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 resource for GCSE History students. Worksheet1: Students look through the reasons. They decide which of these were reasons that Stalin signed, and which were reasons that Hitler signed the Pact. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the reasons, and categorise genuine reasons (more Machiavellian) and those ‘officially given’. There are extension questions at the bottom of the sheet. Worksheet 2: Students can explain why different reasons made Stalin sign the Pact. Students analyse the different reasons. It might be helpful to show the powerpoint slide as an aid to this to help students realise Stalin’s aims. There are extension questions at the bottom of the sheet. The second slide contains a link to the YouTube clip - Nazi invasion of Poland.

A lesson featuring a chronology activity for students and an opportunity for extended writing and source analysis. Students can cut up the cards and have students arrange them into the correct order. Answers: B, F, E, A, G, C, H, D YouTube link covers causes more than events - but a great lead-in. Potential questions to ask students either orally or as written answers:- Questions – answer in any order: Do you think that the peasants were right to march to London and attack the city? Or should they have protested differently? Why? Was there a point where it became a real threat to the monarch’s power? Why? / why not? What do you think of King Richard tricking the peasants at the end? Why? Should the peasants have gone home when they were promised what they wanted? Why? / why not? This could be turned into a storyboard or article afterwards.

This is a lesson resource in including a two-fold card sorting or cutting and sticking exercise. Students start by matching up key terms which will be used in this lesson and others on the Civil War. Students then move on to the causes of the war, on the worksheet. They decide which are the long-term and short term factors. They can subsequently arrange them according to blame - the king, Parliament, or no particular blame. Lower-ability students can move straight on to blaming the king, Parliament, or no-one in particular. Students can use the writing frame at the end to decide on the more important causes of the Civil War, and attach overall blame to the king / Parliament. A fun and informative lesson.

This is a revision resource for GCSE students. Students are presented with 10 events / issues surrounding the League in the 1920s. they are invited to analyse the strength or otherwise of the League in addressing these issues. There are hints to help the weaker students contained on the powerpoint slides, as well as an introduction /refresher to the Article 10 of the covenant. As an extension, students decide whether the league’s ‘successes’ were worth much in the bigger picture, by deciding how well the League contained bigger / smaller countries’ ambitions. This can lead to debate or a variety of extended writing tasks.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the factors behind them - e.g. war etc. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

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

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

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

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that monasteries were important in maintaining public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the importance of the contribution of the monasteries.

This is a KS3 resource which could also be used as an introduction at KS4/5. Students are invited to read through a series of events. they are to explain the feelings of the Russian population at each point. The story starts in 1905 and ends in 1945. There is a differentiated version which students can use to make a storyboard. Students can use the final box, empty, to explain the feelings of Russian people at the end of the sequence of events. Order - A, E, B, G, C, F, D.

This is a card sorting resource to allow students to judge the effectiveness of the NHS. Students can sort the cards into groups to do with costs, public health and other factors. Students can sort the cards into groups to do with positives and negatives. There are questions at the bottom of the sheet, for more able students, to do with the best/worst point about the NHS, and are invited to explain their own thoughts. This can lead to a piece of extended writing on the effectiveness of the NHS.

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

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

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

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

This is a lesson for the events of the assassination and afterwards. Students can watch the clip and have a writing frame provided in the powerpoint to write an article. Key terms and people are explained in the powerpoint too. The second half is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. There is a differentiated version for less able students, and the very weak ones could be encouraged to match the country to the reaction… Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.

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 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.