This is a resource for GCSE History students. Worksheet1: Students look through the reasons. They decide which of these were reasons that Stalin signed, and which were reasons that Hitler signed the Pact. 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 reasons, and categorise genuine reasons (more Machiavellian) and those ‘officially given’. There are extension questions at the bottom of the sheet. Worksheet 2: Students can explain why different reasons made Stalin sign the Pact. Students analyse the different reasons. It might be helpful to show the powerpoint slide as an aid to this to help students realise Stalin’s aims. There are extension questions at the bottom of the sheet. The second slide contains a link to the YouTube clip - Nazi invasion of Poland.

This is a card sort for GCSE History. Pupils look at the reasons that there was poverty in Tudor times. They need to know the key words at the start of the presentation. They have a number of tasks which they can be invited to complete, to sort which were: 1. Long-term causes / Short-term causes 2. To do with money To do with foreign wars or trade To do with natural factors (poor harvests, disease) To do with other things 3. Most important 1-2 Quite important 4-5 Less important 4-5 Least important 1-2 Students can then explain why they have given the level of importance to some of the reasons. This can lead to debate or an exam Q.

This is a card sorting activity to help students revise the American West for the GCSE. They are to arrange the 12 dates in chronological order, and then match the events to the dates. I have found that giving them a highlighter for drawing out the key information can be helpful. There is a differentiated version, for lower ability students, with 6 key dates. The information is less detailed on these as well. Powerpoint can be used to support learning, as it allows students to reflect on the reasons that the dates are significant for the Indians and the settlers. There are key concepts to jog students’ memory on the powerpoint. More able students can reflect on these questions as an extension. Which are the 2 most significant events in: The settling of the Plains The destruction of Indian culture?

A card sort which allows students to place in chronological order the events (from 1996 to 1999) which happened in Kosovo. 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. The PowerPoint gives background to the events and can be used as a discussion point with students. The chart can be filled in by students to assess how far American aims were fulfilled in Kosovo.

An assessment for Key Stage 3 students about assessing the accuracy of a source. Students are invited to label the picture of slaves working on a plantation. They then fill in what they notice on the worksheet, which is differentiated for the lower-ability students. They give their own explanation of the evidence in the picture. E.g. P - slaves’ clothes, Ev - they are European, and look new and fresh, Exp - Slaves did wear European clothes, but after a long day in the fields they would be looking more tatty than they are how to be. There is a writing frame and mark scheme attached. The mark scheme is NC levels, but can easily be adapted to GCSE style grades.

This is a KS3 resource which could also be used as an introduction at KS4/5. Students are invited to read through a series of events. they are to explain the feelings of the Russian population at each point. The story starts in 1905 and ends in 1945. There is a differentiated version which students can use to make a storyboard. Students can use the final box, empty, to explain the feelings of Russian people at the end of the sequence of events. Order - A, E, B, G, C, F, D.

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 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.

A resource to revise the circumnavigation of the world. Students need the AQA workbooklet. Powerpoint slides introduce the reasons the Elizabeth wanted to promote the circumnavigation, and reasons that Drake was chosen to lead the circumnavigation - his knowledge of portoleon charts, astrolabes etc, and his forceful personality. Diamond ranking activities come in more and less detailed forms. Students can explain and rank the consequences. This can lead to an extended writing activity at the end.

This is a lesson for the events of the assassination and afterwards. Students can watch the clip and have a writing frame provided in the powerpoint to write an article. Key terms and people are explained in the powerpoint too. The second half is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. There is a differentiated version for less able students, and the very weak ones could be encouraged to match the country to the reaction… Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

This is a resource to introduce topic on slavery. Students explore David Hume’s view on Africa why he and the British were wrong to label the continent barbaric. The card sort can be dome as a diamond 9 or higlighting / categorising activity. Lively discussion or extended writing can follow.

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?

A lesson featuring a chronology activity for students and an opportunity for extended writing and source analysis. Students can cut up the cards and have students arrange them into the correct order. Answers: B, F, E, A, G, C, H, D YouTube link covers causes more than events - but a great lead-in. Potential questions to ask students either orally or as written answers:- Questions – answer in any order: Do you think that the peasants were right to march to London and attack the city? Or should they have protested differently? Why? Was there a point where it became a real threat to the monarch’s power? Why? / why not? What do you think of King Richard tricking the peasants at the end? Why? Should the peasants have gone home when they were promised what they wanted? Why? / why not? This could be turned into a storyboard or article afterwards.

