This is a resource for KS3 History students. Students look through the pieces of evidence. They decide which of these suggest a real plot, and which suggest that there was a government cover-up. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the pieces of evidence on either side of the argument. There are resources for higher and lower ability students included This can lead to a class debate or a piece of extended writing.

This is a diamond 9 card sort to categorise and prioritise the reasons that life in trenches was difficult. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, health//hygiene, time, mental health and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that D Day was successful. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more ale students. This can lead to a class discussion. Categories could include, but not be limited to, the actions of the Allies, Germany’s weaknesses, planning, leadership and others.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students highlight the positives and negatives of the New Deal. This can lead to judgment and priority activities, which are structured at the bottom of the lower ability sheet. I have also used it to lead to an overall debate on how successful the New Deal was. There is a higher ability sheet without the judgement sentences too, so that they must do their own wrting.

This is a resource for GCSE students. I have used it with the new GCSE spec for US History. Students are encouraged to look at Hoover’s and FDR’s beliefs on the causes, course and remedies to the Depression. They use the quotes and info on the powerpoint to help them decide which were Hoover’s / FDR’s ideas. This can lead to a discussion on who would be the better presidential candidate and why. On p2 of the worksheet, students choose up to 3 reasons why FDR won, based on their respective campaigns. This can be done individually, or a paired thinking skill. With the Hoover’s solutions worksheet, students match up the problems that Hoover faced to the solution that he came up with. Answers are on the Hoover’s solutions ppt. As an extension students can decide why Hoover’s solutions were too little, too late. This can lead to class discussion. It can be used as a reference point when you start the New Deal, as many of Hoover’s policies served as inspirations for FDR’s solutions. Students can watch the YouTube link on the Bonus marchers and explain how big an impact it had on the election outcome. Without it, would FDR still have won? Why / not?

This is a card sorting resource for KS4 students. I have used it with the new GCSE spec for US History. Students read examples of reasons why the Depression happened. They arrange them into the longer term causes and the stock market’s problems (make clear – or allow the more able to work out – that it was these mainly that led to Wall St crashing, and the longer term ones that made the crash turn to depression). They are then invited to prioritise the reasons in each of the two categories, and explain a judgement of the most important to do with longer term causes and the stock market’s problems.There is an exam-style question for the GCSE spec for US History at the bottom of the sheet. This can lead to a debate or piece of extended writing.

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 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.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League 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. This could be done as a group, paired or individual activity.

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 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 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.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the US Government gained control of the Great Plains. Students can use the cards to explain their thoughts on which were more / less important reason for the US Government gaining control of the Great Plains. Categories could include, but not be limited to: Indian weakness US Government policy US Army strength Pioneers / settlers on the Plains As an extension, students can answer an exam-style question on the reasons for the he US Government gaining control of the Great Plains.

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 why Germans supported Hitler. Students can watch the clip to get a feel for what Hitler felt about other countries compared to Germany. Students can use the cards to explain their thoughts on whether they would have voted for Hitler, and why Hitler wanted the support of these different groups of people Categories could include, but not be limited to: Workers and families Business / farm owners Soldiers Nationalists As an extension, students can choose either to write as a German or foreigner, explaining a one-sided argument of why Hitler gained such support.

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 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.

The powerpoint allows students to decide what was a Medieval belief in the spread of the Black Death, and what was a real cause. The worksheet allows students to decide what was: • Completely ineffective in stopping the spread of the Black Death • Of limited effect in stopping the spread of the Black Death • More effective in stopping the spread of the Black Death Students then explain one treatment that was effective, and why, then one treatment that was ineffective and why people did it anyway. More able students can extend themselves by explaining why people did not know the real causes, and the extent to which fear played a part in the disease’s treatment.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the outbreak of WWII. As an extension, students can use the cards to explain their thoughts on the most important reason for the outbreak of WWII, and apportion responsibility to the major nations involved. More able students have a differentiated resource which allows them to exemplify and explain each of the reasons given. Categories could include, but not be limited to: The Treaty of Versailles The League of Nations Hitler’s foreign policy It could be done as a venn diagram using the second sheet.