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 card sort to show the aims of the Big Three leaders at the Treaty of Versailles. Students can use this to make a decision on why each of the leaders held these aims, and which were the more or less reasonable of the aims. More able student can explain which was the most likely to achieve an agreeable peace settlement, 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 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 resource for students to explain why the USA joined WW2. Students are presented with 7 reasons, they must explain why these made the USA join the war. There is a differentiated version with are key words to help less able students with the explanations. Students then decide which were reactions to Pearl Harbour, and which were longer term reasons. As an extension, students explain their opinion on the most important reason for the USA joining the war.

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 cut and stick activity. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. There is a differentiated version for lower ability students. Students then decide on the worst of the punishments, placing themselves in the position of Germany. Students are invited to consider the extent to which the terms of the treaty met the aims of the Big Three. This can lead to a piece of extended writing on which would be the worst aspect of the Treaty, or on comparing aspects of the treaty as per GCSE high–mark questions. Videos can be used to support learning.

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.

A lesson on the development of thee British Empire. A blank copy of a world map is attached for a labelling exercise of the colonies of the Empire. Students complete card sorting activity on the reasons for the development of the empire. They can be challenged to come up with their own categories, or those on the table in the PowerPoint can be used. It can be done as a diamond 9 activity for more able students. There is a differentiated copy for lower-ability students. Students can decide on the key reason(s) and give their own explanation. It could also be one as a venn diagram using the venn diagram template, Finish by explaining the main trading routes, and have students draw these on their blank map.

This is an interactive information sheet for GCSE students. Students look through the information about sod houses. They can make a storyboard on how sod houses were created. They are then invited to look at problems for people living in sod houses, and finally make a comparison with tipis by filling in a similarities and differences table. This can lead to a piece of extended writing comparing sod houses and tipis.

This is a cut and stick or card sorting resource for the History A GCSE syllabus. Students can firstly arrange the problems for the Mormons which happened a) before or during the journey to the Great Salt Lake and b)on arrival at the Great Salt Lake. More able students can then arrange them in order of importance as an extension. The second part of the activity is to match the solutions to the problems. Some have multiple solutions, others just one. More able students can decide on the most effective solution to the problems, and a discussion can be generated on the reasons for the Mormons’ success, such as the leadership of Brigham Young, or dedication of the individual Mormons. This can lead to a piece of extended writing on the Mormons’ journey.

This is a card sort for GCSE / A level students to arrange into chronological order the events in Hitler’s rise to power. There is a differentiated version for lower ability students. They are currently in the right order! As an extension, students can identify and explain 1/2/3 events which they feel were turning points in Hitler’s rise. This can lead to an extended piece of writing, or discussion.

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.

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. They then have a series of questions to answer to explain and justify their thoughts on the reactions of Hitler and Chamberlain. It finishes with an exam-style question for the new GCSE spec.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the American entry to WWII. More able students can use the cards to explain their thoughts on the most important reason for the American entry to WWII, and decide how important Pearl Harbour was. Categories could include, but not be limited to: Pearl Harbour and aftermath USA’s desire to help allies Political desire to join the war Nazi aggression It could be done as a venn diagram using the second sheet.

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 PowerPoint allows teachers to show students some of the goods, ideas and knowledge that retuned to Europe from the Holy Land. The details on the third slide can be brought up on the whiteboard one by one for students to fill in to their own copy of the table, or the slide can be printed and used as a cut and stick.

The first activity is is a card sort designed to allow students to categorise information do to with nuclear energy. More able students can use the cards to explain their thoughts on the best and worst aspects of nuclear energy. There is a differentiated card sort for the lower-ability students. The second activity is a letter to the local council. This has a writing frame which can be used, and is differentiated for abilities.

This is a source based assessment in which students look at a source about King John, and decide how accurate it is. A writing frame and mark scheme is included. The mark scheme applies NC levels, but can easily be converted to GCSE-style grades.

This worksheet is suitable for lower ability students. It allows students to discover the way of life of the Yanomami tribe of the Amazon rainforest. It has three sections. In section 1, students fill in missing words about the tribe. In section 2, students match up heads and tails about threats to the tribe. In section 3, students look at aspects of the tribe’s way of life. They draw pictures to illustrate the tribal lifestyle. As an extension, students write a paragraph describing their own thoughts on the Yanomami tribe.