This great resource makes a really effective classroom display to help students structure their answers using PEE or PEEL. It looks great laminated in either A4 or A3. When you your purchase this resource you will be able to download an eight page word document with the letters PEEL and a matching pupil speak explanation to be displayed alongside the relevant letter either alongside or below. Overtime, I train all my students to at whatever level to use PEEL, its a great tool for improving literacy as well as their grades. Once you’ve embedded it you can also get them to peer and self assess their work by writing Point, Example, Explain and Link in the margin of their exercise books. The majority of my written feedback also uses the key words in PEEL. Please see the preview for more information. 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 single page literacy mat is designed to help students produce either a persuasive piece of writing or a speech. As you can see from the preview, students are given a series of sentence starters to help them scaffold their answers. This is a tried and tested resource which works brilliantly with students of all abilities. As a history teacher, I often use this mat with my students to write formal letter of complaint to General Haig about conditions in the trenches or to write a persuasive letter to a Norman Lord recommending why he should replace his Motte and Bailey Castle with a Square Keep. This resource has been so successful that it has been adopted by our English Faculty and spread around both the LEA and our Trust. This is a brilliant resource which works with all ages and abilities. Most people print off a set either in A4 and laminate them. It also makes an excellent classroom display when printed off on A3. 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 so that you can spend more time doing the things that you want. Anyway, have fun with this outstanding resource and stay in touch via social media. Kind Regards Roy

This engaging and interactive card sort activity is specifically designed to help GCSE English students explore the complexities of Shakespeare’s Macbeth character. Set against the theme of disorder, confusion and order, this lesson facilitates a discussion of Macbeth’s moral dilemma and its impact on the dramatic action of the play. Key Features: Snowballing Starter: Students begin by engaging in a snowballing starter activity using key words related to Macbeth’s character. This activity encourages critical thinking and helps students establish a foundation for further exploration. Heroic and Villainous Traits: After the starter activity, students are prompted to decide which adjectives match the heroic and villainous sides of Macbeth’s character. This exercise allows students to analyse Macbeth’s motivations and actions, fostering a deeper understanding of his complex nature. **Matching Quotes: ** The main task of this lesson involves matching quotes with Macbeth’s key characteristics. By analysing key quotes from the play, students gain insight into Macbeth’s moral confusion and the disruption and disorder it creates. GCSE and A Level Focus: This lesson is suitable for both GCSE and A Level students, providing valuable insights and analysis for students at different levels of study. By using this resource, students will enhance their understanding of Macbeth’s character and the central message of the play. They will develop critical thinking skills, analyse complex themes, and strengthen their ability to interpret Shakespearean literature. When you purchase this resource you will be able to download two documents, a single page Word document and a PowerPoint. The Word document contains the various headings, statements and quotes that are to be sorted, whilst the PowerPoint contains aims, objectives, differentiated outcomes, information slides, tasks, activities, plenaries and continuums to help facilitate the lesson. Both documents have also been uploaded as PDFs. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Macbeth Know: What are the key elements of Macbeth’s character? Understand: How Shakespeare uses conflict and disorder to drive the dramatic action? Evaluate: Whether Macbeth was a hero or a villain? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key elements of Macbeth’s character? Can You Explain: How does Shakespeare use conflict and disorder to drive the dramatic action of his plays? Can You Evaluate: Was Macbeth a hero or a villain?

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 fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin for KS2 or a special needs class at KS3. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC topics in our 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

This fun and interactive card sort has been designed a starter or plenary to a lesson on the highwayman Dick Turpin. Students are given a series of statements about his actions and how people have reacted to them and are instructed to sort them under the headings of hero or villain. This lesson is suitable for either a KS3 or KS4 history or an English lesson. When you purchase this lesson you will be able to download a 10 slide PowerPoint that has been designed to help facilitate the card sort. It contains aims, objectives, a brief introduction, a historical source, link to a video clip, tasks, activities, starters, plenaries and templates. Accompanying the PowerPoint is a single page Word Document file containing a learning objective, instructions, two heading cards labelled ‘Dick Turpin was a hero’ and ‘Dick Turpin was a Villain.’ The resource also contains 20 statements to be sorted by students and a second task instructing them to write an extended answer. Both documents have also been uploaded in PDF. The aims and objectives of the lesson are: WILF – What Am I Looking For? Can You Describe: Who was Dick Turpin? Can You Explain: Why he is seen as either a hero or villain? Can You Evaluate: Was Dick Turpin a popular hero or a villain? If you like this resource then why not check out our other resources on similar SMSC topics in our 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

Is there such a thing as a just war? Can the massive death and destruction of armed conflict ever be morally justified? Should we stand by and allow innocent people be raped and murdered in horrible acts of genocide? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the Just War Theory. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page, fully editable Word Document which contains a learning objective, instructions, two heading cards as well as fourteen carefully selected statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the Just War Theory? Understand: What are the arguments for and against waging a just war? Evaluate: Are there any moral circumstances in which it s acceptable to wage war? WILF - What am I Looking For? Identify and describe - The Just War Theory Explain - the arguments for and against fighting a just war? Analyse - Are there any moral circumstances in which it is acceptable to wage war? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great graphic organiser is designed to help develop students thinking and source analysis skills. Simply paste a copy of the source in the middle of the graphic organise and get your students to complete analyse the source by answering the questions in the squares. As students work their way from the inside out, they will identify what they can learn from the source and consider key issues such as origin, nature and purpose, which have been carefully structured and sequenced to reflect the increasing levels of difficult. Kind Regards Roy

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of freedom of speech and censorship continues to be a controversial subject in most democratic societies. Should radical groups be banned from spreading hate on the Internet through Social Media platforms. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship on the Internet and Social Media It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted and edited to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Know: What is censorship? Understand: What are the arguments for and against censorship of the Internet and Social Media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship? Explain - the arguments for and against censorship of the Internet and Social Media? Analyse - How far should teh Internet be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Can lying ever be morally justified? On the one side of the debate we have those who say that under no circumstances can lying ever be justified, whilst on the other side of the debate we have those argue that lying is okay to prevent harm. So for example, was St Peter right to lie about knowing Jesus after he was arrested? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against lying. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. This lesson is designed to be used in an RE or Moral Philosophy lesson but it is a great tool for tutor time or helping students who need pastoral guidance. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: Why is it wrong to lie? Understand: What are the arguments for and against lying? Evaluate: Are there any circumstances in which it s acceptable to lie? WILF - What am I Looking For? Identify and describe - Why is it wrong to lie? Explain - the arguments for and against lying? Analyse - Are there any circumstances in which it is acceptable to lie? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual and Cultural Education Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyse - How far should the government fund the arts? If you like this resource then why not check out my other resources on this topic in my TES shop. 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 quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11. 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: Ancient Greece Know: Why were the Elgin Marbles removed from Athens? Understand: The arguments for and against returning them? Evaluate: Should the Elgin Marbles be returned to Greece? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the Elgin Marbles were removed? Can You Explain: The key arguments for and against returning the Elgin Marbles? 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

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

This fun and interactive lesson looks at the story of Queen Boudica’s Rebellion. The main activity is a card sort is designed to help students understand the key events and chronology surrounding the life if Queen Boudica. The information in the card sort is designed to run along side any main stream text book or video clip on her story, but I have also provided a detailed PowerPoint to accompany the card sort. I originally designed this activity as a starter / plenary for my lower ability Year 7 students studying the Roman Empire, but I have written the information cards so that could be easily accessed by lower ability students at KS2. I have also uploaded it into Word document so you can differentiate it further if you need to suit the individual needs of your students. When you purchase this resource you will be able to download a PowerPoint with 14 slides and a single page Word document which includes a learning objective and fourteen cards to be cut out and sorted chronologically. I would advise that students feedback their results before sticking them into their book. The Powerpoint includes aims, objectives, information slides, tasks, activities, historical sources and video links. The aims and objectives for this lesson are: Theme: Roman Britain Know: What happened during Boudica’s Rebellion in AD 60 Understand: Why the Iceni rose up against the Romans? Evaluate: Why are historians interested in the story of Boudica? Skills: Cause, Consequence, Chronology & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during Boudica’s Revolt? Can You Explain: Why the Iceni rose up against the Romans? Can You Evaluate: Why are historians interested in the story of Boudica? 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