This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? 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 is the first in a series on the history of the Miners Strike 1984 - 1985. This fun and interactive lesson i designed to get your students out of their chairs collaborating and sharing the information from this market place activity. You can either print off the slides and put them up on the walls of your classroom for your students to gather and share or work together in groups. This resource is aimed at KS5 / KS4 students or high ability KS3. I have included differentiated tasks including heads and tails and a word search at the end, but the main tasks is an extended writing or essay on the causes of the Miners’ Strike, which is supported with a thinking skills review triangle and a PEEL template. When you purchase this resource you will be able to download a 28 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, templates, video links, information slides, a word search as well as historical sources. We have also uploaded this resource in a PDF format just in case you do not have access to Microsoft Office. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 85 Know: Why the Conservative Party wanted to reorganise the coal industry? Understand: How Britain was divided politically and socially in the 1980s? Evaluate: What were the causes of the Miners’ Strike? WILF – What Am I Looking For? Can You Describe: Why the Conservative Party wanted to defeat the NUM? Can You Explain: How Britain was divided politically and socially in the 80s? Can You Evaluate: What were the causes of the Miners’ Strike? 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 lesson was especially commissioned by the History Academy to help mark the 40th Anniversary of the Miners’ Strike in 2024. We have worked with former miners from across the country to put together something special. We have also produced a market place activity version of this lesson, which can be downloaded from our TES shop. This lesson provides an overview of how different groups reacted such as the government, striking miners, working miners, the police, the LGBTQ and Britain’s ethnic minorities as well as Women Against Pit Closures. If you are looking for a more detailed look at each of these groups individually, then we will be uploading more resources shortly. In terms of activities, we have literally thrown in the kitchen sink by including a dazzling array of activities to suit the full range of learners. This lesson is suitable for KS3 and KS4 students. When you purchase this lesson, you will be able to download a 41 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides,a knowledge quiz, word searches, a heads and tails activity, a continuum exercise, as well as a creative writing and and presentation task. We have also uploaded both a worksheet and booklet which you can choose to help accompany this lesson. All resources in this lesson have also been uploaded as PDFs. For more information, please see the sample preview. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: How did different groups in society react to the Miners’ Strike? Understand: How much support was there for the miners? Evaluate: What was the short term impact of the strike? WILF – What Am I Looking For? Can You Describe: How different groups reacted to the Miners’ Strike? Can You Explain: How much support there was for the miners? Can You Evaluate: What was the short term impact of the strike? 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. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This fun and engaging lesson on Magna Carta gets students to assess its historical significance to the development of democracy. It begins with a selection of starters, before introducing the problems that King John faced during his reign, including his growing unpopularity. This is consolidated through a classification exercise, using a printed summary sheet, that students can stick into their books, before writing a couple of sentences to explain why different people were angry with the king. The lesson then moves onto the events that led up to King John being forced to sign Magna Carta in 1215, its terms and a source based task that analyzes its historical significance using a weighting scales graphic organizer. This exercise looks at short and long term factors which are linked to the English Civil War, American Revolution and the UN Declaration of Human Rights. The lesson then rounds off with a post-it note voting continuum exercise. However, we have included a range of additional activities in the extra resources section; including writing frames and templates to help students scaffold an extended answer on Magna Carta’s historical significance. We have also included in a range of alternative templates for students to write and produce their own version of Magna Carta for homework. When you purchase this lesson you will be able to download a 30-slide PowerPoint Presentation and an accompanying three-page worksheet in Word format. Both have also been uploaded as PDFs. The PowerPoint includes aims, objectives, differentiated objectives, starters, plenaries, information slides, graphic organizers, historical sources, tasks, activities, video links, templates, and writing frames. The accompanying worksheet mirrors the PP and is designed to help accompany the lesson. Please see the detailed preview for further information. The aims and objectives of this lesson are: Theme: Medieval society and the origins of Parliament Know: The key events that led to King John signing Magna Carta in 1215? Understand: Why the barons rebelled against King John? Evaluate: The historical significance of Magna Carta to the development of democracy? Skills: Change, Continuity, Cause, Consequence and American Values WILF – What Am I Looking For? Can You Describe: The key events that led to King John signing Magna Carta in 1215? Can You Explain: Why King John was so unpopular with his people? Can You Evaluate: The historical significance to the development of democracy?

The debate on whether the government should abolish private education is a controversial topic which has long bee advocated by those on the left of British politics. In the 2019, the Labour Party Conference passed a motion calling for their party to make a manifesto commitment to abolish private education if they win the next General Election. This outstanding resource is designed to help students sort through some of the arguments for and against the abolition of private schools so that they can form their own opinion. 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 heading cards are labeled ‘ABOLISH - Private Schools’ and ‘KEEP Private Schools.’ The document is open so it can be easily adapted to suit your own classes. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. 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. The aims of this lesson / activity are: Theme: Education, diversity and equality Know:What are the main differences between state and private education? Understand: What are the arguments for and against abolishing private education? Evaluate: Should the government abolish private education in Britain? WILF - What am I Looking For? Identify and describe - What are the main differences between state and private education? Explain - What are the arguments for and against abolishing private education? Analyse - Should the government abolish private education in Britain? 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 lesson has been designed primarily for A Level students studying the significance of Catholic emancipation in the United Kingdom. It focuses on divisions within the Tory Party, the protest methods used by Daniel O’Connell and the Catholic Association and how they in turn influenced the Parliamentary reform movement in Britain. When teaching this module to your students, it is important to stress the role played by Daniel O’Connell in developing the peaceful, indirect methods and tactics that played a crucial role in other later civil rights movements. When you purchase this resources you will be able to download two PowerPoints. The first PowerPoint includes aims, objectives, activities, starters, plenaries, information slides, diagrams, primary and secondary sources to help students evaluate the significance of Catholic emancipation. The seconds contains photocopiable graphic organisers and resources to help students to complete the tasks and activities. For more information, please see the detailed preview. The aims and objectives for these resources are as follows: Theme: Protest and Reform 1820 - 1834 Know: What problems faced Catholics living in the UK? Understand: What methods did the Catholic Association use to campaign for emancipation? Evaluate: How significant was Catholic emancipation? Skills: Cause, Consequence & Significance WILF – What Am I Looking For? Identify & describe: The problems faced by Catholics living in the UK? Explain: What methods did the Catholica Association use to campaign or emancipation? Analyse: How significant was Catholic 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

This outstanding lesson, which has been fine tune in the classroom by experienced teachers, is designed to help students understand the problems facing Charles I in 1625 and why he decided to rule without Parliament. Once students have worked their way through the introduction, they are presented with a number of problems facing Charles I ranging from religious, financial, foreign relations, the growth of Parliament and his beliefs in the Divine Rights of Kings. Once they have reviewed, categorize and prioritized these problems, students are then asked to produce a speech suggesting how Charles I could solve his problems and then peer assess each others speeches. This could be turned into a competition. In the final plenary activity, students are presented with Charles I’s decision to rule without Parliament and asked to assess 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 summary diagram of Charles I’s problems or color code the exercise book sized 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? Analyze: 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

The issue of adverting censorship continues to be a controversial subject in most democratic societies. Should the government have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship in the advertising industry. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Rights and Freedoms Know: How are adverts censored and controlled by the government watchdogs? Understand: What are the arguments for and against censorship of the advertising media? Evaluate: How far should adverts be censored in a democratic society to promote equality? WILF - What am I Looking For? Identify and describe - How are adverts censored and controlled by the government watchdogs? Explain - the arguments for and against censorship of the advertising industry? Analyse -How far should adverts be censored in a democratic society to promote equality? 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 outstanding and beautifully illustrated lesson has been designed to help students studying the problems faced by the Weimar Republic and how successfully it dealt with them in the period 1919 - 1923. It deals specifically with the problems of setting up a democratic republic, dealing with extremists and their putsches, coping with the aftermath of the Treaty of Versailles, the Ruhr Crisis and Hyperinflation. The lesson includes a number of activities which can be seen in the detailed preview. The main activity revolves around completing a table summary of each problem, what action was taken by the government and evaluating how successfully it was dealt with. Alternatively the relevant slides could be printed off, displayed in the walls or on tables whilst the students complete a gather and share or market place activity to summarize the information. When you purchase this resource you will be able to download a PowerPoint with nineteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, animated diagrams,maps, pictures, templates and information slides. I am especially proud of animated diagrams that I have created to help explain the divisions of powers in the Weimar Constitution and how the Dawes Plan was designed to help both Germany and the Allies. I spent a considerable amount of time on these as it is vital that students understand their significance for later in the course. The PowerPoint also includes a homework activity, an extended writing task and a feedback task. The aims and objectives of the lesson are: Theme: Weimar Republic 1919 - 1923 Know: What problems faced the Weimar Republic in 1919 – 1923? Understand: What challenges faced the survival of democracy in Weimar Germany? Evaluate: How successfully did the Weimar Republic deal with these problems? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key problems facing the Weimar Republic in 1919 - 1923? Explain: What challenges faced the survival of democracy in Weimar Germany? Analyze: How successfully did the Weimar Republic deal with these problems? 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, along with this one 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 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 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 innovative card sort is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic. The main task focuses on the controversial wartime leadership of Winston Churchill who was voted as the greatest Briton who had ever lived by a BBC television series in 2002. The cards that have been created for this activity cover a wide range of relevant topics that have been hotly debated by historians. Throughout the history school curriculum from William the Conquer to present day, history teachers have asked their students what makes a great leader in both peace time and war? Winston Churchill’s leadership is certainly worthwhile investigating and opening up to a class discussion. This resource can be used as a starter, plenary, homework or revision exercise for students studying a range of subjects. The nature of this resource makes it especially appealing to both visual and kinesthetic learners. When you purchase this resource, you will be able to download a single page word document with a learning objective, instructions, two heading cards labeled ‘Successful’ and ‘Failure’ as well as fourteen information cards that need to be matched to one of the two headings. Once completed students can consolidate their understanding by attempting the extended answer task at the end. Please note that the information cards have been designed to be deliberately controversial to help open up discussion on the topic. Aims and Objectives: Theme: The Second World War •Know: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Understand: What were the successes and failures of Churchill’s leadership? •Analyse: How significant was Churchill’s wartime leadership in helping Britain win the war? •Skills:Significance WILF - What Am I Looking For? •Identify and Describe: What actions did Churchill take to help lead Britain to victory against Nazi Germany? •Explain: What were the successes and failures of Churchill’s leadership? •Evaluate: How significant was Churchill’s wartime leadership in helping Britain win the war? 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 ethics and morality of torture is a controversial subject which is at the heart of American values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a court that has been gained through torture. However, the war on terror has placed many of our service men and women in very difficult circumstances where they have had to make decisions which have been questioned by human rights groups. Should the state ever use torture in order to protect the public safety of its citizens against terrorism? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of torture. 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. However, this is a topic which should ideally be delivered by a subject specialists and covered by older students at KS4 or KS5. 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 fourteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is torture and why is outlawed by the Geneva Convention? Understand: What are the arguments for and against using torture? Evaluate: Are there any circumstances in which is acceptable to use torture? WILF - What am I Looking For? Identify and describe - What is torture and why was it outlawed by the Geneva Convention? Explain - the arguments for and against the use of torture? Analyze - Are there any circumstances in which it is acceptable to use torture? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Government and Politics Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyze - How far should the government fund the arts? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson follows on from our lesson on the origins of the trade union movement and focuses on why factory owners were opposed to the trade union movement as well as why Parliament was reluctant to pass legislation to protect workers. As part of this learning journey this lesson looks at trade union tactics, working conditions, the Truck Acts, the Factory Acts, the Early Closing Association and opposition to the Eight Hours Movement. All the tasks and activities are designed to be fun and engaging and are aimed at the full ability range at KS3 and includes a range of differentiated tasks. This lesson would also be suitable for a low ability KS4 class. When you purchase this lesson you will be able to download a 28 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. There should be enough work for two lessons. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. We have included a wide variety of tasks and activities for you to sellect and customise for your students. Please see the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a trade union and what role do they play in the work place? Understand: Why were factory owners opposed to trade unions? Evaluate: Why was Parliament reluctant to help the workers? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The role played by trade unions in the workplace today? Can You Explain: Why were factory owners opposed to trade unions? Can You Evaluate: Why was Parliament slow to improve the workers’ rights? 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. This is big resource, which is reflected in the price. 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 or if you have any questions or requests. Kind Regards Roy