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The History Academy

Average Rating4.81
(based on 208 reviews)

All our resources have been designed and written to a high standard and fine tuned in the classroom. Our goal is to share best practice at an affordable price so that you can spend time focusing on your own priorities. During my 30 years in the classroom, I have published resources for Heinemann, Pearsons, Hodder, Folens and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then follow us on the Facebook or Twitter links.

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All our resources have been designed and written to a high standard and fine tuned in the classroom. Our goal is to share best practice at an affordable price so that you can spend time focusing on your own priorities. During my 30 years in the classroom, I have published resources for Heinemann, Pearsons, Hodder, Folens and Boardworks. If you would like to receive updates, create your own customised bundle or join our team, then follow us on the Facebook or Twitter links.
Card Sort: Does Prison Work?
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Card Sort: Does Prison Work?

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This thought provocative resource aims to help students assess whether prison sentences work. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. When you purchase this resource, you will be able to download a single page Microsoft Word document which includes a learning objective, instructions, two headings cards labelled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. At the end of the document there is an extension question designed to help consolidate the lesson. This is a fully editable document which can be customised if necessary to suit your students. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyse - Does prison protect society from crime? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Cards Sort: Ethics - Lying
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Cards Sort: Ethics - Lying

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Can lying ever be morally justified? On the one side of the debate we have those who say that under no circumstances can lying ever be justified, whilst on the other side of the debate we have those argue that lying is okay to prevent harm. So for example, was St Peter right to lie about knowing Jesus after he was arrested? 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 lying. 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. This lesson is designed to be used in a Moral Philosophy lesson but it is a great tool for tutor time or helping students who need pastoral guidance. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two heads 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 Word Document which contains a learning objective, instructions, two heading cards as well as eighteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: Why is it wrong to lie? Understand: What are the arguments for and against lying? Evaluate: Are there any circumstances in which it s acceptable to lie? WILF - What am I Looking For? Identify and describe - Why is it wrong to lie? Explain - the arguments for and against lying? Analyse - Are there any circumstances in which it is acceptable to lie? 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
Card Sort: Moral Ethics - Pacifism
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Card Sort: Moral Ethics - Pacifism

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Nothing divides opinion like the issue of pacifism and war. Is there such a thing as a just war? Can the taking of another life ever be justified morally? 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 pacifism. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is pacifism? Understand: What are the arguments for and against pacifism? Evaluate: Are there any circumstances in which is acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is pacifism? Explain - the arguments for and against pacifism? Analyze - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Card Sort: Ethics - Torture
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Card Sort: Ethics - Torture

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The ethics and morality of torture is a controversial subject which is at the heart of British values. It is proscribed by the Geneva convention and it is illegal to submit evidence to a British 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, 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. 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? Analyse - 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
The Pilgrim Fathers
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The Pilgrim Fathers

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This outstanding lesson is designed to helped students understand who the Pilgrim Fathers were and why they left England to settle in America. It is a classic resource which has never failed to engage my students and has been carefully tweaked over the years to get the best possible outcomes. The resource can be used with a range of abilities and can easily be edited to customized to suit the needs of your students. These resource can be purchased at a significantly discounted price as a bundled item with my other resources on James I, Witchcraft and The GunPowder Plot. When you purchase this resource, you will receive a sixteen slide PowerPoint Presentation and a three page worksheet. The PowerPoint includes all the aims, objectives, differentiated outcomes, historical sources, starters, plenaries, information slides, tasks, video links and activities to work alongside the worksheet. The first page of the worksheet includes primary sources from the period as well as information on both the traditional and revisionist versions on who the Pilgrim Fathers were and why they left England to settle in the USA. The second page includes a range of different activities, including a starter and consolidation exercises to suit the full range of ability, whilst the third page includes two flow charts or decision trees that can be printed off, completed by students and stuck into their books to show the two different interpretations or versions of the history of the Pilgrim Fathers. I have also linked in a video that I have posted on You Tube on this topic which can be previewed with this resource. The aims and objectives for this lesson are: Theme: Causes of the English Civil War? •Know: Who were the Pilgrim Fathers? •Understand: Why did they leave Europe to settle in America? •Evaluate: Why did the Pilgrim Fathers decide to settle around Cape Cod? •Skills: Source Analysis, Cause and Consequence WILF – What Am I Looking For? •Identify & describe: Who were the Pilgrim Fathers? •Explain: Why did they leave Europe to settle in America? •Analyse: Why did the Pilgrim Fathers decide to settle around Cape Cod? 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
Moral Dilemmas: Who should receive the Kidney Transplant?
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Moral Dilemmas: Who should receive the Kidney Transplant?

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What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? 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
Medieval Medicine - Change and Continuity
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Medieval Medicine - Change and Continuity

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The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?
How fair were witch trials in the 17th Century?
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How fair were witch trials in the 17th Century?

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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? Identify & describe: What evidence was used to convict a witch in the 17th Century? Explain: Why did people hunt for witches? Analyse: How fair were witch trials in the 17th Century? 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
Gunpowder Plot, 1605
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Gunpowder Plot, 1605

4 Resources
These resources are designed to help students explore both the traditional and revisionist versions of the Gunpowder Plots. The worksheet sets the scene for both versions of what happened and is aimed at both foundation and core students. The card sorts are designed to help students understand what happened and to assess how far Guy Fawkes was innocent or guilty. For a detailed break down of each resource and its aims and objectives, please look at the individual lesson write up.
Why was there an increase in fear of witchcraft in the 17th Century?
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Why was there an increase in fear of witchcraft in the 17th Century?

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These great resources looks at why people believed in witches and why there was an increase in the number of witch hunts in the 17th century? 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 four page Microsoft Word Document and an accompanying seventeen slide PowerPoint which include information, sources, links to video clips, starters, plenaries, questions and differentiated tasks and activities. The lesson begins with a choice of starters including a snowballing activity of the key words, a buzz and go squares activity or a source analysis of witches selling their souls in return for magical powers. It then moves on to explain why peopled believed in witches and the social, political and economic reasons for an increase in suspicion and fear which helped to fuel am increase in witch hunts during this period. The lesson looks at how witches were identified and which groups of people were unfairly persecuted and used a scapegoat for problems at the time. Both resources include a range of different questions and activities which can be printed off and used with your students. The PowerPoint includes further differentiation and support for students. These tasks and activities source analysis questions as well as a thinking skills review activity to extend the more able which could be used in tandem with a heads and tails activity for the less able. The lesson rounds off with an optional extended question. If you like this lesson then you might be interested in buying the follow up lesson on how fair were which trials. The aims and objectives for this lesson are: Know: Why did people believe in witches in the 16th and 17th Centuries? Understand: Why did people hunt for witches? Evaluate: Why were certain people persecuted? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why people believed in witches in the 16th and 17th Centuries. Explain: Why there was an increase in the number of witch hunts? Analyse: Why were certain people persecuted? 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
Card Sort: Animal Rights?
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Card Sort: Animal Rights?

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The issue of whether animals should have rights has divided the community for a long time. It is interesting to note that at the same time as William Wilberforce was arguing for the abolition of the slave trade he was also arguing for animal rights and helped to set up an organisation which eventually became be know as the RSPCA. This great resource is designed to help students understand some of the main arguments put forward by both sides. 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. It 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 as well as twelve statements that can sorted to help summarise the arguments. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: How are animals currently treated differently to humans? Understand: What are the arguments for and against improving animal rights? Evaluate: Should animals be given the same rights as human beings? WILF - What am I Looking For? Identify and describe - how are animals currently treated differently to humans? Explain - the arguments for and against improving animal rights? Analyse - Should animals be given the same rights as human beings? 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
Card Sort: Fox Hunting Debate
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Card Sort: Fox Hunting Debate

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Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It 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 as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - 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
Card Sort: Ethics - Just War Theory For & Against
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Card Sort: Ethics - Just War Theory For & Against

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Is there such a thing as a just war? Can the massive death and destruction of armed conflict ever be morally justified? 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? Analyse - 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
Card Sort: Why was the Slave Trade abolished in 1807?
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Card Sort: Why was the Slave Trade abolished in 1807?

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This fun and engaging lesson designed by experienced teachers and field tested over a number of years to help students understand why the Slave Trade was abolished in 1807? The core task revolves around students sorting a series of statements explaining 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. When you purchase this resource, you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, four heading cards and twenty two cards to be sorted under them. Normally when I teach this lesson, I give out the first page and depending upon the ability of the class or the progress that they making, I then give out the second page. to help extend the more able. 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
Why did Henry VIII break with Rome?
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Why did Henry VIII break with Rome?

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These outstanding resources have been tried tested over twenty six years and have never failed to inspire and engage the fully ability range. Since we first uploaded this lesson in 2000, it has been the most popular downloads of all time and has been copied and adapted by schools all over the world. With the help of the team at the History Academy, we have updated and improved the lesson as you can see from the preview panel. When you purchase this resource you will be able to download a PowerPoint Presentation which includes starters, plenaries, information slides links to video clips, and seven activities to complete with your students. This resource can be fully customised and at several points you can chose alternative activities that may be relevant to the ability of your students. You will also be able to download a card sort and tailor made video for this lesson. Please see the preview panel. The card sort - Henry VIII''s problems includes four headings under which the students can sort the rest of the cards. These are power, religion, money and personal. The rest of the resource then includes 14 cards which can be matched to them. Once the cards have been sorted, the students should then be able to move onto the review triangle activity. This is best done in pairs or groups, with one person from each group feeding back their results onto the IWB and explaining their choice. In a nut shell, students complete the snowballing starter, watch the video, make some notes and then have the choice of completing the card sort, colour coding a printed off version of Henry VIII's problems or creating their own summary. They can then have a go at deciding which problems were the most significant before having a go at doing a prediction exercise where they write a speech outlining how they would solve Henry VIII's problems. This is followed with some information slides and an extended writing exercise with support slides where the students explain why Henry VIII broke with Rome. Finally, there this is consolidated with a heads and tails activity were they match how Henry VIII solved each problem identified earlier. The aims and objectives are: Theme: Why did Henry VIII break from Rome? Know: What problems faced Henry VIII in 1525? Understand: Which problems were connected to money, religion, power and a legitimate heir? Evaluate: Why did Henry VIII decide to break with Rome? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The problems facing Henry VIII in 1527? Explain: Which problems were linked to money, religion, power and Henry’s need for a legitimate heir? Analyse: Why Did Henry VIII break with Rome? If you like this resource then why not check out my other resources on this topic in my TES shop.
Britain and the Slave Trade
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Britain and the Slave Trade

13 Resources
These outstanding resources look at Britain’s involvement in the Slave Trade and its abolition in 1807. They have been bundled together and heavily discounted in order to give your exception value. This topic is part of a statutory collection that all UK schools are required to teach. It contains several mature themes that have been approached in a sensitive and careful way. However, I would not recommend, teaching this topic to Year 7 students. When purchased you will be able to download eight lessons with enough work to keep a class going for a similar number of weeks or more, depending upon your curriculum time. Everything that has been included in this bundle has been written by experienced teachers and carefully crafted and differentiated so that they are suitable for the full ability range. For more detailed information, please click on each lesson and view the detailed previews that have been uploaded. If you like these resources 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
Anti-Semitism - The Nazi attack on the Jews 1918 to 1945
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Anti-Semitism - The Nazi attack on the Jews 1918 to 1945

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These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945? The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included some of my Smart Notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along. T he next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR. My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.' The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews. If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Please note that my resources were written for a British audience so you may want to run them through your US / local spell checker. Some of the key questions or learning outcomes, which these resources explore are listed below: • What impact did the FWW and Treaty of Versailles have on Germany? • How successful was the Weimar Government at bringing economic and political stability to Germany? • What was the status and position of German Jews in 1920? • What impact did the Great Depression have on the support for extremist parties in Weimar Germany? • Why did Hitler become Chancellor of Germany in 1932? • How did Hitler consolidate his power in 1933 – 34? • How did the status and position of Jews change from 1933 – 45? You need to know about: • What rights did German Jews have under the Weimar Constitution? • Why did hatred of the Jews increase from 1919 – 1933? • Why did the Nazis launch a propaganda attack on the Jews? • What impact did the economic attack have on the Jews 1933 – 38? • What impact did the legal attack have on the status and position of Jews living in Germany? • Why did the Nazis launch a physical attack on the Jews in 1938? • What impact did the Second World War have on the Jews in Europe? • Why did the Nazis introduce the Final Solution in 1941? • How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?
Card Sort: How successful was the Elizabethan Church Settment Act of 1559?
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Card Sort: How successful was the Elizabethan Church Settment Act of 1559?

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This great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the church settlement and why? Analyse: How far was the Church Settlement Act a success?
Humanities Literacy Mat
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Humanities Literacy Mat

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This literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they're. This is a must have resource for any humanities teacher. The idea of a 'mat' is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. This resource was created in partnership with Lesley Anne who also has her own TES shop so please check it out as well. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. 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
Anti- Semitism: Nazi Persecution of the Jews 1918 - 1945
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Anti- Semitism: Nazi Persecution of the Jews 1918 - 1945

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These resources / unit of work looks at why the Nazi persecution of the Jews became more extreme from 1918 - 1945? The first few chapters look at the status and position of German Jews in 1918 and then moves on to look at the Nazi rise to power and the propaganda, economic, legal, physical attacks on the Jews from 1933 - 1938. Each chapter is designed with revision and summary sections. I have also included my smart notes with aims, objectives, differentiated outcomes, starters and summary diagrams to accompany the booklet which you can adapt as you go along. The next section then looks at the impact of the war on the next stage of the attack on the Jews by looking at the forced segregation and isolation through ghettoes, which was followed by the work of the Einsatgruppen Battalions as the German Army advanced into the USSR. My booklet then asks the question why did the Nazis then decide to move to a 'Final Solution' before moving onto the industrial methods and tactics used to murder the Jews through 'Destruction through work ' and 'special treatment.' The final section or conclusions then explores some of the historical controversy surrounding how far the German people should be blamed for the persecution of the Jews. If I have quoted from a primary or secondary source then full attribution has been given whenever possible. Some of the key questions or learning outcomes, which these resources explore are listed below: • What impact did the FWW and Treaty of Versailles have on Germany? • How successful was the Weimar Government at bringing economic and political stability to Germany? • What was the status and position of German Jews in 1920? • What impact did the Great Depression have on the support for extremist parties in Weimar Germany? • Why did Hitler become Chancellor of Germany in 1932? • How did Hitler consolidate his power in 1933 – 34? • How did the status and position of Jews change from 1933 – 45? You need to know about: • What rights did German Jews have under the Weimar Constitution? • Why did hatred of the Jews increase from 1919 – 1933? • Why did the Nazis launch a propaganda attack on the Jews? • What impact did the economic attack have on the Jews 1933 – 38? • What impact did the legal attack have on the status and position of Jews living in Germany? • Why did the Nazis launch a physical attack on the Jews in 1938? • What impact did the Second World War have on the Jews in Europe? • Why did the Nazis introduce the Final Solution in 1941? • How did the Nazi regime use industrial methods to persecute the Jews in the Holocaust from 1933 -45?