This great diamond 9 cctivity is designed to help students studying the key reasons why the Native Americans were defeated by the US government. It can be used as a revision tool, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for something more suited to lower and middle ability students, then I have several more tradition card sort on this topic. When you purchase this great 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 the Native Americans were defeated. 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 the four most important reasons to explain why the Native Americans were defeated. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explain. This is absolutely crucial for developing those critical thinking skills that we associate with diamond 9 activities. Once students have sorted the cards, you can extend their understanding further by discussing or writing an extended answer explaining which factor played the most important role in their defeat. The aims and objectives of this lesson are: Theme: The American West Know: How were the Native Americans defeated by the US Government? Understand: How did the US government undermine the Native American way of life? Evaluate: Which factor was the most important in undermining their way of life? WILF - What Am I Looking For? Identify and describe: How did the US Government defeat the Native Americans? Explain: What tactics and strategies did they use to undermine their way of life? Analyse: Which factor or combination of factors was the most successful? 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 is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at James I’s personality and leadership skills as King of England. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with tasks and activities. Whilst the lower version includes seven primary and secondary sources, the same tasks but with more support. If you are interested, I have also produced a PowerPoint to accompany this lesson which can be purchased bundled separately with these resources. This lesson has been designed to help set the scene for the conspiracy theory around the Gunpowder Plot by asking why was James I was so unpopular and would need a Catholic plot to help improve his public image as well as to lay the foundations for the longer term causes of the English Civil War. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? Know: Who was King James I? Understand: What can we learn about him from the historical evidence? Evaluate: Why was James I unpopular with his people? Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of James I Explain: What can we learn about James I from the historical evidence? Analyse: Why was James I unpopular with his people? 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 card sort is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main activity focuses on the impact that the Renaissance had on medical knowledge. It can be used as a starter, plenary, homework or revision exercise for students studying GCSE Medicine Through Time. This activity will especially appeal to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instruction and eight headings and information cards that need to be matched together. Once complete students can consolidate their understanding by creating a key to show which ideas were based upon rational or superstitious beliefs. This is followed up by two tasks that look at change and continuity from ancient to the Renaissance period. Aims and Objectives: Theme: Medicine Through Time Know: How did peoples understanding of the causes of disease changed over time? Understand: What impact did the Renaissance have on medical knowledge? Analyse: What has changed and what has stayed the same over time? Skills: Change and Continuity WILF - What Am I Looking For? Identify and Describe: How did peoples understanding of the causes of disease change over time? Explain: What impact did the Renaissance have on medical knowledge? Evaluate: What has changed and what has stayed the same over time? 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 is designed to helped students understand who the Pilgrim Fathers were and why they left England to settle in America. It is a classic resource which has never failed to engage my students and has been carefully tweaked over the years to get the best possible outcomes. The resource can be used with a range of abilities and can easily be edited to customized to suit the needs of your students. These resource can be purchased at a significantly discounted price as a bundled item with my other resources on James I, Witchcraft and The GunPowder Plot. When you purchase this resource, you will receive a sixteen slide PowerPoint Presentation and a three page worksheet. The PowerPoint includes all the aims, objectives, differentiated outcomes, historical sources, starters, plenaries, information slides, tasks, video links and activities to work alongside the worksheet. The first page of the worksheet includes primary sources from the period as well as information on both the traditional and revisionist versions on who the Pilgrim Fathers were and why they left England to settle in the USA. The second page includes a range of different activities, including a starter and consolidation exercises to suit the full range of ability, whilst the third page includes two flow charts or decision trees that can be printed off, completed by students and stuck into their books to show the two different interpretations or versions of the history of the Pilgrim Fathers. I have also linked in a video that I have posted on You Tube on this topic which can be previewed with this resource. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who were the Pilgrim Fathers? •Understand: Why did they leave Europe to settle in America? •Evaluate: Why did the Pilgrim Fathers decide to settle around Cape Cod? •Skills: Source Analysis, Cause and Consequence WILF – What Am I Looking For? •Identify & describe: Who were the Pilgrim Fathers? •Explain: Why did they leave Europe to settle in America? •Analyse: Why did the Pilgrim Fathers decide to settle around Cape Cod? 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 much loved resource has now been updated to PowerPoint so that it is accessible for the full ability range through a change of multimedia and interactive content. If you wish to buy the worksheet version which was the number one download on school history, it can still be purchased via my TES shop separately or as a bundled item. The lesson comes in two sections. The first looks at the traditional story of the Gunpowder Pot as it has been taught to school children for hundreds of years. I have created a series of questions and activities aimed at foundation and core students that helps them to study an old Victorian school history book version. This is a great exercise to help students appreciate how history has been taught in the past. I have uploaded a copy of my my chronology card sort on the Gunpowder Plot, which can be used as a starter or consolidation exercise. I have also linked in the Nick Knowles version of the Gunpowder The next section looks a the revisionist version of the Gunpowder Plot and gives students a series of contemporary sources and secondary research by historians to help them decide whether Guy Fawkes was innocent or guilty. The activity aims to get them to draw a table to help them analyse the information before having a go at writing an extended answer or a newspaper report from either a Catholic or Protestant stand point on what happened. In order to help students analyse the sources I have included a range of graphic organisers, that you can select from. which can be printed off alongside the historical sources. The aims and objectives are: Theme: What were the consequences of the break with Rome? •Know: What happened during the Gunpowder Plot? •Understand: Why did the Catholics want to murder the King and Parliament? •Evaluate: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? •Identify & describe: What happened during the Gunpowder Plot? •Explain: Why would the Catholics want to murder the King and Parliament? •Analyse: How far does the historical evidence prove that Guy Fawkes was innocent or guilty? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This outstanding resource has been designed for students studying the rise of Hitler and the increasing popularity of the Nazi Party in Germany’s elections. 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 but is particularly aimed at middle to lower ability students who need help in structuring their arguments using the PEE model - Point - Example - Explain. When you purchase this resource it includes a fully editable one page Microsoft Word document with a learning aim and six points and matching examples and explanations to the question, why did people vote for the Nazis? The topics covered include the Treaty of Versailles, economic depression, hyperinflation, German’s electoral system, increasing unpopularity of the Socialist Party and Nazi propaganda machine. I have also linked in an optional video clip to accompany this resource from YouTube. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did the German people vote for the Nazi Party in the 1930s?’ The aims and objectives are: Theme: The Rise of Hitler Know: Why did people vote for the Nazis? Understand: Why did the popularity of the Nazi Party increase? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: Why did people vote for the Nazi Party in the 1930s? Explain: Why did the popularity of the Nazi Party increase? 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

If you are looking for an outstanding lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity on the Titantic is a must have for those teachers looking for something engaging and different to add to their toolkit of great lessons. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided additional differentiation by ‘ragging’ or grading the difficulty of the slides / sources so that the learners can chose their level of challenge. When you purchase this resource you will receive a twenty three slide presentations which includes a snowballing starter, information slides for the market place activity and a plenary. The sources for the market place activity looks at conditions on board the Titantic for the different classes as well as statistics on their survival rates. It is interesting to note that the myth of women and children first, only really applied to the first class passengers. I have also included a few links to relevant clips on the internet that have been carefully selected. The aims and objectives for these resources are as follows, but they can be easily tweaked for a number of different investigations on this topic: Know: What was life like on-board for the passengers on the Titanic? Understand: What can historians learn about British society from the Titanic? Evaluate: How fair was British society in 1900? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What was life like on-board the Titanic? Explain: What can historians learn about British society from the Titanic? Analyse: How fair was British society in 1900? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This card sort on the chronology of the Great Fire of London in 1666, is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. It has been designed by experienced teachers and has been refined and tested in the classroom over many years. This style of activity will appeal to both visual and kinesthetic learners. If you are looking for a source investigation on the causes of the Great Fire of London, then please check out my other resources on this topic. When you purchase this resource, you will be able to download a full editable single page Microsoft Word document, which contains a learning objective, instructions and two tasks. Students can sort through the twelve 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 Great Fire of London. We have also included an consolidation or homework exercise that students can complete once they have finished the card sort. The aims and objectives of this lesson are: Theme: The reign of Charles II Know: What happened during the Great Fire of London? Understand: What factors helped to increase the damage caused by the fire? Analyse: Why was the fire eventually put out? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What factors helped to increase the damage caused by the fire? Evaluate: Why was the fire eventually put out? 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 straight forward resource is designed to be used as a consolidation exercise. Students match the beginning of the sentences with their correct endings or explanations. It should work with any main stream resource on this topic is suitable for low and middle ability students. The document is supplied in Microsoft Word and can be easily edited to suit the needs of your students or match the text book or resource that you are using. The learning objective for this lesson is: How does the immune system work?

