This great resource is designed to help students work cooperatively and research the key stages in Adolf Hitler's life from 1889 - 1933. This lesson makes a great observation lesson if you are trying to demonstrate collaborative learning. The PowerPoint includes information, content and sources that can be printed off on A3 for the following stages in Hitler's life 1889 - 1909, 1909 - 1913, 1913 - 18, 1918 - 23 and finally 1923 - 22. This information can be given out to groups or pinned up on the wall. I've also included an optional observation sheet for students to use to record their research. The first activity in the lesson is a snowballing starter of the key words to help activate the learning. The second task, the market place activity can be approached in one of two ways. Your first option is for your five groups to rotate around the information, record their five facts and then move on to the next stage in Hitler’s life / career OR for a student from each group to speak for their table and rotate and share what their group has learnt. The aim of this activity is not just to give students an overview of Hitler's life and his ideas, but to also get them to listen, speak and collaborate as effective learners. The final activity, is a plenary class discussion which tries to get students to match Hitler's ideas to different stages in his life. There is no perfect match, it is designed to promote debate. There is a second discussion questions which centers around why did Germans vote for Hitler jobs, bread, ripping up the Treaty of Versailles, revenge or Anti-Semitism? The aims and objectives are: Theme: Germany 1923 - 1933 Know: Who was Adolf Hitler and what did he believe? Understand: How did Hitler’s experiences shape his beliefs? Understand: Why did Hitler join and become leader of the Nazis Party? Evaluate: Why did the membership of the Nazi Party increase? Skills: Narrative, Causes, Consequence, Significance. What Am I Looking For this lesson? Identify and describe the key facts about Hitler’s early life? Explain how Hitler’s experiences may have shaped his beliefs? Analyse the reasons why people joined and supported the Nazi Party? 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 PowerPoint is designed to span two lessons and includes 6 activities to help students assess the tactics that General Haig used at the Battle of the Somme in 1916. The aims and objectives are: Theme: Why was there a stalemate on the Western Front? Know: What tactics did General Haig use at the Battle of the Somme in 1916? Understand: Why did the Battle of the Somme end in a stalemate? Evaluate: Was General Haig the 'Butcher of the Somme? Skills: Cause, Consequence, Source Analysis and Interpretation WILF: What Am I Looking For? Identify and describe - What happened during the Battle of the Somme in 1916? Explain - Why did Haig’s tactics fail to achieve a breakthrough? Analyse - How far was Haig’s responsible for the failure to break through in 1916? These activities include a snowballing starter, source analysis comparing John Laffin and the BBC’s Blackadder interpretation of General Haig, a contemporary cartoon analysis to assess public reaction in 1916, a summary diagram of why Haig tactics failed and a source analysis comparing the different perspectives of George Coppard and Haig of the progress made on the first day of the attack. I’ve also included a card sort activity which could be used as the basis for an assessment or extended writing on the topic. In all there are 40 slides which can be easily customised for your students. It could also be uploaded to a virtual learning environment and used as an independent learning resource for homework. Professional Knowledge For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as ‘lions led by donkeys.’ Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the ‘War to end all wars’ in the 1930’s. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1’ to almost justify the Republican Movement in Australia. Anyway, have fun and I look forward to your feedback.

AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details. The aims and objectives of this lesson are: Theme: Technology in Education Know: What is AI and how can it be used in education? Understand: The benefits and dangers of AI in education? Evaluate: How far AI has the potential to improve education? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is AI and how can it be used in education? Can You Explain: The benefits and dangers of AI in education? Can You Evaluate: How far AI has the potential to improve education? 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 diamond 9 activity has been designed to help students studying the why some women got the vote in 1918. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the critical thinking skills of the more able. If you are looking for a main stream resource, then please check out my card sort on this topic, which can be found in my TES shop. However, If you wish, you can also purchase both resources along with a PowerPoint with aims, objectives, starter, assessment and pupil mark scheme for an extra £1 , under the title: ‘Why did some women get the vote in 1918?’ When you purchase this resource you will be able to download a fully editable Microsoft Word document which can be differentiated further if you wish. The resource includes nine diamond shaped cards which include one of the reasons why some women got the vote in 1918. Once students have cut the cards out, they are set three tasks including: Remove any reasons that you don’t think are important. Record and explain why you have removed them. Sort the remaining diamonds to show which are ‘short’ or ‘long’ term consequences. Record and explain your reasons. 3… Make a smaller diamond shape using the four most important reasons why some women got the vote in 1918 and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is critical if you are going to develop the core thinking skills that we associate with a diamond 9 activity. Once students have sorted the cards, you can extend their understanding further by discussing which factor played the most important role in persuading politicians to change their mind and give some women the vote in 1918. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: What tactics did suffrage groups use to persuade politicians? Understand: What role did the FWW play in helping to change attitudes? Evaluate: Which historical factor played the most important role? WILF: What Am I Looking For? Identify and describe: The tactics used by the suffrage movements? Explain: What role did the First World War play in changing attitudes? Analyse: Make a judgement on 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. 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. Kind Regards Roy

This great diamond 9 activity is designed to help students understand why the causes of the Second World War 1939 - 1945. The key theory underpinning this pedagogy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards include a range of factors to explain the causes of the Second World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. on the causes of the Second World War. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945? Know: What were the causes of the Second World War? Understand: Which factors were the most important? Evaluate: How far was Hitler responsible for starting the Second World War? WILF: What Am I Looking for? Identify & describe: The main reasons why the Second World War started in 1939? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the Second World War aimed at middle and lower ability students. 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 has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut the cards out, they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying why Germany hated the Treaty of Versailles, 1919 . It can be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which describe the terms of the Treaty of Versailles, 1919. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Germany hated the Treaty of Versailles. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? Skills: Analysis, Evaluation, Discussion & Collaboration. WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for Germany? 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 critical thinking skills activity has been designed to provide stretch and challenge for students studying why did Germany hate the Treaty of Versailles . The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which describe the terms of the Treaty of Versailles, 1919. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Germany hated the Treaty of Versailles. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for Germany? 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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary, revision or as a focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why Britain followed a policy of appeasement in 1938. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why Britain followed a policy of appeasement in 1938. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thining skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? 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 resource is designed to help students understand why the causes of the First World War 1914 - 1918. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain the causes of the First World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. The aims and objectives for this lesson are: Theme: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. 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 thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain Hitler’s rise to power. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons for Hitler’s rise to power. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? 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 diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for students studying the League of Nations by looking at the key reasons why it failed. The key pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary, revision or as a focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why the League of Nations failed in the 1930s? At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The League of Nations 1919 - 1939 Know: What were the aims of the League? Understand: What key factors undermined it’s success? Evaluate: Which factors were the most important it causing the League to fail? WILF - What Am I Looking For? Identify and describe: Why the League of Nations failed? Explain: How each key factor undermined the success of the League of Nations? Analyse: Which key factors contributed the most to the League of Nations downfall? 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 has been designed by experienced teachers to help provide stretch and challenge for students studying why the League of Nations failed to stop the Italian invasion of Abyssinia. The key pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why the League of Nations failed to stop the Italian invasion of Abyssinia. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why the League of Nations failed to stop the Italian Invasion of Abyssinia. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Why did the League of Nations fail 1919 - 1939? Know: What sanctions did the League of Nations impose on Italy? Understand: Why did the League fail to stop the Italian invasion of Abyssinia? Evaluate: Which factors were the most important? WILF - What Am I Looking For? Identify and describe: What sanctions did the League of Nations impose on Italy? Explain: Why did the League fail to stop the Italian invasion? Analyse: Which factors were the most important it causing the League to fail? 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 has been designed by experienced teachers to help develop students critical thinking skills whilst studying the causes of Britain’s Industrial Revolution 1750 - 1900. It can be used with middle and upper ability students as a starter, plenary, revision or assessment activity. If you are looking for a resource to for the full ability spectrum, then why not check out my card sort on this topic, which can be downloaded from my TES shop. The resource includes nine diamond shaped cards which include a range of factors which explain Britain had an Industrial Revolution 1750 - 1900? The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Britain had an Industrial revolution 1750 - 1900. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their critical thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The Industrial Revolution 1750 - 1900 Know: How did Britain change from 1750 - 1900? Understand: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: Which causes were the most important? Skills: Analysis, Evaluation, Discussion & Collaboration WILF: What Am I Looking For this lesson? Identify and describe: How did Britain change 1750 - 1900? Explain: Why did Britain have an Industrial Revolution 1750 - 1900? Analyse: begin to form a judgement in which causes were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity. Aims & Objectives Theme: Why was there a stalemate on the Western Front? Know: What tactics did General Haig use at the Battle of the Somme in 1916? Understand: Why did the Battle of the Somme end in a stalemate? Evaluate: Was General Haig the 'Butcher of the Somme? WILF: What Am I Looking For? Identify and describe- What happened during the Battle of the Somme in 1916? Explain - Why did Haig's tactics fail to achieve a breakthrough? Analyse - How far was Haig's responsible for the failure to break through in 1916? Professional Knowledge For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own! I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package. Kind Regards Roy

This great little card sort is a must have for anyone studying why William won the Battle of Hastings in 1066. The resource in a word format so it can be fully adapted to suit your learners, but I have made sure that it's accessible for core, foundation and gifted and talented students. This card sort can be used as a starter, mini plenary or plenary. It can also be used as a planning exercise before students attempt writing an extended essay for assessment purposes on the topic. So in brief, I have provided a two page worksheet with the following heading of leadership / tactics. organisation, luck and Harold's mistakes as well 16 cards that students can sort under these headings. The aims objectives are: Theme: Why did William win the Battle of Hastings in 1066? Know: What factors helped William to win? Understand: How important was William's leadership, tactics, luck and organisation in helping to win? Evaluate: How far did William win or Harold lose? WILF - What an I Looking For? Identify / describe: Why William won the Battle of Hastings? Explain: Several reasons why William won the Battle of Hastings? Analyse: Explain which factor was the most important reason why William won? I have been observed several times with this lesson and have been graded outstanding each time. This is a high quality resource, which works. The students love the activity which never fails to help them develop a sophisticated understanding of why he won! However, don't take my word for it, download and try it! Kind Regards Roy Ps Check out some of my other Norman Conquest resources!

These graphic organisers can be printed off as worksheets or used on your Interactive Whiteboard for a wide range of subjects and topics to help students analyse sources or compare and contrast ideas.