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I provide activities, starters, and lessons that I myself use myself in myl lessons. In the main I like to share my resources for free.

I provide activities, starters, and lessons that I myself use myself in myl lessons. In the main I like to share my resources for free.
Getting to Know the Big 3
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Getting to Know the Big 3

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Three short starter activities. The intention is to provide the students with the names and key facial features of the big three- to support identification in satirical cartoons.
The Big Three and the Treaty of Versailles
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The Big Three and the Treaty of Versailles

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What do the Big Three want from the Treaty of Versailles? Two sheets of background information on their aims and intentions, with activities included. A character profile sheet to be completed for each of the three leaders.
The Beginning of the Vietnam War
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The Beginning of the Vietnam War

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This is a PowerPoint with approximately 30 slides. Many of the slides are picture based and present a visual image to support an understanding of the origins of the conflict and why the USA became involved in Vietnam.
The My Lai Massacre. How far can we blame the different groups involved?
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The My Lai Massacre. How far can we blame the different groups involved?

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This resource includes a thinking starter, and a short introduction. There are five PowerPoints sharing the different perspectives of those involved. Two PP’s are from the perspective of the US officers (one is differentiated). Two PP’s are from the perspective of the US soldiers (one is differentiated). One PP is from the perspective of the Vietnamese. The final PP, the sixth , is for the Jury group. Each group will present and decide how far those whose perspective they represent is responsible for the massacre. The jury will listen and make the decision on who is responsible for the massacre and how far they are responsible for the massacre.
Woodrow Wilson's 14 points
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Woodrow Wilson's 14 points

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This resource explores what Woodrow Wilson’s 14 points were and how each point could be categorised e.g. economic, military, etc. This provides students with a strong understanding of the armistice terms that Germany agreed to. A clear contrast can be drawn with the ‘wants’ of Clemenceau and Loyd George. It helps to support to understand why the students felt disgruntled about the terms of the Treaty of Versailles.