This outstanding resource is designed to help students evaluate how far Custer was responsible for the defeat of the US Army at the Battle of the Little Bighorn. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organize our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritize the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain why Custer lost the Battle of the Little Bighorn. 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. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. Make a smaller diamond shape using what you think are the four most important reasons why Custer lost at the Battle of the Little Bighorn. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills and arguments for writing their essay. The aims and objectives for this lesson are: Theme: What role did the US Army play in the defeat of the Plains Indians? Know: What happened during the Battle of the Little Bighorn? Understand: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Evaluate: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? WILF: What Am I looking For? Identify & describe: What happened during the Battle of the Little Bighorn? Explain: What roles were played by Custer and Crazy Horse in the defeat of the US Army? Analyze: How far was Custer responsible for the defeat of the US Army at the Little Bighorn? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or as a key focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: What sanctions did the League of Nations impose on Italy? Understand: Why did the League fail to stop the Italian invasion of Abyssinia? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Italy? Explain: Why did the League fail to stop the Italian invasion? Analyse: Which factors were the most important it causing the League to fail? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying why the USSR and Germany signed the Nazi-Soviet Pact in 1939. The key theory underpinning this type of strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain why Germany and the USSR signed the Nazi-Soviet Pact in 1939. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Germany and the USSR signed the Nazi-Soviet Pact? Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify & describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This critical thinking skills activity has been designed to provide stretch and challenge for students studying why it was difficult to maintain law and order in the American West. .The key theory underpinning this type of strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain it was difficult to maintain law and order in the American West. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why it was difficult to maintain law and order in the American West. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of this topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut the cards out, they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The engaging diamond 9 activity is designed to help students explain why so many people decided to settle on the Great Plains. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the more able. If you are looking for more traditional card sort resource on this topic, then please check out my TES shop. When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why Homesteaders settled on the Great Plains. 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 reasons why the Homesteaders settled on the Great Plains 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 understanding of the topic, but also the critical thinking skills that we associate with a diamond 9 activity. Once stage 3 is complete. students could then have a go at writing an extended answer on why did the Homesteaders settle on the Great Plains?’ The aims and objectives for this lesson are: Theme: The American West Know: What were the main reasons why so many people settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did so many people settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why some women got the vote in 1918. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

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 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