This outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. The women’s movement was split between the peaceful suffragists on the one hand, who made up nearly 80% of women, whilst on the other there were the better known militant suffragettes. The lesson resources have been designed to suit the full spectrum of ability at KS3 and should work alongside any mainstream textbook or resource on this topic. However, I have also included a PowerPoint to accompany the lesson which includes all the necessary background knowledge for the lesson. When you purchase this resource you will be able to download a fully editable Microsoft Word document an an accompanying PowerPoint presentation. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. Whilst the PowerPoint includes aims, objectives, differentiated outcomes, information slides, links to appropriate video clips and additional tasks, including an alternative Venn diagram activity comparing the two groups of campaigners. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 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. Do check out our YouTube Channel: @historyacademy Kind Regards Roy

This lesson is designed to helped students develop their source analysis skills by studying a range of primary and secondary sources that look at Charles I’s personality and leadership skills as King of England. 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. 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. If you are interested, I have also produced a PowerPoint to accompany this lesson which can be purchased bundled separately with these sources for an extra £1. 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

If you are looking for a great lesson that is suitable for students of all abilities on the Agricultural Revolution 1750 - 1850, then you have found it! This beautifully illustrated lesson looks at the problems facing farmers in 1750 and the solutions that they had found by 1850. It also aims to get students to assess who were the winners and loses and introduces some of the themes that you may want to follow up later on protest and population movement. When you purchase this lesson, you will be able to download a 21 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, SEND tasks, historical sources, starters and plenaries on the Agricultural Revolution 1750 - 1850. The PowerPoint also contains useful video links as well as templates for photocopying. Please see the preview for more information, but note that some slides have been missed out. When teaching this lesson, I normally get my students to review the problems facing the farmers in slide 6. We then have a go at trying to prioritise them into a thinking skills review triangle to help assess their importance. Depending upon the ability of the class, we then complete ‘Activity 5’ either after we have reviewed the solution slides or as we are going along. We then consolidate our learning using the heads and tails activity and / or using the two plenary exercises that I have provide for you to choose from. The aims and objectives are: Theme: Industrial Revolution 1750 - 1850 Know: What problems faced farmers in 1750? Understand: What changes took place during the Agricultural Revolution? Evaluate: How successfully had farmers solved their problems by 1850? Skills: Cause & Consequence, Continuity & Change WILF – What Am I Looking For? Can You Describe: What problems faced farmers in 1750? Can You Explain: What changes took place during the Agricultural Revolution? Can You Evaluate: How successfully had farmers solved their problems by 1850? If you like this resource then why not check out my other resources on this topic in my TES shop. If you are looking for a market place activity on this topic, then please check out my TES shop and search for Agricultural Revolution. 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. However, we do not compromise our values and we 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

These lesson resources have been finely tuned and field tested in the classroom over many years. It is a fun and interactive source investigation into the personality and character of Julius Caesar. The main task is to summarise what can be learnt from the sources and then to transfer that information onto a labelled diagram of Julius Caesar. This is then followed up by a supported question on which source is the most valuable to find out about the personality of Julius Cesar. This lesson is aimed at Year 7, but all the tasks and activities are fully supported and differentiated. When you purchase this resource you will be able to download a 20 slide PowerPoint presentation that includes aims, objectives, differentiated outcomes, information slides, historical sources, writing templates for both the teacher and students to model their answers, links to video clips, starters, plenaries and activities. You will also be able to download a two page worksheet saved in both Word and as a PDF. as well as a template of Julius Caesar which can be labelled and annotated as part of task 2. For further details, please see the preview. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Who was Julius Caesar? Understand: How did his personality affect his role as Caesar of Rome? Evaluate: Historical sources to create an accurate image of Julius Caesar? Skills: Source Analysis, Collaboration WILF – What Am I Looking For? Can You Describe: Who Julius Caesar was and aspects of his personality? Can You Explain: How his personality affected his role as Caesar of Rome? Can You Evaluate: Historical sources to create an accurate image of Julius Caesar? 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. 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 on Medieval African Kingdoms has been commissioned by the History Academy to look at an important era of history that is often overlooked due to the demands of the curriculum. There are two versions of this lesson. This fun and interactive lesson is less active that the market place activity and is designed for both the PowerPoint and Worksheet to be used in tandem. It is suitable for students of all abilities. When you purchase this resource you will be able to download four files, a two PDFs editable worksheet and PowerPoint. The PowerPoint contains 41 slides which includes information slides, historical sources, starters, plenaries, tasks, activities, writing frames, templates, as well as links to relevant video clips on six Medieval African Empires and Kingdoms. Depending upon the ability of your class, we have also included a drag and drop, missing word activities as well as two optional extended writing tasks looking at two controversial interpretations of African history. The plenary tasks include a knowledge quiz and continuum line activity on how civilised or advanced were Medieval African Kingdoms. The worksheet mirrors the information, tasks and activities in the PowerPoint. Both the worksheet and PP are also supplied in PDF format. We have focused on the following African Empires and Kingdoms of Aksum, Benin, Mali, Ghania, Songhai and Great Zimbabwe. If you would like to find out more about these lesson then please visit our facebook page or view the detailed preview. We have also uploaded a PDF version for those who do not have access to Microsoft Office. Theme: Medieval African History Know: How rich and powerful were African empires and kingdoms? Understand: How have historians interpreted African Medieval History in the past? Evaluate: How advanced were Medieval African Kingdoms? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How rich and powerful were African empires and kingdoms? Can You Explain: How historians have misinterpreted African Medieval History? Can You Evaluate: How advanced were Medieval African Kingdoms? If you like these resources 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. Kind Regards Roy

This engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort 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. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? 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

This unit is designed to allow students to investigate the Norman invasion and build upon the source skills that students began to develop in the introductory module. The first three units looks at why the Romans, Saxons, Vikings and the Normans have invaded Britain. From a geographical point of view Britain has always been a rich country because of our temperate climate. This allows farmers to produce up to three crops per year, unlike our European counterparts. This makes Britain a rich prize for any War Lord. It is important to stress that British society was multicultural by 1066 as emphased by the place names activity. Units 4 to 7 deal specifically with the Norman Conquest and are primarily focused on the key question, why did William win the Battle of Hastings. Each unit is carefully crafted to get students to write a PEE’d / PEEL’d paragraph addressing the key question. Students must be trained up into peer / self assessing their answers. This package of resources includes all the PowerPoints and worksheets that I use with this scheme of work. They are sold separately on this site, so to buy them all together at a discount price is a real bargain! In terms of differentiation, the aims, objectives, outcomes and starters allow for students to access at different levels. The worksheets include DART strategies, missing word, true and false statements etc. as well as high end questions. Feel free to adapt to suit the needs of your students.

This outstanding and beautifully illustrated lesson has been designed to help students evaluate how fair was Medieval Society. Its key aims is to look at how society was organised, what roles various people played within a Medieval Village and then to use this information to draw a conclusion. This lesson includes a number of activities which can be seen in the detailed preview. They have been designed for middle to low ability students in a secondary or primary school. When you purchase this resource you will be able to download a PowerPoint with twenty two slides and a one page Word document which includes the information for the characters in a Medieval Village. The PowerPoint include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, diagrams, maps, pictures, templates and information slides to help facilitate the lesson. The lesson begins with either a buzz and go or a snowballing activity. This is followed by an introductory slide and a series of information slides which look at how a Medieval Village was organised and the roles played by the Villeins, Lord of the Manor, Parish Priest, the Miller, Reeve and the Blacksmith. This is followed up by a heads and tails activity, matching the different roles with their definitions and a thinking skills hierarchy triangle to help students decide the level of their importance within the village. The next problem solving activity get students to use the character cards and a map of a Medieval Village to help them decide where everyone in the village would have lived. This is followed up by an information slide and activity which could be printed off for homework to get students to compare and contrast a Medieval cottage with their own home. The last activity is designed to get students to access how each of the different people would have felt about aspects of life in a Medieval Village. This can be used to help them assess how fair was Medieval Society. This is rounded off by a choice of two plenaries including an exit quiz. The aims and objectives of the lesson are: Theme: How fair was Medieval Society? Know: What are the key features of a Medieval village? Understand: What roles did different people play within the village? Evaluate: How fair was Medieval Society? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of a Medieval village Explain: What roles did different people play within the village? Analyse: How fair was Medieval Society? If you like this resource you can also followThe History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates. 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 active learning lesson has been created to help students access the role played by Oliver Cromwell by analysing a series of primary and secondary sources describing his actions during the English Civil War. The key interpretation is provided by the historian JP Kenyon, which is then investigated by sorting the sources under the two headings of ‘hero’ or villain.’ However, if your photocopying budget can extended to printing off a class set of A3 sheets, I have also provided two beautifully designed graphic organisers that the cards can be stuck to in order to create a revision aid or classroom display. Once this has been complete, students can then have a go at answering the question: How far was Oliver Cromwell a hero or a villain? 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. If you are looking for something a little easier, I have made a another simpler card sort which just looks at the facts. This can be bought separately or as a bundle. When you purchase this resources you will be able to download a fully editable two page Microsoft Word document and a 10 slide PowerPoint Presentation. The PP includes aims, objectives, outcomes, two starters, information slides, templates, video links an The aims and objectives are: Theme: The Protectorate and Interregnum Know: What sort of leader was Oliver Cromwell? Understand: How has Cromwell’s rule as Lord Protector been interpreted? Evaluate: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’? Skills: Interpretation, Source Analysis & Collaboration WILF – What Am I Looking For? Identify & describe: What sort of leader was Oliver Cromwell? Explain: How has Cromwell’s rule as Lord Protector been interpreted? Analyse: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’? 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, 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 card sort has been designed by experienced teachers to help students studying the introduction to the Industrial Revolution 1750 - 1850. It can be used with the full spectrum of ability as a starter, plenary, revision or assessment activity. If you are looking for a resource to provide additional stretch and challenge for your more able students, then why not check out my diamond 9 activity on this topic? When you purchase this resource you will be able to download a fully editable Microsoft Word document and an accompanying PowerPoint. The Word document includes aims, instructions and eight picture cards and six heading cards. Once students have cut out the cards and correctly matched the statements with their correct heading, they can extend their understanding further by sorting them into their order of importance before sticking them into their books. The PowerPoint includes the aims, objectives, differentiated outcomes, a snowballing starter, a brief introduction to the topic and facilitates the card sort. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives for this lesson are: Theme: Industrial Revolution 1750 - 1850 Know: How was industry organised before the Industrial Revolution? Understand: What changed as a result of the Industrial Revolution? Evaluate: which changes were the most important? WILF: What Am I Looking For? Identify & describe: industry before and after the Industrial Revolution Explain: What changed as a result of the Industrial Revolution? Analyse: Which changes were 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. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson, has been designed to help students understand the causes of the February Revolution in Russia, which saw the Tsar abdicate to the Provisional Committee or Government It is aimed at 14 to 18 year olds. The main resource is suitable to use on its own or alongside any mainstream textbook. When you purchase this resource you will be able to download a 23 slide PowerPoint Presentation and an accompanying wordsearch. The PowerPoint contains aims, objectives, starters, plenaries, historical sources, pictures, diagrams, cartoons, tasks, activities, review triangles, word searches and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. Please see the detailed preview. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in February 1917? Understand: What different factors caused the February Revolution? Evaluate: Which were the most important causes of the February Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in February 1917? Can You Explain: What different factors caused the February 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

The History Academy has commissioned this resource on the Benin Bronzes as part of our attempt to try and fill the curriculum gap on African history. For far too long the history of Africa has been neglected and relegated. Its time to address this and restore African history to its rightful place alongside other civilisations. The debate over whether the Benin Bronzes should be returned to Nigeria has divided opinion across the World. Unlike the Elgin Marbles, there can be no doubt that the Benin Bronzes they were stolen by the British Army in 1897. However, returning them is no simple matter for a combination of factors which have been summarised in this fun and interactive card sort exercise. 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 sixteen 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. Please see the preview for more information. The aims and objectives of this lesson are: Theme: British Empire and the heritage industry Know: Why are the Benin Bronzes in a British Museum? Understand: The arguments for and against returning them? Evaluate: Should the Benin Bronzes be returned? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why are the Benin Bronzes in a British Museum? Can You Explain: The key arguments for and against returning the Benin Bronzes? Can You Evaluate: Whether they should be returned and justify your opinion? 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

These detailed beautifully illustrated resources have been designed to help students investigate Britain’s involvement in the slave trade through a market place activity. The information is presented in a time line format which can be displayed around the classroom or passed around. The main task is suitable for the full ability range and includes additional activities to the market place task, which can be mixed and matched to suit your curriculum time and students. I have included additional file to give you a comprehensive preview of what is included. There are a number of different ways to deliver a market place activity. This resource has a mixture of activities that are designed to be a proactive lesson to get students up, moving around and working collaboratively. If you are not comfortable with that, they can always get them to pass the information slides around the classroom. The slides themselves are beautifully illustrated and are worthwhile printing off in colour and putting into a plastic wallet When you purchase this resource, you will be able to download two PowerPoints. The first includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, diagrams, templates, summary and feedback sheets. Once students have completed the market place activity, they can complete an extended written answer to the core question. However, if you prefer you could get your students to produce a mind map summarising what they have discovered from their investigation. or get each group to present their findings on the topics that they have been given to research. The second PowerPoint includes twenty seven information slides on Britain’s involvement in the slave trade. Please see the preview for more information: The aims and objectives of this lesson are: Theme: Britain and the Slave Trade 1555 - 1833 Know: Why did Britain get involved in the slave trade? Understand: Why did some people want to abolish the slavery? Evaluate: Why did Britain abolish the slave trade and end slavery? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: Why did Britain get involved in the slave trade? Explain: Why did some people want to abolish slavery? Analyse: Why did Britain abolish the slave trade and end slavery? If you are looking for similar resources then please check out our TES shop. This lesson can be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then 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. 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

This outstanding lesson on why the RAF won the Battle of Britain, was amongst one of our most popular downloads we had schoollhistory.co.uk and has been tried, tested and fine tuned over many years. This newer version has been fully updated with a wider range of tasks and activities to suit the modern classroom, but if you would still like to use the classic version, then I have also included it as a PDF file. These resources are suitable for the full ability range and include a wide range of differentiated activities. When you purchases these resources you will be able to download an eighteen slide PowerPoint to accompany the lesson and two different versions of a four page page worksheet. I have also included a numeracy activity that can be used in lesson or set as homework. The PowerPoint is designed to be used as a standalone resource or if you prefer to accompany the worksheet and contains the aims, objectives, differentiated outcomes, starters, plenaries, pictures diagrams, information and links to video clips, that you will need to teach the lesson. With the exception of the classic version, all the worksheets have been supplied in Microsoft Word. The lesson begins by looking at the military situation in 1940 and gets students to analyse why Germany decided to invade and the challenges that they would face trying to cross the English Channel. This is followed up by another activity which gets students to listen to Churchill’s famous ‘we will fight them on the beaches’ speech and to assess why it was made in Parliament and broadcast to the nation. The rest of lesson and activities focus on what happened and why the RAF won. For more information, please refer to the preview slides. The aims and objectives of the lesson are: Theme: The Second World War Know: Why did Germany try and invade Britain during the summer of 1940? Understand: Why did the RAF win the Battle of Britain? Evaluate: How important was the role of technology in the German defeat? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why Germany tried to invade Britain in 1940? Explain: Why the RAF won the Battle of Britain? Analyse: How important was the role of technology in the German defeat? If you like this resource then why not check out my other resources on this topic in my TES shop. It has also been bundled up along with my lessons on Blitzkrieg and Dunkirk. 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.

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 popular download has been tried and tested over the years and has has never failed to capture the imagination of my students and engage them in some outstanding learning on why the Romans built roads in Britain. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain. When you purchase this resource you will be able to download a three page worksheet and an accompanying PowerPoint. Both include matching pictures, diagrams, historical sources, task and activities. However, the Powerpoint also includes aims, objectives, outcomes, starters and plenaries. The aims and objectives of this lesson are: Know: Why did the Romans build roads in Britain? Understand: How the Romans constructed their roads? Evaluate: How the Roman roads helped them keep control and led to the development of towns? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: The different reasons why the Romans build roads in Britain? Can You Describe: How the Romans constructed their roads? Can You Explain: How the Roman roads helped them keep control and led to the development of towns? Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? 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