This excellent little card sort exercise is designed to help students test their understanding of the different types of crime that people suffered in the American West. It can also be used as a starter or plenary and is suitable for the full spectrum of ability. When you purchase this resources you will receive a single sheet A4 resource with eight heading cards and statements which need to be cut out and matched together. This resource is provided in Microsoft Word so it can be easily customised for your students if necessary. I usually keep a class set of these in envelops for my students to sort, but the instructions on the sheet allow for students to cut them out and stick then into their exercise books. The aims and objectives for this lesson are: Theme: The American West Know: What different types of crime faced settlers in the West? Understand: Why were some crimes more serious than others? Evaluate: Why do historians disagree about the number of people killed? WILF: What Am I Looking For? Identify & describe: What different types of crime faced settlers in the West? Explain: Why were some crimes treated more serious than others? Analyse: Why do historians disagree about the number of people killed in the 'Wild' West? 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 help students understand why the causes of the First World War 1914 - 1918. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain the causes of the First World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. The aims and objectives for this lesson are: Theme: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. 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 resource is designed to help students build up a sound understanding of the chronology of events for international relations 1918 - 1939, through a simple card sort. It can be used as a revision exercise, starter or plenary and is aimed at the full range of ability. When you purchase this resource you will receive a two page Microsoft Word document, which is full customisable to your needs. You can easily add or delete events to suit your syllabus and learners. The card sort includes twenty five key events with their dates, which have been mixed up. Your students can either sort them from memory or research the answers using a core text book. Once complete they can either stick them across two pages in their exercise book or onto a sheet of A3 paper. I have also included an extension activity: One of the key issues you need to decide is ‘how far Hitler was responsible for starting the Second World War?’ Create a key for your timeline to show which events can be blamed on Hitler’s aggression, the failure of the League of Nations or Britain, France or Russia. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for starting the Second World War? Know: What were the key international events 1919 - 1939? Understand: What is their correct chronological order? Evaluate: Which events were the result of Hitler's foreign policy? WILF: What Am I Looking For? Identify & describe: What were the key international events 1919 - 1939? Explain: Which events were the result of Hitler's aggressive foreign policy? Analyse: How far was Hitler responsible for starting the Second World War? If you like this resource then why not check out my other resources on this topic in my TES shop. I have a full range of revision resources on the causes of the Second World War as well as more challenging card sorts such as diamond nine activities. 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 help students decide whether the Great Fire of London in 1666 was an accident or a deliberate act of arson by foreign Catholic spies. It can be used with the full range of abilities. When you purchase this resource you will download a single page A4 sheet with eleven information cards that contain facts and source extracts. This has been especially designed so that it can be easily photocopied for your students. These information cards are labelled A to K. The instructions on the sheet are as follows: Task 1: Cut out the cards below, sort them under the heading below. Task 2: Use the evidence from the card sort to write an essay to the following question: Was the Great Fire of London in 1666, started by accident or by foreign Catholic spies? The aims and objectives for this lesson are: Theme: The Restoration? Know: What were the causes of the Great Fire of London in 1666? Understand: What are the arguments for and against the fire being started by accident? Evaluate: Why were foreign Catholic spies blamed for starting the fire? WILF - What Am I Looking For? Identify and describe: What were the causes of the Great Fire of London? Explain: What are the arguments for and against the fire being started by accident? Analyse: Why were Catholic spies blamed for starting the fire? 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 beautifully illustrated lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? 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

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

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 outstanding lesson was written to help students studying the Norman Conquest by giving them a decision making challenge. It focuses on the problems facing King Harold when he arrived in London, shortly after having won the Battle of Stamford Bridge. Students have to review the pros and cons of rushing down to Hastings in order to face Duke William and then write a speech explaining why Harold should rush into battle. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, and historical sources. The lesson opens with a selection of starts before moving onto setting the scene for Harold’s war council. Students are then given a series of statements to sort into a graphic organiser setting out the pros and cons of marching immediately south. Once complete they then review a speech arguing caution and then have a go at writing a speech arguing immediate action to tackle Duke William. The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What were Harold’s options after the Battle of Stamford Bridge? Understand: Why did Harold decide to rush into battle? Evaluate: Was William a better leader than Harold? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: What were Harold’s options after the Battle of Stamford Bridge? Explain: Why did Harold decide to rush into battle? Analyse: Was William a better leader than Harold? 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 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

If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity is designed to help students assess which was the deadiest weapon of the First World War. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. 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. When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’, information slides and activity on why there was a stalemate, the market place activity itself as well as a thinking skills review triangle consolidation exercise. You then choose to decide a mind map or extended writing activity to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War 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 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

Seating plans are great tool to help you learn the names of your students and sit them according to the data you’ve been given for your students. This great resource is designed to be used as a seating planner for a typical science classroom. Simply pick the layout which best matches your room and then customise the slide. You can then then copy and paste the slide to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes eight slides and a title page. Each slide has a standard science classroom layout. 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

This lesson has been designed to help students assess how influential was Pasteur’s Germ Theory in Britain. It addresses a key element of the GCSE Medicine Through Time syllabus that many students find quite challenging. The vehicle of the card sort helps students to review the key information and then decide upon the level of its significance, whilst building up a body of notes that they can revise from. In order to add a additional level of challenge, I have also included a continuum which could be used by higher level students. Alternatively, students could have a go at classifying some of the statements into long and short term significance be creating a key When you purchase this resource you will be able to download a PowerPoint which includes aims, objectives, starters, plenaries, activities and photocopiable templates to accompany the card sort which is supplied in a single page Word Document. The aims and objectives of this lesson are: Theme: Medicine Through Time Know: What was Germ Theory? Understand: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? WILF: What Am I Looking for? Identify & describe: Louis Pasteur’s Germ Theory Explain: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? If you like this resource may want to want to 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 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. 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 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 resource has been designed to help students studying what impact the Second World War had on the lives of women and the different roles they played in helping to win the war. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. 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 so that the learners can chose their level of challenge. When you purchase this resource you will receive a 17 slide presentations which includes two starters, information slides for the market place activity and a plenary. The information slides for the market place activity looks at the roles women played as in the land army, working in factories, as secret agents or as volunteers for WAAF, ATS, WVS and the WRNS (WRENS). I have also included a table with two levels of challenge for students to complete whilst reviewing the slides during the market place activity. The aims and objectives for these resources are: Theme: The Home Front Know: Why was there a shortage of ‘manpower’? Understand: What roles did women play during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Identify & describe: Why was there a shortage of ‘manpower’? Explain: What roles did women play during the Second World War? Analyse: How important were these roles in helping to win the war? 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 has been designed for Black History Month and focuses on the achievements of Black People in the American West. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. 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 two different summary sheets to help provide weaker students with more structure when recording their research. The information in the market place activity looks at nine individuals from a cross section of society and the roles they played in the American West. These include mountain men, pioneers, businessmen, Native American Chiefs, lawmen, law makers, soldiers, preachers and cowboys. The aim is to provide students with an alternative positive perspective of the achievements of black people, which is often overlooked in traditional text books. The starters and plenaries are designed to help students to draw upon their prior knowledge and question whose story is being told. I have deliberately focused on the achievements of black men to help set up the plenary so that students can think about 'Herstory' and other perspectives and the purpose of history. The aims and objectives for these resources are: Theme: The American West Know: What is Black History month? Understand: Why is it important to highlight black history? Evaluate: What roles did Black people play in the settlement of the West? WILF – What Am I Looking For? Identify & describe: Black History Month Explain: Why is it important to highlight black history in the curriculum? Analyse: What roles did Black people play in the settlement of the West? 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 has been designed for Black History Month and focuses on the achievements of Black People in the American West. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. 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 two different summary sheets to help provide weaker students with more structure when recording their research. The information in the market place activity looks at nine individuals from a cross section of society and the roles they played in the American West. These include mountain men, pioneers, businessmen, Native American Chiefs, lawmen, law makers, soldiers, preachers and cowboys. The aim is to provide students with an alternative positive perspective of the achievements of black people, which is often overlooked in traditional text books. The starters and plenaries are designed to help students to draw upon their prior knowledge and question whose story is being told. I have deliberately focused on the achievements of black men to help set up the plenary so that students can think about 'Herstory' and other perspectives and the purpose of history. The aims and objectives for these resources are: Theme: The American West Know: What is Black History month? Understand: Why is it important to highlight black history? Evaluate: What role did black people play in the settlement of the West? WILF – What Am I Looking For? Identify & describe: Black History Month Explain: Why is it important to highlight black history? Analyse: What role did black people play in the settlement of the West? 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