The issue of adverting censorship continues to be a controversial subject in most democratic societies. Should the government have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves? 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 in the advertising industry. 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: Rights and Freedoms Know: How are adverts censored and controlled by the government watchdogs? Understand: What are the arguments for and against censorship of the advertising media? Evaluate: How far should adverts be censored in a democratic society to promote equality? WILF - What am I Looking For? Identify and describe - How are adverts censored and controlled by the government watchdogs? Explain - the arguments for and against censorship of the advertising industry? Analyse -How far should adverts be censored in a democratic society to promote equality? 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

Recent events in the Israeli–Palestinian conflict have reignited the debate over the Two State Solution where a Palestinian State is allowed to exist alongside the State of Israeli. This card sort examines the arguments for and against the Two State Solution and allows students to draw their own conclusions. It is aimed at KS4 and KS5 students and is designed to fit around a main stream teaching resources on this topic and serve as a starter or a plenary. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and fourteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the Two State Solution to the Israeli–Palestinian conflict. You will also be able to download a 18 slide PowerPoint which includes aims, objectives, information slides, links to video clips, tasks and activities to help facilitate and consolidate the card sort task. Both documents as are also available for download as a PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Know: What is the Two State Solution to the Israeli–Palestinian conflict? Understand: Why are both sides unable to reach an agreement? Evaluate: What are the strengths and weaknesses of this peace deal? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is the Two State Solution? Can You Explain: Why are both sides unable to reach an agreement? Can You Evaluate: What are the strengths and weaknesses of this peace 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 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 lesson on how the LGBTQ+ community responded to the Miners’ Strike was especially commissioned by the History Academy to help mark the 40th Anniversary in 2024. It looks at the problems facing the LGBTQ+ community during the 1980s, the start of the strike and the work of LGSM to help support Welsh pit communities, as well as how the NUM supported LGBTQ+ rights after the strike. This is very much an attempt to shine a light at an important piece of hidden history, which had a major impact on changing Modern Britain and eventually improving LGBTQ+ civil rights . This lesson is aimed at both KS4 and KS5, but if you are looking for a lighter touch for KS3, then check out our other resources on the Miners’ Strike covering not just LGBTQ+ but how other sections of British society reacted to the MIners’ Strike 1984 - 1985. When you purchase this lesson, you will be able to download an 18 slide PowerPoint and an accompanying three page worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, a heads and tails activity and series of questions which examine various aspects of both the strike and the LGBTQ+ experience during the 1980s. The accompanying three page worksheet mirrors the content and questions in the PowerPoint. Both resources have also been uploaded as PDFs, just in case you don’t have access to MIcrosoft Office. For more information, please see the sample preview. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: How did the LGBTQ+ react to the Miners’ Strike? Understand: How much support was there for the miners? Evaluate: How significant was LGBTQ+ support for the miners? Skills: Source Analysis, Cause, Consequence, Change and Continuity. WILF – What Am I Looking For? Can You Describe: How did the LGBTQ+ react to the Miners’ Strike? Can You Explain: How much support there was for the miners? Can You Evaluate: How significant was LGBTQ+ support for the miners? 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. If we made any mistakes, please do let us know via our school media channe 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

This creative and innovative card sort has been designed to help students assess whether the ‘Reign of Terror’ during the French Revolution was necessary by sorting through both primary and secondary sources. Once this has been complete, students can then have a go at answering the question: How far do you agree that ‘The French Reign of Terror was dreadful, but necessary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource 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. Alternatively, your students could draw a table with the two headings ‘necessary’ or ‘not neccessary’ and list the sources under them. When you purchase this resource you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, heading cards and sixteen primary and secondary sources to sorted under them. The second is a fifteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including tables and pupil feedback sheets. For more information, please see the detailed preview. The aims and objectives of the lesson are: Theme: The French Revolution Know: What was the ‘Reign of Terror?’ Understand: What are the arguments for and against the ‘Reign of Terror’? Evaluate: Was the ‘Reign of Terror’ necessary to save the revolution? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the ‘Reign of Terror’? Explain: What are the arguments for and against the ‘Reign of Terror’? Analyse: Was the ‘Reign of Terror’ necessary to save the French Revolution? 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

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. 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 fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Government and Politics Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyze - How far should the government fund the arts? 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

After several requests to the History Academy on Facebook, I have uploaded my classic worksheet version of Emily Davison, accident or suicide, that I posted 17 years ago on schoolhistory,co.uk. This lesson has been designed to help students studying the historical controversy surrounding her death. It can be used with the full spectrum of ability, but the text level of the task would suit middle and upper ability students. When you purchase this resource you will be able to download a fully editable two page worksheet well as an accompanying PowerPoint. The Word document includes a brief introduction and a source investigation into the death of Emily Davison. in 1913. Students summarize their learning into a table in preparation for writing either an essay, newspaper or police report into her death. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment questions, pupil mark schemes and feedback sheets. The lesson kicks off with a either a snowballing starter activity or a source analysis of the suffragette newspaper. This is followed by a brief one side introduction to Emily Davison and her background. The next two slides discuss the historical controversy and include quotes from historians supporting each interpretation. This is then followed up by completing the source investigation, Once this is complete, students can then feedback and then do a follow up assessment on the topic. 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. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How did Emily Davison die? Understand: How has her death been interpreted? Evaluate: Was Emily Davison’s death a tragic accident or suicide? WILF: What Am I Looking For? Identify and describe: How did Emily Davison die? Explain: How does the evidence support each interpretation? Analyse: Make a judgement on whether her death was an accident or suicide? If you like this resource then why not check out my card sorts on Emily Davison's death 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 outstanding lesson follows on from our lesson on from why factory owners were opposed to the trade union movement and looks at the development of the New Model Unions, New Unionism , TUC and the the origins of the Labour Party. All the tasks and activities are designed to be fun and interactive and are aimed at the full ability range at KS3 and KS4. We have included a wide range of differentiated tasks and activities so that you can easily customise this lesson for your students. When you purchase this lesson you will be able to download a 31 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes, video links, heads and tails tasks, missing words activities, information slides as well as historical sources and questions. There should be enough work for two lessons. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. We have included a wide variety of tasks and activities for you to sellect and customise for your students. Please see the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a New Model Trade Union? Understand: Why were they successful? Evaluate: Why did the unions set up the Labour Party? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is a New Model Trade Union? Can You Explain: Why they were successful? Can You Evaluate: Why did the unions set up the Labour Party? 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. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy

This fun and interactive lesson looks at the early origins of the trade union movement in Britain from the friendly societies in the 1780s to the formation of the GNCTU by Robert Owen in 1834. It also looks briefly at the impact of the French Revolution and the impact of the Anti-Combination Act, 1799, its repeal in 1824 and the follow up anti-strike laws as well as the Tolpuddle Martyrs. This lesson is pitched at a middle ability KS3 group but is also suitable for KS4 and is differentiated throughout with a wide range of tasks and activities for you to choose from. When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. Please look at the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a trade union and what role do they play in the work place? Understand: Why did Parliament outlaw the friendly societies? Evaluate: Why were the early trade unions set up? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The role played by trade unions in the workplace today? Can You Explain: Why did Parliament outlaw the friendly societies? Can You Evaluate: Why wee the early trade unions set up? 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 follows on from our lesson on the origins of the trade union movement and focuses on why factory owners were opposed to the trade union movement as well as why Parliament was reluctant to pass legislation to protect workers. As part of this learning journey this lesson looks at trade union tactics, working conditions, the Truck Acts, the Factory Acts, the Early Closing Association and opposition to the Eight Hours Movement. All the tasks and activities are designed to be fun and engaging and are aimed at the full ability range at KS3 and includes a range of differentiated tasks. This lesson would also be suitable for a low ability KS4 class. When you purchase this lesson you will be able to download a 28 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. There should be enough work for two lessons. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. We have included a wide variety of tasks and activities for you to sellect and customise for your students. Please see the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a trade union and what role do they play in the work place? Understand: Why were factory owners opposed to trade unions? Evaluate: Why was Parliament reluctant to help the workers? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The role played by trade unions in the workplace today? Can You Explain: Why were factory owners opposed to trade unions? Can You Evaluate: Why was Parliament slow to improve the workers’ rights? 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. This is big resource, which is reflected in the price. 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 or if you have any questions or requests. Kind Regards Roy

This outstanding and Becta award-winning lesson has been refined and fine-tuned in the classroom over the course of 30 years. It is part of a series that was written and produced by the History Academy to commemorate the 40th anniversary of the Miners’ Strike. The lesson aims to provide a fun and interactive learning experience, allowing students to understand what it was like to be a flying picket and why they targeted pits in Nottinghamshire and Derbyshire. The overarching goal of this lesson is to examine the short-term impact of the Miners’ Strike of 1984-1985. By studying the experiences of flying pickets and their actions during the strike, students can gain insights into the dynamics of life in a pit village and the effects of the strike on the mining industry and the wider community. When you purchase this lesson you will be able to download a twenty eight slide PowerPoint Presentation and an accompanying four page worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, information slides, historical sources, interactive tasks, activities, word searches, graphic organisers and links to relevant clips from our oral history data base on YouTube. The worksheet contains information, historical sources, pictures, diagrams, tasks and activities. Both documents have also been uploaded as PDFs for easy access and compatibility across different devices. 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

This literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they’re. This is a must have resource for any humanities teacher. The idea of a ‘mat’ is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. This resource was created in partnership with Lesley Anne who also has her own TES shop so please check it out as well. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. 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 market place activity looks at the different facts that contributed to the defeat of the Miners’ Strike in 1984 - 1985. It has been commissioned by the History Academy to help commemorate the 40th anniversary of one of the biggest turning points in Modern British History, which saw the smashing of the post war consensus. For whatever reason, society has chosen to collectively forget what happened during the Miners’ Strike as it raises uncomfortable issues about civil rights, policing and the arbitary nature of the government’s actions which have helped to create a North South Divide. Our series of lessons, which have been bundled together are at attempt to shine a light on this neglected and forgotten history. When you purchase this lesson you will be able to download a 32 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, word searches, a heads and tails activity, a review triangle and follow up extended writing task, templates, model answers and a word search. Just for good measure we have also thrown in a knowledge quiz and have also uploaded a PDF version, just in case you don’t have access to Microsoft Office. The topics covered in the Market Place activity are NUM tactics, government tactics, economic pressure, divisions amongst the miners, media portrayal and lack of public support. For more information, please see the detailed preview or contact us via the The History Academy Facebook group. The aims and objectives of this lesson are: 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. 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

This fun and engaging lesson looks at the long term causes of the Russian Revolution. This beautifully illustrated market place activity is designed to get your students collaborating and working together as they examine the social political and economic factors. Once complete they can consolidate what they have learnt through a heads and tails, review triangle or extended writing task. Its aimed at KS4 / KS4 but could also be used as an A Level open evening task or display. When you purchase this lesson you will be able to download a 26 slide PowerPoint Presentation which includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, diagrams, model answers, templates and information slides.I have also uploaded the PP as a PDF just in case you don’t have access to Microsoft Office. For more information, please see the detailed preview. The aims and objectives are: Theme: The Russian Revolution Know: What were the long term causes of the Russian Revolution: Understand: The long term economic, political, and social factors? Evaluate: Which were the most important long term causes? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The long term causes of the Russian Revolution? Can You Explain: The long term economic, political and social factors? Can You Evaluate: Which were the most important long term causes? If you like these resources 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Check out our Russian Revolution playlist: https://youtube.com/playlist?list=PL3ZuuiQcfzAf3ZDdBSSM8WEoyM6w3mnsN&si=i9-e8kVcFFia3ToC Kind Regards Roy

This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter. Kind Regards Roy

This lesson follows on from our previous lesson on the long term causes of the Miners’ Strike and is part of a especially commissioned series by the History Academy to mark the fortieth anniversary of the strike, which changed modern Britain. It looks at the short term causes of the Miners’ Strike by covering the Conservative governments policies on privatistion, NUM opposition of to pit closures, the role of the media, union splits and the walk out at Cortonwood which started the strike. This fun and interactive lesson is aimed at middle ability students at KS3, but we have provided a wide range of differentiated tasks and support for lower and higher ability students. If you are looking for KS4 or KS5 resources on this topic, then please check out our TES shop. We have thrown in the kitchen sink with this important topic and provide a wide range of options for you to pick from and customise for your students. When you purchase this resource you will be able to download a 26 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, extended writing templates, video links, information slides, a heads and tails, missing word activity, as well as historical sources. In addition, you will also be able to download a 2 page worksheet in Word to accompany the lesson. We have also uploaded both resources as PDFs just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: Why the NUM was opposed to privatisation and pit closures? Evaluate: What were the short term causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: Why the NUM was opposed to privatisation? Can You Evaluate: What were the short term causes 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 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 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

This fun and interactive lesson on how different communites reacted to the start of the Miners Strike, was commissioned by the History Academy for the 40th anniversary next year. It uses a market place activity to introduce students to the reactions of the LGBTQ+, ethnic minorities, Women Against Pit Closures, the Police and both working and striking miners to this important turning point in modern British history. We have literally thrown in the kitchen sink by including a dazzling aray of activities to suit the full range of learners. This lesson is suitable for KS4 and KS5 students. We will be producing a KS3 version in the coming days. When you purchase this lesson you will be able to download a 35 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, word searches, a heads and tails activity, a continuum exercise as well as a creative writing and and presentation task. Just for good measure we have also thrown in a knowledge quiz and have also uploaded a PDF version, just in case you don’t have access to Microsoft Office. For more information, please see the detailed preview or contact us via the The History Academy Facebook group. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: How did different groups in society react to the Miners’ Strike? Understand: How much support was there for the miners? Evaluate: What was the short term impact of the strike? WILF – What Am I Looking For? Can You Describe: How different groups reacted to the Miners’ Strike? Can You Explain: How much support there was for the miners? Can You Evaluate: What was the short term impact of the 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 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 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

This lesson fun and interactive KS3 lesson is the first in a series on the Miners Strike 1984 - 1985 produced by the History Academy. This lesson looks at the long term causes of the Miners’ Strike by looking at the political consequences of industrial action in the 1970s, changes to the economy and the political climate during the 1980s. It is aimed at middle ability students at KS3, but we have provided a wide range of differentiated tasks and support for lower and higher ability students. If you are looking for KS4 or KS5 resources on this topic, then please check out our TES shop. When you purchase this resource you will be able to download a 21 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, templates, video links, information slides, a heads and tails, missing word as well as historical sources. In addition, you will also be able to download a 2 page worksheet in Word to accompany the lesson. We have also uploaded both resources as PDFs just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: How Britain was divided politically and socially in the 1980s? Evaluate: What were the causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: How Britain was divided politically and socially in the 80s? Can You Evaluate: What were the causes 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 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 dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This lesson fun and interactive lesson is the first in a series on the Miners Strike 1984 - 1985. This lesson is aimed at KS4 students, but could also be used with KS5 to look at the causes of the Miners’ Strike. We have specifically adapted these resources for KS3 and uploaded them separately and bundled them up on the TES. The topics looked at in this lesson include economic restructiring (changes), government policies including privatisation, NUM opposition to pit closures, ‘The Winter of Discontent’, political climate in the 1980s and media bias. The lesson includes a range of different questions, templates and differentiated tasks which build up to an essay questionon what caused the Miners Strike 1984 - 1985. This is an interactive lesson, but we have also uploaded a market place versions which we have uploaded separately and bundled together on the TES. When you purchase this resource you will be able to download a 27 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, templates, video links, information slides, a word search as well as historical sources. In addition, you will also be able to download a 4 page worksheet in Word to accompany the lesson. We have also uploaded both resources as PDFs just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: How Britain was divided politically and socially in the 1980s? Evaluate: What were the causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: How Britain was divided politically and socially in the 80s? Can You Evaluate: What were the causes 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 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 dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This lesson has been designed to help students review and develop their understanding about the causes of the October Revolution in 1917, which saw the overthrow of the Provisional Government. It is aimed at 14 to 18 year olds who have already studied the topic and now need to develop their critical understanding of the links and connections between the different factors and their significance within the complex web of events leading up to the Bolshevik Revolution. When you purchase this resource, you will be able to download a 14 slide PowerPoint Presentation and an accompanying single page word document. The PowerPoint contains aims, objectives, starter, plenary, information slide, pictures, diagrams, tasks, activities, review triangle, and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. The Word document, which has also been uploaded as a PDF, contains instructions, aims, eight heading cards and twenty eight cards that need sorting or matching under them. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in October 1917? Understand: What different factors caused the Bolshevik Revolution? Evaluate: Which were the most important causes of the October Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in October 1917? Can You Explain: What different factors caused the Bolshevik Revolution? Can You Evaluate: Which were the most important causes? 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy