This outstanding resource has been designed to help students understand the how Native Americans survived on the Great Plains. It can be used as a starter, plenary, revision, homework or assessment activity and is part of a series that I have uploaded on the American West. If you have access to a class set of iPads then I have also uploaded an apply version to my TES shop. 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 seven challenges that Native Americans faced and the matching solutions that they came up. Once students have cut out the cards and correctly sorted them under the heading cards for challenges and solutions, 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. The aims and objectives of this lesson are: Theme: What was the American West? Know: What challenges faced Native Americans on the Great Plains? Understand: How did the Plains Indians overcome these challenges? Analyse: How suited was the lifestyle of the Native Americans to their environment? WILF Identify and describe: What challenges faced the Plains Indians? Explain: How did Native Americans adapt to meet these challenges? Analyse: How successfully did Native Americans adapt to suit the challenges in their environment? 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 provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. The key theory 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 also be used as a starter, plenary or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Cold War? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold 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

This fun and interactive card sort has been designed a starter or plenary to a lesson which aims to evaluate whether Napoleon betrayed the French Revolution. Students are given a series of statements which they are expected to sort under one of two headings. They are then expected to draw a conclusion based upon their own assessment of the evidence. This lesson is suitable for KS3 to KS5. When you purchase this lesson you will be able to download a single page Word Document / PDF file containing a learning objective, instructions, two heading cards labelled ‘Napoleon betrayed the French Revolution’ and ‘Napoleon consolidated the French Revolution.’ The resource also contains 22 statements to be sorted by students. Students can consolidate their work through either an extended answer or speech outlining their own conclusions. The aims and objectives of the lesson are: Theme: French Revolution Know: What reforms did Napoleon introduce? Understand: Why were supporters of the French Revolution disappointed? Analysis: Did Napoleon betray the French Revolution? WILF – What Am I Looking For? Can You Describe: What reforms did Napoleon introduce? Can You Explain: Why supporters of the French Revolution were disappointed? Can You Evaluate: How far did Napoleon betray the French Revolution? If 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. Kind Regards Roy

This great resource is designed to help students analyse historical interpretations and can be used to help students at both GCSE and A Level. I have successfully used this type of resource with my students and when its completed it provides them with an excellent writing frame or scaffold for producing high quality answers. Used overtime, this type of resource will help to embed good practice and help students develop the important thinking and analysis skills they will need to tackle interpretation questions. As you can see in the preview, this is a single sheet resource with several squares. It is an evolution of the thinking skills reliability squares organiser that some of you may have come across before. The first square gets students to comment on the message of the source. The second square gets them to back this up with quotes, evidence and examples from the source. The third box gets students to analyse / explain the interpretation using outside knowledge, which would move them up to the next level, whilst the forth square gets them to analyse / explain the reliability of the interpretation with reference to the origin, nature, purpose, audience, access to information and its intended impact, which would take them up to the higher levels. Finally, the last box is designed to get them to link their analysis and come to a judgement to any other source being studied at the same time to help secure that A*. Underpinning the graphic organiser is the use of both PEEL and CCCJ as potential scaffold: P = Point C = Comment E = Example C= Content E = Explain C= Context (Source & Knowledge) L = Link J = Judgement Back in the days when examiners could provide training and feedback, these acronyms underpinned many of the level descriptors. If you would like a great resource which for further explaining these to your students then check out my PP on 'How to use a source successfully at GCSE.' This can also be printed off and laminated to make some great eye catching wall displays. If you like this resource, then check out my TES shop: The History Academy or check out or follow my Twitter, You Tube, Google Plus and Facebook pages, with the same name for further updates and discussions on how to use these resources successfully. My aim to provide low cost resources for the price of a cup of coffee or a happy meal :-) Kind Regards Roy

This great little card sort exercise is designed to help students who are studying law and order in the American West. It can be used as a revision activity, starter or plenary on this topic. When you purchase this resource you will be able to download a single page Microsoft Office Word document, which contains a lesson objective, instructions and ten key solutions and their matching explanations. Once students have cut out the cards, they match the solution with the explanation of how it helped to maintain law and order. A simple exercise which works effectively with students of all abilities. The aims and objectives are: Theme: Law and order in the American West Know: What solutions were used to solve the problems of law and order in the West? Understand: How did these solutions help to maintain law and order? Evaluate: How successful were these solutions? WILF: What Am I Looking For? Identify and Describe: The solutions that were used to solve the problems of law and order in the West? Explain: How these solutions were supposed to help maintain law and order? Analyse: How successful were these solutions? 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 activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? 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 makes an excellent starter, plenary or even a homework for students studying the aims and objectives of the Nazi Party when it was renamed the Nationalist German Workers Party in 1920. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. The resource includes two heading cards which briefly explain what is meant by a Nationalist and Socialist in the context of Germany in the 1920s and 12 statement cards taken from the 25 point programme produced by the new Nazi Party in 1920. Students are instructed to cut out the cards and organise them under the two headings. Depending upon the class, it should take no more than 10 - 15 minutes to do the card sort. The aims and objectives are: Theme: The Rise of Hitler Know: What were the aims of the Nazi Party in 1920? Understand: Which ideas were Nationalists or Socialist? Evaluate: Why would these aims appeal to the German people? WILF - What Am I Looking For? Identify & describe: The aims of the new Nazi Party in 1920 Explain: Which ideas were Nationalist or Socialists? Evaluate: Why would these ideas attract the support of some German people? 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

Are you looking to enhance your students’ literacy skills while providing them with a structured framework for their writing? Look no further than this comprehensive literacy mat, designed specifically for the needs of humanities classrooms. This resource is intended to be printed back to back in A3 or A4 colour, then laminated for durability, making it a practical and long-lasting tool for guiding students through their writing assignments. Key features of this literacy mat include: Sentence Starters and Connectives: Equipping students with the necessary tools to craft well-structured and coherent sentences. Guidance on Spelling and Punctuation: Ensuring students pay attention to the finer details of their writing, fostering accuracy and precision. Structuring Paragraphs using PEE and PEEL: Providing a clear and effective method for organizing paragraphs, incorporating Point, Examples, Explain, and Link. Differentiating Between Commonly Confused Words: Addressing common pitfalls such as “then,” “their,” and “they’re” for improved language accuracy. This is a must have resource for any humanities teacher. Whether stuck to your students desks or given out, it will help your students structure their work and avoid common mistakes. When you purchase this resource, you will be able to download a fully editable two page Word Document, that is designed to be printed off back to back, in colour. For your convenience, we have also uploaded a PDF version. If 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 is designed to help students build up a sound understanding of the chronology of events for international relations 1918 - 1939, through a simple card sort. It can be used as a revision exercise, starter or plenary and is aimed at the full range of ability. When you purchase this resource you will receive a two page Microsoft Word document, which is full customisable to your needs. You can easily add or delete events to suit your syllabus and learners. The card sort includes twenty five key events with their dates, which have been mixed up. Your students can either sort them from memory or research the answers using a core text book. Once complete they can either stick them across two pages in their exercise book or onto a sheet of A3 paper. I have also included an extension activity: One of the key issues you need to decide is ‘how far Hitler was responsible for starting the Second World War?’ Create a key for your timeline to show which events can be blamed on Hitler’s aggression, the failure of the League of Nations or Britain, France or Russia. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for starting the Second World War? Know: What were the key international events 1919 - 1939? Understand: What is their correct chronological order? Evaluate: Which events were the result of Hitler's foreign policy? WILF: What Am I Looking For? Identify & describe: What were the key international events 1919 - 1939? Explain: Which events were the result of Hitler's aggressive foreign policy? Analyse: How far was Hitler responsible for starting the Second World War? If you like this resource then why not check out my other resources on this topic in my TES shop. I have a full range of revision resources on the causes of the Second World War as well as more challenging card sorts such as diamond nine activities. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort is designed to be used as a starter or plenary. Students cut out the cards and match the cowboy’s equipment with the correct names or labels. This shouldn’t take more than 15 minutes from beginning to end. When you purchase this resource you will be able to download a two page Microsoft Word Document which includes a learning objective, instructions and nine key words mixed up with their correct labels to be sorted. On the second page, you have a photograph of a cowboy with arrows pointing to the appropriate pieces of equipment. These can be used along with the correctly sorted cards to label the cowboy. This activity can also be purchased with an accompanying PowerPoint under a similar title or as part of a bundle of resources on the American West. The aims and objectives of this activity are: Theme: The American West Know: What equipment did a cowboy use to do his job? Understand: How did cowboys use their equipment? Evaluate: How successfully did cowboys adapt to their environment? WILF: What Am I Looking For? Identify and describe: The equipment carried by cowboys Explain: How was each piece of equipment used? Analyse: Begin to come to a judgement on how successfully cowboys adapted to their environment? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be used as revision guide to explain why poverty became a political issue in 1906 as a prelude to studying the Liberal Reforms 1906 - 1911 or the Suffragettes at either GCSE or A Level This three page resource includes a range of information and sources about British society in 1900 and the work of the social reformers into the primary and secondary causes of poverty on page 1. These revision notes also look at the issue of national efficiency and why Britain was losing its place in as the World economic power as well as the growth of both trade unions and the Labour Party. Page two of this resource includes diagrams, graphs and quotes from the Rowntree Report into the causes of poverty in York. Page 3 includes a summary exercise with a list of focus questions to help students pick out the key information that they need to know for the exam. 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 for Black History Month and focuses on the achievements of Black People in the American West. The resource can easily be adapted for display purposes but it is designed to be used as a collaborative market place activity. This beautifully illustrated resource is a must have for anyone teaching this topic. The tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. I have provided two different summary sheets to help provide weaker students with more structure when recording their research. The information in the market place activity looks at nine individuals from a cross section of society and the roles they played in the American West. These include mountain men, pioneers, businessmen, Native American Chiefs, lawmen, law makers, soldiers, preachers and cowboys. The aim is to provide students with an alternative positive perspective of the achievements of black people, which is often overlooked in traditional text books. The starters and plenaries are designed to help students to draw upon their prior knowledge and question whose story is being told. I have deliberately focused on the achievements of black men to help set up the plenary so that students can think about 'Herstory' and other perspectives and the purpose of history. The aims and objectives for these resources are: Theme: The American West Know: What is Black History month? Understand: Why is it important to highlight black history? Evaluate: What role did black people play in the settlement of the West? WILF – What Am I Looking For? Identify & describe: Black History Month Explain: Why is it important to highlight black history? Analyse: What role did black people play in the settlement of the West? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson centers around a card sort activity on the why castles declined in importance towards the end of the Medieval period. It serves as the culminating lesson in a comprehensive sequence or bundle dedicated to Norman castles, available on TES. While primarily designed for a middle to low ability class, the tasks and activities featured in the PowerPoint can be adapted to suit a top set or even a Key Stage 4 lesson. For anyone seeking alternative approaches, additional resources such as a marketplace activity and a more traditional lesson on this topic are also available in my TES shop. When you purchase this lesson you will be able to download a single page Word document and an accompanying 18 slide PowerPoint. The Word document contains a learning objective, instructions, an extension task, four heading cards and fourteen statements, which can be sorted under them either by cutting them out or creating a key. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, templates, writing frames, model answers, tasks and activities to fully support the card sort activity. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Medieval Castles Know: Why did castles began to decline during the Medieval period? Understand: How political, economic, social and military factors led to their decline? Evaluate: Which were the most important reasons why castles declined? Skills: Cause, Consequence, Continuity and Change. WILF – What Am I Looking For? Can You Describe: Why many castles declined and became ruins? Can You Explain: How political, economic, social and military factors led to their decline? Can You Evaluate: Which was the most important factor to explain why they declined? If 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 engaging and interactive card sort activity is specifically designed to help GCSE English students explore the complexities of Shakespeare’s Macbeth character. Set against the theme of disorder, confusion and order, this lesson facilitates a discussion of Macbeth’s moral dilemma and its impact on the dramatic action of the play. Key Features: Snowballing Starter: Students begin by engaging in a snowballing starter activity using key words related to Macbeth’s character. This activity encourages critical thinking and helps students establish a foundation for further exploration. Heroic and Villainous Traits: After the starter activity, students are prompted to decide which adjectives match the heroic and villainous sides of Macbeth’s character. This exercise allows students to analyse Macbeth’s motivations and actions, fostering a deeper understanding of his complex nature. **Matching Quotes: ** The main task of this lesson involves matching quotes with Macbeth’s key characteristics. By analysing key quotes from the play, students gain insight into Macbeth’s moral confusion and the disruption and disorder it creates. GCSE and A Level Focus: This lesson is suitable for both GCSE and A Level students, providing valuable insights and analysis for students at different levels of study. By using this resource, students will enhance their understanding of Macbeth’s character and the central message of the play. They will develop critical thinking skills, analyse complex themes, and strengthen their ability to interpret Shakespearean literature. When you purchase this resource you will be able to download two documents, a single page Word document and a PowerPoint. The Word document contains the various headings, statements and quotes that are to be sorted, whilst the PowerPoint contains aims, objectives, differentiated outcomes, information slides, tasks, activities, plenaries and continuums to help facilitate the lesson. Both documents have also been uploaded as PDFs. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Macbeth Know: What are the key elements of Macbeth’s character? Understand: How Shakespeare uses conflict and disorder to drive the dramatic action? Evaluate: Whether Macbeth was a hero or a villain? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key elements of Macbeth’s character? Can You Explain: How does Shakespeare use conflict and disorder to drive the dramatic action of his plays? Can You Evaluate: Was Macbeth a hero or a villain?

Nelson Mandela is widely regarded as a hero for his role in the fight against apartheid and his efforts to promote reconciliation and unity in South Africa. However, his path to becoming the first black president of South Africa and his record whilst in office have led some to question whether he deserves the title of hero and there are many who see him as a villain. This fun and interactive lesson explores the life of Nelson Mandela and gets students to evaluate his choices through a card sort which them to investigate and decide whether he was a hero or a villain. When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation and a single page Word document. Both have also be uploaded as PDFs. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, video clips, templates, writing frames, historical sources, activities and differentiated tasks and activities. The Word document contains a learning objective, instructions, two heading cards labelled ‘Hero’ or ‘Villain’ and 24 statement cards to be sorted under them. The lesson begins with a sellection of starters that you can choose from, including a whiteboard task on what they already know, a snowballing keyword activity or a idea shower on what makes a hero. The lesson is then introduced through various information slides and a video clip linked to our You Tube Channel, This is followed up with the card sort activity, a continuum voting task and an optional speech or extended writing task, both of which are fully supported with appropriate templates and writing frames. Theme: Apartheid in South Africa Know: Who was Nelson Mandela? Understand: What role did he play in the overthrow of the Apartheid? Evaluate: Should Nelson Mandela be regarded as a hero or a villain? Skills: Interpretation, Compare & Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Nelson Mandela? Can You Explain: What role did he play in the overthrow of Apartheid? Can You Evaluate: Should he be regarded as a hero or a villain? If 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 lesson aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? 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 worksheet is designed for either a KS3 or KS4 class looking at the role played by Britain’s West African Squadron in suppressing the Transatlantic Slave Trade from 1807 - 1867. This forgotten period of our history tells the story of how 36 Royal Navy ships with 4,000 men and just under half of the countries military budget successfully stopped and freed just over 150,000 human beings who was destined for a life of misery in the Americas as slaves. During this time, 76,000 British sailors heroically died trying to stop of slave trade. Many today are calling for the statues of slave traders to be pulled down and instead replaced with a memorial to these brave British sailors. When you purchase this two resource, you will be able to download a two page worksheet, which has been slaved as both a Word document and a PDF. It contains information on why the West African Squadron was setup, their tactics, strategies and the impact that they had on the slave trade. This is followed up by seven questions to help students consolidate their knowledge. I have also uploaded a word search an additional single page sheet with differentiated tasks including a heads and tails task and a missing word task. This lesson is suitable for middle to higher ability students, if you are looking for a PowerPoint with fun and interactive activities to accompany this resource, then please check out my resource with the same title on the TES which can be purchased along with this worksheet for an extra £1. The aims and objectives of this lesson are: Theme: Britain and the slave trade Know: Why was the West African Squadron created in 1808? Understand: What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade? Evaluate: How successful were Britain’s efforts to abolish the slave trade? Skills: Cause, Consequence, Change and Continuity WILF – What Am I Looking For? Can You Describe: Why the West African Squadron created in 1808? Can You Explain: : What role did the Royal Navy play in stopping the Trans-Atlantic Slave Trade? Can You Evaluate: How successful were Britain’s efforts to abolish the slave trade? If 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

In light of the ongoing debate surrounding the presence of statues commemorating historical figures such as Sir Cecil Rhodes, the history academy is excited to present a new interactive card sort activity. This fun interactive lesson is designed to encourage critical thinking and discussion around the complex issues of historical legacy, representation, and public memory. By engaging in this card sort, students can explore various perspectives on whether statues of Sir Cecil Rhodes should be removed, allowing for a deeper understanding of the historical and ethical considerations at play. When you purchase this lesson you will be able to download 23 slide PowerPoint that has been designed to help support the delivery of the card sort activity which can be downloaded in a single page Word document. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, starters, plenaries, links to appropriate video clips, templates, historical sources, tasks and activities. Whilst the Word document contains a learning objective, instructions, two heading cards saying and 18 statements to be sorted or catagorised under them. I have also uploaded both documents as PDFs. For more information, please see the detailed previews. The aims and objectives of this lesson are: Theme: The British Empire Know: What are the arguments for and against removing Cecil Rhodes’ statue? Understand: What role did Rhodes play in expanding the British Empire in Africa? Evaluate: The different historical interpretations and come to a balanced judgement. Skills: Interpretation, Compare & Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What are the arguments for removing Sir Cecil Rhodes Statue? Can You Explain: How he helped to expand the British Empire in Africa? Can You Evaluate: The different interpretations and come to a balanced judgement. If 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

The issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a twelve slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy