This outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. The women’s movement was split between the peaceful suffragists on the one hand, who made up nearly 80% of women, whilst on the other there were the better known militant suffragettes. The lesson resources have been designed to suit the full spectrum of ability at KS3 and should work alongside any mainstream textbook or resource on this topic. However, I have also included a PowerPoint to accompany the lesson which includes all the necessary background knowledge for the lesson. When you purchase this resource you will be able to download a fully editable Microsoft Word document an an accompanying PowerPoint presentation. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. Whilst the PowerPoint includes aims, objectives, differentiated outcomes, information slides, links to appropriate video clips and additional tasks, including an alternative Venn diagram activity comparing the two groups of campaigners. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy Kind Regards Roy

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . 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 fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? 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 is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939. This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books. Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939? Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal. 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

The issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. 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 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 twelve 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. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? 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 outstanding lesson has been designed to help students studying the historical controversy surrounding why some women got the vote in 1918. It can be used with the full spectrum of ability. If you wish, you can purchase the card sorts separately for less, under the headings of card sort: Why did some women get the vote in 1918? However, to sweeten the deal, I have also included my diamond 9 activity, which can be given to your gifted and talented or more able for as a separate task to extend their critical thinking skills. When you purchase this resource you will be able to download an editable Microsoft Word document as well as a PowerPoint. The Word document include aims, instructions, four heading cards labelled 'Suffragettes', 'Suffragists', 'First World War' and 'Politics as well as twenty statement cards that can be sorted under them. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, appropriate video clip links, assessment question, pupil mark scheme and feedback sheets. The lesson kicks off with a snowballing starter activity, followed by a brief one side introduction to why some women got the vote in 1918, with an appropriate link to a video clip on YouTube. It is assumed that you have already studied the difference between a suffragette and a suffragist as prior knowledge. The next slide facilitates the card sort, whilst the fourth slide facilitates a pair / group discussion on which factor was the most important. Once this is complete, students can do a follow up assessment on the topic either for homework or next lesson. This optional, but I've included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. 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 engaging lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? 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

Recent events in the Israeli–Palestinian conflict have reignited the debate over the Two State Solution where a Palestinian State is allowed to exist alongside the State of Israeli. This card sort examines the arguments for and against the Two State Solution and allows students to draw their own conclusions. It is aimed at KS4 and KS5 students and is designed to fit around a main stream teaching resources on this topic and serve as a starter or a plenary. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and fourteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of the Two State Solution to the Israeli–Palestinian conflict. You will also be able to download a 18 slide PowerPoint which includes aims, objectives, information slides, links to video clips, tasks and activities to help facilitate and consolidate the card sort task. Both documents as are also available for download as a PDFs. Please see the preview for more details. The aims and objectives of this lesson are: Know: What is the Two State Solution to the Israeli–Palestinian conflict? Understand: Why are both sides unable to reach an agreement? Evaluate: What are the strengths and weaknesses of this peace deal? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is the Two State Solution? Can You Explain: Why are both sides unable to reach an agreement? Can You Evaluate: What are the strengths and weaknesses of this peace deal? 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 thought provocative resource aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. 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 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? 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 lesson has been designed primarily for A Level students studying Lord Liverpool’s ministry, but can also be used at GCSE. This resource focuses on the first half of Lord Liverpool’s ministry, when the government faced huge economic problems caused by the Industrial Revolution, the Corn Laws and the fall out from end of the war with France. When teaching this topic, it is crucial to focus on the price of bread as this later links with Peel’s repeal of the Corn Laws at the height of Chartism when the rest of Europe fell into revolution in 1848. It is also important to focus on how these protesters were controlled or (policed) as this links into other reforms. This lesson looks at Luddism, the Spa field Riots, the March of the Blanketeers, the Pentrich Rising, The Peterloo Massacre, the Cato Street Conspiracy and the Queen Caroline Affair. At the end of each section, there is a separate slide on both the local and national government response to the protesters. It is important to some syllabuses to differentiate between the two. At the bottom of each relevant slide is a continuum for students to evaluate both the threat level posed by the protesters and the government response. At the end of the PowerPoint, I have also included a table for students to use to help summarise what they have learnt, this is particularly useful at GCSE. When you purchase this resources you will be able to download a PowerPoint with 36 slides on Protesters against Lord Liverpool’s government from 1815 - 1821. The PowerPoint includes aims, objectives, activities, information slides, diagrams, primary and secondary sources to help students evaluate the threat level posed by the protesters and the response of both local and nation government. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1815 - 1834 Know: Who Protested and why from 1815 - 1821? Understand: How did the government respond to these protesters on a local and national level? Evaluate: How much of a threat did each group of protesters pose? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: Who protested and why from 1815 - 1821? Explain: How did the government respond on a local and national level? Analyse: How much of a threat did each group of protesters pose? If you like this resource then why not check out my other resources in the History Academy 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

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. 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 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

