These lesson resources have been finely tuned and field tested in the classroom over many years. It is a fun and interactive source investigation into the personality and character of Julius Caesar. The main task is to summarise what can be learnt from the sources and then to transfer that information onto a labelled diagram of Julius Caesar. This is then followed up by a supported question on which source is the most valuable to find out about the personality of Julius Cesar. This lesson is aimed at Year 7, but all the tasks and activities are fully supported and differentiated. When you purchase this resource you will be able to download a 20 slide PowerPoint presentation that includes aims, objectives, differentiated outcomes, information slides, historical sources, writing templates for both the teacher and students to model their answers, links to video clips, starters, plenaries and activities. You will also be able to download a two page worksheet saved in both Word and as a PDF. as well as a template of Julius Caesar which can be labelled and annotated as part of task 2. For further details, please see the preview. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Who was Julius Caesar? Understand: How did his personality affect his role as Caesar of Rome? Evaluate: Historical sources to create an accurate image of Julius Caesar? Skills: Source Analysis, Collaboration WILF – What Am I Looking For? Can You Describe: Who Julius Caesar was and aspects of his personality? Can You Explain: How his personality affected his role as Caesar of Rome? Can You Evaluate: Historical sources to create an accurate image of Julius Caesar? 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 fun and active learning lesson has been designed to help students investigate who was a typical Roman through a market place activity on Roman Society. This is followed up by a selection of optional activities including writing an essay on who was a typical Roman, a knowledge quiz or a heads and tails activity, depending upon the ability of your class. This lesson is designed to get your students out of their chairs, moving around and working together. The idea is to print off the information slides and post them around your classroom for your students to gather and share or print enough of them for group work. When you purchase this lesson, you will be able to download a 27 slide PowerPoint Presentation which includes information slides, historical sources, starters, plenaries, tasks, activities, templates, writing frames, model answers as well as links to relevant video clips. For stretch and challenge, I have also included an extension slide on a day in the life of a slave. This slide could be given as to a SEND student to work through with their TA. I have also uploaded a PDF version for people who may not have PowerPoint. I’ve also included two possible homework tasks, including designing a Roman Values Poster to contrast with the British Values provided at the start of the lesson. For more information, please see the preview. The topics covered are Emperors, Senators, Freemen, Freedmen and Freedwomen and finally Roman Slaves. The aims and objectives are: Theme: The Roman Empire Know: What was the structure of Roman Society? Understand: How was power and wealth shared out in Roman Society? Analyse: Who was a typical Roman? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What was the structure of Roman Society? Can You Explain: How was power and wealth shared out in Roman Society? Can You Evaluate: Who was a typical Roman? If you like these resources 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 fun and interactive lesson has been designed to help students investigate public health in the Roman Empire through a market place activity. This is followed up a selection of optional activities including writing a report on public health, a knowledge quiz or a heads and tails activity, depending upon the ability of your class. This lesson is designed to get your students out of their chairs, moving around and working together. The idea is to print off the information slides and post them around your classroom for your students to gather and share or print enough of them off for group work. When you purchase this lesson, you will be able to download a 24 slide PowerPoint Presentation which includes information slides, historical sources, starters, plenaries, tasks, activities, templates as well as links to relevant video clips. For stretch and challenge, I have also included an extension slide on Roman Baths. I have also uploaded a PDF version for people who may not have PowerPoint. For more information, please see the preview. The topics covered are aqueducts, fountains, cisterns, lead pipes, sewers, cemeteries, public toilets and baths. The aims and objectives are: Theme: The Roman Empire Know: What is public health? Understand: Why Roman leaders invested in public health? Analyse: How successful were the Romans at improving public health? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is public health? Can You Explain: Why Roman leaders invested in public health? Can You Evaluate: How successful were the Romans at improving public health? If you like these resources then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This outstanding resource has been designed to support students studying intolerance in the USA by comparing and contrasting two racist groups in the USA in the 1920s. The Venn diagram activity is designed to be used as plenary for students who are studying the differences in aims, methods and tactics of the WASPs and the KKK in 1920s. When you purchase this resource you will be able to download a single page word document which contains both the blank Venn diagram and the key words to be sorted. The aims and objectives for this lesson are: Theme: Intolerance in the USA during the 1920s Know: What were the aims of the KKK and the WASPs Understand: What different methods and tactics did they use? Evaluate: How tolerant was the USA during the 1920s? What Am I Looking For? Identify and describe the aims of the KKK and the WASPs Explain: The similarities and differences in their methods and tactics Analyse: How tolerant was the USA during the 1920s? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students understand the Treaty of Vesailles and why the Germans felt humiliated by its terms. This lesson is suitable for low and middle ability students at KS3 and KS4. The activities include a graphic organiser that gets students to discuss and make notes on react term and explain why many Germans would dislike a particular change. It also includes a pro and con organiser that gets students to sort through a series of statements to help them assess whether the Treaty of Versailles was fair. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on this topic from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes information, sources, graphic organisers, tasks and activities. The PowerPoint includes aims, objectives, differentiated outsomes, starters, information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. Please see the preview for further information. The aims and objectives for these resources are as follows: Theme: The Impact of the First World War Know: What were the terms of the Treaty of Versailles? Understand: How were they supposed to stop Germany starting another war? Evaluate: How fair was the Treaty of Versailles? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The terms of the Treaty of Versailles? Explain: How were they supposed to stop Germany starting another war? Analyse: How fair was the Treaty of Versailles? 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 little card sort gets students to look at the key reasons why prohibition failed. It can be used with a range of abilities and has never failed to get my students engaged, whilst improving their understanding of the topic. The resource includes four headings - corruption, organised crime, lack of support and poor enforcement, as well as 22 statements which students are then asked to sort the cards under. I have always agonised over the heading ‘poor enforcement’ but as with all my resources, it is in Microsoft Word so you can customise it to suit your own students. Theme: Why did prohibition fail? Know: What were the key factors that account for the failure of prohibition? Understand: what role did corruption, organised crime, poor enforcement and lack of support play it ins failure? Evaluate: which factor was the most important in explaining why prohibition failed? WILF - What am I Looking For? Identify - what factors led to the failure of prohibition Describe - What factors led to the failure of prohibition Explain - what role did corruption, organised crime, poor enforcement and lack of support play it’s eventual failure? Analyze - what was the most important factor? 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, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort gets students to sort through a variety of factors to explain why Henry VIII dissolved the monasteries. The resource contains four heading cards: power, money, religion and no longer needed as well as twelve cards that they need to discuss and decide where they fit. Once the card sort has been finished, your students could then have a go at answering the key question, using the headings as the opening points for their paragraphs and the examples that have sorted to support their arguments. As with all my resources, it is provided in word so that you can edit it to suit your own resources and students. Theme: Why did Henry VIII break with Rome? Know: Why did Henry VIII dissolve the monasteries? Understand: What role did money, power, religion and the fact that they were seen by some people as being no longer needed a factor in his decision? Evaluate: What was the most important factor in his decision? WILF - What Am I Looking For? Identify and Describe: Why did Henry dissolve the monasteries? Explain the importance of each factor? Analyze: Which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee 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 activity delves into the primary factors influencing Henry VIII’s break with Rome, offering students a comprehensive exploration through a card sort exercise and a critical thinking review triangle activity. It has been refined and field tested in the classroom for over 30 Years. The resource “Card Sort - Henry VIII’s Problems” presents students with four key headings: power, religion, money, and personal, under which they can categorize the 14 accompanying cards, each representing different aspects of the historical context. Following the card sorting activity, students are encouraged to participate in the review triangle exercise, ideally in pairs or groups. Each group selects a representative to share and justify their categorizations on the Interactive Whiteboard (IWB), fostering discussion and critical thinking. The insights gained from both the card sort and review triangle activities can be leveraged alongside existing classroom materials to inspire students to craft essays or extended pieces of writing on the complex topic of Henry VIII’s separation from Rome, encouraging deeper reflection and analysis. This multi-faceted approach not only enhances students’ understanding of history but also cultivates their analytical skills and ability to construct well-reasoned arguments based on historical evidence.

The great little resources is designed for core and foundation students. It includes 12 key events which were important steps or turning points that led to the English Civil War. Task 1: Sort the cards into the correct chronological order Task 2: Colour code those events which were the fault of either Charles I or Parliament Task 3: Write an extended answer explaining who as to blame for starting the war. Aims & Objectives Theme: Causes of the English Civil War 1642 - 1660 Know: What were the key steps to war? Understand: Which causes were the fault of Charles I or Parliament? Evaluate: Who was to blame for starting the English Civil War? WILF - What Am I looking For? Identify & Describe: What were the key causes of the civil war? Explain: Which key events were the fault of Charles I or Parliament? Analyse: How far was Charles I responsible for starting the English Civil War? 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, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

This unit of study is designed to deal with issues relating to Healthy Eating and obesity and aims to build up student knowledge that may exist from their knowledge of health campaigns, Jamie Oliver impact, and School initiatives. Assessment Opportunities Self assessment: Lesson 1 Human Barometer score Lesson 2 Countdown anagrams score End of module evaluation assessment log book. Peer Assessment: Lesson 3 Student presentation of their healthy meal. Lesson 5 Showcase of Video produced via Oscar ceremony Lesson 6 Fashion model showcase End of module evaluation assessment log book. Teacher Assessment: Lesson 1-4 Homework tasks End of module evaluation assessment log book. f you like this resource then why not check out our other resources on similar topics in our 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This resource can be used both as a class and revision guide to help students studying why support for the Nazis increased from 1923 - 1932. With the more able it would make a great homework activity. The first section looks at how the Beer Hall Putsch and Hitler's trial launched his political career, whist the second section looks at the impact of the Great Depression on increasing support for the Nazis. The third section allows students to study several key sources to help them analyse why the German people started voting for the Nazis. These activity section at the end of this resource is designed to help students summarise their learning. and discussions. The worksheet is provided as a word document and can be easily adapted to suit your students. Please run it through a US spell checker as this resource was originally designed for use in British schools. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The aim of this resource is explain why the USA introduced a policy of isolationism from 1919 to 1939. The learning objectives are as follows: Know: What was the US Policy of isolationism from 1919 – 1941 Understand: Why did the USA follow a policy of isolationism? Analyse: What impact did this policy have on both domestic and international relations? What Am I Looking For? Identify and Describe: the US policy of isolationism and its effects Explain: why the USA introduced isolationism and its effects Analyse: What were the consequences of the US policy of isolationism and come to a judgement on which was the most significant? The starter is a snowballing activity, instructions included. The first part of the presentation then looks at the impact of the First World War and the Treaty of Versailles in the US decision not to sign it or it or join the League of Nations. This is then backed up with a consolidation exercise of a past paper question with a pupil mark scheme which can be easily adapted for peer and self assessment. The next part of the presentation then looks at 6 key consequences of the US policy of isolationism by looking in outline at economic isolationism, immigration controls, Prohibition, the 'Red Scare', Great Depression and the causes of the Second World War. The plenary activity focuses on a thinking skills review triangle, which aims to get students to decide which consequence is the most significant. I have also included a homework activity and some notes with the slides. This resources really well along side my worksheet on US isolation which you can download and buy separately or as bundle with this presentation. Both can be used independently. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The aim of this resource is explain why the USA introduced a policy of isolationism from 1919 to 1939. It includes both the PowerPoint and worksheet, which can be purchased separately and used independently if you prefer. The learning objectives are as follows: Know: What was the US Policy of isolationism from 1919 – 1941 Understand: Why did the USA follow a policy of isolationism? Analyse: What impact did this policy have on both domestic and international relations? What Am I Looking For? Identify and Describe: the US policy of isolationism and its effects Explain: why the USA introduced isolationism and its effects Analyse: What were the consequences of the US policy of isolationism and come to a judgement on which was the most significant? The starter is a snowballing activity, instructions included. The first part of the presentation then looks at the impact of the First World War and the Treaty of Versailles in the US decision not to sign it or it or join the League of Nations. This is then backed up with a consolidation exercise of a past paper question with a pupil mark scheme which can be easily adapted for peer and self assessment. The next part of the presentation then looks at 6 key consequences of the US policy of isolationism by looking in outline at economic isolationism, immigration controls, Prohibition, the 'Red Scare', Great Depression and the causes of the Second World War. The plenary activity focuses on a thinking skills review triangle, which aims to get students to decide which consequence is the most significant. I have also included a homework activity and some notes with the slides. These resources really well along side each other. The teacher can structure the learning so that they can pause for mini plenaries whilst students consolidate their learning using the task and activities in the worksheet. The PowerPoint extends and supports all students, but the worksheet is designed to structure the learning for foundation and core. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little worksheet has never failed to grab the attention of my core and foundation students. It looks at the issues surrounding the failure of prohibition and includes a range of information, sources and cartoons to grab their attention. The aims and objectives of the lesson are: Theme: Why did Prohibition fail? Know: Who was Al-Capone? Understand: What role did he play in helping prohibition fail? Evaluate: Why did prohibition fail? Skills: Chronology, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who was Al-Capone? Explain – What role did he play in helping prohibition fail? Analyse – Why did prohibition fail? The resource looks at the role of organised crime in corrupting officials and the failure of the USA government to put in enough resources to make it a success. I have also produced a PowerPoint to work along side this resource which is particularly good at extending the more able and includes a past paper question fro OCR as a well as an appropriate mark scheme and starters and plenaries. This can be downloaded separately or as a package / bundle from the TES website. 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 13 page resource looks at the aims of the League of Nations and how it was organised. It also looks at how the League intended to enforce' collective security' and addresses the key issues of the weakness in administration and membership it's organisation. This resource include a range of resources from cartoon to diagrams as well as revision summary exercises and DART strategies for the less able. At the end of the resource are a series of comprehension and knowledge based OCR questions along with question guides and student mark schemes to help maximise your students' grade potential. These can be easily adapted to suit your own exam board's requirements. Typically, I will read this resource with highlighter with my class and then let them complete the revision and consolidation activities before attempting the assessment questions. After they have had a go at the questions, I normally issue them with purple pens to either peer or self assess their answers using the student mark schemes. This helps to reduce my marking whilst at the same time reinforcing their understanding of the assessment criteria. Have fun! Kind Regards Roy

The great little card sort is designed to get students to match the key historical words with their meaning or definition and could be used as an icebreaker when you first meet a new class. This could be used as a fun starter to check what they already know or as a plenary or mini plenary to check what they have learnt whilst teaching this topic. The instructions on the sheet are as follows: Option 1: Cut out the cards and match them to their correct meanings or definitions. Option 2: Match the cards with their correct meaning and then write them out as a complete sentence. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by reorganising the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyze: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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 interactive resource includes two heading cards which state: 'Positive / Good Changes' and 'Negative / Bad Changes' and an additional twelve information cards on the impact of the Great Fire of London. Students can cut out the statements and sort them under the two headings. This task is suitable for a change of abilities and shouldn't take more than 10 to 15 minutes for a class to cut, organise and self / peer assess I've included an extension task, which could also be set as a homework: Sometimes, positive or good changes can come out of terrible disasters. In 1665, the Great Plague killed 80,0000 people. Write a paragraph explaining whether or not the Great Fire of London in 1666, did more good than bad? The Aims and Objectives are: Theme: Making the United Kingdom Know: What changes happened as a result of the Great Fire of London in 1666? Understand: Which changes were positive / negative? Evaluate: How far was the Great Fire of London a disaster in the long term? WILF: What Am I Looking For? Identify and describe: What changes happened as a result of the fire? Explain: Which changes were good / bad? Analyse: How far did the Great Fire of London do more good than bad? 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

These revision notes focus on the Liberal Reforms 1906 - 1911, what measures were passed, who opposed them and who benefitted and lost out as a result of the reforms. The resource includes five pages of sources, information and activities. The notes on pages one and two are bullet pointed and set the reforms into their context and look at the different groups they tried to help and who opposed them. I have also included some political cartoons from the time period to get across the different attitudes of the opposition to the reforms. On pages 3 and 4, I have included two review activities. The First is a review sheet where students look at each reform and score in a table how a health working man, unhealthy working man, OAP, tax payer, children, Conservative member of the House of Lords, would have help felt about each reform. At the end of the task students then share their results and access who would have benefitted and opposed the reforms. On page four, students then use the continuum line to write on and represent who would have benefited the most from the Liberal Reforms compared to those who did not benefit. Whilst one page five, there are a series of focus revision questions to help guide students to the key knowledge that they will need. The aims and objectives of this revision lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduced? Understand: Who were the winners and losers as a result of these reforms? Evaluate: Why did certain groups support or oppose these reforms? WILF: What Am I Looking For? Identify and describe: What reforms did the Liberals introduce? Explain: Who benefitted and lost out as a result of the Liberal Reforms? Analyse: Why did certain groups support or oppose these reforms? 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