical sources, tasks, activities, along with templates and writing frames to support an extended answer.
Please see the detailed preview for more information. Whilst pricing these resources we added 50p so that you would effectively get buy one, get one free.
The aims and objectives of this lesson are:
Theme: Medieval Society
Know: Why did the peasants revolt in 1381?
Understand: What roles did religious, social, economic and political factors play?
Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
Skills: Source Analysis, Cause, Consequence & Collaboration
WILF – What Am I Looking For?
Can You Describe: Why the peasants revolted in 1381?
Can You Explain: What roles did religious, social, political and money factors play?
Can You Evaluate: What was the most important cause of the Peasants’ Revolt in 1381?
If you like this resource, then why not check out our other resources on similar topics in our TES shop, such as life in a Medieval town. 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
We have bundled together some our most popular Native American resources at the History Academy. These covea range of subjects from their beliefs, methods of warfare and why they were defeated by the US Government.
All our resources have been field tested and improved in the classroom. These funa nd interactive resources were designed for the popular GCSE course the American West, but they can also be used at KS3.
We have have recently commissioned some new resources on this topic and plan to add to this pack, so if you buy at the current low price you will be able to download all the forthcoming new resources for free.
If you like these resources then why not check out our TES shop. 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