This outstanding lesson looks at how the status and position of German Jews changed from 1880 - 1920 as am introduction to anti-Semitism in Weimar Germany. It can be used on its own or alongside the worksheet and card sort that it has been packaged with or as an introduction to the The History Academy’s most popular free download ‘anti-Semitism in Germany 1919 - 1945.’ The content of the lesson outlines the origins of anti-Semitism in Medieval and Reformation Germany and then focuses on its revival in 1880 and how it evolved as a result of a series of key events including the Unification of Germany, the impact of the First World War and the crisis that Germany found itself during the early years of the Weimar Republic. The task and activities are designed to get students to evaluate how the key events from 1880 - 1921 in Germany impacted the ‘status’ and 'position of German Jews. When you purchase this lesson you will be able to download a 28 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, historical sources, video clips, interactive activities, questions, starters, plenaries, card sorts and templates to suit the full range of ability. I have also included both a Word and PDF version of the worksheet and the supporting graphic organiser and card sort. If you wish to know more, then please see the preview files. The aims and objectives of this lesson are: Theme: Anti-Semitism Know: What were the origins of anti-Semitism in Germany? Understand: How the impact of key events affected the ‘position’ and ‘status’ of German Jews Evaluate: What was the ‘status’ and ‘position’ of German Jews in 1920? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What were the origins of anti-Semitism in Germany? Can You Explain: The impact of key events on the ‘position’ and ‘status’ of German Jews? Can You Evaluate: The ‘status’ and ‘position’ of German Jews in 1920? If you like this resource 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 You Tube 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 matter. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This outstanding lesson has been refined and field tested by experienced teachers. It is designed to help students assess which factors played a crucial role in the collapse of the Roman Empire. This resource is suitable for the full ability range and is a great way of rounding of a course with a fun and engaging activity which can be used as the focus for an assessment or extended piece of writing. The lesson opens with either a snowballing or buzz and go starter. It then sets the scene for the decline of the Empire and looks at the roles played by internal civil wars, climate change, inflation, declining population, the Roman Army and the Barbarian invasions, in it’s final collapse. This is then followed up with a card sort activity and a possible thinking skills review triangle which can then be used by students to help write an extended piece of writing. When you purchase this resource you will be able to download a single page word document and as well as a thirteen slide PowerPoint. The worksheet includes aims, instructions, six heading cards and fourteen statements that can be sorted under them as part of the main activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Why factors caused the collapse of the Roman Empire? Understand: Why were the Barbarians forced to migrate into the Empire? Evaluate: Which factor was the most important? Skills: Change & Continuity, Source Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The different factors which caused the collapse of the Empire Explain: Why were the Barbarians forced to migrate into the Roman Empire? Analyse: Which factor was the most important? 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 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

This outstanding resource is designed to help your students revise the causes of the Second World War 1933 - 1939. It has been tried, tested and refined 24 years of my teaching career. Each chapter includes step by step notes and activities to help students consolidate their understanding of this topic. They are designed to be accessible to the full range of ability. The aims and objectives that would accompany this revision guide are: Theme: Causes of the Second World War 1933 - 1939? Know: What were the different steps to the Second World War? Understand: What were Hitler’s aims at each step to war? Understand: Why did Britain and France reluctant to take action against Germany? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I looking For? Identify and describe: What were the causes of the Second World War? Explain: Why did Britain, France and Germany react in the way they did at each step to war? Analyse: How far was Hitler responsible for starting the Second World War? When you buy this resource the following topics are covered: 1. Hitler’s Foreign Policy Aims 2. German Rearmament 3. The Saar Plebiscite 4. Remilitarisation of the Rhineland 5. Austria (Anschluss), 1938 6. Appeasement Czechoslovakia, 1938 7. Why did Britain support a policy of Appeasement? 8. End of Appeasement: Czechoslovakia, 1939 9. The Nazi-Soviet Pact 10. German Invasion of Poland, 1939 11. How far was Hitler’s Foreign Policy to blame? 12. Cartoons on Hitler’s Foreign Policy 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

These are outstanding resources which I have used many times over the past 25 years in one shape or another during lesson observations with Ofsted and or LEA advisors. They form part of a series that I have uploaded to the TES on the Transport Revolution 1750 - 1900. These particular resources focus on the birth of the railways up to the period known as 'Railway Mania' in the 1850s. The PowerPoint is designed to work alongside the worksheet, but it can be used as an independent resource on a school VLE or in a lesson. The PowerPoint includes aims, objectives, starters and three activities that are accessible to a wide spectrum of learners. These activities include a snowballing starter of the key words, a heads and tails activity as well as a thinking skills review triangle activity on what were the most important steps / inventions to the birth of the railways. The worksheet includes similar activities, but also includes several much harder questions to help extend middle and higher ability students. The PowerPoint also contains a number of linked in video clips and animated steam engines. I would like to add that I am not a train spotter, but I've always found that my students, especially the boys have thoroughly enjoyed this topic so put the fun back into the industrial revolution by looking a few machines rather than just focusing on social history. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: Why were the important steps to the introduction of the steam locomotive? Understand: What were the causes of ‘Railway Mania’? Evaluate: Why did the railways rapidly grow from 1830 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: The key inventions that were necessary for the invention of the locomotive? Explain: What was ‘Railway Mania’? Analyse: Begin to come to a judgement on which factor to the introduction of the railways? Anyway, have fun with these resources. They are full editable. If you like them, then please check out some of my other resources on the building of the railway and their impact of the economy. Kind Regards Roy

This great resource has been tried and tested over 25 years and looks at the causes and results of the Protestant Reformation. However, before you look away, this resource is designed to suit the full range of learning abilities that you would find in a main stream school. Some of you may even recognise parts of this resource from an older version, which I have now updated, from school history, that was downloaded over 400,000 times. This is a must have resource! The PowerPoint includes 5 activities. The first activity is a snowballing starter using all the key words in the lesson. The second activity gets students to annotate / label a medieval painting of purgatory. This will hopefully lead to a class discussion on ideas about Heaven and Hell. The third activity is to update and correct their labelling with purple pen. There then follows a series of slides and links to video clips explaining medieval ideas on relics, indulgences (Pardons) and Martin Luther’s role in challenging them. This is all done simply at a level that main stream students can understand. The fourth activity, gets students to design their own Wittenberg Poster using Martin Luther’s ideas. This can be completed and aged for homework using tea bags or coffee and makes an excellent classroom display. 1000s of my students have completed this task and loved it! The final activity, which might take a second lesson, gets students to compare and contrast the similarities and differences between a Catholic and a Protestant Church. All the templates are included at the end of the PowerPoint. The aims and objectives for this outstanding lesson are: Theme: Why did Britain ‘break’ with Rome? Know: Who was Martin Luther and why did he disagree with the Pope? Understand: What are the differences between a Protestant & Catholic? Evaluate: Why was there religious conflict in the 16th Century? Skills: Cause, Consequence, Change & Continuity. WILF - What Am I Looking For? Identify and describe: the differences between a Protestant and a Catholic Church? Explain: Why martin Luther protested against the Catholic Church? Analyse: Why was there Religious Conflict in the 16th Century? Anyway, have fun completing this lesson with your students. Its simple, fun and easy to edit to suit your own students. If you like this resource you will absolute love my lesson on the Martyrs - history with the best bits left in! Kind Regards Roy

A word search on the KKK, which can be used as a starter, plenary or as a homework activity. If you would like some more resources on this topic then please check out my worksheet and PowerPoint on the KKK. 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

These revision cards cover all the key factors that you will need to know about Weimar Germany from 1919 - 1933. If you are looking for a fun, interactive revision game that can be used as a starter or plenary, then this resource for you! It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the Church Settlement Act and why? Analyse: How far was the Church Settlement Act a success? 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, along with this one 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 study guide and assessment for learning resource looks at 'Why did the League of Nations fail. In the study guide it contains all the key information that students need to know for their exams along with tasks and activities to test their progress. It is suitable for students of all abilities and includes both differentiated activities such as heads and tails, as well as graphic organisers and thinking skills activities. The second section include Oxford and Cambridge exam board past paper questions, pupil mark schemes and question guides. These could be easily adapted for other exam boards. The study guide itself is worth its weight in gold so this is an outstanding resource at a bargain price and should keep a class going for half a Semester on 3 hours a week. If you like this resource then why not download the PowerPoints that I have created to accompany this topic? The resource addresses the following aims: To what extent was the League a success 1919 - 1936. It addresses the following questions:  What were the aims of the League?  How successful was the League in the 1920s?  How far did weaknesses in the League’s organisation make failure inevitable?  How far did the Depression make the work of the League more difficult?  Why did the League fail over Manchuria and Abyssinia   It is set out in the following way: Revision Notes Pages 1. Aims and organisation 3 - 6 2. Strengths & weaknesses of the organisation 7 - 8 3. The work of the League of Nations during the 1920s 9 – 11 4. Japanese invasion of Manchuria 12 - 15 5. Italian invasion of Abyssinia 16 - 20 6. Compare & contrast table of the 1920s & 30s 21 7. Why did the League of Nations fail in the 1930s 22 - 23 Past Paper Questions Sections A & B 1. Cartoon questions on the League of Nations 24 – 30 2. Describe, Explain & Evaluate Questions 31 – 37 3. Mark scheme and advice for cartoon question [7] 38 4. Mark scheme and hints for tackling explain question [8] 39 5. Mark scheme and hints for tackling describe question [4] 40 6. Mark scheme and hints for tackling explain question [6] 40 7. Mark scheme and hints for tackling evaluation question [10] 41

These revision cards cover all the key factors that you will need to know about the Tudors and Henry VIII. They make an excellent fun starter, mini plenary or plenary to any lesson. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, If there is a term that you do not understand then as your teacher or do some extra research. From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 using our resources with your students and stay in touch. Kind Regards Roy

This fun and engaging lesson on Magna Carta gets students to assess its historical significance to the development of democracy. It begins with a selection of starters, before introducing the problems that King John faced during his reign, including his growing unpopularity. This is consolidated through a classification exercise, using a printed summary sheet, that students can stick into their books, before writing a couple of sentences to explain why different people were angry with the king. The lesson then moves onto the events that led up to King John being forced to sign Magna Carta in 1215, its terms and a source based task that analyzes its historical significance using a weighting scales graphic organizer. This exercise looks at short and long term factors which are linked to the English Civil War, American Revolution and the UN Declaration of Human Rights. The lesson then rounds off with a post-it note voting continuum exercise. However, we have included a range of additional activities in the extra resources section; including writing frames and templates to help students scaffold an extended answer on Magna Carta’s historical significance. We have also included in a range of alternative templates for students to write and produce their own version of Magna Carta for homework. When you purchase this lesson you will be able to download a 30-slide PowerPoint Presentation and an accompanying three-page worksheet in Word format. Both have also been uploaded as PDFs. The PowerPoint includes aims, objectives, differentiated objectives, starters, plenaries, information slides, graphic organizers, historical sources, tasks, activities, video links, templates, and writing frames. The accompanying worksheet mirrors the PP and is designed to help accompany the lesson. Please see the detailed preview for further information. The aims and objectives of this lesson are: Theme: Medieval society and the origins of Parliament Know: The key events that led to King John signing Magna Carta in 1215? Understand: Why the barons rebelled against King John? Evaluate: The historical significance of Magna Carta to the development of democracy? Skills: Change, Continuity, Cause, Consequence and American Values WILF – What Am I Looking For? Can You Describe: The key events that led to King John signing Magna Carta in 1215? Can You Explain: Why King John was so unpopular with his people? Can You Evaluate: The historical significance to the development of democracy?

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

This fun and interactive lesson is designed to help students evaluate the personality and character of Bonnie Prince Charlie and his role within the Jacobite Rebellion in 1745. The young, dashing Charles Stuart stands out from the historical record and demands closer examination. To some he is a romantic hero who represented the rebirth of an independent Scotland, whilst to others he was simply the lackey of the French King who was sent over to destabilize Britain, whilst she was at war with France. When you purchase this lesson you will be able to download four documents. The first contains the PowerPoint, which includes the aims, objectives, differentiated outcomes, starters, plenaries, information slides, photocopying templates, historical sources, task and activities. The second and third are two information sheets describing what happened during the Jacobite Rebellion of 1745 and are aimed at higher and lower ability students. The fourth or final document is a single page Word Document which contains two heading cards and eighteen information cards to be sorted so that students can evaluate whether Bonnie Prince Charlie was a hero or a villain. Please see the preview for more information. There is enough work in these resources for two lessons, which could be then finished off for homework. The aims and objectives of this lesson are: Theme: The Act of Union Know: Who was Bonnie Prince Charlie? Understand: How close did the Jacobite Rebellion in 1745 come to being successful? Evaluate: Was Bonnie Prince Charlie a hero or a villain? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Bonnie Prince Charlie? Can You Explain: How close did the 1745 Jacobite Rebellion come to being successful? Can You Evaluate: Was Bonnie Prince Charlie a hero or a villain? 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 cheaper option then you can purchase stripped down version of this lesson with a similar title but with ‘Card Sort’ inserted. 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 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 outstanding resources look at why people believed in witches in the seventeenth century and why there was an increase in the number of witch hunts. They are beautifully designed and differentiated for the full range of ability. When you purchase this resource you will be able to download a four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which includes information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why people believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel an increase in witch hunting during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used as a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support material for students. These tasks and activities include source analysis questions, as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson, then you might be interested in buying the follow up lesson on ‘How Fair Were Witch Trials?’ which can be purchased separately or as a bundled resource. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people were persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You describe: Why people believed in witches in the 16th and 17th Centuries. Can You Explain: Why there was an increase in the number of witch hunts? Can You Analyse: Why were certain people were persecuted? 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 great little resource / puzzle is designed to help develop students' knowledge of the events in 1066 from the Norman perspective by getting them to match the captions with the scenes from the Bayeux Tapestry. This outstanding story boarding activity will also give students the opportunity to discuss, self and peer assess their understanding of one of the worlds most famous primary sources. Objective: To sort the story of what happened in 1066 into its correct chronological order using the pictures from the Bayeux Tapestry. Instruction: Cut out the pictures and captions. Match the pictures to the captions. Then place them in order to tell the story of the key events of the Tapestry. There are 13 captions and 13 images I have provided two documents for this activity - but you only really need the first one as I wanted to be able to show case the high quality images that I have carefully selected, so that they would photocopy for classroom use in either greyscale or colour. I would recommend getting students to stick their work on to A3 paper, but they could just as easily span a double page spread in an A4 exercise book. This activity is suitable for abilities of students, but I have deliberately included some challenge in this activity so that students will have to work collaboratively and look closely at the source. 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 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

These resources are aimed at lower and middle ability students and look simply how Hitler was able to seize power in 1933. However, they so both contain some stretch and challenge activities. The first activity is a card sort matching statements on Hitler’s beliefs to his ideas. The second resource is a worksheet which includes facts, information and sources explaining why Hitler hated the Jews, the link between unemployment and support for the Nazis as well as how he used the Reichstag and Enabling Law to turn Germany into a dictatorship. The worksheet is published in font size 14 for SEN students and written in a very straight forward prose. The aims and objectives are: Theme: Nazi Germany Know: What did Hitler and the Nazi Party believe? Understand: Why did people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag Fire to get the Enabling Law passed? Skills: Cause, Consequence and Source Analysis WILF: What Aim I looking for? Identify and Describe: What did Hitler and the Nazi Party believe? Explain: Why did the German people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag fire to get the Enabling Law passed? 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