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 for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the political, economic and social effects of the Great Depression on Germany in the 1930s and is linked to the rise of Hitler. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a single one page Microsoft Word document with a learning aim and instruction. It also includes three heading cards labeled Economic, Social and Political and 20 statement cards which describe the matching consequences of the Great Depression. Students are instructed to cut out the cards and organise them under the three headings. Depending upon the ability of the class, it should take no more than 15 - 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘What were the political, social and economic effects of the Great Depression on Germany during the 1930s?’ The aims and objectives are: Theme: The Rise of Hitler Know: What impact did the Great Depression have on Germany? Understand: What were the political, social and economic effects of the Great Depression? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The effects of the Great Depression on Germany during the 1930s? Explain: What were the political, social and economic effects of the Great Depression? Evaluate: Which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed to help students studying how effective the opposition movement was in Nazi Germany by focusing on the White Rose group set up by Hans and Sophie Scholl. The text level of the worksheet would suit middle and upper ability students. The follow up tasks include a mind mapping exercise, questions and a source analysis question. The linked BBC video clip is an excellent resource to use along side this resource. When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes information explaining the why the group was set up, its aims, methods and why it ultimately failed. This topic can be used as a case study on both the power of the Nazi state and why the opposition failed. The activity section includes three sections. The first is a mind mapping exercise questions, which is set along side a second alternative section which includes question and answers. The final section involves looking at an extract from a White Rose pamphlet and asking the question, why was the opposition so weak? The aims and objectives for this lesson are: Theme: How did the Nazis keep control of Germany? Know: What were the aims and methods of the White Rose opposition group? Understand: Why did the White Rose opposition group fail? Evaluate: What can we learn from the failure of this group about why the opposition failed? WILF: What Am I Looking For? Identify and describe: What were the aims and methods of the White Rose opposition group? Explain: Why did the White Rose opposition group fail? Analyse: What can we learn from the failure of this group about why the opposition failed? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

This card sort is designed to help students identify and describe the key features of a church. Higher ability students will begin to able to describe the differences between a Catholic and Protestant church. These resources can be used with a range of abilities and can easily be edited to customized to suit the needs of your own students. When you purchase this resource, you will be able to download a two page card sort written in Microsoft Word and an accompanying PowerPoint presentation. The card sort in includes matching key words, descriptions and pictures that can be cut out and sorted to help identify the key features of a church. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities as well as links to relevant video clip on YouTube. The aims and objectives for this lesson are: Theme: Christianity •Know: What are the features of a church? •Understand: How are the different areas used during a church service? •Evaluate: What are the differences between a Catholic and Protestant church? WILF – What Am I Looking For? •Identify & describe: The key features of a church •Explain: How are the different areas used during a church service? •Analyse: What are the differemces between a Catholic and Protestant church? 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 issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against abortion. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyse - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? 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

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. 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. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - How far should media be censored in a democratic society? 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 diamond 9 activity has been designed to help students assess the different factors which helped the RAF win the Battle of Britain in 1940. It can be used to help prepare students for an assessment or to extend their critical thinking skills and understanding of the topic. It is designed to be used with the higher range of ability students and to work alongside any main stream text book or video on this topic. For those who are busy or don’t have access to these resources, I have included two suitable links to video clips on YouTube. You can also download a detailed PowerPoint and worksheet on the Battle of Britain from our TES shop along with a SEND and mainstream version of this card sort.Alternatively, you can buy them all in a discounted bundle. 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 key reason why the RAF won the Battle of Britain. Once students have cut the cards out, they are set three tasks including: Remove any problems 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 them. Record and explain your reasons. Make a smaller diamond shape using the four most important reasons explaining why the RAF won the Battle of Britain in 1940? Record and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices in order to develop the critical analysis and thinking skills that this type of activity is designed to help develop. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in helping the RAF win the Battle of Britain as preparation for an extended writing exercise. The aims and objectives of this lesson are: Theme: The Second World War Know: Why did the RAF win the Battle of Britain? Understand: What factors helped the RAF win the Battle of Britain? Evaluate: Which factor was the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why the RAF won the Battle of Britain? Explain: What factors helped the RAF win the Battle of Britain? Analyse: Which was the most important factor? If you are looking for similar resources then please check out our TES shop. 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 or a happy meal. Kind Regards Roy

This beautifully designed time line of Georgian Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity to introduce Georgian Britain 1714 - 1837 . It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying this topic at GCSE or A Level. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Georgian Britain and includes 63 slides with pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. You can add, delete or rewrite slides to suit your course. When getting your students to do the market place activity, you could get them to focus on a theme such as revolution, reform, slavery, factories, the poor or sea power and then them to do a mini presentation on that topic. The aims and objectives for this resource are: Theme: Georgian Britain 1714 - 1837 Know: How did peoples lives change during this period? Understand: What impact did the key events have on the British people? Evaluate: What changed and what stayed the same? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: How did peoples lives change during this period? Explain: What impact did the key events have on the British people? Analyse: What changed and stayed the time? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This beautifully illustrated resource on Roman Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Roman Britain 43-410AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Roman Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Roman Britain 43 - 410AD Know: What was life like for people living in Britain during this period? Understand: How did they overcome the problems they faced? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: How did they overcome the problems that they faced? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

The great little card sort is designed to get students to match the key words from Roman society with their meaning or definition. This could be used as a fun starter to check what they already know or as a plenary or mini plenary to check what they have learnt whilst teaching this topic. The instructions on the sheet are as follows: Option 1: Cut out the cards and match them to their correct meanings or definitions. Option 2: Match the cards with their correct meaning and then write them out as a complete sentence. 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 clever little card sort can be used as a starter or plenary exercise on the impact of the Norman invasion of Britain in 1066 Students have two headings and have to cut out the cards and sort them under one of two headings, Britain before the Norman invasion and Britain after the invasion. For more able students I have included an extension exercise or discussion point for the class asking them to assess whether life for ordinary people improved or got worse after the invasion. If you have an especially bright group, you could ask them to create a key to identify which cards were to do with religion, money, society or power. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used a starter or plenary to help students sort through the chronology of what happened during the Gunpowder Plot in 1605. It is designed to work alongside any main stream resource or video on this topic. I have designed a lesson around this resource using the PowerPoint to drive the main activities which would suit a primary school or lower ability group at secondary group. If you are looking for a more challenging resource, I have also uploaded work suitable for higher ability students. When you purchase this resource you will be able to download a twelve slide PowerPoint presentations with starters, plenaries, historical sources, information slides and video clips to support the main activity. You will also be able to download a Microsoft word document with a copy of the key events. I normally keep a copy of the card sort in 15 envelopes and get me students to quickly order them into the order in which they think it happened before feeding back to a class discussion. This takes about 3 minutes. However, you can also give it out as a sheet and ask them to cut out the cards and stick them into your book. This can take up to 15 minutes. If you are being observed it might be an idea to get your students to sort the cards at the beginning to help you evaluate what they know and then do it again at the end to help you demonstrate progress. This is a tried and trusted resource which has never failed to ignite my learners interest in the topic. The aims and objectives of this lesson are: Theme: The consequences of the Break with Rome Know: What happened during the Gunpowder Plot in 1605? Understand: Why would the Catholics want to kill the king and parliament? Evaluate: How far does the historical evidence support that Guy Fawkes was framed? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the Gunpowder Plot in 1605? Explain: Why would the Catholics want to kill the king and parliament? Analyse: How far does the historical evidence support that Guy Fawkes was innocent or guilty? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 resources are designed to help students research and understand the impact of the Second World War on women in Britain. It includes a PowerPoint with the aims and objectives, sources and the activities listed below There are several good video clips that can be used with this activity. I would recommend the BBC's History File the Home Front / Women. Aims & Objectives: You will learn: Theme: What impact did the Second World War have on Britain? Know: What roles did women play in the Second World War? Understand: Why it was necessary to recruit women into the armed services? Evaluate: How important was the role played by women during the 2WW? Skills: Cause, Consequence, Evaluation and Judgement. What Am I Looking For this lesson? L4 = Describe - the different roles played by women during the 2WW L5 = Explain - why it was necessary to recruit women into the armed services? L6 = Analyse - how important was the role played by women during the 2WW? Tasks & Activities Task 1: Make notes from the video clip about the role women played during the Second World War Task 2: Feedback results into a class spider graph Task 3: Divide into groups and using the textbooks and laptops research the role that women played during the Second World War Task 4: Produce a presentation with no more than 5 PP slides describing the role that women played in the area that you have looked at with your group. Task 5: Peer assess each groups work giving marks for effort, content and delivery. 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 lesson looks at one of Britain’s first attempts to recycle or salvage resources during the Second World War. It is part of a series of lessons that I have created on the Home Front that can be either downloaded separately or as a discounted bundle. The lesson materials are suitable for the full range of ability. When you purchase these resources you will be able to download a three page worksheet with the key information, sources and tasks, one of which includes a SEN missing word activity. You will also be able to download an accompanying Point Point with the aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, relevant video clips and extension exercises to work along aide the activities on the worksheet. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government introduce a salvage campaign? Understand: What impact did the wartime shortages have on Britain? Evaluate: How successful was Britain’s first recycling campaign? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government introduce a salvage campaign? Explain: What impact did wartime shortages have on Britain? Analyse: How successful was Britain’s first recycling campaign? 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 lesson has been designed to help students understand the impact of the First World War on both the Allies and Germany as a prelude to studying the aims of the peacemakers and the Treaty of Versailles, 1919. The PowerPoint is designed to work with both worksheets which can be mixed and matched depending upon the ability of your students. The first was designed for KS4, whilst the second worksheet was designed for KS3, but they both are appropriate and accessible for the full ability range. Please note that these lessons can be purchased at a discounted rate via my bundle on the Treaty of Versailles. When you purchase this resource you will be able to download two worksheets on this topic and a PowerPoint Presentation that has been designed to help facilitate the lesson. The worksheets include information and sources about the impact of the First World War as well as tasks and activities. Both worksheets are two pages long and can be mixed and matched to suit your learners. The seventeen slide PowerPoint includes aims, objectives, differentiated outcomes,starters, plenaries, tasks, activities, summary diagrams and historical sources to support both worksheets. For more information, please view the preview. The aims and objectives of this lesson are: Theme: How fair was the Treaty of Versailles, 1919? Know: What impact did the First World War have on Germany and the allies? Understand: What sort of peace treaty would each country want to achieve? Evaluate: Why did some of the peacemakers want revenge on Germany? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The impact of the First World War on Germany and the Allies. Explain: What sort of peace treaty would each country want to achieve? Analyse: Why did some of the peacemakers want revenge on Germany? 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