This is for KS4, and could be used at A level too. Students watch the videos to gain an insight into elements of the Black Power movement. Students then use the differentiated card sort activity to cut and stick, or complete in any other way, the venn diagram. The venn diagram categorises what attracted poorer people to Black Power, and What many people disliked about Black Power. It would be helpful to rtell students beforehand that: poorer, younger, working class black Americans were more likely to support the Black Panthers, and Black Power. Richer, older, middle class black Americans were more likely to support peaceful protest. This can lead to a class debate / extended writing / exam Q on whether Black Power was effective - either looking at it as a stand-alone, or copmparing it with prior knowledge on the peaceful Civil Rights movement.

This is a lesson to explain the meanings of Communism and capitalism. Students decide on the worksheet which of the statements apply to which ideology. Emphasise the different meaning of democracy to higher (and middle) ability students. This leads to a debate and analysis of which system is best, and why they caused problems in European relations. The sheets are differentiated for high, medium and lower abilities. The powerpoint concentrates on the impact of Communism prior to WWII and can be used to gain a foothold into Hitler. It comes with a link to YouTube embedded which discusses the Spartacist rising in Munich in 1919 and can lead onto a module on Hitler which makes his hatred and German fear of communism more understandable. The second powerpoint is more relevant if you are teaching a Cold War theme afterwards as it has a cartoon of Churchill and the Iron Curtain. Students can analyse the cartoon and explain its meaning, or why it is hostile to the USSR.

This is a resource for the new GCSE section on Elizabeth. Students are to put the events of the Essex rebellion in order. They are to then answer the scaffolded questions at the bottom of the sheet. More able students can be invited to consider turning points and the overall position of Elizabeth after the rebellion - was her position strengthened or weakened? An exam Q can be set after the activity, or as a homework. The powerpoint allows a fully-taught lesson, and the consequences worksheet allows students to weigh up evidence to decide whether Elizabeth was stronger or weaker for the rebellion’s failure. This can lead to extended writing or a debate.

This is a role play and chronology lesson for KS3, possibly KS4. Students are assigned a country to play the part of. These are differentiated as resources, but also within each resource: weaker students read about Austria and Serbia, middling students can have Germany and Russia and more able students can have France and Britain. Students are shown the July Crisis unfolding on the powerpoint. They must decide what they would feel, advise or actually do on each of the 6 dates / events shown. There are many opportunities for class discussion through the exercise, as students can be asked what they feel so far, whether they have taken any actions or merely advised one action or other to their allies. There is a seperate worksheet for students who would not react well to the role play aspect. As an extension, (more able?) students can explain whether their country triggered war, willingly went to war or were dragged unwillingly to war. The second activity is a chronology activity to decide what order events happened in as countries slid to war. Students look at 12 events and decide the order in which they happened. This can be done as a card sort or numbering activity. Answers can be shown later on the powerpoint. Students can also be asked whether Franz Ferdinand’s murder simply brought forward a war than was inevitable at some point.

This is a whole lesson for KS3. There are linked youTube videos explaining how the Troubles began, and defining key terms. For higher ability students, there is a link to a YouTube clip on gerrymandering. Part of it is useful. Students are invited to match key terms up, and then have an extension to decide whether the IRA’s aim was a good one. Students then are invited to complete a diamaond 9 ranking. Categories are marked on the powerpoint - historical/political/social/other factors. They have extensions to judge key causes, which can be given at teacher discretion, and to give their own thoughts on the Troubles’ beginnings. This can easily lead to class debate.

A powerpoint designed to allow students to look for reasons that the slave trade, and slavery, ended. The powerpoint is differentiated for higher and lower abilities, and the higher ppt has a task to explain why some people liked slavery. Part of the powerpoint is about Wilberforce and Equiano, students have to match their achievements - these are listed. A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. There is a Venn diagram template as an option too. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate. There is a research homework task with a vocab builder questions added.