This is an activity to introduce Hitler’s foreign policy 1933-9. Hitler’s aims can be introduced by watching the video of his speech. Students can discuss what they think Hitler is likely to do to achieve what he talks about in the speech. Students make a graph of the actions that Hitler undertook. They plot them in chronological order (this can be done as a card sort), and decide which were political or military actions. There are two sheets for the actions, one in chronological order for less able students, one jumbled up for students to arrange (and possibly stick down? - If so, do the graph sheet on A3 for space reasons.) More able students can explain a turning point in the actions which made war inevitable at some point, and explain why other events led to war. They can also offer their thoughts on how Britain and France should have reacted to successfully avoid war.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the effects of the Blitz. Students can use the cards to explain their thoughts on the worst effects of the Blitz, and why the Blitz failed to break British morale. As an extension, students can choose either to write as a German or British journalist, explaining a one-sided point of view on the Blitz. Categories could include, but not be limited to: Fear Death Destruction of cities

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Britain and France pursued Appeasement. and why it was supported by the public. Students are then challenged to justify their decision on the most important of the reasons, and givew their own reactions to Appeasement, including the problems that it caused. Categories could include, but not be limited to: Political reasons Economic reasons Military reasons It can be done as a Venn diagram using the second sheet. As an extension, students can answer an exam-style question on Appeasement. (This will require a deeper understanding of Appeasement and its consequences.)

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 Mormons were successful migrants. Students can use the cards to explain their thoughts on the importance of successes on the journey and on arrival at the Great Salt Lake. Categories could include, but not be limited to: Personality of Brigham Young Organisation Statehood As an extension, students can answer an exam-style question on the reasons for the Mormons’ success.

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.

A resource for lower-ability students. Students arrange events into chronological order. They then decide which were the causes, events and consequences of the fire. They explain why the fire spread so quickly by writing sentences about aspects of London in September 1666. Finally they decide whether to write an article or make a storyboard of the events (presented in activity 1) in the fire.

This is a worksheet which allows students to explain the consequences of the action of the Little Rock Nine. There is a differentiated worksheet for lower-ability students, which has a bank of phrases to help them give explanations of the success / problems caused by the Little Rock affair. More able student can explain which was the most significant of the consequences, in the short and long term. They can relate to the students themselves and the wider Civil Rights movement/USA. 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.

An interactive decision-making sheet for students to fill in. They place themselves in the position of Boudicca, and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. They can then fill in what really happened This could be done as a group, paired or individual activity.

A resource for GSCE students studying the Prohibition era in the USA. There are two cards sorts, one one why Prohibition was introduced, and one for why it was repealed. The repeal card sort is best done as a diamond 9 activity. There is a separate document for this card sort for the higher abilities. Categories could include, but not be limited to: corruption, violence, crime, alcohol, the public.

This is a resource which can be used as a colour-coded worksheet or a card sort. There are differentiated resources for the ore and lower-ability students. Students are asked to identify changes for the better and for the worse. They must then categorise changes as work, daily life, crime and government/voting. There are extension questions for students to make judgement on the best and worse changes, and an overall judgement. There is a summary of the positive and negative changes, with key words marked in red.

This is a cut and stick activity. Students must decide which of the pieces of information relate to: • How healthy were prehistoric people? • How did prehistoric people die? • Why does archaeological evidence not give us a full understanding of prehistoric people? Students then answer the questions on the second side of the sheet, They are scaffolded for abilities, with more able students encouraged to think of what sources of information they would be able to use for other periods that cannot be used to learn about prehistory, and to suggest how else people could learn about prehistoric societies - eg. observing modern tribal societies in Australia, New Zealand, South America, Africa etc, or by reading Roman accounts of Iron Age Britain. This leads well onto class discussion on health through the ages. This can lead to a piece of extended writing.

This card sort allows students to view events after the 1905 revolution and classify them as either ways that Nicholas crushed the revolution, and ways that he regained control of Russia. More able students can explain judgements as to which was the most effective method of each. The second sheet can be used for students to provide an explanation of why each method was successful.

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.

A cut and stick activity which leads to a piece of judgemental writing on the daily life and work of enslaved people. There are differentiated versions for higher and lower ability students. Students match up point of slave life to the evidence surrounding it. They stick each matched point and piece of evidence into the table. They then give their own explanation, such as ‘This was cruel because…’ The evidence table will need to be blown up to A3 so that there is enough space for the cards to fit into it. Students can categorise and prioritise the different aspects of life, into areas such as social life, work and others. Homework vocab-building task also included.

This is a card sort designed to allow students to categorise and prioritise reasons that childbirth was dangerous in the Middle Ages. More able students can use the cards to explain their thoughts on the most important reason for the danger of childbirth. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template.

This is a preparation for a debate on whether the Treaty was too harsh or about right as punishment for Germany. Split the class into half. One half looks at the positives, one the negatives. Give them 5 or so minutes to plan a debate. Swap sides briefly so that they can plan a counter argument. The debate clan lead to an extended piece of writing. Year 10 get well into it each year!