This is a card sort designed to allow students to categorise and prioritise reasons for the 1905 Revolution in Russia. There is a differentiated version for lower-ability students. More able students can use the cards to explain their thoughts on the most important reason for the Revolution. It could be done as a diamond 9 activity. It could also be done as a venn diagram using the template sheet. This is an ideal activity for preparing exam-class students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. AS an extension they then have a series of questions to answer to explain and justify their thoughts on the Japanese invasion and the lack of adequate response of the League. This is an excellent resource to stimulate debate of the Japanese and the League.

The first resource is an information sheet which students can use to identify the successes, partial successes and failures of the Gulf War. More able students can decide for themselves how successful the Gulf War was. The second resource is a card sort designed to allow students to categorise and prioritise the successes, partial successes and failures of the Gulf War. More able students can use the cards to explain their thoughts on the most important successes and failures - in the short and long term, and apply their knowledge to a GCSE style essay question. The task could also be done as a diamond activity. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that Japan invaded Manchuria. Students are then challenged to justify their decision on the most important of the reasons, and give their own reactions to the Japanese invasion of Manchuria, evaluating the key reason and thoughts on the League’s role. Categories could include, but not be limited to: Manchuria (unique location / problems) Japan’s strength League members’ weakness Others It can be done as a Venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. This could be done as a group, paired or individual activity.

A resource for students to compare and contrast the lives of Hitler and Stalin. I use it as an introduction to sixth form units, or with high-ability year 9s. There are definitions of key words to help with literacy, and information sheets on aspects of the lives of Hitler and Stalin. Students read the information, either displayed around the room or printed off as handouts. They fill in the table of information about each character, and then complete the similarites and differences section.

This worksheet allows students to explain events in Russia before and after the 1917 revolution. Students have 7 events outlined to them, and explain their own thoughts on why it was significant. Students can, as an extension, explain how these events link together and created an environment in the USSR which grew more oppressive. They can make judgements on turning points. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abyssinia. More able students can use the cards to explain their thoughts on the most important reason for the invasion. It can be done as a venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. More able students have a version where they explain heir choices and evaluate the actual responses of the League. There are extension questions on the powerpoint on the actual responses of the League. The final slides cover the Geneva Protocol, with questions on its role. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. Use the powerpoint to support whole lesson, especially when covering the actual responses of the League. This could be done as a group, paired or individual activity.

A cut and stick activity which leads to a piece of judgemental writing on successes of the League of Nations. Students match up point of success to the evidence surrounding it. They stick each matched point and piece of evidence into the table. This could alternatively be recorded in the venn diagram. They then give their own explanation, such as ‘This was a more / less meaningful success because…’ Students can categorise and prioritise the different aspects of success, into areas such as local peacekeeping, global peacekeeping and global improvement. More able students can explain which was the most significant of the achievements, in the short and long term. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

This is a resource for GCSE students. Students look at reasons for the Plains Indian Wars starting, and look at the incidents surrounding the Sioux and the US Government. Students firstly put the events into chronological order. They are then invited to answer questions on why the Indians were angry at the Government, and how the Government justified its actions - Manifest Destiny. Students can explain which they feel were the most offensive to the Indians. This can lead to an extended piece of writing. There is a differentiated version of the cards for lower ability students.

A card sort which allows students to place in chronological order the events (from Aug. 1961 to 1965) which saw the construction of and life under the Berlin Wall. Students can explain what they think are the most important events in the story of the Berlin Wall. They can place themselves in the position of a) East Berliners, b) West Berliners c) the USSR, d) the USA and write an explanation of their feelings.

This is a diamond 9 card sort to categorise and prioritise the reasons that the League failed in the 1930s. As an extension, you can challenge students to explain the more / less important reasons, which were short and long term factors and some examples of each factor. This can lead to a class discussion, or an exam question on why the League failed. Categories could incllude, but not be limited to, Hitler, the League’s members, the actions of powerful countries, the actions of Britain and France, the League’s weaknesses, and others.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the reasons that the US Government gained control of the Great Plains. Students can use the cards to explain their thoughts on which were more / less important reason for the US Government gaining control of the Great Plains. Categories could include, but not be limited to: Indian weakness US Government policy US Army strength Pioneers / settlers on the Plains As an extension, students can answer an exam-style question on the reasons for the he US Government gaining control of the Great Plains.

his is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that people can influence the local council. Students can use the cards to explain their thoughts on what are more / less effective ways to influence the local council. More able students can make a judgement on how important it is to be able to influence the local council Categories could include, but not be limited to: influencing in person Influencing from a distance Scrutinising council actions As an extension, students can choose a local issue, and prepare a speech or letter to the council to address it.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the impact of different influences on people’s voting habits. Students can use the cards to explain their thoughts on the better and worse influences on people’s voting habits. More able students can explain whether it is important to vote, and why. Categories could include, but not be limited to: social / family and friends demographics character / personality of those being elected Parties / party policy