This outstanding lesson looks at how fair witch trials were in the 17th Century. It continues on from my previous lesson on why people why people believed in witches and why there was an increase in the number of witch hunts in the 17th century. This lesson focuses also on the methods and tactics that men like Matthew Hopkins used for hunting witches and how James I tried to apply a more ‘rational’ approach. These resources are beautifully designed and differentiated and a must have anyone studying this controversial period of history. When you purchase this resource you will be able to download a three page Microsoft Word Document and an accompanying eighteen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities to help support the worksheet. The lesson begins with a choice of starters including a snowballing activity of the key words or a video clip summary where students note down the evidence that was used to prove that Blackadder was a witch . It then moves on to explain through a variety of information and sources how people tried to identify witches and finishes off by looking at the trial of Ursula Kemp. You can preview the tasks and activities below. The aims and objectives for this lesson are: Know: What evidence was used to convict a witch in the 17th Century? Understand: Why did people hunt for witches? Evaluate: How fair were witch trials in the 17th Century? Skills: Source Analysis, Cause, Consequence & Citizenship WILF – What Am I Looking For? Can You Describe: What evidence was used to convict a witch in the 17th Century? Can You Explain: Why did people hunt for witches? Can You Analyse: How fair were witch trials in the 17th Century? If you like this lesson then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Check out out new YouTube Channel: @historyacademy Kind Regards Roy

This outstanding resource is designed to help students understand the problems facing Elizabeth I in 1558. This resource is suitable for the full range of learners. Some slides are designed to be printed off or photocopied. Please check the slide notes. When you purchase this resource you will receive a eight slide Microsoft PowerPoint. The first slide includes the aims, objectives and differentiated outcomes, which are listed below. The second slide is designed as a starter and includes a snowballing exercise. The third slide introduces the lesson and explains the instructions for the main activity . It also includes a link to a video of Elizabeth I's coronation. The fourth slide, which can be seen in the preview, sets out the six main problems facing Queen Elizabeth I when she became Queen of England. I would recommend photocopying this slide either for either one between two or one each. The first activity is to classify the problems in terms of law and order, money, foreign relations, religion or marriage, whilst the second activity is to identify links between the different problems. In terms of the first activity students could annotate or even create a key. The fifth slides includes a thinking skills review activity which is designed to help students prioritise which problem was the most important / serious. The sixth slide includes instructions and templates for students to write a speech to help them predict how Elizabeth I might try and solve her problems, whilst the seventh slide includes a heads and tails activity to help students work out how she actually solved the problems she faced in 1558. The aims and objectives for this lesson are: Theme: The reign of Queen Elizabeth I, 1558 - 1603 Know: What problems faced Elizabeth I when she became queen in 1558? Understand: Which problems were linked to money, religion, relations with other countries, marriage and legitimacy? Evaluate: Which problems posed the greatest threat to Elizabeth I? WILF – What Am I Looking For? Identify & describe: What problems did Elizabeth I? Explain: Which problems were linked to money, religion, foreign relations, marriage and legitimacy? Analyse: Which problem posed the greatest threat to Elizabeth I? 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 lesson on slave resistance looks at the different ways in which Black people challenged slavery. It also tries to answer the difficult question about why some people did not try and run away by contextualising the learning and looking at the experiences of former veterans and prisoners who have struggled to cope with adjusting to an unstructured life of freedom. Unlike other resources on this topic, this lesson also looks at the contrasting experiences of Black people in the USA, Jamaica and Haiti and how they had to adjust the way in which they resisted slavery to suit the problems and different challenges they faced. Finally, this lesson poses the question, how successful was slave resistance and links it’s importance to the abolition debate. Did you know that more British soldiers died trying to maintain slavery in the Caribbean, than died fighting to free Europe from Napoleon? When you purchase this resource you will be able to download a three page worksheet as well as a twenty four slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and questions that are designed to help students understand the key ideas whist preparing them for an extended question. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional differentiated activities to help support the lesson. These have been organised in such a way that that they can be used alongside the worksheet. For more information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Britain and the Slave Trade Know: How did Black people try and resist slavery? Understand: What is the difference between active and passive resistance? Evaluate: How successful was slave resistance? Skills: Cause, Consequence, Change & Continuity. WILF - What Am I Looking For? Identify and describe: the different ways in which black people tried to resist? Explain: What is the difference between active and passive resistance? Analyse: How successful was Black peoples resistance against slavery? 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 outstanding lesson is designed to be an introduction to Britain and the Slave Trade and help students understand not only the origins of slavery, but the difference between a wage earner and a slave and why slavery was eventually abolished. Now this might seem like a lot to ask, but this lesson has been carefully crafted and field tested by experienced teachers. The lesson opens by explaining the origins of slavery in classical times. It them moves on to compare and contrast the rights and freedoms of slaves with serfs, indentured servants and finally wage earners. This is all linked into the wider context of British history. The lesson then rounds off with a source analysis of Adam’s comments about slavery and why it was expensive, inefficient and costly compared to employing wage earners. This helps to provide a broad overview within which you can then explore the slave trade and its eventual abolition. This lesson is suitable for the full range of ability. However, I have produced a simpler SEND card sort version which can be downloaded from my TES shop. When you purchase this resource you will be able to download a two page worksheet as well as a fourteen slide PowerPoint. The worksheet includes information, sources and activities. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded. The aims and objectives of this lesson are: Theme: Rights & Freedoms Know: What is the origins of slavery? Understand: How has the way that people have been employed changed over time? Evaluate: Why was slavery abolished? Skills: Change & Continuity, Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The origins of slavery and what is a slave? Explain: What is the difference between a slave and a wage earner? Analyse: Why was slavery abolished? 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 outstanding lesson looks at how the status and position of German Jews changed from 1880 - 1920 as am introduction to anti-Semitism in Weimar Germany. It can be used on its own or alongside the worksheet and card sort that it has been packaged with or as an introduction to the The History Academy’s most popular free download ‘anti-Semitism in Germany 1919 - 1945.’ The content of the lesson outlines the origins of anti-Semitism in Medieval and Reformation Germany and then focuses on its revival in 1880 and how it evolved as a result of a series of key events including the Unification of Germany, the impact of the First World War and the crisis that Germany found itself during the early years of the Weimar Republic. The task and activities are designed to get students to evaluate how the key events from 1880 - 1921 in Germany impacted the ‘status’ and 'position of German Jews. When you purchase this lesson you will be able to download a 28 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, historical sources, video clips, interactive activities, questions, starters, plenaries, card sorts and templates to suit the full range of ability. I have also included both a Word and PDF version of the worksheet and the supporting graphic organiser and card sort. If you wish to know more, then please see the preview files. The aims and objectives of this lesson are: Theme: Anti-Semitism Know: What were the origins of anti-Semitism in Germany? Understand: How the impact of key events affected the ‘position’ and ‘status’ of German Jews Evaluate: What was the ‘status’ and ‘position’ of German Jews in 1920? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What were the origins of anti-Semitism in Germany? Can You Explain: The impact of key events on the ‘position’ and ‘status’ of German Jews? Can You Evaluate: The ‘status’ and ‘position’ of German Jews in 1920? If you like this resource then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and You Tube 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 resources for the price of a good cup of coffee so that you can spend more time doing the things that matter. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This outstanding lesson has been refined and field tested by experienced teachers. It is designed to help students assess which factors played a crucial role in the collapse of the Roman Empire. This resource is suitable for the full ability range and is a great way of rounding of a course with a fun and engaging activity which can be used as the focus for an assessment or extended piece of writing. The lesson opens with either a snowballing or buzz and go starter. It then sets the scene for the decline of the Empire and looks at the roles played by internal civil wars, climate change, inflation, declining population, the Roman Army and the Barbarian invasions, in it’s final collapse. This is then followed up with a card sort activity and a possible thinking skills review triangle which can then be used by students to help write an extended piece of writing. When you purchase this resource you will be able to download a single page word document and as well as a thirteen slide PowerPoint. The worksheet includes aims, instructions, six heading cards and fourteen statements that can be sorted under them as part of the main activity. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, templates, information slides, historical sources to support the lesson. Please see the detailed preview that I have uploaded. The aims and objectives of this lesson are: Theme: The Roman Empire Know: Why factors caused the collapse of the Roman Empire? Understand: Why were the Barbarians forced to migrate into the Empire? Evaluate: Which factor was the most important? Skills: Change & Continuity, Source Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The different factors which caused the collapse of the Empire Explain: Why were the Barbarians forced to migrate into the Roman Empire? Analyse: 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, 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 outstanding resource has been designed to help students looking in depth at the historical controversy over President Truman’s decision to drop the atomic bomb on Japan in 1945. At the time the USA claimed that the decision to drop the bomb on Japan was based on military factors. This resources presents students with the primary, secondary and key information to compare this interpretation with three others including to scare the USSR, test the weapon, revenge for Pear Harbor and come to a balanced independent conclusion. The resources and text level would suit a middle to upper ability group and could be used as a class or extended homework based resource. There is enough work and activity to last between 3/4 lessons for a middle ability class. This is a depth study which allows students to weigh up the evidence, compare sources and come to a reasoned assessment which form the basis for an essay. When you purchase this resource you will be able to download a beautifully illustrated twenty six slide Microsoft PowerPoint presentation and a 6 page Microsoft Word document with thirteen primary and secondary sources, a source summary sheet and an enquiry question. The PowerPoint includes information slides, video clip links, pictures, seven activities, starters, plenaries, primary and secondary sources covering all the different interpretations. For further informations, please refer to the preview panel where I have uploaded all the slides for you to view. The aims and objectives of this depth study are: Theme: Why did the USA drop two atomic bombs on Japan in 1945? Know: Why did Japan surrender in August 1945? Understand: What role did the atomic bomb play in Japan’s defeat? Evaluate: Why did President Truman decide to use the atomic bomb? WILF: What Am I Looking For? Identify and describe: At least two possible reasons why the Americans decided to drop the bomb in 1945. Explain: Why historians disagree with the official explanation given by President Truman in 1945. Analyse: Come to a balanced conclusion on why Truman dropped the bomb. 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

If you are studying the Cold War then this card sort will help your students assess understand some of the key issues surrounding Détente. It can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of the topic. I be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. 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 labeled ‘Causes’ and ‘Consequences’ as well as twelve information cards to be sorted under one of the two headings. At the end of the document, I’ve included an extension question ‘Explain how both sides benefitted from Détente?’ The aims of this lesson / activity are: Theme: The Cold War Know: What was Détente? Understand: What were the causes and consequences of Détente? Evaluate: How did both sides benefit from Détente? WILF - What am I Looking For? Identify and describe - What was Détente? Explain - What were the causes and consequences of Détente? Analyse - How did both sides benefit from Détente? 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 is designed to provide stretch and challenge for the more able students by promoting discussion and debate on the causes of the Cold War. It can be used as a starter, plenary or as a revision activity. The resource includes nine diamond shaped cards which include a range of factors to explain the causes of the Cold War. The document is provide 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: Remove any reasons for the boom that you don’t think are important. Record and explain why you have removed them. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. Make a smaller diamond shape using what you think are the four most important events or factors that helped to cause the Cold 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 understanding of the topic. The aims and objectives for this lesson are: Theme: The Cold War 1945 - 1955 Know: What were the causes of the Cold War? Understand: How did misunderstandings escalate to mistrust? Evaluate: Which were the most significant causes of the Cold War? WILF: What Am I looking For? Identify and describe: The causes of the Cold War 1945 - 1955? Explain: How are the causes linked together? Analyse: Which were the most significant causes of the Cold 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

This outstanding resource is designed to help students understand why people from all over the world but particularly Europe, came to the USA in 1900. It is designed to be used as a starter or plenary for a history lesson but could also be used to provide a case study for a geography or personal social lesson on immigration in general. The resource includes two heading cards, push and pull factors as well as twelve statement cards to be sorted under them. These cards include space, growing economy, natural resources, wages, unemployment, adventure, persecution, isolation and peace, lack of opportunity and war and revolution. The aims and objectives for this lesson are: Theme: The USA in the 1920s Know: Why did people what to immigrate to the USA in 1900? Understand: Which reasons were push and pull factors? Evaluate: Which factors were more significant or linked? WILF - What Am I Looking For? Identify and describe: Why did people want to immigrate to the USA? Explain: Which reasons were push and pull factors? Analyse: Which factors were more important or linked together? Once the cards have been sorted, students can start to rearrange the push and pull factors to find links between them and / or organise them into their order of importance before sticking them into their books. 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 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 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

