This great thinking skills activity is designed to get your students discussing, prioritising and deciding which factors were the most important in helping to explain Hitler’s rise to power. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain Hitler’s rise to power. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons for Hitler’s rise to power that you don’t think are important. Record and explain why you have removed them. 2. Arrange the reaming diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons for Hitler’s rise to power. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: Germany 1919 - 1945 Know: What factors helped Hitler become a dictator? Understand: What factors are linked together? Evaluate: Which factors are more important Skills: Cause and Consequence WILF: What Am I Looking For? Identify and describe: The key stages to Hitler’s rise to power? Explain: Which factors are linked together? Analyse: Which were the most important reasons? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This 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

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

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. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary 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 provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important 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 thinking skills as well as 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 great resource is designed be used as seating planner for a typical history classroom, but can be easily customised to suit any subject or classroom arrangement. Simply pick the layout which matches your room and then customise the slide and then copy and paste it to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes seven slides and a title page. Each slide has a standard classroom layout including groups, rows and horseshoe. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

This outstanding lesson is designed to provide stretch and challenge for middle and upper ability students studying why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of diamond shaped cards which explain why the slave trade was abolished revolving around economics, religion, slave resistance and the work of the abolitionists. The accompanying PowerPoint has been designed to provided to help facilitate the lesson, set the scene and provide a range of activities to help deepen and extend your students understanding of the debate. If you are looking for a similar activity for lower and middle ability students, then please check out my card sort on this topic. When you purchase this resource, you will be able to download two documents. The first is a single page Word Document which includes aims, instructions and nine diamond shaped cards tobe sorted. The second resource is a thirteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, and additional activities that could be used to support your students including a source analysis of the views of four historians. For more information please see the detailed preview which includes screen shots of most of the slides. The aims and objectives of the lesson are: Theme: Britain and the Transatlantic Slave Trade Know: Why was the Slave Trade abolished? Understand: What different factors influenced Parliament in 1807? Evaluate: Which factor was the most influential in persuading MPs? Skills: Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: Why was the Slave Trade abolished? Explain: What different factories influenced Parliament’s decision in 1807? Analyse: Which factor was the most influential in persuading MPs? 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 great diamond 9 activity has been designed to help students studying the problems facing Elizabeth I, when she became Queen in 1558 . 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. This resource has also been bundled and discounted with other resources on this topic. 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 key problems facing Elizabeth when she became Queen. Once students have cut the cards out, they are set three tasks including: Remove any problems 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 them. Record and explain your reasons. Make a smaller diamond shape using the four most important problems facing Elizabeth I in 1558. Record and explain your reasons. At each stage students should be feeding back to their group or the class to explain their choices. This is absolutely critical if you are going to develop the critical thinking skills that you are looking to develop via a diamond 9 activity. Once students have sorted the cards, you can extend their understanding of the topic further by discussing or explaining in an extended piece of writing which problem was the most significant or important. 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, poverty, defence, relations with other countries, marriage? 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, poverty, foreign relations, marriage and defence? 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

The engaging diamond 9 activity is designed to help students explain why so many people decided to settle on the Great Plains. It has been designed to be used with the full spectrum of leaners, but is particularly useful for stretching the more able. If you are looking for more traditional card sort resource on this topic, then please check out my TES shop. 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 Homesteaders settled on the Great Plains. 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. Make a smaller diamond shape using the four most important reasons why the Homesteaders settled on the Great Plains Record and explain your reasons. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop not only their understanding of the topic, but also the critical thinking skills that we associate with a diamond 9 activity. Once stage 3 is complete. students could then have a go at writing an extended answer on why did the Homesteaders settle on the Great Plains?’ The aims and objectives for this lesson are: Theme: The American West Know: What were the main reasons why so many people settled on the Great Plains? Understand: What roles were played by technology, the US government, the railroad companies and the end of the Civil War? Evaluate: Which factor played the most important role? WILF: What Am I looking for? Identify and describe: Why did so many people settle on the Great Plains? Explain: The roles played by different factors Analyse: Which factor played the most important role? 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 diamond 9 cctivity is designed to help students studying the key reasons why the Native Americans were defeated by the US government. It can be used as a revision tool, starter or plenary for the full range of ability and should work alongside any main stream resource on this topic. If you are looking for something more suited to lower and middle ability students, then I have several more tradition card sort on this topic. When you purchase this great 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 the Native Americans were defeated. 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. 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 the four most important reasons to explain why the Native Americans were defeated. Record and explain your reasons. At each stage students should be feeding back to their group or the class and explain. This is absolutely crucial for developing those critical thinking skills that we associate with diamond 9 activities. Once students have sorted the cards, you can extend their understanding further by discussing or writing an extended answer explaining which factor played the most important role in their defeat. The aims and objectives of this lesson are: Theme: The American West Know: How were the Native Americans defeated by the US Government? Understand: How did the US government undermine the Native American way of life? Evaluate: Which factor was the most important in undermining their way of life? WILF - What Am I Looking For? Identify and describe: How did the US Government defeat the Native Americans? Explain: What tactics and strategies did they use to undermine their way of life? Analyse: Which factor or combination of factors was the most successful? 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 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 resource has been designed to provide stretch and challenge for students studying why the USSR and Germany signed the Nazi-Soviet Pact in 1939. The key theory underpinning this type of strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic. The resource includes nine diamond shaped cards that explain why both Germany and the USSR signed the Nazi-Soviet Pact in 1939. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Germany and the USSR signed the Nazi-Soviet Pact? Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify and describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 critical thinking skills activity has been designed to provide stretch and challenge for students studying why it was difficult to maintain law and order in the American West. .The key theory underpinning this type of strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain it was difficult to maintain law and order in the American West. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why it was difficult to maintain law and order in the American West. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of this topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This outstanding resource has been designed to provide stretch and challenge for students analysing the key reasons why it was difficult to maintain law and order in the American West. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on the American West. The resource includes nine diamond shaped cards which include a range of factors which explain it was difficult to maintain law and order in the American West. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why it was difficult to maintain law and order in the American West. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: The American West Know: What were the key reasons why maintaining law & order was difficult? Understand: What roles did social, economic, geographical factors as well as the values and attitudes play of the people at the time, play in making law enforcement difficult? Evaluate: Which was the most important factor? WILF - What Am I Looking For? Identify and describe: what were the main reasons why maintaining law and order was difficult? Explain: What roles did social, economic, geographical, factors as well as the values and attitudes of people at the time, play in making law enforcement difficult? Analyse: Which was the most important factor? Kind Regards Roy

This outstanding diamond 9 activity has been designed to provide stretch and challenge for students studying why the USSR and Germany signed the Nazi-Soviet Pact in 1939. The key theory underpinning this type of strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can be used as a starter, plenary, revision or as a focus for an assessment activity. If you are looking for something more suitable for lower and middle ability then please check out my card sort matching exercise on this topic. The resource includes nine diamond shaped cards which include a range of factors which explain why Germany and the USSR signed the Nazi-Soviet Pact in 1939. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons to explain why Germany and the USSR signed the Nazi-Soviet Pact? Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: How far was Hitler responsible for the outbreak of the SWW in 1939? Know: What were the terms of the Nazi-Soviet Pact? Analyse: Why did Stalin and Hitler sign the Nazi-Soviet Pact? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For this lesson? Identify & describe: The terms of the Nazi-Soviet Pact Explain: Why did Germany & USSR sign the Nazi-Soviet Pact? Analyse: How far Hitler was responsible for the outbreak of the SWW? 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 critical thinking skills activity has been designed to provide stretch and challenge for students studying why did Germany hate the Treaty of Versailles . The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. If you are looking for a more traditional exercise then please check out my card sort matching exercise on this topic, which can be downloaded from my TES shop. This resource will easily work alongside any main steam textbook or resource on this topic. The resource includes nine diamond shaped cards which include a range of factors which describe the terms of the Treaty of Versailles, 1919. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further by changing any of the key factors that I have included. Once students have cut out the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using the four most important reasons why Germany hated the Treaty of Versailles. Record and explain the reasons for your choices. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their understanding of the topic. The aims and objectives of this lesson are: Theme: The Treaty of Versailles Know: What were the terms of the Treaty of Versailles? Understand: What were the economic, political, territorial and military consequences for Germany? Evaluate: which of the terms would most Germans have found the most humiliating? WILF - What Am I Looking For? Identify and describe: the terms of the Treaty of Versailles, 1919? Explain: The economic, political, territorial and military consequences of the treaty for Germany? Analyse: Which consequences or terms were the most humiliating for Germany? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This diamond 9 activity has been designed by experienced teachers to help provide stretch and challenge for middle and ability students studying why Britain followed a policy of appeasement in 1938. The key theory underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can also be used as a starter, plenary, revision or as a focus for an assessment activity. The resource includes nine diamond shaped cards which include a range of factors to explain why Britain followed a policy of appeasement in 1938. The document is provided in Microsoft Word so you can edit the resource if you wish to customise it further. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important reasons why Britain followed a policy of appeasement in 1938. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thining skills as well as their understanding of the topic. The aims and objectives for this lesson are: Theme: Causes of the Second World War 1939 - 1945 Know: What was the policy of appeasement? Understand: What arguments were put forward both for against this policy in 1938? Evaluate: Why did Britain support a policy of appeasement? WILF - What Am I Looking For? Identify and describe: The policy of appeasement? Explain: Both the arguments four and against the policy of appeasement? Analyse: Why did Britain follow a policy of appeasement in 1938? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to help students understand why the causes of the First World War 1914 - 1918. The pedagogy underpinning this strategy is that when we rank items, either statements, objects or images, we are required to make explicit the over- arching relationships by which we organise our knowledge and connect our learning. It can used as a starter or plenary and is suitable for middle to upper ability students as a stretch and challenge task. If you would like something aimed at middle to lower ability students, then please check out my card sort of this topic in my TES shop. This task is primarily designed to help students prioritise the different factors in preparation for an extended answer or essay. The resource nine diamond shaped cards which include a range of factors to explain the causes of the First World War. Once students have cut the cards out they are set three tasks including: 1. Remove any reasons that you don’t think are important. Record and explain why you have removed them. 2. Arrange the remaining diamonds to show any links that you can find between the different reasons. Record and explain your reasons. 3. Make a smaller diamond shape using what you think are the four most important causes of the First World War. At each stage students should be feeding back to their group or the class and explaining their choices. The discussion and explanation around the choices that they have made are critical in helping them develop their thinking skills as well as their arguments for writing their essay. The aims and objectives for this lesson are: Theme: Causes of the First World War 1914 - 1918 Know: What were the causes of the First World War? Understand: What were the political, economic and social causes of the First World War? Evaluate: Which factors were the most important? WILF: What Am I Looking for? Identify & describe: The main reasons why the First World War started in 1914? Explain: How did each factor help to start the war? Analyse: Which factors were the most important? If you like this resource then why not check out my TES shop where you can find many similar ideas and resources. For example, we have a much simpler card sort on the causes of the First World War aimed at middle and lower ability students. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy