This is a resource which can be used as a colour-coded worksheet or a card sort. There are differentiated resources for the ore and lower-ability students. Students are asked to identify changes for the better and for the worse. They must then categorise changes as work, daily life, crime and government/voting. There are extension questions for students to make judgement on the best and worse changes, and an overall judgement. There is a summary of the positive and negative changes, with key words marked in red.

This is a cut and stick activity for Key Stage 3 students. There are worksheets for core and less-able students. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. Students then decide on the worst of the punishments, placing themselves in the position of Germany. This can lead to a piece of extended writing.

This is a whole-lesson on Martin Luther King. it contains a link to the ‘I have a Dream’ speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King’s significance. Students finish by considering the effect of non-peaceful protest.

This is a lesson for Key Stage 3, looking at the events of the First World War. It is designed for near the end of a module on the First World War. Students place events on a timeline and decide whether each event was a victory for the Allies or Germany. They reach an understanding of how the war unfolded and why it did so. They are challenged to think of a turning point. Students then look at a range of memorials, and think about why they are developed in such a way - location, design etc. They can then design their own memorial.

This is a resource for KS3. Students discuss what would go into a town charter and why these things would be wanted by townspeople. Students take on the role of a freeman in a Medieval town. There are 7 different people, they do not all need to be used. Students must read through the information on their character, and then decide what their priorities are for what goes into the charter. A debate can then happen where each freeman plays a role in deciding what goes into the charter. I would suggest having strict rules where each person speak for a fixed period of time with no interruption, and the allotted character writing the charter. This can lead to a piece of extended writing. There are differentiated version of both activities.

Thus is a resource of KS4. Students watch the YouTube link and can discuss the effects of the fear of communism. The link contains use of a term now considered racist. Students then make a diamond 9 on the different effects of McCarthyism. This can lead to extended writing or a debate.

This is a cut and stick activity. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. There is a differentiated version for lower ability students. Students then decide on the worst of the punishments, placing themselves in the position of Germany. Students are invited to consider the extent to which the terms of the treaty met the aims of the Big Three. This can lead to a piece of extended writing on which would be the worst aspect of the Treaty, or on comparing aspects of the treaty as per GCSE high–mark questions. Videos can be used to support learning.

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 card sort allows students to view opinions of Caesar and classify them as either positive or negative. More able students can explain judgements as to which was the best and worst part of Caesar’s rule.

This card sort allows students to view events after the 1905 revolution and classify them as either ways that Nicholas crushed the revolution, and ways that he regained control of Russia. More able students can explain judgements as to which was the most effective method of each. The second sheet can be used for students to provide an explanation of why each method was successful.

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 worksheet is suitable for lower ability students. It allows students to discover the way of life of the Yanomami tribe of the Amazon rainforest. It has three sections. In section 1, students fill in missing words about the tribe. In section 2, students match up heads and tails about threats to the tribe. In section 3, students look at aspects of the tribe’s way of life. They draw pictures to illustrate the tribal lifestyle. As an extension, students write a paragraph describing their own thoughts on the Yanomami tribe.

This is a card sort designed to allow students to categorise and prioritise reasons for the February Revolution in Russia. More able students can use the cards to explain their thoughts on the most important reason for the February Revolution. It could be done as a venn diagram using the second sheet. 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 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.

A card sort which allows students to place in chronological order the events (from 1996 to 1999) which happened in Kosovo. 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. The PowerPoint gives background to the events and can be used as a discussion point with students. The chart can be filled in by students to assess how far American aims were fulfilled in Kosovo.

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.