This straight forward resource is designed to be used as a consolidation exercise. Students match the beginning of the sentences with their correct endings. It should work with any main stream resource on this topic is suitable for low and middle ability students. The video clip that I have linked to this resource is perfect to help low ability students understand this topic. The document is supplied in Microsoft Word and can be easily edited to suit the needs of your students or match the text book or resource that you are using. You should be able to print off two card sorts per A4 sheet.

What is morally? What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your philosophy and ethics course off with some great engaging debates. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should recieve the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is so important in the USA. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? 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

Should scientist be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility? This is a hotly debated topics which overlaps into several areas of the curriculum . Should scientists be allowed to play God? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. 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 fully editable statements that can sorted under them. I’ve also included a PowerPoint to help introduce and facilitate the card sort. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and possible follow up activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? 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 beautifully designed and written lesson resource looks at the cultural changes that took place during Germany’s Golden Age in the 1920s and looks at how they were interpreted by different groups. The information is accessible to a range of abilities and can be used alongside a wide range of main stream text books or used as a stand alone resource. Depending upon the teaching and learning styles in your school, you could deliver the lesson or print off the relevant slides on art, cinema, nightlife, literature and design and get your students to complete their notes in a market place or gather and share activity. When you purchase this resource you will be able to download a PowerPoint presentation entitled Germany’s golden age. The first few slides include, aims, objectives, differentiated out comes and two potential starters. The next few slides then set the scene and put the period into its historical context. This includes a beautifully illustrated and animated diagram on the Dawes Plan. This is followed up with information slides with images and relevant video links on cinema, nightlife, literature, art and design in Germany at this time. These could be used as described above as a gather and share exercise. Once complete the next two slides include tasks and information to help students construct a mind map. In order to extend the more able you could always give out text books to provide additional information that they could use for research. The next section of the PowerPoint looks at several different sources on how different groups in Germany reacted to this new explosion of culture and this is then followed up with an AQA GCSE History style questions with an AFL pupil mark scheme for the new syllabus. However, if you use a different exam board the mark schemes are fully editable and could be easily customised to suit your exam board. The Aims & Objectives are: Theme: Weimar Republic 1923 - 1929 Know: What were the key features of Germany’s Golden Age? Understand: What cultural changes took place and why did they happen? Evaluate: How did different people respond to these changes? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of Germany’s Golden Age Explain: What cultural changes took place and why did they happen? Analyse: How did different people respond to these changes? 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 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 be used as seating planner for a typical history classroom, but can be easily customised to suit any subject or classroom arrangement. Simply pick the layout which matches your room and then customise the slide and then copy and paste it to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes seven slides and a title page. Each slide has a standard classroom layout including groups, rows and horseshoe. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

Should scientist be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? What are the dangers and benefits of swapping genes from one species to another? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . 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 fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve 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