This is a lesson to explain the meanings of Communism and capitalism. Students decide on the worksheet which of the statements apply to which ideology. Emphasise the different meaning of democracy to higher (and middle) ability students. This leads to a debate and analysis of which system is best, and why they caused problems in European relations. The sheets are differentiated for high, medium and lower abilities. The powerpoint concentrates on the impact of Communism prior to WWII and can be used to gain a foothold into Hitler. It comes with a link to YouTube embedded which discusses the Spartacist rising in Munich in 1919 and can lead onto a module on Hitler which makes his hatred and German fear of communism more understandable. The second powerpoint is more relevant if you are teaching a Cold War theme afterwards as it has a cartoon of Churchill and the Iron Curtain. Students can analyse the cartoon and explain its meaning, or why it is hostile to the USSR.

This is a resource for GCSE Medicine, with activities for higher- and lower-attaining students. It allows students to identify and explain the positives and negatives of Medieval hospitals in terms of how they cared for people’s health. Students can either use this as a card sort or a cut and stick, or as a highlighting/colour coding activity. They are then invited to judge the biggest positives and biggest negatives of hospitals, and more able students can reflect on how far they reflected the Church’s teachings (for this, you will need to make clear that the church ran most hospitals). Finally, students can evaluate their own thoughts on the effectiveness of hospitals. This could lead well into class discussion, extended writing or an exam-style question.

This is a resource for the new GCSE section on Elizabeth. Students are to put the events of the Essex rebellion in order. They are to then answer the scaffolded questions at the bottom of the sheet. More able students can be invited to consider turning points and the overall position of Elizabeth after the rebellion - was her position strengthened or weakened? An exam Q can be set after the activity, or as a homework. The powerpoint allows a fully-taught lesson, and the consequences worksheet allows students to weigh up evidence to decide whether Elizabeth was stronger or weaker for the rebellion’s failure. This can lead to extended writing or a debate.

This is a role play and chronology lesson for KS3, possibly KS4. Students are assigned a country to play the part of. These are differentiated as resources, but also within each resource: weaker students read about Austria and Serbia, middling students can have Germany and Russia and more able students can have France and Britain. Students are shown the July Crisis unfolding on the powerpoint. They must decide what they would feel, advise or actually do on each of the 6 dates / events shown. There are many opportunities for class discussion through the exercise, as students can be asked what they feel so far, whether they have taken any actions or merely advised one action or other to their allies. There is a seperate worksheet for students who would not react well to the role play aspect. As an extension, (more able?) students can explain whether their country triggered war, willingly went to war or were dragged unwillingly to war. The second activity is a chronology activity to decide what order events happened in as countries slid to war. Students look at 12 events and decide the order in which they happened. This can be done as a card sort or numbering activity. Answers can be shown later on the powerpoint. Students can also be asked whether Franz Ferdinand’s murder simply brought forward a war than was inevitable at some point.

This is a whole lesson for KS3. There are linked youTube videos explaining how the Troubles began, and defining key terms. For higher ability students, there is a link to a YouTube clip on gerrymandering. Part of it is useful. Students are invited to match key terms up, and then have an extension to decide whether the IRA’s aim was a good one. Students then are invited to complete a diamaond 9 ranking. Categories are marked on the powerpoint - historical/political/social/other factors. They have extensions to judge key causes, which can be given at teacher discretion, and to give their own thoughts on the Troubles’ beginnings. This can easily lead to class debate.

This is a card sort designed to allow students to categorise and prioritise reasons that Galen is significant in the development of medicine. More able students can use the cards to explain their thoughts on the most important reason for Galen’s significance. The task could also be done as a diamond activity, with categories taken out for the more able. 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 worksheet and lesson powerpoint for Key Stage 2 and 3 Citizenship. Pupils use worksheet 1 to define the word ‘community’ after working as a pair. Worksheet 1 invites pupils to look at different people in the school community, and their roles within it. they make a spider diagram on the sheet. They can, as an extension, then choose one person and consider their role using questions on the powerpoint to stimulate their thinking. Sheet 2 is a layered sheet similar to an inference square on which are problems, causes, solutions and pupil actions. Pupils can consider problems within the school, and what they could do about them, with questions layered on sheet 2 for differentiation. The powerpoint supports all aspects of learning on the sheet, and invites pupils to discuss the role of a school council.

This is a diamond 9 card sort to categorise and prioritise the reasons that life in trenches was difficult. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, health//hygiene, time, mental health and others.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the outbreak of WWII. As an extension, students can use the cards to explain their thoughts on the most important reason for the outbreak of WWII, and apportion responsibility to the major nations involved. More able students have a differentiated resource which allows them to exemplify and explain each of the reasons given. Categories could include, but not be limited to: The Treaty of Versailles The League of Nations Hitler’s foreign policy It could be done as a venn diagram using the second sheet.

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 is a card sort designed to allow students to arrange ways of sustainably managing the rainforest. They can explain judgments on the best strategies, using the questions provided.

A resource for lower-ability students. Students arrange events into chronological order. They then decide which were the causes, events and consequences of the fire. They explain why the fire spread so quickly by writing sentences about aspects of London in September 1666. Finally they decide whether to write an article or make a storyboard of the events (presented in activity 1) in the fire.

The first activity is is a card sort designed to allow students to categorise information do to with nuclear energy. More able students can use the cards to explain their thoughts on the best and worst aspects of nuclear energy. There is a differentiated card sort for the lower-ability students. The second activity is a letter to the local council. This has a writing frame which can be used, and is differentiated for abilities.

This is a cut and stick activity. Students must decide which of the pieces of information relate to: • How healthy were prehistoric people? • How did prehistoric people die? • Why does archaeological evidence not give us a full understanding of prehistoric people? Students then answer the questions on the second side of the sheet, They are scaffolded for abilities, with more able students encouraged to think of what sources of information they would be able to use for other periods that cannot be used to learn about prehistory, and to suggest how else people could learn about prehistoric societies - eg. observing modern tribal societies in Australia, New Zealand, South America, Africa etc, or by reading Roman accounts of Iron Age Britain. This leads well onto class discussion on health through the ages. This can lead to a piece of extended writing.

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.