These great resources have been designed to help low ability students understand what happened when the Spanish Armada tried to invade England and why it was defeated. On its own, the card sort can be used along side any main stream text book or video on this topic. However, I have included a PowerPoint with additional activities and information in order to build a lesson around the card sort exercise. If you are looking for a more a resource more suitable for middle or higher ability students, I have produced several different versions of this resource including a Card Sort, Market Place Activity, Source Analysis and a Diamond 9 Activity, which can be purchased separately or in a very cost effective bundle which will allow you to differentiate effectively across your low, ,middle and higher ability groups. When you purchase this resource you will be able to download single page Word document and a separate 18 slide PowerPoint. The worksheet includes aims, instructions and 12 key events surrounding the unsuccessful attempted by the Spanish Armada to invade England in 1588 . The PowerPoint includes, aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? 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

Creative and interactive lesson has been written by experienced history teachers to help students studying understand the political, economic, military and territorial impact of the Treaty of Versailles, 1919. It can be used as a revision activity, starter or plenary and should easily work alongside any main stream resource on this topic. If you are looking for a resource that provides more challenge or promotes more discussion, then check out my diamond resource on why the Germans hated the Treaty of Versailles. When you purchase this resource you will be able to download a full editable Microsoft word document which contains a lesson objective, instructions, four heading cards and 16 cards on the terms of the Treaty of Versailles, 1919. Once students have cut out and matched the cards, they can extend their learning by trying to explain which of the terms Germany would have found the most humiliating. When you download the PowerPoint which has been designed to accompany this resource, it contains information slides, maps, diagrams, tasks and activities to help support the main card sort activity, The aims and objectives of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for 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

This outstanding resource is designed to help students assess how successful the New Deal 1933 was at helping the US economy recover from 1933 to 1941. It is suitable for the full range of ability of students from 14 to 18, as I have included a mixture of easy as well as challenging statements. The resource includes a single A4 sheet, with two heading cards labelled ‘successful’ and ‘unsuccessful’ as well as 22 statements that can be sorted under either headings. I would recommend getting your students to cut out the cards, sort them and then feed back to the class or their group before sticking them into their books. If you are pressed for time, then you could always get your students to use the heading cards to create a key or colour in the statement using highlighters. There are several extension activities that you an then so with the sorted statements. Firstly, they could create a key to label some of the statements ‘Relief, Recovery or Reform.’ Secondly, they could use the sorted statements to attempt an extended question on: 'How successful was the New Deal from 1933 - 1941. Theme: The USA in the 1930s. Know: What ‘action’ did FDR take through his New Deal to help the American economy recover? Understand: In what areas of the economy did the New Deal succeed / fail? Evaluate: How far did the New Deal help the US economy to recover 1933 - 1941? WILF: What Am I Looking For? Identify and describe: The ‘action’ taken by FDR to help the economy recover? Explain: In what areas of the economy did the New Deal succeed or fail? Analyse: How far did the New Deal help the US economy to recover 1933 - 1941? 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 middle and lower ability students studying the key reasons why Japan invaded Manchuria in 1931 -1932? It can be used as a starter, plenary, revision or assessment activity to supplement any main stream text book or video on this topic. If you are looking for something to stretch the more able then please check out my Diamond 9 Activity on this topic, available for download from my TES shop. When you purchase this resource you will receive a full editable Microsoft Word document which can be customised if necessary to suit the needs of your students. When you open the document it will include both the learning aims and instructions to go along with the tasks as well as twelve heading and matching statement cards that explain the key reasons why Japan invaded Manchuria. Once your students have correctly matched the cards and reviewed their answers, you could provide stretch and challenge by getting them to organise them into their order of importance before stickling them into their books. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Japan invade Manchuria 1931 - 1932? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Japan’s decision to invade? WILF - What Am I Looking For? Identify and describe: Why Japan invaded Manchuria? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Japan’s decision to invade? 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 reasons why Italy invaded Abyssinia in 1935 -35. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something with a little more stretch and challenge for your higher ability students then why not also check out my diamond 9 activity on this topic? When you purchase this resource you will receive a Microsoft Word document which you can easily edit should you want to customise it further by changing any of the key factors that have been included. The resource includes aims, instructions and twelve heading cards and matching statements to explain why Italy invaded Abyssinia in 1935-36. Once students have cut out the cards, matched them and fed back to the rest of the class, they could extend their understanding of the topic by sorting them into their order of importance before sticking them into their books. Once complete they could use the card sort to help them write an extended answer. 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 understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: Why did Italy invade Abyssinia in 1935 - 36? Understand: How were these factors were linked to the weaknesses of the League? Evaluate: Which factors were the most important in Mussolini’s decision to invade? WILF - What Am I Looking For? Identify and describe: Why Mussolini invaded Abyssinia? Explain: How these reasons were linked to the weaknesses of the League? Analyse: Which factors were the most important in Mussolini’s decision to invade? 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 has been developed in challenging schools and field tested in the classroom over many years, aims to enhance students’ critical thinking skills during the exploration of the Peasants’ Revolt in 1381. Suitable for students across all ability levels, this versatile resource serves as a starter, plenary, revision tool, or assessment activity, with a particular focus on challenging high-achieving students who require stretch and challenge. Following a short presentation, students engage in a diamond 9 activity to categorize consequences into ‘short’ and ‘long term’, before deciding which four were the most important or historically significant. Designed to cater to a diverse range of learners, this lesson includes supportive writing frameworks and thinking skills review tools to guide students in their decision-making processes and foster meaningful discussions and critical thinking. When you purchase this resource, you will be able to download two fully editable office documents, a Word document containing the diamond 9 activity and a supporting PowerPoint presentation. Both have also been uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, starters, templates, writing frames, tasks and activities. Meanwhile, the Word document includes nine diamond shaped cards which include a sellection of ‘short’ and ‘long term’ consequences of the Peasants’ Revolt. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. Make a smaller diamond shape using the four most important consequences of the Peasants’ Revolt. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop not only their critical thinking skills but their understanding of the topic. Please see the detailed preview for more information. The aims and objectives for this lesson are: Theme: Medieval Society Know: What happened after the Peasants’ Revolt in 1381? Understand: Which changes were ‘short’ and ‘long’ term consequences? Evaluate: Which consequences were the most significant? Skills: Source Analysis, Cause, Consequence, Change & Continuality. WILF – What Am I Looking For? Can You Describe: What happened after the Peasants’ Revolt in 1381? Can You Explain: Which changes were ‘short’ and ‘long’ term consequences? Can You Evaluate: Which consequences were the most important?

This resource has been designed to help students studying the impact of war and technology on the development of surgery. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. Once complete, students should have a summary of the key developments and be able to make a mini judgement on which had the greater impact, war or the development of technology during peacetime 1900 - 1945? 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 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 lesson plan as well as an 18 slide presentations which includes a snowballing starter, collaborative squares enquiry to be used with the video clip, information slides for the market place activity and a thinking skills review triangle plenary. The information slides include facts about the developments of X-rays, blood transfusions, plastic surgery and fighting infection through saline solution, sulphonamides, Salvarsan 606 and Penicillin. The aims and objectives for these resources are: Theme: Modern Medicine Know: What changes took place to improve surgery in the early 20th Century? Understand: What impact did war and technology have on surgery? Analysis: How significant were these changes? Skills: Enquiry, Source Analysis and Team Work WILF – What Am I Looking For? Identify & describe: What changes took place to surgery in the early 20th Century? Explain: What impact did war and technology have on surgery? Analyse: How significant were these changes? 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

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

Can lying ever be morally justified? On the one side of the debate we have those who say that under no circumstances can lying ever be justified, whilst on the other side of the debate we have those argue that lying is okay to prevent harm. So for example, was St Peter right to lie about knowing Jesus after he was arrested? This outstanding resource 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 lying. 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. This lesson is designed to be used in a Moral Philosophy lesson but it is a great tool for tutor time or helping students who need pastoral guidance. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two heads and then sick into their books before they have a go at the extended writing activity / 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 eighteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: Why is it wrong to lie? Understand: What are the arguments for and against lying? Evaluate: Are there any circumstances in which it s acceptable to lie? WILF - What am I Looking For? Identify and describe - Why is it wrong to lie? Explain - the arguments for and against lying? Analyse - Are there any circumstances in which it is acceptable to lie? 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

After several requests, I have uploaded this classic lesson which has been designed to help students develop their critical source analysis skills for KS3 and KS4, whilst studying the Battle of Hastings as part of the Norman Conquest. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but this resource has been designed to prepare students for the source analysis skills that they will need at GCSE so could easily be used at KS4 if you are studying the Norman Conquest at GCSE… When you purchase this resource, you will be able to download a 24 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides about the death of King Harold and the origin, nature and purpose of the historical sources describing his death. The core tasks are designed to get students to compare the sources on Harold’s death and assess their reliability by looking at the evidence and especially the controversy over the origin of the Bayeux Tapestry and its nature and how it has been edited or repaired over the past 1000 years. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings?. Know: How did King Harold die? Understand: How do historians check the reliability of sources? Evaluate: How reliable are the sources describing Harold’s death? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: How did King Harold die? Explain: How do historians check the reliability of sources? Analyse: How reliable are the sources describing Harold’s death? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These detailed beautifully illustrated resources have been designed to help students investigate Britain’s involvement in the slave trade through a market place activity. The information is presented in a time line format which can be displayed around the classroom or passed around. The main task is suitable for the full ability range and includes additional activities to the market place task, which can be mixed and matched to suit your curriculum time and students. I have included additional file to give you a comprehensive preview of what is included. There are a number of different ways to deliver a market place activity. This resource has a mixture of activities that are designed to be a proactive lesson to get students up, moving around and working collaboratively. If you are not comfortable with that, they can always get them to pass the information slides around the classroom. The slides themselves are beautifully illustrated and are worthwhile printing off in colour and putting into a plastic wallet When you purchase this resource, you will be able to download two PowerPoints. The first includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, diagrams, templates, summary and feedback sheets. Once students have completed the market place activity, they can complete an extended written answer to the core question. However, if you prefer you could get your students to produce a mind map summarising what they have discovered from their investigation. or get each group to present their findings on the topics that they have been given to research. The second PowerPoint includes twenty seven information slides on Britain’s involvement in the slave trade. Please see the preview for more information: The aims and objectives of this lesson are: Theme: Britain and the Slave Trade 1555 - 1833 Know: Why did Britain get involved in the slave trade? Understand: Why did some people want to abolish the slavery? Evaluate: Why did Britain abolish the slave trade and end slavery? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: Why did Britain get involved in the slave trade? Explain: Why did some people want to abolish slavery? Analyse: Why did Britain abolish the slave trade and end slavery? If you are looking for similar resources then please check out our TES shop. This lesson can 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 or a happy meal. Kind Regards Roy

This lesson has been designed primarily for A Level students studying the significance of Catholic emancipation in the United Kingdom. It focuses on divisions within the Tory Party, the protest methods used by Daniel O’Connell and the Catholic Association and how they in turn influenced the Parliamentary reform movement in Britain. When teaching this module to your students, it is important to stress the role played by Daniel O’Connell in developing the peaceful, indirect methods and tactics that played a crucial role in other later civil rights movements. When you purchase this resources you will be able to download two PowerPoints. The first PowerPoint includes aims, objectives, activities, starters, plenaries, information slides, diagrams, primary and secondary sources to help students evaluate the significance of Catholic emancipation. The seconds contains photocopiable graphic organisers and resources to help students to complete the tasks and activities. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1820 - 1834 Know: What problems faced Catholics living in the UK? Understand: What methods did the Catholic Association use to campaign for emancipation? Evaluate: How significant was Catholic emancipation? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: The problems faced by Catholics living in the UK? Explain: What methods did the Catholica Association use to campaign or emancipation? Analyse: How significant was Catholic If you like this resource then why not check out my other resources in the History Academy 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 be an introduction to Britain and the Slave Trade and help students understand not only the origins of slavery, but the difference between a wage earner and a slave and why slavery was eventually abolished. Now this might seem like a lot to ask, but this lesson has been carefully crafted and field tested by experienced teachers. The lesson opens by explaining the origins of slavery in classical times. It them moves on to compare and contrast the rights and freedoms of slaves with serfs, indentured servants and finally wage earners. This is all linked into the wider context of British history. The lesson then rounds off with a source analysis of Adam’s comments about slavery and why it was expensive, inefficient and costly compared to employing wage earners. This helps to provide a broad overview within which you can then explore the slave trade and its eventual abolition. This lesson is suitable for the full range of ability. However, I have produced a simpler SEND card sort version which can be downloaded from my TES shop. When you purchase this resource you will be able to download a two page worksheet as well as a fourteen slide PowerPoint. The worksheet includes information, sources and activities. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded. The aims and objectives of this lesson are: Theme: Rights & Freedoms Know: What is the origins of slavery? Understand: How has the way that people have been employed changed over time? Evaluate: Why was slavery abolished? Skills: Change & Continuity, Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The origins of slavery and what is a slave? Explain: What is the difference between a slave and a wage earner? Analyse: Why was slavery abolished? 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

