Should freedom of information and speech be limited to protect public morality by governments or social media platforms? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? This great little card sort 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. 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 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 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 activity are: Theme: Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyze -How far should media 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

Engage your students with this fun, dynamic and interactive marketplace activity, specifically designed to encourage them to delve into the debate surrounding the legendary highwayman Dick Turpin. By collaborating in this activity, students will have the opportunity to critically examine and discuss whether Dick Turpin should be regarded as a hero or a villain, fostering a deeper understanding of historical perspectives and ethical considerations, whilst practicing their critical thinking and essay writing skills. The lesson begins with either a snowball, whiteboard or source analysis starter, before moving onto the main task which gets them to analyse a historical narrative about different stages of his life that has been broken up into different information slides. These can be posted around the classroom or shared amongst groups. Students record the key facts on whether he was a hero or a villain in their exercise books or in one of two specially designed summary sheets that can be previewed below. Once they have completed the market place activity, they are presented with a number of different tasks that you can choose from to help them consolidate their knowledge and form a judgement. When you purchase this lesson you will be able to download a 36 slide PowerPoint which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, extended writing task, templates, writing frames and video links. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers and a wanted poster activity. This lesson has also been uploaded as a PDF, just in case you do not have access to Office. 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 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. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

These outstanding resources on the Christmas Truce in 1914 are a great lesson no matter the time of year, but they make a particularly moving, touching and inspirational end to the long Autumn Term on the meaning of Christmas. I’ve provided two resources with this lesson. They can be used in any subject across the curriculum. This topic links to History, Music, RE, PSCHE, English, Drama and Music. The first resource is a worksheet with a series of activities aimed to support a wide spectrum of learners. I’ve built in extension tasks as well as DART strategies for the less able. The PowerPoint is designed to primarily to support the delivery of the worksheet, but includes the aims and objectives, a snowballing starter for pair and share, differentiated questions for different groups, historical sources and diagrams to help illustrate core ideas as well as carefully selected video and music clips. This is one of my favourite lessons and I am confident that it will quickly become yours as well. Treat yourself to good lesson, avoid the painful Christmas videos at the end of term and create a memorable educational moment in time for your students with this truly inspirational story. Both resources included in this lesson have been uploaded in both Office and PDF format. Theme: The First World War Know: What happened during the Christmas Truce in 1914? Understand: Why did the British and German troops hold an unofficial truce? Evaluate: Why wasn’t there a Christmas truce in 1915? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during the Christmas Truce in 1914? Can You Explain: Why did the British and German troops hold an unofficial truce? Can You Evaluate: Why wasn’t there a Christmas truce in 1915? If you like this resource then why not check out our other resources on similar 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 literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they’re. This is a must have resource for any humanities teacher. The idea of a ‘mat’ is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. This resource was created in partnership with Lesley Anne who also has her own TES shop so please check it out as well. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. 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 literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they're. This is a must have resource for any teacher. The idea of a 'mat' is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. If you would like to know more then get in touch. 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 lesson to inspire and engage your students, then this play designed to be read out or performed in lesson on the challenges facing a young physician, his family and servants during the Great Plague of London 1664 - 1665, is just what the doctor ordered. The play and the support materials that have been uploaded are suitable for the full range of ability in a mainstream secondary or high school. Using drama role play or the medium of a play to explore detailed and complex ideas and historical situations can be a particularly effective tools for engaging students of all abilities. This resource was written to be used in a history lesson with students at KS3 or studying GCSE Medicine Through Time, but it is also suitable for use in an English or Drama lesson. To this end, I have created additional tasks and activities that could be used in those subjects. The plots and story line in the play of the Plague Doctor have been written to help students understand the medical knowledge that people used at this crucial moment in history when Britain was on the threshold of the Age of Science. As the story line unfolds, students will learn how people believed that diseases were spread and what attempts they made to try and avoid catching them. They will also learn how people reacted during an outbreak of an epidemic and the problems that this create for medical and civil authorities. When you purchase this resource you will be able to download a nine page Word Document which contains the play, as well as a sixteen slide PowerPoint Presentation. The PowerPoint includes aims, objectives, differentiated outcomes, information slides, historical sources, pictures, diagrams, links to appropriate video clips as well as starters, plenaries, tasks and activities to help support the delivery of the play. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Stuart England 1660 - 1714 Know: How did people react to the outbreak of the plague in London 1664-65? Understand: How did people believe that diseases were spread at this time? Evaluate: How successful were attempts to treat plague victims? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: How did people react to the outbreak of the plague in 1664? Explain: How did people believe that diseases were spread at this time? Analyse: How successful were attempts to treat plague victims?

