These revision cards cover all the key factors that you will need to know about the Tudors and Henry VIII. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 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 using our resources with your students and stay in touch. 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 KS3 resource looks at Queen Boudica’s Rebellion in AD 60 - 61. It covers the causes, events and consequences of what during her attempt to overthrow the Roman conquest of Britain. It is aimed at middle to upper ability students, but also contains differentiated tasks which are also suitable for SEND and KS2 students. When you purchase this resource, you will be able to download a three page worksheet that has been saved in both Word and PDF. It contains information, historical sources, images, tasks and activities covering Queen Boudica’s Rebellion. The tasks include a missing word activity on what happened, a Venn diagram activity comparing Roman and Celtic soldiers and a source analysis of Tacitus, a Roman Historians account of why the rebellion took place. Ideally, students should have already studied the Roman Army and the Roman invasion of Britain. The aims and objectives of this lesson are: Theme: Roman Britain Know: Who was Queen Boudica? Understand: Why did the Iceni tribe revolt against Roman rule? Evaluate: Why did Queen Boudica’s Rebellion in AD 60 fail? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who Queen Boudica was? Can You Explain: Why the Iceni tribe revolted against Roman rule? Can You Evaluate: Why did Queen Boudica’s Rebellion fail? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This is outstanding resource have been field tested and finely tuned in the classroom over many years. It is a source investigation into the personality and character of Julius Caesar. The main task is to summarise what can be learnt from the sources and then to transfer that information onto a labelled diagram of Julius Caesar. This is then followed up by a supported question on which source is the most valuable to find out about the personality of Julius Cesar. If you are looking for a full lesson with a PowerPoint on this lesson, then check out my lesson on 'What sort of leader was Julius Caesar? When you purchase this resource you will be able to download a two page worksheet saved in Word and as a PDF. You will also be able to download a template of Julius Caesar which can be labelled and annotated as part of task 2. There are three copies per page so you’ll need 10 for a class of 30. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Who was Julius Caesar? Understand: How did his personality affect his role as Caesar of Rome? Evaluate: Historical sources to create an accurate image of Julius Caesar? Skills: Source Analysis, Collaboration WILF – What Am I Looking For? Can You Describe: Who Julius Caesar was and aspects of his personality? Can You Explain: How his personality affected his role as Caesar of Rome? Can You Evaluate: Historical sources to create an accurate image of Julius Caesar? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This worksheet was originally written for a series of AQA KS4 coursework lessons on how the ‘status’’ and ‘position’ of Jews changed in Europe 1880 - 1920. I have updated the resource and redesigned this lesson so it serves as an introduction to anti-Semitism in Weimar Germany. The content of the lesson outlines the origins of anti-Semitism in Medieval and Reformation Germany and then focuses on its revival in 1880 and how it evolved as a result of the impact of the First World War and the crisis that Germany was facing in the early years of the Weimar Republic. The questions, graphic organiser and card sorts are all aimed to get students to analyse the sources and evaluate how the events impacted the ‘status’ and 'position of German Jews. When you purchase this resource you will be able to download both a Word and PDF version of the worksheet and the supporting graphic organiser and card sort. This particular version is our budget version, for a bit more you can buy the fun and interactive PowerPoint that accompanies the lesson. This resource is suitable for KS4, but is frequently used by Sixth Form students studying the topic at A Level so we uploaded this version to make it more affordable. You can also download from the TES our free resources on anti-Semitism in France and Russia covering the same period and our ever popular 'Anti-Semitism in Germany 1919 - 1945 booklet. If you wish to know more, then please see the preview files. The aims and objectives of this lesson are: Theme: Anti-Semitism Know: What were the origins of anti-Semitism in Germany? Understand: How the impact of key events affected the ‘position’ and ‘status’ of German Jews Evaluate: What was the ‘status’ and ‘position’ of German Jews in 1920? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What were the origins of anti-Semitism in Germany? Can You Explain: The impact of key events on the ‘position’ and ‘status’ of German Jews? Can You Evaluate: The ‘status’ and ‘position’ of German Jews in 1920? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy�� on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that matter. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This fun and interactive resource has been designed to help students studying the problems facing Henry VII and how he solved them? It is suitable for a range of learners and can be used alongside any main stream textbook or resource on this topic. It also makes a great homework or revision activity. When you purchase this resource you will be able to download a one page card sort which includes an objective, instructions, six problems including marriage, legitimate heirs, money, pretenders, foreign relations, power and control. These can be matched up with ten solution cards. This resource also includes an extension exercise. The aims and objectives of this lesson are: Theme: The reign of Henry VII, 1485 - 1509 Know: What problems faced Henry VII when he became King in 1485? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Henry VII and how successfully did he solve them? WILF – What Am I Looking For? Identify & describe: What problems did Henry VII face in 1485? Explain: Which problems were linked to money, marriage, legitimacy, revenge, power and control? Analyse: Which problem posed the greatest threat to Henry VII and how successfully did he solve them? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. So if you share our values and are looking for high quality resources that have been field tested in the classroom or simply have some questions or requests, then stay in touch via social media for the latest updates. Kind Regards Roy

This resource has been designed as an SEND resource to help students understand the difference between a Roundhead or Cavalier during the English Civil War 1642 -1660. It can also be used as a homework sheet for other classes When you purchase this resource you will be able to download a single page Word document or PDF which includes a hand drawn cartoon showing a Cavalier and Roundhead soldier in 1642. Both soldiers have a speech bubble explaining what they are fighting for. There then follows three activities, which includes drawing or completing a table with statements that summarise their views as well as two questions which seek to consolidate and test students understanding. The aims and objectives are: Theme: English Civil War 1642-1660 •Know: How did people decide which side to choose in 1642? •Understand: What is the difference between a Roundhead and Cavalier? •Evaluate: Why would some people choose not to fight? WILF - What Am I Looking For? • Can You Describe: How people decided which side to choose in 1642? • Can You Explain: What were the differences between a Roundhead or Cavalier? • Can You Evaluate: Why did some people choose not to fight? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy’ on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This fun and interactive card sort is designed to help students understand the key events and chronology of the Bishops Wars 1637 - 1641. The wars were the result of Charles’s endeavour to enforce the English Paryer Book in the Scottish Church and of the determination of the Scots to abolish episcopacy and assert the freedom of their Scottish Kirk, backed up by the Solemn League and Covenant. I originally designed this activity as a starter / plenary for my Sixth Form Students studying the English Civil War, but I have written the information cards so that could be easily accessed by lower ability students at KS3 or KS4. When you purchase this resource you will be able to download single page Word document which includes a learning objective and twenty two cards to be cut out and sorted chronologically. I would advise that students feedback their results before sticking them into their book. The aims and objectives for this lesson are: Theme: Causes of the English Civil War Know: What happened during the Bishops Wars? Understand: What impact did they have on England and Scotland? Evaluate: Why was Charles I forced to recall Parliament? WILF – What Am I Looking For? Can You Describe: What happened during the Bishops Wars? Can You Explain: What impact did they have on England and Scotland? Analyse: Why was Charles I forced to recall Parliament? 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 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

Are you looking to enhance your students’ literacy skills while providing them with a structured framework for their writing? Look no further than this comprehensive literacy mat, designed specifically for the needs of humanities classrooms. This resource is intended to be printed back to back in A3 or A4 colour, then laminated for durability, making it a practical and long-lasting tool for guiding students through their writing assignments. Key features of this literacy mat include: Sentence Starters and Connectives: Equipping students with the necessary tools to craft well-structured and coherent sentences. Guidance on Spelling and Punctuation: Ensuring students pay attention to the finer details of their writing, fostering accuracy and precision. Structuring Paragraphs using PEE and PEEL: Providing a clear and effective method for organizing paragraphs, incorporating Point, Examples, Explain, and Link. Differentiating Between Commonly Confused Words: Addressing common pitfalls such as “then,” “their,” and “they’re” for improved language accuracy. This is a must have resource for any humanities teacher. Whether stuck to your students desks or given out, it will help your students structure their work and avoid common mistakes. When you purchase this resource, you will be able to download a fully editable two page Word Document, that is designed to be printed off back to back, in colour. For your convenience, we have also uploaded a PDF version. 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 excellent resource can be used as a starter, plenary or revision activity for students studying the Liberal Reforms 1906 - 1911. It is suitable for the full range of ability as it contains both simple and challenging statements to provide both support and stretch and challenge. I have used this resource to teach the Liberal Reforms through both GCSE Modern World History and Medicine Through Time. The resource includes two heading cards and eighteen statement cards about old age pensions, national insurance, labour exchanges, free school meals, the Children’s and Young Person’s Act as well as school medical services. Once students have cut them out they can review the cards under the two headings and then use them as a basis for producing an extended piece of writing. Depending upon the class this could take the form of an essay or even a newspaper report with contrasting views. The aims and objectives for this lesson are: Theme: The Liberal Reforms 1906 - 1911 Know: What reforms did the Liberals introduce 1906 - 1911? Understand: How successful was each reform at helping different groups in society? Evaluate: How successful were the Liberal Reforms at solving the problems facing working people? WILF - What Am I Looking For? Identify & describe: The reforms introduced by the Liberals 1906 - 1911? Explain: How successful was each reform at helping different groups in society? Analyse: How successful were the Liberal Reforms at improving the lives of working people? This resource is provided in Microsoft Word format so it can be easily tailored to suit the needs of your students. 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 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

This great resource is designed to help students studying the key reasons why the Native Americans were eventually defeated by the US government. It can be used as a revision activity, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for some additional challenge, then check out my diamond 9 activity on this topic. When you purchase this resource, you will be able to download a single page Microsoft Office document, which contains a learning objective, instructions, six heading cards and fourteen statements. Once students have cut out the cards, the sort the statements under the six headings, which include Buffalo, US Army, religion, reservations, Indian Agents. As an extension exercise, students could always prioritise the statements in their order of importance or research and find out some additional information on each topic. Once completed students could use the card sort to write an essay or produce a mind map on the topic. The aims and objectives of this lesson are: Theme: The American West Know: How were the Native Americans defeated by the US Government? Understand: How did the US government undermine the Native American way of life? Evaluate: Which factor was the most important in undermining their way of life? WILF - What Am I Looking For? Identify and describe: How did the US Government defeat the Native Americans? Explain: What tactics and strategies did they use to undermine their way of life? Analyse: Which factor or combination of factors was the most successful? 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 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

This fun and interactive lesson centers around a card sort activity on the why castles declined in importance towards the end of the Medieval period. It serves as the culminating lesson in a comprehensive sequence or bundle dedicated to Norman castles, available on TES. While primarily designed for a middle to low ability class, the tasks and activities featured in the PowerPoint can be adapted to suit a top set or even a Key Stage 4 lesson. For anyone seeking alternative approaches, additional resources such as a marketplace activity and a more traditional lesson on this topic are also available in my TES shop. When you purchase this lesson you will be able to download a single page Word document and an accompanying 18 slide PowerPoint. The Word document contains a learning objective, instructions, an extension task, four heading cards and fourteen statements, which can be sorted under them either by cutting them out or creating a key. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, templates, writing frames, model answers, tasks and activities to fully support the card sort activity. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Medieval Castles Know: Why did castles began to decline during the Medieval period? Understand: How political, economic, social and military factors led to their decline? Evaluate: Which were the most important reasons why castles declined? Skills: Cause, Consequence, Continuity and Change. WILF – What Am I Looking For? Can You Describe: Why many castles declined and became ruins? Can You Explain: How political, economic, social and military factors led to their decline? Can You Evaluate: Which was the most important factor to explain why they declined? 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 popular and really useful card sort can be used as a starter or plenary on the impact of the Black Death on England. It has been designed work alongside any main stream resource on this topic. if you are looking for a more comprehensive lesson resource then, please check my other lessons on the When you purchase this resource you will receive a full editable Microsoft Word document with instructions, a learning aim and two headings cards labelled Britain ‘before’ and ‘after’ the Black Death as well as 16 statement cards that need to be sorted. For more able students I have included an extension exercise or discussion point for the class asking them to assess which was the most important change that took place as a result of the Black Death. If you have an especially bright group, you could ask them to create a key to identify which cards were to do with money, freedom and power. You could also use these cards to help students plan or revise for an essay or assessment. The aims and objectives for this lesson are: Theme: Medieval Society Know: What changed as a result of the Black Death? Understand: How did Medieval Society change as a result of the Black Death? Evaluate: Which changes were more important? WILF: What Am I Looking For? Identify and Describe: What changed as a result of the Black Death? Explain: How did medieval society chance as a result of the Black Death? Analyse: Which changes were more important? If you like this resource then why not check out my other resources on this topic in my TES shop. I’ve produced other card sorts for the more able such as my diamond 9 activity as well as a market place activity. If you wish 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

This great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain Hitler’s rise to power. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons for Hitler’s rise to power. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? 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 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

This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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 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

This outstanding resources is designed to help students understand why different groups opposed the New Deal 1933 - 1941. It can be used as a starter or a plenary activity and should fit around any standard text book or resource on this topic. The card sort includes eight heading cards that can be matched to twelve statement cards. I have deliberately included some extra cards to add some challenge for the more able. Once the cards have been sorted, the second task asks students to create a key to help them decide which statements believed that the New Deal did too much or too little to help the American people. This resource is supplied in Microsoft Word so you can further differentiate this resource for your students if you wish. The aims and objectives for this lesson are: Theme: The New Deal 1933 - 1941 Know: Which groups / individuals opposed the New Deal? Understand: Why was each group / individual opposed to the New Deal? Evaluate: How successful was the New Deal? WILF - What Am I Looking For? Identify & describe = Who opposed the New Deal? Explain: Why did different groups oppose the New Deal? Analyse: Begin to form a judgement on how successful was the New Deal? 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 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

If you are looking for a fun, interactive revision game that can be used as a starter or plenary then this resource for you. It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. This great resource is designed to help students understand and learn about the different types of evidence that historians use as well introduce them to some of the key words that we use like biased and reliable. The resource has been provided them in Microsoft Word so you can easily adapt them for your own classes. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. If you like this free 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 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 using our resources with your students. Kind Regards Roy

This great resource is designed to help students decide whether the Great Fire of London in 1666 was an accident or a deliberate act of arson by foreign Catholic spies. It can be used with the full range of abilities. When you purchase this resource you will download a single page A4 sheet with eleven information cards that contain facts and source extracts. This has been especially designed so that it can be easily photocopied for your students. These information cards are labelled A to K. The instructions on the sheet are as follows: Task 1: Cut out the cards below, sort them under the heading below. Task 2: Use the evidence from the card sort to write an essay to the following question: Was the Great Fire of London in 1666, started by accident or by foreign Catholic spies? The aims and objectives for this lesson are: Theme: The Restoration? Know: What were the causes of the Great Fire of London in 1666? Understand: What are the arguments for and against the fire being started by accident? Evaluate: Why were foreign Catholic spies blamed for starting the fire? WILF - What Am I Looking For? Identify and describe: What were the causes of the Great Fire of London? Explain: What are the arguments for and against the fire being started by accident? Analyse: Why were Catholic spies blamed for starting the fire? 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 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

These 20 revision cards cover all the key factors that you will need to know for the GCSE course The American West. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 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