This active learning lesson has been created to help students access the role played by Oliver Cromwell by analysing a series of primary and secondary sources describing his actions during the English Civil War. The key interpretation is provided by the historian JP Kenyon, which is then investigated by sorting the sources under the two headings of ‘hero’ or villain.’ However, if your photocopying budget can extended to printing off a class set of A3 sheets, I have also provided two beautifully designed graphic organisers that the cards can be stuck to in order to create a revision aid or classroom display. Once this has been complete, students can then have a go at answering the question: How far was Oliver Cromwell a hero or a villain? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. If you are looking for something a little easier, I have made a another simpler card sort which just looks at the facts. This can be bought separately or as a bundle. When you purchase this resources you will be able to download a fully editable two page Microsoft Word document and a 10 slide PowerPoint Presentation. The PP includes aims, objectives, outcomes, two starters, information slides, templates, video links an The aims and objectives are: Theme: The Protectorate and Interregnum Know: What sort of leader was Oliver Cromwell? Understand: How has Cromwell’s rule as Lord Protector been interpreted? Evaluate: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’? Skills: Interpretation, Source Analysis & Collaboration WILF – What Am I Looking For? Identify & describe: What sort of leader was Oliver Cromwell? Explain: How has Cromwell’s rule as Lord Protector been interpreted? Analyse: How far does the evidence support the interpretation of Oliver Cromwell as a ‘hero’ or ‘villain’? 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, 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 to help students looking in depth at the historical controversy over President Truman’s decision to drop the atomic bomb on Japan in 1945. At the time the USA claimed that the decision to drop the bomb on Japan was based on military factors. This resources presents students with the primary, secondary and key information to compare this interpretation with three others including to scare the USSR, test the weapon, revenge for Pear Harbor and come to a balanced independent conclusion. The resources and text level would suit a middle to upper ability group and could be used as a class or extended homework based resource. There is enough work and activity to last between 3/4 lessons for a middle ability class. This is a depth study which allows students to weigh up the evidence, compare sources and come to a reasoned assessment which form the basis for an essay. When you purchase this resource you will be able to download a beautifully illustrated twenty six slide Microsoft PowerPoint presentation and a 6 page Microsoft Word document with thirteen primary and secondary sources, a source summary sheet and an enquiry question. The PowerPoint includes information slides, video clip links, pictures, seven activities, starters, plenaries, primary and secondary sources covering all the different interpretations. For further informations, please refer to the preview panel where I have uploaded all the slides for you to view. The aims and objectives of this depth study are: Theme: Why did the USA drop two atomic bombs on Japan in 1945? Know: Why did Japan surrender in August 1945? Understand: What role did the atomic bomb play in Japan’s defeat? Evaluate: Why did President Truman decide to use the atomic bomb? WILF: What Am I Looking For? Identify and describe: At least two possible reasons why the Americans decided to drop the bomb in 1945. Explain: Why historians disagree with the official explanation given by President Truman in 1945. Analyse: Come to a balanced conclusion on why Truman dropped the bomb. 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

’When giving feedback to A Level Students studying history it is important to be specific about what the student did well and where they need improvement. Is crucial to point out specific examples and illustrate your points by linking them to the assessment objectives.' It can be difficult to maintain a work life balance when you have a pile of A Level essays to mark. If you like me find yourself annotating work and writing your own mini essay in response to your students work, then the history academy might just have the solution you are looking for. The attached essay and source feedback sheets are designed to help you provide effective next steps feedback and save you time. When you purchase these resources, you will be able to download two feedback mark schemes for Section A and B of the AQA A Level History Syllabus. The first page of both the source and the essay feedback sheets contains a grid which breaks down the assessment objectives for each level. You simply highlight, tick and underline what the student has achieved. By looking at the next level, your students can see what they need to do next in order to improve their work. The second page contains a table with a space for writing a quick summary and then two sections saying ‘areas for praise’ and ‘areas for improvement.’ At the bottom of the page is a section for the students to write their response to your feedback. Both documents have been provided in Word and as a PDF. When completing these sheets, I usually type up my comments or occasionally copy and paste statements into the relevant boxes. I keep a copy saved in the students folder and attach a physical copy to their essay. These feedback sheets have been field tested many times since 2016 and have helped to significantly reduce my workload and many of my colleagues. Take a look at the detailed preview. 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 special 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

If you are looking for a great lesson that is suitable for students of all abilities on the Agricultural Revolution 1750 - 1850, then you have found it! This beautifully illustrated lesson looks at the problems facing farmers in 1750 and the solutions that they had found by 1850. It also aims to get students to assess who were the winners and loses and introduces some of the themes that you may want to follow up later on protest and population movement. When you purchase this lesson, you will be able to download a 21 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, SEND tasks, historical sources, starters and plenaries on the Agricultural Revolution 1750 - 1850. The PowerPoint also contains useful video links as well as templates for photocopying. Please see the preview for more information, but note that some slides have been missed out. When teaching this lesson, I normally get my students to review the problems facing the farmers in slide 6. We then have a go at trying to prioritise them into a thinking skills review triangle to help assess their importance. Depending upon the ability of the class, we then complete ‘Activity 5’ either after we have reviewed the solution slides or as we are going along. We then consolidate our learning using the heads and tails activity and / or using the two plenary exercises that I have provide for you to choose from. The aims and objectives are: Theme: Industrial Revolution 1750 - 1850 Know: What problems faced farmers in 1750? Understand: What changes took place during the Agricultural Revolution? Evaluate: How successfully had farmers solved their problems by 1850? Skills: Cause & Consequence, Continuity & Change WILF – What Am I Looking For? Can You Describe: What problems faced farmers in 1750? Can You Explain: What changes took place during the Agricultural Revolution? Can You Evaluate: How successfully had farmers solved their problems by 1850? If you like this resource then why not check out my other resources on this topic in my TES shop. If you are looking for a market place activity on this topic, then please check out my TES shop and search for Agricultural Revolution. 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. However, we do not compromise our values and we pay all our contributors the living wage for their work. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson is designed to help students evaluate the personality and character of Bonnie Prince Charlie and his role within the Jacobite Rebellion in 1745. The young, dashing Charles Stuart stands out from the historical record and demands closer examination. To some he is a romantic hero who represented the rebirth of an independent Scotland, whilst to others he was simply the lackey of the French King who was sent over to destabilize Britain, whilst she was at war with France. When you purchase this lesson you will be able to download four documents. The first contains the PowerPoint, which includes the aims, objectives, differentiated outcomes, starters, plenaries, information slides, photocopying templates, historical sources, task and activities. The second and third are two information sheets describing what happened during the Jacobite Rebellion of 1745 and are aimed at higher and lower ability students. The fourth or final document is a single page Word Document which contains two heading cards and eighteen information cards to be sorted so that students can evaluate whether Bonnie Prince Charlie was a hero or a villain. Please see the preview for more information. There is enough work in these resources for two lessons, which could be then finished off for homework. The aims and objectives of this lesson are: Theme: The Act of Union Know: Who was Bonnie Prince Charlie? Understand: How close did the Jacobite Rebellion in 1745 come to being successful? Evaluate: Was Bonnie Prince Charlie a hero or a villain? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Bonnie Prince Charlie? Can You Explain: How close did the 1745 Jacobite Rebellion come to being successful? Can You Evaluate: Was Bonnie Prince Charlie a hero or a villain? If you like this resource then why not check out my other resources on this topic in my TES shop. If you are looking for a cheaper option then you can purchase stripped down version of this lesson with a similar title but with ‘Card Sort’ inserted. 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. However, we do not compromise our values and pay all our contributors the living wage for their work. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These resources are aimed at lower and middle ability students and look simply how Hitler was able to seize power in 1933. However, they so both contain some stretch and challenge activities. The first activity is a card sort matching statements on Hitler’s beliefs to his ideas. The second resource is a worksheet which includes facts, information and sources explaining why Hitler hated the Jews, the link between unemployment and support for the Nazis as well as how he used the Reichstag and Enabling Law to turn Germany into a dictatorship. The worksheet is published in font size 14 for SEN students and written in a very straight forward prose. The aims and objectives are: Theme: Nazi Germany Know: What did Hitler and the Nazi Party believe? Understand: Why did people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag Fire to get the Enabling Law passed? Skills: Cause, Consequence and Source Analysis WILF: What Aim I looking for? Identify and Describe: What did Hitler and the Nazi Party believe? Explain: Why did the German people support the Nazi Party in 1933? Evaluate: How did Hitler use the Reichstag fire to get the Enabling Law passed? 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