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.

This is a card sort for students to match up laws and groups to their definitions. Students can explain what is the more important of these laws and organisations.

This is a card sort for students to categorise workers’ rights and responsibilities. Students can explain what is the more important of their rights, and of their responsibilities.

A chronology activity for events of the Montgomery Bus Boycott. It can ether be done as a numbering activity, or as a card sort. Each description is numbered, at present, for teacher’s ease of reading. Remember to tipp-ex out the numbers before use. There is a differentiated sheet for lower-ability students. More able student can explain which was the most significant of the consequences, in the short and long term. They can relate to the protesters 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.

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.

This is a card sort designed to allow students to categorise and prioritise reasons that Henry VIII made the Break with Rome. More able students can use the cards to explain their thoughts on the most important reason for the Break. 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 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 and prioritise reasons that the Peasants’ Revolt started. More able students can use the cards to explain their thoughts on the most important reason for the revolt. It could be done as a venn diagram using the second sheet.

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 for Key Stage 3 students. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a lesson for Key Stage 3, looking at the events of the First World War. It is designed for near the end of a module on the First World War. Students place events on a timeline and decide whether each event was a victory for the Allies or Germany. They reach an understanding of how the war unfolded and why it did so. They are challenged to think of a turning point. Students then look at a range of memorials, and think about why they are developed in such a way - location, design etc. They can then design their own memorial.

This is a resource for KS3. Students discuss what would go into a town charter and why these things would be wanted by townspeople. Students take on the role of a freeman in a Medieval town. There are 7 different people, they do not all need to be used. Students must read through the information on their character, and then decide what their priorities are for what goes into the charter. A debate can then happen where each freeman plays a role in deciding what goes into the charter. I would suggest having strict rules where each person speak for a fixed period of time with no interruption, and the allotted character writing the charter. This can lead to a piece of extended writing. There are differentiated version of both activities.

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 opinions of Caesar and classify them as either positive or negative. More able students can explain judgements as to which was the best and worst part of Caesar’s rule.