This outstanding problem-solving lesson is designed to help students understand the challenges facing Charles I in 1625 and why he decided to rule without Parliament in 1629. Once students have worked their way through the starter exercises, they are presented with a number of problems facing Charles I ranging from religious, financial, foreign relations, the growth of Parliament and his own beliefs in the Divine Rights of Kings. Once they have reviewed, categorised and prioritised these problems, students are then asked to produce a speech suggesting how he could solve them and then peer assess their answers. In the final plenary activity, they are then presented with Charles I’s decision to rule without Parliament and asked to decide whether it would help to solve his problems in the long term.? This lesson is suitable for the full range of ability. I have built a number of different tasks and activities around these different exercises so that you can chose a suitable flight path through the topic. So, for example, students can use to produce their own summary diagram of Charles I’s problems or colour code the exercise book version that I have included at the end of the PP. I have also differentiated the problem slides so that you have a foundation and core version. Please see the detailed preview for further information, but I have included everything that you would need to produce a fun and engaging lesson with a strong literacy focus. When you purchase this lesson, you will be able to download a nineteen slide PowerPoint which includes aims, objectives, differentiated outcomes, starters, plenaries, information slides, tasks, activities and templates to help students The aims and objectives of this lesson are: Theme: The Causes of the English Civil War Know: Why did Charles I decide to rule without Parliament in 1629? Understand: What problems faced Charles I when he became King in 1625? Evaluate: Which problems posed the greatest threat to Charles I? WILF – What Am I Looking For? Identify & describe: Why did Charles I decide to rule without Parliament? Explain: What problems did Charles I face in 1625? Analyse: Which problem posed the greatest threat to Charles I? 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

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 a 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 heads 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 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

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, 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 and stay in touch via social media for the latest updates. Kind Regards Roy

Can the massive death and destruction of armed conflict ever be morally justified? Is there such a thing as a just war? 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? Analyze - 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

This fun and interactive lesson is aimed at Key Stages 4 and 5 and looks at exploits of the infamous highwayman Dick Turpin. The aim of the lesson is to evaluate whether he was a hero or a villain. The lesson begins with a series of starters designed to get students collaborating and working together as well as a card sort on some of the popular elements around the story of his life. This is then followed up by getting students to analyse a historical narrative of his life, along side various historical sources and to pick out actions and events that would support whether he was a hero or villain. This is then followed up with an extended writing exercise, which is supported with various templates, planning sheets and PEEL writing frames. The extra resources section includes a heads and tails activity, word search, knowledge quiz with answers, wanted poster activity and a narrative & analysis activity aimed at sixth form students. When you purchase this lesson you will be able to download a 28 slide PowerPoint which contains aims, objectives, differentiated outcomes, information slides, historical sources, link to a video clip, tasks, activities, word, starters, plenaries, organisers, writing frames and templates. Accompanying the PowerPoint is a three page Word Document document containing the narrative account of Dick Turpin’s life along with historical sources, as well as a single page Word Document containing the card sort. All documents have also been uploaded as PDFs, just in case you do not have access to Office or require a smaller document size. Please see the detailed preview for a sample of the lesson. 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 lesson looks at several key issues surrounding the trail of Sacco and Vanzetti and includes a wide range of contemporary and modern sources to help the learner make up their own min. The aims, objectives and differentiated outcomes are: Theme: The Dark side of the Boom Know: Who were Sacco and Vanzetti and what were they accused of? Understand: How fair was their trail? Understand: Why were some Americans afraid of the new immigrants? Evaluate: How tolerant was the USA in the 1920s? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who were Sacco & Vanzetti? Explain – How fair was their trial and investigation ? Analyse – begin to form a judgement on how tolerant was US society in the 1920s? There are 6 activities built into the lesson including a snowballing starter, an OCR style source question with a pupil mark scheme, a persuasive speech literacy activity for their defence or prosecution, a Venn dig ram source analysis on contemporary reactions, an evidence review sheet on their innocence or guilt and finally an OCR 6 mark question with a mark scheme on 'why were Sacco and Vanzetti executed.' I have been observed several times with this resource and have had this lesson graded as outstanding. I have also included a persuasive literacy mat to help students phrase their speeches. 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 outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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 unit is designed to allow students to investigate how William consolidated his control of Britain after the Norman invasion. It starts by looking at the 'Harrying of the North' by William and how he ruthlessness wiped out all opposition to his rule. The second unit looks at how he rewarded his supporters and tightened his control by introducing the Feudal System. Whilst studying this unit it is important to emphases the importance of doing 'homage' and taking the 'oath of allegiance' as William placed considerable importance on this aspect. His key justification for the Norman invasion was his claim that King Harold was an oath breaker and that his victory was a vindication of the just by God. The fourth unit looks at the Domesday Book and how land and wealth was distributed. Please make sure you point how to your students how much land and wealth was given to the Church as the Pope had supported his invasion. The final two units look at the roles played by different types of castles in helping William consulate his control. This resource is best used alongside the Heinemann History series which is referred to in the scheme of work. It represents excellent value as I have included all the relevant lesson resources along with two literacy mats to help students write a persuasive letter to their local Lord explaining why they should replace the Motte and Bailey Castle with a Square Keep Castle. This work makes an excellent display and assessment work, especially if students age their work with tea bags or coffee. All my students have thoroughly enjoyed this scheme of work as it lends itself to memorable educational moments that will last them a lifetime. Kind Regards Roy