Captain Cook reputation continues to be very controversial. At the time he was seen as a man of science, an explorer, a great navigator and adventurer. His death at the hands of the native people of Hawaii turned him into a martyr who died for the British Empire. However, in our post colonial times, his reputation has been called into question by people who suffered as a result of his actions. Historians are interested in these debates as they question the role and purpose of history and whose story we are telling in the classroom. Other counter that it is wrong to question the reputation of great men like Captain Cook as they didn’t have the benefit of hindsight and couldn’t foresee the consequences of their actions. This innovative and creative activity has been designed to help students assess the reputation of Captain Cook and decide whether he was a Colonial Hero or an Imperialist Villain. This activity involves giving students a card sort with sixteen statements to sort through and decide which statement they support. Once this has been complete, students can then have a go at answering the question: How far was Captain Cook a hero or a villain?’ They could do this in a project, an essay, or they could take sides and write a speech arguing either side. I have included links to two video clips, including the BBC Timewatch video. After they have completed the card sort, students could add facts to either side of the debate. Ultimately, this resource is highly adaptable and can easily be adapted to suit a wide range of learners. The aims and objectives are: Theme: The British Empire Know: What sort of man was Captain Cook? Understand: Why are historical events interpreted in different ways? Evaluate: Was Captain Cook a colonial hero or an imperial villain? WILF - What Am I Looking For? Identify and describe: Who was Captain Cook and why is famous? Explain: Why are historical events interpreted in different ways? Analyze: Was Captain Cook a colonial hero or an imperial villain? 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

These great resources look at the problems facing coal miners from 1750 - 1900. The PowerPoint includes the aims and objectives, information slides, eight activities, an assessment, pupil mark scheme and three outstanding video clips from interviews with Doncaster coal miners that I created as part of an oral history project. Meanwhile, the card sort exercise is designed as a mini plenary to help what students have learnt so far or a preparation or the assessment task. The aims and objectives are: Theme: How did the steam engine revolutionise industry? Know: What changes took place in the coal mining industry 1750 - 1850? Understand: How the new methods increased coal production? Evaluate: How did the steam engine revolutionise mining production? Skills: Cause, Consequence, Significance, Evaluation and Judgement. What Am I Looking For this lesson? Identify = the changes that took place in the coal mining industry. Describe = the changes that took place in the coal mining industry. Explain = how the new machinery and steam engines improved coal production? Analyse = form a judgement how far the steam engine revolutionized coal production? I was awarded a teaching award from BECTA in 2011 for the oral history resources and interactive content that I developed for these lesson resources. Activity 1: A Snowballing Exercise Activity 2: Produce a spider graph summarising the problems facing miner using a clip from worst jobs in history Activity 3: Class Feedback and review of what has been learnt Activity 4: Jot down five facts about surviving a rood collapse in a coal mine Activity 5: Guess my job Activity 6: Card Sort Activity 7: Class discussion: How far did the steam engine solve the problems facing miners Activity 8: Spider Summary Activity 9: Assessment with student mark scheme. You may also wish to download the differentiated worksheet that could be used to accompany these resources. However, these resources can easily stand on there own. Kind Regards Roy

This outstanding lesson has been designed to help students understand the purpose and reliability of royal portraits in Elizabethan England 1558 - 1603. It is suitable for a wide range of abilities and can be used at both KS3 and KS4. When you purchase this lesson you will receive a card sort with six portraits and six accompanying statements which need to be matched up. I have carefully edited the pictures so they photocopy in black in white, but if you can afford to print them off in colour then they make an even more stunning resource. If you are trying square the expense, the you could always print off fifteen copies and then put them into envelopes to be reused with another class. The accompanying PowerPoint includes the aims, objectives, differentiated outcomes, snowballing starters, plenaries, the answers to the card sort as well as additional tasks and slides which look at the reliability and purpose of royal portraits as a form of propaganda. The plenary activity in the PowerPoint gets students to annotate the Armada portrait for legitimacy, purity, success and other key aspects of Elizabethan propaganda. The aims and objectives of this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: How did the official image of Elizabeth change from 1546 – 1603? Understand: What steps did Elizabeth take to control her image? Evaluate: How useful are royal portraits as historical evidence? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: The changes to the official image of Elizabeth I from 1546 to 1603? Explain: Why did Elizabeth I control the way her image was official presented? Analyse: How useful are royal portraits as historical evidence? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources have been designed to help students studying the problems facing Henry VII in 1485? Each resource can be used independently or in conjunction with each other as differentiation with a mixed ability class. When you purchase this resource you will be able to download a worksheet, PowerPoint and a card sort. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, plenaries, consolidation exercises, information slides and links to video clips. The PowerPoint also includes two differentiated versions summarising Henry VII's problems which can be easily printed off and used with students as a classification exercise. The worksheet includes a summary of how Henry solved his problems. Whilst the card sort links with both resources and involves matching Henry VII's problems with money, legitimacy, revenge, marriage, power and control with the solutions that he came up with. Everything has been carefully differentiated and can be easily adapted for the full range of ability. This is one of my favourite lessons and there is enough to last a class 2/3 lessons can be used to make you sparkle and shine for Ofsted or an observation lesson. The aims and objectives of this lesson are: Theme: The reign of Henry VII, 1485 - 1509 Know: What problems faced Henry VII when he became King in 1485? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Henry VII and how successfully did he solve them? WILF – What Am I Looking For? Can You Describe: What problems faced Henry VII in 1485? Can You Explain: Which problems were linked to money, marriage, legitimacy, revenge, power and control? Can You Evaluate: Which problem posed the greatest threat and how successfully did Henry VII solve them? 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 beautifully illustrated resource has been designed to help KS3 students understand the problems historians face when using photographs and letters from the First World War. It looks at the issues surrounding recruitment, morale, the Christmas Truce and the introduction of press censorship and of soldiers personal letters. When you purchase this lesson you will be able to download a PowerPoint and an accompanying lesson plan. The PowerPoint includes the aims, objectives, information slides, photocopy sheets, video clip links, starters, plenaries and activities that drive the lesson. The lesson begins with a snowballing starter of the key words. This is followed up by a ‘buzz and go’ peer review sheet where students spend two minutes writing down what they already know about how to use a historical source, this is then passed onto the next person to peer review and add an extra point and so forth until all four squares are complete. At this stage, I get my students to nominate someone to feedback for their table before moving onto the next three information slides on how to use a source successfully, followed by the problems the army faced in recruiting people from September to December 1914 and then the Christmas Truce. At the relevant points, I ask my students why they think the number of people volunteering dropped off and how the British public would react to the photographs of British and German soldiers during the Christmas Truce. We then discuss the steps taken by the British Army to ban cameras, censor letters and newspapers after the Christmas Truce to protect morale. Depending upon how much time you have, I then set my students one of two tasks. The first task involves censoring a soldier’s letter from the trenches to make sure it does not damage morale back home or give away military secrets, meanwhile the second task involves imagining that they are a newspaper editor in 1914 who has to sort through a series of photographs from the trenches and decide which ones could be printed. Both these activities are followed up by questions which get students to justify and explain their selection of which information to censor. The aims and objectives for this lesson are: Know: How to use historical sources for an enquiry on the First World War? Understand: What problems face historians using sources from the First World War? Evaluate: What information would have been published or written about the war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How to use a historical sources during an historical enquiry? Explain: What problems face historians using sources from the First World War? Analyse: What information would have been published or written about the war?

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 customised to suit the needs of your students. For an extra £1 you can also purchase this resource with an accompanying PowerPoint or but it at a significantly discounted price as a bundled item. When you purchase this resource, you will receive a three page worksheet. The first page 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 fun and engaging has never failed to capture the imagination of my students and produced some brilliant work. It is a great introductory lesson to help set the scene for Henry II’s later conflict with the church and the Archbishop of Canterbury, Thomas Becket. In brief the lesson involves analyzing five historical sources about Henry II, completing a summary table about we can learn from about his personality and then drawing and annotating a picture to help students apply what they have inferred from the evidence This can then be followed up with some more traditional style questions to help consolidate the learning. When you purchase this resource you will be able to download a two page worksheet which includes five historical sources, tasks and activities. You can also download an accompanying PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, templates and links to suitable video links. The aims and objectives of this lesson are: Theme: Why did Henry II fall out with the Archbishop of Canterbury ? Know: Who was Henry II and what type of personality did he have? Understand: How did his personality affect his role as King of England? Evaluate: Sources of information to create an accurate image of Henry II Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Henry II? Explain: How did his personality affect his role as King of England? Analyze: Sources of information to create an accurate image of Henry II 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