A simple chronological card sort exercise on Hannibal and the Punic wars with Rome. This could be used as starter or plenary. I would ideally recommend reviewing the story before having a go at the card sort exercise. The document is in word so you can easily adapt them to suit your own text books or worksheet. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the church settlement and why? Analyse: How far was the Church Settlement Act a success?

This highly adaptable revision guide with a past paper question and assessment for learning pupil mark scheme is must have for anyone studying the causes of the Second World War. The first page includes all the key facts students need to know about German rearmament and why Britain and France failed to stop Germany. The second page includes two activities, a summary table why Germany was able to rearm 1933 - 1939 and a discussion / extended writing activity which aims to assess how successful was Germany's attempts to rearm in comparison to the rest of the world by 1939. The third page includes an optional OCR source based question on why the disarmament conference failed, whilst page four contains the pupil mark scheme and writing frame for the question. The resource is provided in word so it can be easily adapted to suit your students. It can be used as part of a lesson or a piece of homework for students studying this topic or as revision guide. Aims and Objectives Theme: Causes of the Second World War Know: How did Germany rearm 1933 - 1939? Understand: Why were Britain and France unable to stop Germany rearming? Evaluate: How successfully was German rearmament 1933 - 1939? WILF Identify: How big did German armed forces grow between 1933 - 1939? Explain: why did Britain and France fail to stop Germany? Analyse: How successful was German rearmament from 1933 - 1939? Kind Regards Roy