This is a card sort designed to allow students to categorise and prioritise reasons for the 1905 Revolution in Russia. There is a differentiated version for lower-ability students. More able students can use the cards to explain their thoughts on the most important reason for the Revolution. It could be done as a diamond 9 activity. It could also be done as a venn diagram using the template sheet. This is an ideal activity for preparing exam-class students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This worksheet allows students to explain events in Russia before and after the 1917 revolution. Students have 7 events outlined to them, and explain their own thoughts on why it was significant. Students can, as an extension, explain how these events link together and created an environment in the USSR which grew more oppressive. They can make judgements on turning points. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

A cut and stick activity which leads to a piece of judgemental writing on successes of the League of Nations. Students match up point of success to the evidence surrounding it. They stick each matched point and piece of evidence into the table. This could alternatively be recorded in the venn diagram. They then give their own explanation, such as ‘This was a more / less meaningful success because…’ Students can categorise and prioritise the different aspects of success, into areas such as local peacekeeping, global peacekeeping and global improvement. More able students can explain which was the most significant of the achievements, in the short and long term. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Japan invaded Manchuria. Students are then challenged to justify their decision on the most important of the reasons, and give their own reactions to the Japanese invasion of Manchuria, evaluating the key reason and thoughts on the League’s role. Categories could include, but not be limited to: Manchuria (unique location / problems) Japan’s strength League members’ weakness Others It can be done as a Venn diagram using the second sheet.

his is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that people can influence the local council. Students can use the cards to explain their thoughts on what are more / less effective ways to influence the local council. More able students can make a judgement on how important it is to be able to influence the local council Categories could include, but not be limited to: influencing in person Influencing from a distance Scrutinising council actions As an extension, students can choose a local issue, and prepare a speech or letter to the council to address it.

A resource for students to compare and contrast the lives of Hitler and Stalin. I use it as an introduction to sixth form units, or with high-ability year 9s. There are definitions of key words to help with literacy, and information sheets on aspects of the lives of Hitler and Stalin. Students read the information, either displayed around the room or printed off as handouts. They fill in the table of information about each character, and then complete the similarites and differences section.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a diamond 9 card sort to categorise and prioritise the reasons that the League failed in the 1930s. As an extension, you can challenge students to explain the more / less important reasons, which were short and long term factors and some examples of each factor. This can lead to a class discussion, or an exam question on why the League failed. Categories could incllude, but not be limited to, Hitler, the League’s members, the actions of powerful countries, the actions of Britain and France, the League’s weaknesses, and others.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. AS an extension they then have a series of questions to answer to explain and justify their thoughts on the Japanese invasion and the lack of adequate response of the League. This is an excellent resource to stimulate debate of the Japanese and the League.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the Plains Indians were considered savage by white Americans. Students can define the word savage and more able students can think of synonyms. Students can use the cards to explain their thoughts on which were more / less important reasons for the Plains Indians being considered savage by white Americans. Categories could include, but not be limited to: Religion Lifestyle Governance As an extension, students can answer an exam-style question on the reasons for the Plains Indians being considered savage by white Americans.

The white SHP USA 1919-45 textbook is needed for this activity. It is great for lesson observations. You will need to photocopy the pages about the Red Scare, cut out the three sections, and collate them. Place appropriate numbers of each of three 3 sections around the room, and label each section A-C. Students go into groups of three. They assign themselves a letter A-C. They can fill out about a third of the sheet. When they have done all they are able to, they go back into their original group and share answers. Use the powerpoint to support, and introduce debate on Billy Sunday.

This is a card sort designed to allow students to categorise and prioritise reasons for the February Revolution in Russia. More able students can use the cards to explain their thoughts on the most important reason for the February Revolution. It could be done as a venn diagram using the second sheet. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abyssinia. More able students can use the cards to explain their thoughts on the most important reason for the invasion. It can be done as a venn diagram using the second sheet.

A card sort which allows students to place in chronological order the events (from 1991 end of 1995) which happened in the Former Yugoslavia. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that the Plains Indians were assimilated on reservations. Students can use the cards to explain their thoughts on which were more / less restricting effects of the reservations. More able students can prioritise reasons for the Indians ending up on reservations. Categories could include, but not be limited to: Religion Lifestyle Governance Health / nutrition

This is a card sort designed to allow students to categorise reasons that the League of Nations failed to stop the invasion of Abyssinia. It can be done as a venn diagram using the second sheet, or as a diamond 9. Categories for a diamond 9 could include: Self interest of members Failure of sanctions Inability to make decisions Others More able student can explain which was the most significant of the consequences, in the short and long term. They are encouraged to give their thoughts on the role of the League and its weakness. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the impact of different influences on people’s voting habits. Students can use the cards to explain their thoughts on the better and worse influences on people’s voting habits. More able students can explain whether it is important to vote, and why. Categories could include, but not be limited to: social / family and friends demographics character / personality of those being elected Parties / party policy

A resource for KS4. Firstly, students watch the YouTube link and answer questions about the Red Scare. Secondly, students decide whether the Red Scare was justified or not, by marking different pieces of evidence. This can lead to a PEE paragraph or debate.