This tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity. Aims & Objectives Theme: Why was there a stalemate on the Western Front? Know: What tactics did General Haig use at the Battle of the Somme in 1916? Understand: Why did the Battle of the Somme end in a stalemate? Evaluate: Was General Haig the 'Butcher of the Somme? WILF: What Am I Looking For? Identify and describe- What happened during the Battle of the Somme in 1916? Explain - Why did Haig's tactics fail to achieve a breakthrough? Analyse - How far was Haig's responsible for the failure to break through in 1916? Professional Knowledge For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own! I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package. 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 interactive 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 then sorting 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: Aims and Objectives: 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? Analyse: 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 outstanding resource is designed to get students decide what the causes and consequences of the Glorious Revolution. It is suitable for the full ability range and is a fun and interactive resource with which to engage your students. It can be uses as a starter, plenary or homework activity and should work alongside any main stream resource on this topic. When you purchase this resource you will be able to download a single page Microsoft Word Document, which contains instructions, a learning objectives, two activities, two heading cards labeled cause and consequence and eight information cards to be cut out and sorted underneath them. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. 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 resource is designed to get students to sort through a series of cards to help them decide what the causes and consequences in one of the most important turning points in both British and world history. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. 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

This great little resource can be used as a starter or plenary for an outstanding lesson on the impact of the Great Fire of London in 1666. The 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 are instructed to 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? Have fun with your students! Kind Regards Roy

This great little resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? 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 resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on the Glorious Revolution. Aims and Objectives: Theme: Making of the United Kingdom Know: What were the events leading up to the Glorious Revolution? Understand: What actions did James II take to cause the Revolution? Analyse: How far was James II responsible for his own overthrow during the Glorious Revolution? WILF - What Am I Looking For? Identify and Describe: What happened? Explain: What actions did James II take to turn people against him? Evaluate: How far was James II responsible for his own overthrow during the Glorious Revolution? 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

This outstanding resource is a simple card sort that can be used with a range of abilities from foundation to gifted and talented. It looks at one of the most important turning point in both Irish and British History, the Battle of the Boyne, 1690 whose consequences still echo down to the present day. The card sort can be used a starter or plenary. It contains two heading cards labelled ‘Causes of the Battle of the Boyne’ and ‘Consequences of the Battle of the Boyne.’ Students are instructed to sort through fourteen cards. I have deliberately included more consequence cards, than causes cards. They are written with a neutral, non judgemental tone allowing students to form their own opinions. Aims and objectives: Theme: Making of the United Kingdom Know: What were the causes and consequences of the Battle of the Boyne? Understand: Why was the Battle of the Boyne a significant turning point? Analyse: What were the long term consequences? WILF - What Am I Looking For? Identify & describe: What were the causes and consequences of the Battle of the Boyne, 1690? Understand: What was it a significant event in both Irish and British history? Analyse: What were the long term consequences for the making of the UK? 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

This outstanding resource is a simple card sort that can be used with a range of abilities from foundation to gifted and talented. It looks at one of the most important turning point in both Irish and British History, the Battle of the Boyne, 1690 whose consequences still echo down to the present day. The card sort can be used a starter or plenary. It contains two heading cards labelled 'Causes of the Battle of the Boyne' and 'Consequences of the Battle of the Boyne.' Students are instructed to sort through fourteen cards. I have deliberately included more consequence cards, than causes cards. They are written with a neutral, non judgemental tone allowing students to form their own opinions. Aims and objectives: Theme: Making of the United Kingdom Know: What were the causes and consequences of the Battle of the Boyne? Understand: Why was the Battle of the Boyne a significant turning point? Analyse: What were the long term consequences? WILF - What Am I Looking For? Identify & describe: What were the causes and consequences of the Battle of the Boyne, 1690? Understand: What was it a significant event in both Irish and British history? Analyse: What were the long term consequences for the making of the UK? 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 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, 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 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

This simple activity will work with most text books on the topic and is designed to get students to match the names of the different religious groups in 1600 with their correct descriptions. Ideally, this card sort could be used as either a starter or a plenary. It is written with foundation and core students in mind. 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 simple activity will work with most text books on the topic and is designed to get students to match the names of the different religious groups in 1600 with their correct descriptions. Ideally, this card sort could be used as either a starter or a plenary. It is written with foundation and core students in mind. 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 plan an essay on how far was Guy Fawkes innocent or guilty. It works really well with either my card sort activities or worksheets on the topic. The aims and objectives are: Theme: What were the causes of the English Civil War? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics supposedly want to murder the King? Evaluate: How far do the contemporary sources and research by historians prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What evidence and facts supports that Guy Fawkes was innocent or guilty? Explain: How does the evidence support whether Guy Fawkes was innocent or guilty? Analyse: Come to a judgement on how far Guy Fawkes was guilty? Kind Regards Roy

This great resource is designed to help students plan an essay on how far was Guy Fawkes innocent or guilty. It works really well with either my card sort activities or worksheets on the topic. The aims and objectives are: Theme: What were the causes of the English Civil War? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics supposedly want to murder the King? Evaluate: How far do the contemporary sources and research by historians prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What evidence and facts supports that Guy Fawkes was innocent or guilty? Explain: How does the evidence support whether Guy Fawkes was innocent or guilty? Analyse: Come to a judgement on how far Guy Fawkes was guilty? Kind Regards Roy

This great resources has successfully engaged students of all abilities for over 24 years. It was the number one download on the website www,schoolhistory.co.uk. This much loved resource has been updated and tweaked so that it is accessible for the full ability range. The worksheet 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. 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 a newspaper report from either a Catholic or Protestant stand point on what happened. If you like this resource, then I have produced a PowerPoint and series of card sorts,which may want to download separately or in the bundled version of this resource entitled the Gunpowder Plot, 1605. 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. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy