This beautiful crafted lesson has been designed to help students understand the daily challenges facing slaves living on a plantation either in the Carribbean or the southern United States. It is a shocking but engaging lesson that forms part of series on Britain and the Slave Trade . It comes with both a worksheet and a PowerPoint and a wide range of tasks and activities that are suitable for the full ability range. However, I would not recommend teaching this topic to a Year 7 class as it contains some very mature themes. When you purchase this resource you will be able to download a four page worksheet as well as a twenty slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and differentiated questions on everyday life in the plantation, the treatment of slaves and their punishments. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional activities to help support the lesson. These have been organised in such a way that that they can be used alongside the worksheet. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Britain and the Slave Trade Know: What was it like to be sold at auction? Understand: How were slaves treated on the plantation? Evaluate: Why were some slaves treated better than others? Skills: Enquiry, Source Analysis and Team Work WILF – What Am I Looking For? Identify & describe: What was it like to be sold at auction? Explain: How were slaves treated on the plantation? Analyse: Why were some slaves treated better than others? 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. 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 Kind Regards Roy

This fun and engaging lesson has been designed for students studying Ancient Egypt, but it can also be used as a stand alone lesson for an open evening or end of term activity. It looks at the mystery surrounding the curse of King Tut or if you prefer the 'Mummy’s Curse by looking at the origins of the curse and how it developed in the newspapers after Howard Carter had opened the tomb of Tutankhamun, When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, video links, information slides as well as historical sources from the discovery of Tutankhamun’s tomb. You will also be able to download a two page Word Document which includes two heading cards labeled ‘King Tut’s Curse is Real’ and ‘King Tut’s Curse is Fake’, as well as 18 statements containing details about the deaths of people connected with the opening of the tomb and the latest scientific research. On page 2 of the Word Document, I have also added 8 additional extension cards for the more able as well as sentence starters that you students could use if you want them to write an extended answer to the question on whether they think the curse of King Tut is real. The aims and objectives for this lesson are: Theme: Ancient Egypt Know: Why do some people believe that Tutankhamun’s tomb is cursed? Understand: What happened to the people involved in opening the tomb? Evaluate: Whether the curse of King Tut is real or fake? WILF – What Am I Looking For? Can You Describe: Tutankhamun’s curse and how people have reacted to it? Can You Explain: Why some people believe that there is a curse? Can You Assess: Whether the curse of King Tut is real or fake? 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 whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. 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 lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a twelve slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? 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 outstanding lesson was written to help students studying the Norman Conquest. It focuses on the Battle of Stamford Bridge in 1066, which brought to an end the Viking invasions of Britain. The resources have been designed to work alongside any main stream text book on this topic, but I have also included a worksheet from my Norman Conquest booklet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, historical sources and an appropriate video link. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. The range of tasks include DART exercises for the less able, summary tasks, Venn diagrams comparing Viking and Saxon warriors, questions and an optional newspaper report on the Battle of Stamford Bridge The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened at the Battle of Stamford bridge in 1066? Understand: Why was Harold’s army able to catch the Vikings by surprise? Evaluate: Why did Harold win the Battle of Stamford Bridge? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened at the Battle of Stamford Bridge? Explain: Why was Harold’s army able to catch the Vikings by surprise? Analyse: Why did Harold win the Battle of Stamford Bridge? 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 resources are aimed at lower and middle ability students and look simply how Hitler was able to seize power in 1933. However, they so both contain some stretch and challenge activities. The first activity is a card sort matching statements on Hitler’s beliefs to his ideas. The second resource is a worksheet which includes facts, information and sources explaining why Hitler hated the Jews, the link between unemployment and support for the Nazis as well as how he used the Reichstag and Enabling Law to turn Germany into a dictatorship. The worksheet is published in font size 14 for SEN students and written in a very straight forward prose. The aims and objectives are: Theme: Nazi Germany Know: What did Hitler and the Nazi Party believe? Understand: Why did people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag Fire to get the Enabling Law passed? Skills: Cause, Consequence and Source Analysis WILF: What Aim I looking for? Identify and Describe: What did Hitler and the Nazi Party believe? Explain: Why did the German people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag fire to get the Enabling Law passed? 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 lesson aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. 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. 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 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? 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 great interactive resource that will help your students understand the human and natural causes of Climate Change then look no further. This great little card sort has been field tested over many years and is great for promoting debate, discussion and can be used as a starter, plenary and consolidation activity. When you purchase this resource you will be able to download a one page Word document which includes 14 statement cards which can be sorted under 2 heading cards labelled ‘Human Causes’ and ‘Natural Causes.’ I usually get my students to either cut out the cards or colour code the heading cards. Once them have fed back their results, we then stick the cards into our books. We then use the finished card sort and review triangle as the basis for an extended piece of writing. I originally designed this lesson for a low ability GCSE group but it could also be used with KS3 and KS2. My wife is a primary school teacher and has used it several times. The aims and objectives for this lesson are: Theme: Natural Hazards Know: What is climate change? Understand: What is the difference between human and natural causes? Evaluate: How do they contribute to greenhouse effect? WILF – What Am I Looking For? Can You Describe: What is climate change? Can You Explain: What is the difference between human and natural causes? Can You Evaluate: How do they contribute to greenhouse effect? 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 so that you can spend more time doing the things that you want. We also pay all our contributors the living wage for their work. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability a s a starter or plenary. If you wish, you can purchase this resource with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: 'Why did some women get the vote in 1918?' I've also thrown in my diamond 9 activity on this topic, which can be used for additional differentiation for your higher ability students. When you purchase this resource you will be able to download an editable Microsoft Word document which includes a learning objective, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics' as well as twenty statement cards that can be sorted under them. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was the most important? 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. Kind Regards Roy

These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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 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

If you are looking for something to help your students develop their source analysis skills by studying a range of primary and secondary sources then check out this lesson which aims to get them to study Charles I’s personality and leadership skills. It can be used with a range of abilities and can easily be edited to customised to suit the needs of your own students. I have included a higher and lower ability version of the same worksheet to aid differentiation as well as a PowerPoint presentation to help facilitate the lesson. When you purchase this resource, you will receive a a higher and lower ability version of a two page worksheet. The higher worksheet includes nine carefully primary and secondary sources which span two pages of the worksheet and with four tasks and activities. Whilst the lower version includes seven primary and secondary sources, but includes three additional questions to provide additional support. The PowerPoint presentation included aims, objectives, differentiated outcomes, starters, plenaries, relevant video clips, historical sources, information to accompany the tasks and activities. This lesson has been designed to help prepare students and set the scene for the short term causes of the English Civil War 1642 - 1660. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who was King Charles i? •Understand: What can we learn about him from the historical evidence? •Evaluate: Why was Charles I unpopular with his people? •Skills: Source Analysis WILF – What Am I Looking For? •Identify & describe: The personality and character of Charles I •Explain: What can we learn about Charles I from the historical evidence? •Analyse: Why was Charles I unpopular with his people? 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 beautifully designed lesson looks at the cultural changes that took place during Germany’s Golden Age in the 1920s and looks at how they were interpreted by different groups. The information is accessible to a range of abilities and can be used alongside a wide range of main stream text books or used as a stand alone resource. Depending upon the teaching and learning styles in your school, you could deliver the lesson or print off the relevant slides on art, cinema, nightlife, literature and design and get your students to complete their notes in a market place or gather and share activity. When you purchase this resource you will be able to download a PowerPoint presentation entitled Germany’s golden age. The first few slides include, aims, objectives, differentiated out comes and two potential starters. The next few slides then set the scene and put the period into its historical context. This includes a beautifully illustrated and animated diagram on the Dawes Plan. This is followed up with information slides with images and relevant video links on cinema, nightlife, literature, art and design in Germany at this time. These could be used as described above as a gather and share exercise. Once complete the next two slides include tasks and information to help students construct a mind map. In order to extend the more able you could always give out text books to provide additional information that they could use for research. The next section of the PowerPoint looks at several different sources on how different groups in Germany reacted to this new explosion of culture and this is then followed up with an AQA GCSE History style questions with an AFL pupil mark scheme for the new syllabus. However, if you use a different exam board the mark schemes are fully editable and could be easily customised to suit your exam board. The Aims & Objectives are: Theme: Weimar Republic 1923 - 1929 Know: What were the key features of Germany’s Golden Age? Understand: What cultural changes took place and why did they happen? Evaluate: How did different people respond to these changes? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of Germany’s Golden Age Explain: What cultural changes took place and why did they happen? Analyse: How did different people respond to these changes? 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 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 engaging lesson has been designed by experienced teachers to help students understand and analyze the causes of the English Civil War, through the medium of a card sort. It has been extensively field tested in the classroom with middle and upper ability students aged 11 - 18. We have also included a short PowerPoint with additional tasks and activities so that this activity could be used as the key focus for a lesson. If this resource isn’t suitable for your students, please do check out our other lesson on this topic. When you purchase this lesson, you will be able to download a two page Microsoft Word document which includes a lesson objective, instructions, three heading cards labeled ‘Political’, ‘Economic’ and ‘Religious’ as well as 24 information cards that can be cut out and sorted by your students. I usually give out page one to my middle ability students and give out page two extended my middle and higher ability students. Page two also includes a thinking skills review triangle to help students prioritize which factor was the most important as well as a consolidation extended writing activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries and instructional slides for the activities in the card sort. The aims of this lesson are: Theme: The Causes of the English Civil War Know: Why did the English Civil War break out in 1642? Understand: What were the political, economic and religious causes? Evaluate: Which cause was the most important? WILF – What Am I Looking For? Identify & describe: Why did the English Civil War started in 1642? Explain: What part did political, economic and religious factors play? Analyze: What was the most important cause of the English Civil War? 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 lesson is designed to help students understand why Hitler launched the Blitz on Britain, the impact it had on civilians, whilst evaluating how close it came to breaking morale. In forms part of a series of lessons on the Home Front that can be downloaded separately or bought as part of a discounted bundle. When you purchase this resource you will be able to download a four page worksheet with the key information, sources and tasks, one of which includes writing a report evaluating the impact of the Blitz on London. You will also be able to download an accompanying PowerPoint, which includes aims, objectives, differentiated outcomes and tasks as well as starters, plenaries, information slides, historical sources, graphic organisers, video clips and home work tasks. The PowerPoint also includes a living graph / continuum which can be used to evaluate the sources and how far the Blitz was successful at damaging morale. If you stop the show mode, you should be able to drag and drop the sources onto the continuum. For additional information, please view the preview files: The aims and objectives of this lesson are: Theme: The Home Front Know: Why did Hitler launch the Blitz against Britain? Understand: What impact did the Blitz have on civilians? Evaluate: How successfully did the government prepare Britain for war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did Hitler launch the Blitz? Explain: What impact did the Blitz have on civilians? Analyse: How successfully did the government prepare Britain for war? 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 outstanding resources has been a labour of love on the Gold Rush 1848 - 1850s. I have spared no expense in time and effort in trying to produce what I feel is a world class resource. However, don’t take my word for it and check it out for yourself and see what you think. It forms a series of resources that I have written for my students on the American West and are available for download from my TES shop - The History Academy. When you purchase this resource you will be supplied with a PowerPoint and an accompanying card sort on the consequences of the gold rush for different groups living in the American West. The PowerPoint contains the aims and objectives as well as six activities, including a snowballing starter of the key words, a source based analysis question on the short term consequences, a source annotation exercise, two thinking skills graphic organisers that try students to explain the importance of each stage of the gold rush as well as come to an overall conclusion on the negative and positive consequences for different groups living in the American West. I have also included an exam style question with a pupil mark scheme to help students structure a balanced answer. The card sort includes statements on the impact of the gold rush on different groups in western society, law and order, the economy and expansion of the US. Additional tasks get students to review which consequences were positive or negative for different groups. This should be used alongside the PowerPoint. I’ve also included some carefully selected video clips, which are hyperlinked to You Tube. Please remember that they will only work whilst the slide show is on. The aims and objectives are: Theme: Early Settlers in the American West. Know: Why was there a gold rush in California in early 1848? Understand: The different events of the gold rush and their impact on the West? Evaluate: The impact of the Californian gold rush on different groups? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key events of the gold rush? Explain: The importance of these events and their consequences for different groups living in the American West? Analyse: Begin to come to a judgement on how far different groups were affected by the gold rush? Anyway, have fun exploring both the bright and the dark side of this truly amazing turning point in US History. If you would like to remain updated about additional resources then please check out my TES shop or follow The History Academy on either twitter or Facebook. Kind Regards Roy

This outstanding lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability. If you wish, you can purchase the card sorts separately for less, under the headings of card sort: Why did some women get the vote in 1918? However, to sweeten the deal, I have also included my diamond 9 activity, which can be given to your gifted and talented or more able for as a separate task to extend their critical thinking skills. When you purchase this resource you will be able to download an editable Microsoft Word document as well as a PowerPoint. The Word document include aims, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics as well as twenty statement cards that can be sorted under them. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment question, pupil mark scheme and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to why some women got the vote in 1918, with an appropriate link to a video clip on YouTube. It is assumed that you have already studied the difference between a suffragette and a suffragist as prior knowledge. The next slide facilitates the card sort, whilst the fourth slide facilitates a pair / group discussion on which factor was the most important. Once this is complete, students can do a follow up assessment on the topic either for homework or next lesson. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on which factor was the most important? 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. Kind Regards Roy

This market place activity on Medieval Mali has been commissioned by the History Academy as part of a series looking at African Medieval Empires and Kingdoms. This fun and interactive lesson is designed to get students of all abilities up and out of their chairs, collaborating and working together to investigate this exciting and largely ignored topic. The Empire of Mali was one of the largest empires in Medieval West African History spanning from the Atlantic Coast to central parts of the Sahara desert. Founded by the Lion King in 1214, it had doubled in size by the reign of Mansa Musa, who is offen sited at the richest man in history. He became king because his brother abdicated because he wanted to sail the oceans and ‘pursue knowledge and discovery.’ The historical evidence suggests that he reached America over 180 years before Christopher Columbus . The education system and universities of Timbuktu and Gao were famous throughout the Medieval World and were set up 100 years before both Oxford and Cambridge. This lesson is aimed at KS3 and was designed originally for a middle ability Year 7 class. We have included a range of different activities that you can sellect for your classes from knowledge recall questions, heads and tails, missing words, word search, knowledge quizzes, review triangles and an essay question along with supporting activities. When you purchase this resource you will be able to download a 36 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, video links, information slides as well as historical sources. T We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. Both files can be edited so that you can customise them to suit your students. The aims and objectives of this lesson are: Theme: Medieval African History Know: How was Mali governed and ruled? Understand: How did trade help to make Mali rich? Evaluate: Why did Mali become a powerful African empire? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How was Mali governed and ruled? Can You Explain: How did trade help to make Mali rich? Can You Evaluate: What made Mali become a powerful empire? 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 outstanding resource, which has been tried and tested over many years is designed to help inject a bit of fun, engage and help students to understand why the German army was so successful from 1939 - 1940. Both the PowerPoint and the worksheet has been beautifully illustrated throughout and the tasks and activities are suitable for the full range of abilities. The planning sheet and follow up literacy exercise will keep your students fully engaged whilst providing a useful piece of work for assessment or display. When you download this resource you will receive a fourteen slide PowerPoint, a four page worksheet, a planning sheet to help students plan their own invasion using the Blitzkrieg tactics and a literacy task sheet that can be used in lesson or set as homework. The PowerPoint is designed to accompany the worksheet and contains the aims, objectives, differentiated outcomes, starters, plenaries, pictures diagrams and links to video clips, that you will need to teach the lesson. Everything has also been uploaded as a PDF just in case you don’t have access to Microsoft Office. The key focus of the lesson is to look at how the Blitzkrieg tactics worked by looking at the different weapons and tactics used at each stage. The worksheet includes differentiated activities and questions, but the main activity is to get students to apply what they have learnt by planning their own Blitzkrieg attack in either pairs or groups using the supplied planning sheet. Everything is simply explained and you do not need to be an expert to be able to enjoy this memorable lesson. Ideally, I would spend two lessons on this topic, you can always miss out the questions or trim things here or there if you wanted to only spend one lesson, but that would be a shame but your students will love this topic! The aims and objectives of the lesson are: Theme: The Second World War Know: What were the key features of a Blitzkrieg? Understand: The differences between trench warfare and a Blitzkrieg? Evaluate: Why the German Army was successful 1940 - 1940 WILF – What Am I Looking For? Can You Describe: The the key features of a Blitzkrieg? Can You Explain: How the Blitzkrieg tactic was different to trench warfare? Can You Evaluate: Why the German Army was successful 1940 – 1940

This fun and interactive lesson is aimed at Key Stages 4 and 5 and looks at exploits of the infamous highwayman Dick Turpin. The aim of the lesson is to evaluate whether he was a hero or a villain. The lesson begins with a series of starters designed to get students collaborating and working together as well as a card sort on some of the popular elements around the story of his life. This is then followed up by getting students to analyse a historical narrative of his life, along side various historical sources and to pick out actions and events that would support whether he was a hero or villain. This is then followed up with an extended writing exercise, which is supported with various templates, planning sheets and PEEL writing frames. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers, wanted poster activity and a narrative & analysis activity aimed at sixth form students. When you purchase this lesson you will be able to download a 28 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, historical sources, link to a video clip, tasks, activities, word, starters, plenaries, organisers, writing frames and templates. Accompanying the PowerPoint is a three page Word Document document containing the narrative account of Dick Turpin’s life along with historical sources, as well as a single page Word Document containing the card sort. All documents have also been uploaded as PDFs, just in case you do not have access to Office or require a smaller document size. Please see the detailed preview for a sample of the lesson. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC 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. Kind Regards Roy