This fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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

Teaching the long term causes of the French Revolution with its political, economic, social and intellectual origins, can be quite a hard topic for some students. This fun and engaging activity has been carefully designed to help students assess which factors were the most important through an interactive card sort. It is suitable for the full range of ability and contains a stretch and challenge task for the more able. When you purchase this resource you will be able to download a single page word document, which includes aims, instructions, two tasks, and sixteen statements to be sorted under the four headings of political, economic, social and intellectual. Once your students have sorted the statements or created a colour key, they can then organise them into their order of importance. Once the statements have been reviewed after a class discussion, they can then be stuck into their books and used as the basis for an extended piece of writing This resource makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. For more information, please view the preview. The aims and objectives are: Theme: The French Revolution, 1789 Know: What were the long term causes of the French Revolution? Understand: What roles did political, economic, social and intellectual factors play? Evaluate: Which long term factor was the most important in causing the revolution? WILF - What Am I Looking For? Identify and describe: The long term causes of the French Revolution? Explain: What roles did economic, social, political and intellectual play? Analyse: Which long term factor was the most important in causing the revolution? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource makes a great starter, plenary or revision activity for students studying the Liberal Reforms 1911 - 1914. It is aimed at middle to higher ability students, but can be used with lower ability students with some support. I have produced another more straight forward card sort on 'How successful were the Liberal Reforms', which could be used along side this resource as a differentiated activity for lower and middle students. This resource includes two documents. The first is a blank living graph / continuum, which can be printed off in either A4 or A3 for your students. The second contains the cards / statements and quotes to be sorted for the living graph / continuum exercise. Once students have cut out the cards they can sort them into two columns effective / less effective before deciding how effective each card was and sticking it to the living graph / continuum. Once completed students can then use their answer to write an essay / conclusion on how effective the Liberal Reforms were at tackling the causes of poverty. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1918 Know: What reforms did the Liberals introduce? Understand: How far did these reforms improve the lives of different groups in British society? Evaluate: How effective were the Liberal Reforms at tackling the causes of poverty? WILF: What Am I Looking For? Identify and describe: The reforms introduced by the Liberals 1906 - 1914 Explain: How far did these reforms improve the lives of individual groups Analyse: How effective were the Liberal Reforms at tackling poverty? 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 be used as seating planner for a typical history classroom, but can be easily customised to suit any subject or classroom arrangement. Simply pick the layout which matches your room and then customise the slide and then copy and paste it to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes seven slides and a title page. Each slide has a standard classroom layout including groups, rows and horseshoe. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

As part of our SMSC series, we have commissioned a lesson that looks at the moral and ethical issues surrounding the battery farming of chickens for both meat and eggs. This fun and interactive lesson introduces the issues through some carefully sellected information slides and videos, that are appropriate for KS3 and KS4 and then gets students to evaluate the pros and cons through a card sort exercise. This is then followed up with speech writing exercise designed to help develop students oracy and debating skills. When you purchase this resource, you will be able to download a PowerPoint with 15 slides which help to facilitate the card sort exercise and include aims, objectives, information slides, starters, plenaries, templates, tasks and activities. You will also be able to download single page Word document which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the battery farming of chickens for eggs and meat. Both documents and the answer sheet have also been uploaded as PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Theme: Animal Welfare Know: What is battery farming? Understand: The arguments for and against battery farmed chickens? Evaluate: Whether battery farming of chickens is ethical? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is battery farming? Can You Explain: The arguments for and against battery farmed chickens? Can You Evaluate: Whether the battery farming of chickens is ethical? If you like this resource then why not check out our other resources on similar SMSC 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 fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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 resource focuses on getting students to assess who were the winners and losers of the Liberal Reforms so that they can understand who opposed and supported the reforms and begin to evaluate how effective these reforms were at addressing the issues of poverty. The first page of the resource includes a review exercise where students look at each reform using their prior knowledge and score in a table how a health working man, unhealthy working man, OAP, tax payer, children, Conservative member of the House of Lords, would have help felt about each reform. At the end of the task students then share their results and access who would have benefitted and opposed the reforms. On page two, students then use the continuum line to write on and represent who would have benefited the most from the Liberal Reforms compared to those who did not benefit. The results of these exercises can the be shared with the rest of the class to access who would oppose or support these reforms. It is important to point out to your students that many skilled working class men who had already privately insured themselves against sickness and unemployment may have opposed these reforms as they were playing twice. The aims and objectives of this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduced? Understand: Who were the winners and losers as a result of these reforms? Evaluate: Why did certain groups support or oppose these reforms? WILF: What Am I Looking For? Identify and describe: What reforms did the Liberals introduce? Explain: Who benefitted and lost out as a result of the Liberal Reforms? Analyse: Why did certain groups support or oppose these reforms? If you like this resource then why not check out my other resources and revision guides 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

These great resources are designed to help students learn the key events in British Public Health 1800 - 1914. They make excellent revision activities, starters and plenaries. When you purchase this resource you will be able to download three different versions of this chronology card sort so you can pick which one you wish to use with your students or groups of students. Each resource includes twenty five key events that students are expected to cut out and organise into their correct chronological order. In one resource the dates are already in the correct order, but the events are mixed up. In another document, both the dates and events are mixed up, whilst in the third, students simply have to organise the cards with their dates into the correct order. I have also included a PowerPoint with all the key dates and information about the topic in the correct chronological order. If you print this off in colour and laminate it makes a stunning classroom display and can be used by students as a reference or even as a market place activity for the card sorts. Everything s supplied in Microsoft Word or PowerPoint so you can easily customise it if you wish. The aims and objectives for this lesson are: Theme: Public Health Know: How did Public Health change in Britain 1800 - 1914? Understand: Which events were linked to government action on poverty or disease? Evaluate: How did attitudes change towards Public Health 1800 - 1914? WILF - What Am I looking For? Identify and describe: How did Public Health change in Britain 1800 - 1914? Explain: Which events were linked to government action on poverty or disease? Analyse: How did attitudes change towards Public Health 1800 - 1914? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been written by experienced history teachers to help students studying understand the political, economic, military and territorial impact of the Treaty of Versailles, 1919. It can be used as a revision activity, starter or plenary and should easily work alongside any main stream resource on this topic. If you are looking for a resource that provides more challenge or promotes more discussion, then check out my diamond resource on why the Germans hated the Treaty of Versailles. When you purchase this resource you will be able to download a full editable Microsoft word document which contains a lesson objective, instructions, four heading cards and 16 cards on the terms of the Treaty of Versailles, 1919. Once students have cut out and matched the cards, they can extend their learning by trying to explain which of the terms Germany would have found the most humiliating. When you download the PowerPoint which has been designed to accompany this resource, it contains information slides, maps, diagrams, tasks and activities to help support the main card sort activity, The aims and objectives of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for Germany? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is designed to help students understand why people from all over the world but particularly Europe, came to the USA in 1900. It is designed to be used as a starter or plenary for a history lesson but could also be used to provide a case study for a geography or personal social lesson on immigration in general. The resource includes two heading cards, push and pull factors as well as twelve statement cards to be sorted under them. These cards include space, growing economy, natural resources, wages, unemployment, adventure, persecution, isolation and peace, lack of opportunity and war and revolution. The aims and objectives for this lesson are: Theme: The USA in the 1920s Know: Why did people what to immigrate to the USA in 1900? Understand: Which reasons were push and pull factors? Evaluate: Which factors were more significant or linked? WILF - What Am I Looking For? Identify and describe: Why did people want to immigrate to the USA? Explain: Which reasons were push and pull factors? Analyse: Which factors were more important or linked together? Once the cards have been sorted, students can start to rearrange the push and pull factors to find links between them and / or organise them into their order of importance before sticking them into their books. 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 innovative and creative activity has been carefully designed to help students assess the role played by the revolutionary leader Robespierre during the period known as the Reign of Terror in the French Revolution. This activity involves giving students ten primary sources and four secondary sources written by historians and sorting them under the headings of hero or villain. Once this has been complete, students can then have a go at answering the question: How far was Robespierre a hero who saved the revolution or a villain who betrayed his own values to take control of France?’ I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. If you are looking for something a little easier, I have made a another simpler card sort which just looks at the facts. This can be bought separately. This resource makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘hero’ or ‘villain’ and list the sources under them. The aims and objectives are: Theme: The reign of Terror Know: What sort of man was Robespierre? Understand: Why are historical events interpreted in different ways? Evaluate: Was Robespierre a hero who saved the revolution or a villain who betrayed his own values to take control of France? WILF - What Am I Looking For? Identify and describe: Which sources support / disagree with Robespierre being a ‘hero’ or ‘villian’? Explain: Why were Robespierre’s actions controversial? Analyse: Was Robespierre a hero who saved the revolution or a villain who betrayed his own values to take control of France? 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 makes an excellent starter, plenary or revision activity for teaching the introduction to the Liberal Reforms 1906 - 1911. Its aimed primarily at middle to upper ability students as a thinking skills activity, although with support lower ability students could easily access this task . The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you would like something more suitable for middle and lower ability then you could always download my card sort, which provides students with headings such as New Liberalism, political rivalry, national efficiency and social reformers. The resource includes nine diamond cards. Each card includes a statements explaining why the Liberals introduced their reforms. Students a asked to do the following tasks: 1. Remove any reasons that you don’t think are important. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the Liberals introduced their reforms. 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 successful were the Liberal Reforms 1906 - 1911? Know: Why did the Liberals introduced their reforms? Understand: What roles did social reformers, national efficiency, political rivalry and new liberalism play influencing their decision? Evaluate: which factors were the most important? WILF: What Am I Looking For? Identify & Describe: Why did the Liberals introduce their reforms? Understand: What roles did the social reformers, national efficiency, political rivalry and new liberalism play? Analyse: Which factors 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 great revision video was made to help my students revise the Liberal Reforms and the importance of the introduction of the Old Age Pensions. I recorded the music with permission from Tony Capstick, whilst he was singing at the Main Street Working Men's Club in Mexborough in 1992. In the song, which is used as background to my slide show on old age prevision before the act, the workhouse and the work of the social reformers to raise the issue, Tony Capstick sings with the help of the audience, a folk song about Lloyd George and Old Age Pensions and how they rescued people from the workhouse. By the end of the video, its not unusual to have the whole class singing along. You can hear the old cash register in the background. The aims and objectives of this revision lesson are: Theme: Liberal Reforms 1906 - 1911 Know: Why did the Liberals introduce the Old Age Pensions? Understand: What problems faced people who were too old to work before the Liberal Reforms? Evaluate: Why did the introduction of the Old Age Pension increase the popularity of the Liberals? WILF: What Am I Looking For? Identify and describe: Why did the Liberals introduce the Old Age Pensions? Explain: What problems faced people who were too old to work before the introduction of the Liberal Reforms? Analyse: why was the introduction of the Old Age Pension Act a smart political move? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students understand why the causes of the First World War 1914 - 1918. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain the causes of the First World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. The aims and objectives for this lesson are: Theme: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This four page study guide deals with the topic of why the Liberals won a landslide victory in 1906, by looking at the mistakes made by the Conservative Party in the period 1899 - 1906. If you are studying GCSE Modern World History, this topic was added into the new specification in 2013, but there are no text books dealing with this important part of the new specification. These notes are suitable for GCSE and A Level students. The resource includes information and sources on the election campaign in 1906 as well as the following topics which contributed to the Conservatives defeat: Boer War, Chinese Slavery, Social Reform, New Liberalism and Free Trade. The notes that included have been bullet pointed and written in a style that is accessible to the full ability range at KS4 or ages 14 to 16. I have tried to include sources that stand a good chance of coming up in the exam on Chinese labour, free trade and lack of social reform. In terms of activities, I have included a thinking skills review triangle activity which could be completed in groups or pairs and then fed back to the rest of the class. Ideally, I would recommend doing mind map exercise on this topic with your students with each issue being a separate branch. The aims and objectives for this revision lesson are: Theme: Liberal Reforms Know: Why did the Liberals win a landslide victory in 1906? Understand: What role did the issues of Free Trade, the Boer War, Chinese Slavery and lack of social reform play in making the Conservative Party increasingly unpopular? Understand: How far was New Liberalism responsible for the Conservative defeat in 1906? Evaluate: What was the most important factor in the Conservative election defeat in 1906? WILF: What Am I Looking For? Identify and describe: Why did the Liberals win a landslide victory in 1906? Explain: What factors contributed to the unpopularity of the Conservative Party in 1906? Analyse: Why was New Liberalism more attractive to working class voters? 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 card sort is designed to help students identify and understand the key symbols of the French Revolution. It can be used as a starter, plenary or even as a revision exercise. The resource includes nine symbols of the French Revolution and their correct descriptions which have been mixed up. When you buy the resource you will receive a single A4 Microsoft Word document which can be further edited if you wish. Learning Objectives: Theme: The French Revolution Know: What were the symbols of the French Revolution? Understand: What did the different symbols meant at the time? Evaluate: Why are these symbols still important to the French people today? WILF: What Am I Looking For? Identify and describe: The symbols of the French Revolution? Explain: What the different symbols meant at the time? Analyse: Why are these symbols still important to the French people today? 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 did Germany hate the Treaty of Versailles . 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. 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 describe the terms of the Treaty of Versailles, 1919. 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 Germany hated the Treaty of Versailles. 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 of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for Germany? 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

Recent events in the Israeli–Palestinian conflict have reignited the debate over the Two State Solution where a Palestinian State is allowed to exist alongside the State of Israeli. This card sort examines the arguments for and against the Two State Solution and allows students to draw their own conclusions. It is aimed at KS4 and KS5 students and is designed to fit around a main stream teaching resources on this topic and serve as a starter or a plenary. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and fourteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the Two State Solution to the Israeli–Palestinian conflict. You will also be able to download a 18 slide PowerPoint which includes aims, objectives, information slides, links to video clips, tasks and activities to help facilitate and consolidate the card sort task. Both documents as are also available for download as a PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Know: What is the Two State Solution to the Israeli–Palestinian conflict? Understand: Why are both sides unable to reach an agreement? Evaluate: What are the strengths and weaknesses of this peace deal? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is the Two State Solution? Can You Explain: Why are both sides unable to reach an agreement? Can You Evaluate: What are the strengths and weaknesses of this peace deal? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. The women’s movement was split between the peaceful suffragists on the one hand, who made up nearly 80% of women, whilst on the other there were the better known militant suffragettes. The lesson resources have been designed to suit the full spectrum of ability at KS3 and should work alongside any mainstream textbook or resource on this topic. However, I have also included a PowerPoint to accompany the lesson which includes all the necessary background knowledge for the lesson. When you purchase this resource you will be able to download a fully editable Microsoft Word document an an accompanying PowerPoint presentation. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. Whilst the PowerPoint includes aims, objectives, differentiated outcomes, information slides, links to appropriate video clips and additional tasks, including an alternative Venn diagram activity comparing the two groups of campaigners. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy Kind Regards Roy

This fun and interactive card sort has been designed to help students review and develop their understanding about the causes of the October Revolution in 1917, which saw the overthrow of the Provisional Government. It is aimed at GCSE and A Level students, who have studied the topic and now need to develop their critical understanding of the links and connections between the different factors and their significance within the complex web of events leading up to the Bolshevik Revolution. When you purchase this resource, you will be able to download a 14 slide PowerPoint Presentation and an accompanying single page word document. The PowerPoint contains aims, objectives, starter, plenary, information slide, pictures, diagrams, tasks, activities, review triangle, and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. The Word document, which has also been uploaded as a PDF, contains instructions, aims, eight heading cards and twenty eight cards that need sorting or matching under them. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in October 1917? Understand: What different factors caused the Bolshevik Revolution? Evaluate: Which were the most important causes of the October Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in October 1917? Can You Explain: What different factors caused the Bolshevik Revolution? Can You Evaluate: Which were the most important causes? 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy