This outstanding lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at her personality and leadership skills as queen. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students. When you purchase this resource, you will receive a three page worksheet and a thirteen slide PowerPoint to accompany it. The worksheet includes thirteen carefully primary and secondary sources which span two pages of the worksheet and a third sheet with the tasks and activities. I usually print the two source sheets together on a single A3 sheet, but they can just as easily be printed off back to back. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, additional activities, copies of the sources for display and a plenary. I have also provided two different styles of tables to be used with students to record their results. You can chose either one or both if you wish to provide an additional layer of differentiation. The aims and objectives for this lesson are: Theme: Queen Elizabeth I, 1558 – 1603. Know: Who was Queen Elizabeth I? Understand: What can we learn about her from the historical evidence? Evaluate: How successful was Elizabeth I as a leader? Skills: Source Analysis WILF – What Am I Looking For? Identify & describe: The personality and character of Queen Elizabeth I? Explain: What can we learn about Elizabeth I from the historical evidence? Analyse: How successful was Queen Elizabeth I? 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 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

This outstanding lesson has been designed to help students analyse the 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 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? Before you buy this resource, you can also purchase the same resource with an accompanying PowerPoint that 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 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 includes a wide range of revision notes, tasks and activities and that are suitable for the full ability spectrum for studying McCarthyism and the ‘Red Scare’ for either GCSE or A Level. When you purchase this resource you will receive a fifteen page resource in Microsoft Word which can be easily customised for your exam board. Each section contains bullet pointed notes, sources and a wide range of activities to help your students develop their understanding of the topic. These include summary tasks, heads and tails, mind maps and missing word activities. The full contents for each section are listen below: 1. Why was there a ‘Red Scare’? 2. How did the international situation increase American fears about the spread of Communism? 3. How did internal developments in the USA increase American fears about the spread of Communism? 4. What was McCarthyism? 5. What methods and tactics did McCarthy use? 6. McCarthy’s downfall. 7. What were the short and long term consequences of McCarthyism? 8. McCarthy summary exercise. 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 is designed to help students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners. Some slides are designed to be printed off or photocopied. Please check the slide notes. When you purchase this resource you will receive a eight slide Microsoft PowerPoint. The first slide includes the aims, objectives and differentiated outcomes, which are listed below. The second slide is designed as a starter and includes a snowballing exercise. The third slide introduces the lesson and explains the instructions for the main activity . It also includes a link to a video of Elizabeth I's coronation. The fourth slide, which can be seen in the preview, sets out the six main problems facing Queen Elizabeth I when she became Queen of England. I would recommend photocopying this slide either for either one between two or one each. The first activity is to classify the problems in terms of law and order, money, foreign relations, religion or marriage, whilst the second activity is to identify links between the different problems. In terms of the first activity students could annotate or even create a key. The fifth slides includes a thinking skills review activity which is designed to help students prioritise which problem was the most important / serious. The sixth slide includes instructions and templates for students to write a speech to help them predict how Elizabeth I might try and solve her problems, whilst the seventh slide includes a heads and tails activity to help students work out how she actually solved the problems she faced in 1558. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, foreign relations, marriage and legitimacy? Analyse: Which problem posed the greatest threat to Elizabeth I? 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 tried and tested resource has been designed to help students understand why Britain followed a policy of appeasement in 1938. It can be used as a starter, plenary, revision or assessment activity and is suitable for a wide range of abilities. When you purchase this resource you be able to download a word document with two heading cards labelled 'arguments for appeasement and ‘arguments against’, along with sixteen statement cards that have been carefully written to reflect the views and opinions of people at the time. Once students have sorted through the statements, they could then arrange them in their order of importance as the next step to using them as the basis for writing an extended answer or essay on the topic. The aims and objectives for this lesson are@ Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? If you are looking for an activity to stretch the more able then check out my diamond 9 activity on this topic. If you like this type of 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 by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key 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 be used as a starter, plenary, revision or as a key focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: What sanctions did the League of Nations impose on Italy? Understand: Why did the League fail to stop the Italian invasion of Abyssinia? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Italy? Explain: Why did the League fail to stop the Italian invasion? Analyse: Which factors were the most important it causing the League to fail? 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 provide stretch and challenge for students studying reasons why Italy invaded Abyssinia in 1935 -35. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors which explain why Italy invaded Abyssinia in 1935 - 36. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Italy invaded Abyssinia in 1935 -36. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their 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 resource has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Japanese invasion of Manchuria. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something a little easier for middle and lower ability students, then check out my card sort matching exercise on this topic. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the League of Nations failed to stop the Japanese invasion of Manchuria. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail? Know: What sanctions did the League of Nations impose on Japan? Understand: Why did the League fail to stop the Japanese invasion of Manchuria? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Japan? Explain: Why did the League fail to stop the Japanese invasion? Analyse: Which factors were the most important it causing the League to fail? 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 diamond 9 activity has been designed to provide stretch and challenge for students studying why the USSR and Germany signed the Nazi-Soviet Pact in 1939. The key theory underpinning this type of 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 be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain why Germany and the USSR signed the Nazi-Soviet Pact in 1939. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Germany and the USSR signed the Nazi-Soviet Pact? Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify & describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 by experienced teachers to help students studying why Germany and the USSR signed the Nazi-Soviet Pact? It can be used as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge, then why not check out my diamond nine activity on this topic? When you purchase this resource you will be able to download a single sheet, Microsoft Word document that you can easily customise if you wish. The document includes aims, instructions and fourteen statements explain why wither Germany or the USSR signed the Nazi-Soviet Pact. Once students have cut out the cards and correctly sorted them under the heading cards for Germany or the USSR, they can extend their understanding further by sorting them into their order of importance before sticking them into their books and attempting the extended question. 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: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify and describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 by experienced teachers to help students studying why both Germany and the USSR signed the Nazi-Soviet Pact? It can be used as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge, then why not check out my diamond nine or a card sort activity on this topic? When you purchase this resource you will be able to download a single sheet, Microsoft Word document that you can customise if you wish. The document includes aims, instructions and nine definitions or key words and their matching statements which explain why Germany and the USSR signed the Nazi-Soviet Pact in 1939. Once students have completed the activity, they can create a key to show which statements relate to either Germany, the USSR or both. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify and describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 critical thinking skills activity has been designed to provide stretch and challenge for students studying why it was difficult to maintain law and order in the American West. .The key theory underpinning this type of 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. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain it was difficult to maintain law and order in the American West. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why it was difficult to maintain law and order in the American West. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of this topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut the cards out, they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity, but it is primarily designed as a special needs resource. If you are looking for a resource to provide additional stretch and challenge, then why not check out some of my other card sort on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the picture cards to both their correct heading and before and after labels, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, introduction and facilitates the card sort as well as including the correct final version. 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: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversy surrounding the death of Emily Davison. It can be used with the full spectrum of ability, but the text level of the task would suit mainly lower middle and upper ability students. I have also produced an alternative information card sort for lower ability students on this topic or if you wish you can buy both resources together for the bargain price of £5. When you purchase this resource you will be able to download Microsoft Word document as well as an accompanying PowerPoint. The Word document includes aims, instructions, two heading cards labelled 'accident' and 'suicide', along with 11 sources labelled A to I, that need to be sorted. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by completing the source investigation / card sort. Once this is complete, students can then feedback and then do a follow up assessment on the topic. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy

After several requests to the History Academy on Facebook, I have uploaded my classic worksheet version of Emily Davison, accident or suicide, that I posted 17 years ago on schoolhistory,co.uk. This lesson has been designed to help students studying the historical controversy surrounding her death. It can be used with the full spectrum of ability, but the text level of the task would suit middle and upper ability students. When you purchase this resource you will be able to download a fully editable two page worksheet well as an accompanying PowerPoint. The Word document includes a brief introduction and a source investigation into the death of Emily Davison. in 1913. Students summarize their learning into a table in preparation for writing either an essay, newspaper or police report into her death. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a either a snowballing starter activity or a source analysis of the suffragette newspaper. This is followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by completing the source investigation, Once this is complete, students can then feedback and then do a follow up assessment on the topic. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? If you like this resource then why not check out my card sorts on Emily Davison's death in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Kind Regards Roy