This fun and engaging lesson on Magna Carta has be fine tuned in the classroom over many years. It begins with a selection of starters, before introducing the problems that King John faced during his reign, including his growing unpopularity. This is consolidated through a classification exercise, using a printed summary sheet, that students can stick into their books, before writing a couple of sentences to explain why different people were angry with the king. The lesson then moves onto the events that led up to King John being forced to sign Magna Carta in 1215, its terms and a source based task that analyses its historical significance using a weighting scales graphic organiser. The lesson then rounds off with a post-it note voting continuum exercise. However, we have included a range of additional activities in the extra resources section; including writing frames and templates to help students scaffold an extended answer on Magna Carta’s historical significance. We have also included in a range of alternative templates for students to write and produce their own version of Magna Carta for homework. When you purchase this lesson you will be able to download a 30 slide PowerPoint Presentation and an accompanying three page worksheet in Word format. Both have also been uploaded as PDFs. The Powerpoint includes aims, objectives, differentiated objectives, starters, plenaries, information slides, graphic organisers, historical sources, tasks, activities, video links, templates and writing frames. The accompanying worksheet mirrors the PP and is designed to help accompany the lesson. Please seet the detailed preview for further information. The aims and objectives of this lesson are: Theme: Medieval society and the origins of Parliament Know: The key events that led to King John signing Magna Carta in 1215? Understand: Why the barons rebelled against King John? Evaluate: The historical significance of Magna Carta to the development of democracy? Skills: Change, Continuity, Cause, Consequence, SMSC & British Values WILF – What Am I Looking For? Can You Describe: The key events that led to King John signing Magna Carta in 1215? Can You Explain: Why King John was so unpopular with his people? Can You Evaluate: The historical significance to the development of democracy?

During the Miners’ Strike, striking miners travelled to working pits in Nottinghamshire and Derbyshire to become ‘flying pickets’. This strategy involved picketing outside coal mines to persuade other miners to join the strike. There is an outstanding resource that explores the reasons behind this phenomenon. This resource has been refined and fine-tuned in the classroom over a period of 20 years. It was recognised for its excellence and received a national teaching award from Becta in 2008. Additionally, all the interviews conducted by the Doncaster Oral History Project, which provide valuable insights into the Miners’ Strike, have been uploaded to YouTube. These interviews, along with their accompanying teaching resources, have been bundled together and made available on the TES platform. This allows educators and students to access a comprehensive collection of tried and tested materials related to the Miners’ Strike. When you download this free resource, you will recieve a four page PDF document that contains information, historical sources, interactive tasks and activities related to the topic. If you want a fully editatble Word version, along with an accompanying PowerPoint with aims, objectives, differentiated outcomes, graphic organisers, word searches and a wider variety of differentiated tasks, then these can be purchased for the price of a cup of coffee from here: https://www.tes.com/teaching-resource/-12976863 The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: What is a ‘picket line’ and a ‘flying picket? Understand: Why did striking miners travel to working pits in other areas? Evaluate: What were the short term effects of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: What a ‘picket line’ or ‘flying picket’ was in 1984? Can You Explain: Why striking miners travelled to working pits in other areas? Can You Evaluate: What were the short term effects of the Miners’ Strike? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on ‘X’, ‘Threads’, ‘LinkedIn’, ‘You Tube’ and ‘Facebook’ for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

In light of the ongoing debate surrounding the presence of statues commemorating historical figures such as Sir Cecil Rhodes, the history academy is excited to present a new interactive card sort activity. This fun interactive lesson is designed to encourage critical thinking and discussion around the complex issues of historical legacy, representation, and public memory. By engaging in this card sort, students can explore various perspectives on whether statues of Sir Cecil Rhodes should be removed, allowing for a deeper understanding of the historical and ethical considerations at play. When you purchase this lesson you will be able to download 23 slide PowerPoint that has been designed to help support the delivery of the card sort activity which can be downloaded in a single page Word document. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, starters, plenaries, links to appropriate video clips, templates, historical sources, tasks and activities. Whilst the Word document contains a learning objective, instructions, two heading cards saying and 18 statements to be sorted or catagorised under them. I have also uploaded both documents as PDFs. For more information, please see the detailed previews. The aims and objectives of this lesson are: Theme: The British Empire Know: What are the arguments for and against removing Cecil Rhodes’ statue? Understand: What role did Rhodes play in expanding the British Empire in Africa? Evaluate: The different historical interpretations and come to a balanced judgement. Skills: Interpretation, Compare & Contrast & Collaboration WILF – What Am I Looking For? Can You Describe: What are the arguments for removing Sir Cecil Rhodes Statue? Can You Explain: How he helped to expand the British Empire in Africa? Can You Evaluate: The different interpretations and come to a balanced judgement. If you like this resource then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This fun and interactive resource is designed to help students understand the benefits and draw backs of fast fashion. The main activity focuses around a card sort, but I have also included a PowerPoint with a starter, plenary and speech writing consolidation exercise to accompany the resource. When you purchase this document you will be able to download a single page Word Document with 16 information cards on fast fashion and two heading cards under which they can be sorted. I have also uploaded a 12 slide PowerPoint to help introduce the card sort. It includes a starter, plenary, information slide, writing template and sentence starters for the speech writing task as well as a table and a review task to help feedback to students. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Fashion and the environment Know: What is Fast Fashion? Understand: The benefits and drawbacks? Evaluate: How sustainable is Fast Fashion? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is Fast Fashion? Can You Explain: The benefits and drawbacks of Fast Fashion? Can You Evaluate: How sustainable is Fast Fashion in the long term? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson looks at the controversy surrounding the debate on whether Britain should introduce a national identity card or voter ID cards. The main activity focuses around card sort of the key issues, which is followed up with a class continuum voting activity using post it notes. This can then be further consolidated or extended with a student speech writing task arguing either one side or the other. I have included a template, a literacy mat and a peer assessment task to help facilitate this. When you purchase this resource you will be able to download a 14 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, information slides on the debate surrounding the introduction of a national identity card. You will also be able to download a one page Word Document which includes instructions, activities, questions, two heading cards labeled ‘Arguments For’ and ‘Arguments Against’, as well as eighteen information cards which can be cut out and sorted or annotated with a key. I have also uploaded both documents as PDFs, just in you don’t have Microsoft Office. For further information, please see the preview. The aims and objectives for this lesson are: Theme: British Values Know: What are the arguments for and against having a national identity card? Understand: Why are national identity cards historically unpopular in Britain? Evaluate: Should Britain introduce a national identity card scheme? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: the arguments for and against having a national identity card? Can You Explain: Why are national identity cards unpopular historically in Britain? Can You Evaluate: Should Britain introduce a national identity card scheme? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that matter. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson has been designed around the topical issue on how far was the British Monarchy responsible for the Slave Trade? It can be used with all abilities as part of a history lesson or as tutor time activity. At its core, the lesson involves evaluating the historical evidence through a card sort exercise. This can be cut out and stuck into their books or completed by students creating a colour code or key. The lesson finishes off with a ‘Post-it’ note continuum line class voting exercise but could easily be extended with an essay, letter or speech writing exercise. When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, information slides as well as historical sources on Britain’s involvement in the Slave Trade. You will also be able to download a one page Word Document which includes instructions, activities, questions, two heading cards labeled ‘The British monarchy is responsible’ and ‘The British Monarchy is not responsible’, as well as fourteen information cards which can be cut out and sorted or annotated with a key. We have also uploaded both documents as PDFs. For further information, please see the preview. The aims and objectives for this lesson are: Theme: The Slave Trade & the British Monarch Know: What was the Transatlantic Slave Trade? Understand: How did Britain get involved in the Slave Trade? Evaluate: How far was the British Monarchy responsible for the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What was the Transatlantic Slave Trade? Can You Explain: How did Britain get involved in the Slave Trade? Can You Evaluate: How far was the British Monarchy responsible ? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be a starter, consolidation activity or plenary for a lesson looking at the difference between an democracy and autocracy. It is a versatile resource which works well in a citizenship, government & politics, ethics or a history lesson. It can also be used as homework and includes an extension exercise. This resource includes two heading cards labelled ‘Democracy’ and ‘Autocracy’ as well as twenty four statement cards which can be matched to either heading. The resource is provided in Word so you can easily adapt this resource for your students by adding or taking away statements. I have also included an answer sheet as well as an extension exercise which gets students to pair up the statements under the sub headings of definition, government, rights and freedoms, protest, constitution, source of power, education and diversity. The aims and objectives for this lesson are: Know: What are the key features of an autocracy and democracy? Understand: What rights do individuals have within each system? Evaluate: What is the similarities and differences between an autocracy and a democracy? WILF - What Am I Looking For? Identify and describe: What are the key features of an autocracy and democracy? Explain: What rights do individuals have within each system? Analyse: What is the similarities and differences between an autocracy and a democracy? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage! Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of freedom of speech and censorship continues to be a controversial subject in most democratic societies. Should radical groups be banned from spreading hate on the Internet through Social Media platforms. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship on the Internet and Social Media It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted and edited to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Know: What is censorship? Understand: What are the arguments for and against censorship of the Internet and Social Media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship? Explain - the arguments for and against censorship of the Internet and Social Media? Analyse - How far should teh Internet be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The debate on whether the government should abolish private education is a controversial topic which has long bee advocated by those on the left of British politics. In the 2019, the Labour Party Conference passed a motion calling for their party to make a manifesto commitment to abolish private education if they win the next General Election. This outstanding resource is designed to help students sort through some of the arguments for and against the abolition of private schools so that they can form their own opinion. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The heading cards are labeled ‘ABOLISH - Private Schools’ and ‘KEEP Private Schools.’ The document is open so it can be easily adapted to suit your own classes. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. The aims of this lesson / activity are: Theme: Education, diversity and equality Know:What are the main differences between state and private education? Understand: What are the arguments for and against abolishing private education? Evaluate: Should the government abolish private education in Britain? WILF - What am I Looking For? Identify and describe - What are the main differences between state and private education? Explain - What are the arguments for and against abolishing private education? Analyse - Should the government abolish private education in Britain? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - How far should media be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This issue of abortion is a controversial subject, which has to be handled with sensitivity. On the one side we have pro choice who advocate abortion as key to women achieving equality with men, whilst on the other we have pro life who argue that far from helping women achieve equality it actually allows society to continue to ignore the issues that face women such as equal pay, childcare and promotion on merit. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against abortion. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is abortion? Understand: What are the arguments for and against Abortion? Evaluate: Are there any circumstances in which it s acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyse - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy