This is a card sorting resource to allow students to judge the effectiveness of the NHS. Students can sort the cards into groups to do with costs, public health and other factors. Students can sort the cards into groups to do with positives and negatives. There are questions at the bottom of the sheet, for more able students, to do with the best/worst point about the NHS, and are invited to explain their own thoughts. This can lead to a piece of extended writing on the effectiveness of the NHS.

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 a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

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 resource that could be used for any year group, although I use it for Key Stage 3. Students have to plan a birthday party. They can choose whether to do go karting, ice skating, cinema or a disco. They must consider what they have to plan and how much it costs. They have a s budget, as appropriate to the activity. They will have to pick from a number of options to have in the party, such as a shop-bought or home-made birthday cake, amounts of food to be bought, and how many people to invite based on the cost of the event. They will have to prioritise and debate what to spend money on. At the end of the lesson, they can answer reflection questions contained on the resource sheet, on how they made their choices, and what they learned about budgeting. Place students in pairs/3s. They will need to choose which party theme to have, and then collect the appropriate resource sheet. Answers can be written, and sums worked out, on the other resource sheet. There is also a powerpoint to guide students through the lesson.

This is a diamond 9 card sort to categorise and prioritise the reasons that FDR was elected in 1932. As an extension, you can challenge students to explain the more / less important reasons. There are further extension questions, differentiated for more / less able students. This can lead to a class discussion. Categories could include, but not be limited to, FDR’s personality, failings of Republicans, FDR’s policies, FDR’s methods and others.

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 the US economy had weaknesses in the 1920s. As an extension, you can challenge students to explain the more / less important reasons, and who was most affected by different problems – this is scaffolded for weaker students. This can lead to a class discussion. Categories could include, but not be limited to, farmers unemployed, black Americans and others.

This is a diamond 9 card sort to categorise and prioritise the reasons that the US economy boomed in the 1920s. As an extension, you can challenge students to explain the more / less important reasons. There is also an exam question, suitable for the new GCSE. This can lead to a class discussion. Categories could include, but not be limited to, new products/services, new techniques/technologies, confidence in banks/economy and others.

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 a diamond 9 card sort to categorise and prioritise the reasons that the American West was lawless. 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, social, economic, cultural political and other factors.

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 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 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 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.

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 giving aid to LEDCs. As an extension, students can use the cards to explain their thoughts on the most important reason for for giving aid to LEDCs, and think of examples where aid hads been given. More able students can explain problems of giving aid. They might need prompting with the idea of LEDCs becoming dependent on aid. Categories could include, but not be limited to: Helping children Helping adults Helping businesses / government

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