In late 1992, the UK government announced that it would begin a process to close its remaining 31 coal mines with the loss of 30,000 jobs. The government argued that Britain no longer needed British coal as it could import its energy sources such as a lot more cheaply from elsewhere. This led to a ‘Dash for Gas’ with Britain’s once mighty coal industry being shut down. There were many other benefits and downsides to closing the pits. This outstanding card sort is designed to help students understand and assess some of the arguments for and against closing the pits in 1992. 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 fourteen fully editable statements that can sorted under them. I have also linked in video clip from the parliamentary debate on this issue with a speech from Tony Ben, which are worthwhile watching with your students, depending on their ability. The aims of this lesson / activity are: Know: Why did the UK government decide to close its remaining coal mines in 1992? Understand: What were the arguments for and against pit closures? Evaluate: Should the British government have decided to close down the coal industry in 1992? WILF - What am I Looking For? Identify & describe: Why did the UK government decide to close its remaining coal mines in 1992? Explain: What were the arguments for and against pit closures? Analyse: Should the British government have decided to close down the coal industry in 1992? 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 beautifully illustrated lesson has been carefully written to help students understand the key features of the Weimar Constitution and assess both its strengths and weaknesses. After Germany lost the First World War, the Kaiser fled and a new democratic government of Germany was declared in February 1919, at the small town of Weimar. The constitution that was drawn was amongst the most liberal in Europe, However, it contained a number of strengths and weaknesses that played a key part in the instability which helped the Nazis into power. When you purchase this resource you will be able to download a single page Word Document and an accompanying eleven slide PowerPoint. The Word document contains a learning objective, instructions, two heading cards labeled ‘Strengths’ and ‘Weaknesses’, as well as fourteen cards which describe features of the Weimar Constitution. Once students have assessed which cards are ‘Strengths’ or ‘Weaknesses’ they can then pair them up to the sub headings: President, Chancellor, Reichstag, Proportional Representations, The Voters, Article 48 and the Bill of Rights. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, writing frames, animated diagrams to show the divisions of power, appropriate video clips and activities to help facilitate the lesson. For more information, please see the detailed preview. If used as a stand alone resource, the card sort makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Once completed, students will have a detailed summary diagram of the strengths and weaknesses of the Weimar Constitution. The aims and objectives of this less are: Theme: Weimar Republic 1919 - 1923 Know: What were the key features of the Weimar Constitution? Understand: What were the strengths and weaknesses of the Weimar Constitution? Evaluate: Was the Weimar Republic doomed from the beginning? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key features of the Weimar Constitution? Explain: What were the strengths and weaknesses of the Weimar Constitution? Analyse: Was the Weimar Republic doomed from the beginning? 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 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 outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. It can be used with the full spectrum of ability and should work alongside any mainstream textbook or resource on this topic. When you purchase this resource you will be able to download a fully editable Microsoft Word document as well as an accompanying PowerPoint. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. The PowerPoint presentation is designed to help facilitate the lesson and includes aims, objectives, differentiated outcomes, starters, plenaries, information slides , sources and appropriate video clip links. The lesson kicks off with a snowballing starter activity, followed by a brief introduction to the historical controversy. The next 6 slides describe the aims, objectives and methods used by both groups. This is then followed up by completing the card sort activity. Once this is complete, students can then feedback and then do a follow up source assessment on the topic. This optional, but I’ve included additional slides with a pupil mark scheme that can be easily adapted for to your own assessment scheme if necessary. At various points, I have included links to useful video clips. These can be accessed when the PP is in show mode by clicking on the play button. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a 26 slide PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. In addition, the PowerPoint contains aims, objectives, differentiated outcomes, information slides, pictures, diagrams and templates for summarizing learning. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. For more information please see the sample preview. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgment on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West or follow the History Academy on You Tube, Facebook or Twitter. Kind Regards Roy

This activity has been designed as an introduction to the history of trade unionism in Britain. The activities are designed to be fun, engaging and accessible to students of all abilities. The core activity gets students to annotate the lyrics of Billy Bragg’s song ‘There is a power in a Union.’ When you download this lesson from the History Academy, you will be able to access a 14 slide PowerPoint and a single page Word document. Both have also been saved in PDF, just in case you do not have access to Microsoft Office. The PowerPoint contains starters, plenaries, information slides, video links, tasks and activities to accompany the main task to annotate the lyrics of the song to help students investigate, what is a trade union. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The History of British Trade Unionism Know: What is a trade union? Understand: What role do they play in society? Evaluate: ‘There is a Power in a Union’ by Billy Bragg as a source of evidence? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is a trade union? Can You Explain: What role do they play in society? Can You Evaluate: ‘There is a Power in a Union’ by Billy Bragg as a source of evidence? If you like this resource then why not check out my other resources on this topic in my TES shop. This lesson is part of a bundle that you can buy on the history of trade unionism in Britain. 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. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy