This outstanding lesson on why the RAF won the Battle of Britain, was amongst one of our most popular downloads we had schoollhistory.co.uk and has been tried, tested and fine tuned over many years. This newer version has been fully updated with a wider range of tasks and activities to suit the modern classroom, but if you would still like to use the classic version, then I have also included it as a PDF file. These resources are suitable for the full ability range and include a wide range of differentiated activities. When you purchases these resources you will be able to download an eighteen slide PowerPoint to accompany the lesson and two different versions of a four page page worksheet. I have also included a numeracy activity that can be used in lesson or set as homework. The PowerPoint is designed to be used as a standalone resource or if you prefer to accompany the worksheet and contains the aims, objectives, differentiated outcomes, starters, plenaries, pictures diagrams, information and links to video clips, that you will need to teach the lesson. With the exception of the classic version, all the worksheets have been supplied in Microsoft Word. The lesson begins by looking at the military situation in 1940 and gets students to analyse why Germany decided to invade and the challenges that they would face trying to cross the English Channel. This is followed up by another activity which gets students to listen to Churchill’s famous ‘we will fight them on the beaches’ speech and to assess why it was made in Parliament and broadcast to the nation. The rest of lesson and activities focus on what happened and why the RAF won. For more information, please refer to the preview slides. The aims and objectives of the lesson are: Theme: The Second World War Know: Why did Germany try and invade Britain during the summer of 1940? Understand: Why did the RAF win the Battle of Britain? Evaluate: How important was the role of technology in the German defeat? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why Germany tried to invade Britain in 1940? Explain: Why the RAF won the Battle of Britain? Analyse: How important was the role of technology in the German defeat? If you like this resource then why not check out my other resources on this topic in my TES shop. It has also been bundled up along with my lessons on Blitzkrieg and Dunkirk. 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.

This lesson has been designed to help to provide stretch and challenge for more able students to understand the main reasons why Parliament won the English Civil War.?The main activity is a diamond 9 card sort which helps them to match factors and assess was the most important. This is then consolidated with an extended writing exercise. When you purchase this resource you will be able to download a 14 slide PowerPoint and a one page Word document which includes Diamond 9 statement cards with information and headings labelled ‘Motivation,’ ‘Leadership’, ‘Navy’, ‘Mistakes’, ‘Organisation’, ‘Support’, ‘Catholics’, ‘Charles I’ and 'Discipline.'The PowerPoint includes aims, objectives, starters, plenaries, student instructions, writing frames to help support this lesson. If you are looking for something for middle and lower ability students then I have also published a card sort which can be purchased and downloaded from the TES. The aims and objectives of this lesson are: Theme: The English Civil War * Know: Why did Parliament win the English Civil War? * Understand: What different factors helped Parliament to win? * Evaluate: What was the most important reason why Parliament won? * Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? * Can You Describe: Why Parliament won the English Civil War? * Can You Explain: What different factors helped Parliament to win? * Can You Evaluate: The different factors and decide which 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 so that you can spend more time doing the things that you want. 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

The repeal of the Corn Laws in 1846, was a major turning point in British History. At the heart of the debate on their repeal was what role should the government play in society, should it govern in the interests of the landed elite or in the majority?The Prime Minister, Sir Robert Peel took the decision to put ‘Country before Party’ and enlisted the help of the Duke of Wellington to help force it through Parliament as his last act before retiring from politics. The debate over the Corn Laws was fierce both inside and out of Parliament with the Anti-Corn Law League pushing for a ‘Free Trade’ policy in the hope of reducing tarriffs to help the poor. The ‘Protectionist’ or ‘Free Trade’ argument has divided British politics ever since and was at the heart of the Brexit debate. Due to the complexities to the debate surrounding the Corn Laws, they are rarely studied at KS3, but this outstanding lesson, which has been field tested and refined in the classroom cleverly reduces the key issues to understandable bitesizes. The core task revolves around a card sort which gets students to sort through arguments both for and against the Corn Laws. The PowerPoint been designed to support the card sort provides information slides, sources, video links, tasks to not only help provide some fun and engaging activities for your students, but deepen and extend their understanding. When you purchase this resource you will be able to download a one page Word Document which contains a learning objective, instruction for the card sort, two heading cards and 18 information cards to be sorted under them. I have also provided this as a PDF file. You will also also be able to download a 20 slide supporting PowerPoint which contains two optional starters, information slides, video links, tasks and activities. These activities include a speech writing activity for either Sir Robert Peel advocating the Corn Laws or an MP opposing their abolition. This is backed up with a peer review sheets and guidance on how to write a persuasive speech. Alternatively, you could set your students the extended writing task to explain why the Corn Laws were repealed. I have also included several plenaries that you can choose from including a thinking skills review triangle activity. For more information please review the preview. This lesson is aimed at higher ability KS3 students but is also suitable for students studying this topic at GCSE or A Level. The aims and objectives are: Theme: Popular Protest in the 19th Century Know: Why were the Corn Laws introduced in 1804? Understand: Why did the Anti-Corn Law League want them repealed? Evaluate: Why were the Corn Laws abolished in 1846? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why were the Corn Laws and introduced? Explain: Why the Anti-Corn Law League wanted to abolish them? Analyse: Why were the Corn Laws abolished in 1846? Kind Regards Roy

These outstanding resources have been tried tested over twenty six years and have never failed to inspire and engage the fully ability range. Since this lesson first uploaded , this lesson has been one of our most popular downloads 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.

This lesson resource has been designed to help students studying the historical controversy surrounding why Britain's population increased from 1750 - 1900. It can be used with the full spectrum of ability, but the text level of the sources would better suit lower middle to upper ability students. However, if you like this resource, I have also produced a PowerPoint and a card sort, which provide additional differentiation. These can be purchased separately or as a package under the same title . When you purchase this resource you will be able to download an editable, two page Microsoft Word document which includes an introduction which sets the scene and five sources that look at the issue of why Britain's population increased. The first question gets students to summarise what they can learn from each source about why the population increased, whilst the follow up questions look deeper into the underlying causes and get students to compare and contrast them. The final question sets the scene for the next topic by getting students to draw up a list of the pros and cons of an expanding population. My card sort on this topic would make an excellent plenary for this lesson. The aims and objectives for this lesson are: Theme: Why did Britain have an industrial revolution 1750 - 1900? Know: Why did Britain's population increased from 1750 - 1900? Understand: What factors caused this change? Evaluate: How far was the population increase due to a decline in the death rate? WILF: What Am I Looking For? Identify and describe: Why the population increased in size? Explain: What factors caused this change? Analyse: Make a judgement on how far the increase was due to an increase in the birth rate? 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 help students studying how effective the opposition movement was in Nazi Germany by focusing on the White Rose group set up by Hans and Sophie Scholl. The text level of the worksheet would suit middle and upper ability students. The follow up tasks include a mind mapping exercise, questions and a source analysis question. The linked BBC video clip is an excellent resource to use along side this resource. When you purchase this resource you will be able to download a three page worksheet. This beautifully illustrated resource includes information explaining the why the group was set up, its aims, methods and why it ultimately failed. This topic can be used as a case study on both the power of the Nazi state and why the opposition failed. The activity section includes three sections. The first is a mind mapping exercise questions, which is set along side a second alternative section which includes question and answers. The final section involves looking at an extract from a White Rose pamphlet and asking the question, why was the opposition so weak? The aims and objectives for this lesson are: Theme: How did the Nazis keep control of Germany? Know: What were the aims and methods of the White Rose opposition group? Understand: Why did the White Rose opposition group fail? Evaluate: What can we learn from the failure of this group about why the opposition failed? WILF: What Am I Looking For? Identify and describe: What were the aims and methods of the White Rose opposition group? Explain: Why did the White Rose opposition group fail? Analyse: What can we learn from the failure of this group about why the opposition failed? 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 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

This outstanding lesson has been designed to help students understand the daily challenges facing slaves living on a plantation either in the Carribbean or the southern United States. It is a shocking but engaging lesson that forms part of series on the history of slavery . It comes with both a worksheet and a PowerPoint and a wide range of tasks and activities that are suitable for the full ability range. When you purchase this resource you will be able to download a four page worksheet as well as a twenty slide PowerPoint Presentation. The worksheet includes detailed information, historical sources and differentiated questions on everyday life in the plantation, the treatment of slaves and their punishments. The PowerPoint includes aims, objectives, differentiated outcomes as well as a variety of starters, plenaries, information slides, historical sources,video clips, tasks and additional 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: Rights and Freedoms Know: What was it like to be sold at auction? Understand: How were slaves treated on the plantation? Evaluate: Why were some slaves treated better than others? Skills: Enquiry, Source Analysis and Team Work WILF – What Am I Looking For? Identify & describe: What was it like to be sold at auction? Explain: How were slaves treated on the plantation? Analyze: Why were some slaves treated better than others? 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 on slave resistance looks at the different ways in which Black people resisted slavery. It also tries to answer the difficult question about way some people did not try and run away by contextualizing the learning by 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 the 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 organized 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? Analyze: 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 fun and interactive lesson looks at the story of Queen Boudica’s Rebellion. The main activity is a card sort is designed to help students understand the key events and chronology surrounding the life if Queen Boudica. The information in the card sort is designed to run along side any main stream text book or video clip on her story, but I have also provided a detailed PowerPoint to accompany the card sort. I originally designed this activity as a starter / plenary for my lower ability Year 7 students studying the Roman Empire, but I have written the information cards so that could be easily accessed by lower ability students at KS2. I have also uploaded it into Word document so you can differentiate it further if you need to suit the individual needs of your students. When you purchase this resource you will be able to download a PowerPoint with 14 slides and a single page Word document which includes a learning objective and fourteen cards to be cut out and sorted chronologically. I would advise that students feedback their results before sticking them into their book. The Powerpoint includes aims, objectives, information slides, tasks, activities, historical sources and video links. The aims and objectives for this lesson are: Theme: Roman Britain Know: What happened during Boudica’s Rebellion in AD 60 Understand: Why the Iceni rose up against the Romans? Evaluate: Why are historians interested in the story of Boudica? Skills: Cause, Consequence, Chronology & Collaboration WILF – What Am I Looking For? Can You Describe: What happened during Boudica’s Revolt? Can You Explain: Why the Iceni rose up against the Romans? Can You Evaluate: Why are historians interested in the story of Boudica? 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

Should freedom of information and speech be limited to protect public morality by governments or social media platforms? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? This great little card sort has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. 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 or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this activity are: Theme: Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyze -How far should media be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource is designed to be a starter, consolidation activity or plenary for a lesson looking at the difference between an democracy and autocracy. It is a versatile resource which works well in a citizenship, government & politics, ethics or a history lesson. It can also be used as homework and includes an extension exercise. This resource includes two heading cards labelled ‘Democracy’ and ‘Autocracy’ as well as twenty four statement cards which can be matched to either heading. The resource is provided in Word so you can easily adapt this resource for your students by adding or taking away statements. I have also included an answer sheet as well as an extension exercise which gets students to pair up the statements under the sub headings of definition, government, rights and freedoms, protest, constitution, source of power, education and diversity. The aims and objectives for this lesson are: Know: What are the key features of an autocracy and democracy? Understand: What rights do individuals have within each system? Evaluate: What is the similarities and differences between an autocracy and a democracy? WILF - What Am I Looking For? Identify and describe: What are the key features of an autocracy and democracy? Explain: What rights do individuals have within each system? Analyse: What is the similarities and differences between an autocracy and a democracy? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage! 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 assess how successful Edward VI reign was for the short time he was in power. It looks at the problems that he faced and the solutions that were put in place using market place activity, sometimes known as gather and share. The lesson begins by getting students to review the problems that he faced at the start of his lesson and to classify them into economic, religious, political and succession. This is followed up by a market place activity that looks at the changes he made during his reign and finishes off with a series of activities that get students to assess how successful he was at solving the problems that faced him as King. When you purchase this lesson, you will be able to download a 26 slide PowerPoint Presentation that contains aims, objectives, differentiated outcomes, information slides, activities, historical sources, starters and plenaries on the reign of Edward VI. The PowerPoint also contains slides and templates for photocopying. Please see the preview for more information, but note that some slides have been missed out. This is lesson is suitable for lower middle to upper ability students. The market place activity sides have been ragged and I have produced a core and foundation version of Edward VI’s problems. The aims and objectives are: Theme: The Reformation Know: What problems faced Edward VI during his reign? Understand: How did his changes affect the lives of people in England? Evaluate: How successfully did Edward VI solve his problems? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Identify: What problems faced Edward VI whilst he was King ? Can You Explain: How his changes affected the lives of people in England? Evaluate: How successfully did Edward VI solve his problems? 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 you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This unit is designed to allow students to investigate how William consolidated his control of Britain after the Norman invasion. It starts by looking at the 'Harrying of the North' by William and how he ruthlessness wiped out all opposition to his rule. The second unit looks at how he rewarded his supporters and tightened his control by introducing the Feudal System. Whilst studying this unit it is important to emphases the importance of doing 'homage' and taking the 'oath of allegiance' as William placed considerable importance on this aspect. His key justification for the Norman invasion was his claim that King Harold was an oath breaker and that his victory was a vindication of the just by God. The fourth unit looks at the Domesday Book and how land and wealth was distributed. Please make sure you point how to your students how much land and wealth was given to the Church as the Pope had supported his invasion. The final two units look at the roles played by different types of castles in helping William consulate his control. This resource is best used alongside the Heinemann History series which is referred to in the scheme of work. It represents excellent value as I have included all the relevant lesson resources along with two literacy mats to help students write a persuasive letter to their local Lord explaining why they should replace the Motte and Bailey Castle with a Square Keep Castle. This work makes an excellent display and assessment work, especially if students age their work with tea bags or coffee. All my students have thoroughly enjoyed this scheme of work as it lends itself to memorable educational moments that will last them a lifetime. Kind Regards Roy

These revision cards cover all the key factors that you will need to know about Black Civil Rights in the USA from 1950 - 1970. If you are looking for a fun, interactive revision game that can be used as a starter or plenary, then this resource for you! It particularly good at injecting a bit of competition which will draw in some of those under achieving students, especially the boys who might be very good at learning key facts via a game. They can also be used by students as revision flash cards. There are three main ways that you can use them. Game 1 involves getting students to read out the key words until the other guesses the topic correctly. Game 2 involves additional challenge and stretch by getting students to describe the topic without using any of the key words on the card. The third game, which adds an additional layer of fun or challenge involves playing a round of Pictionary or Charades. I normally give my students 3 minutes of each round to help activate the learning and warm up the class. You could also have a freestyle round where students decide which game they want to play linked to their learning style. If you are trying to engage some under achieving boys, add some competition and get them to keep score in the back of their books. I would recommend printing them off on card and getting your students to cut them out. Then put the cards into an envelope for class use. If you are a student then keep them in your pocket and use them as a flash card to help you learn the key facts, From a revision perspective, you can print off the cards and get your students to learn the key words for a test or for their exams. These are a win, win resource. The kids will love them and they will help to improve your results. 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 looks at one of Britain’s first attempts to recycle or salvage resources during the Second World War. It is part of a series of lessons that I have created on the Home Front that can be either downloaded separately or as a discounted bundle. The lesson materials are suitable for the full range of ability. When you purchase these resources you will be able to download a three page worksheet with the key information, sources and tasks, one of which includes a SEN missing word activity. You will also be able to download an accompanying Point Point with the aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, relevant video clips and extension exercises to work along aide the activities on the worksheet. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government introduce a salvage campaign? Understand: What impact did the wartime shortages have on Britain? Evaluate: How successful was Britain’s first recycling campaign? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government introduce a salvage campaign? Explain: What impact did wartime shortages have on Britain? Analyse: How successful was Britain’s first recycling campaign? 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 is the second in a series that looks at why Prohibition failed. These resources look at the legislation that was introduced as well as the impact on drink related crime, organised crime, bootlegging , illegal bars and brewing. When you purchase this resource, you will be able to download a thirteen slide PowerPoint and a three page worksheet. These resources are primarily aimed at foundation and core students. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, thinking skills tasks and information slides which also include primary and secondary sources. The worksheet includes information ans sources on the impact that Prohibition had on US Society as well as primary and secondary sources, activities and part of my differentiation, these resources included a heads and tails mini plenary as well as a thinking skills review triangle at the end to help students assess which was the most significant impact. The aims of the lesson are: Theme: Why did Prohibition fail? Know: What laws were introduced to enforce Prohibition? Understand: How did people respond to prohibition? Evaluate: Why what impact did prohibition have on the USA? Skills: Chronology, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – effects of Prohibition on the USA? Explain – both the legal and social effects of Prohibition on the USA? Analyse – Begin to make a judgement on why Prohibition failed? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson looks at several key issues surrounding the trail of Sacco and Vanzetti and includes a wide range of contemporary and modern sources to help the learner make up their own min. The aims, objectives and differentiated outcomes are: Theme: The Dark side of the Boom Know: Who were Sacco and Vanzetti and what were they accused of? Understand: How fair was their trail? Understand: Why were some Americans afraid of the new immigrants? Evaluate: How tolerant was the USA in the 1920s? Skills: Cause, Consequence, Source Evaluation & judgement What Am I Looking For this lesson? Identify / Describe – Who were Sacco & Vanzetti? Explain – How fair was their trial and investigation ? Analyse – begin to form a judgement on how tolerant was US society in the 1920s? There are 6 activities built into the lesson including a snowballing starter, an OCR style source question with a pupil mark scheme, a persuasive speech literacy activity for their defence or prosecution, a Venn dig ram source analysis on contemporary reactions, an evidence review sheet on their innocence or guilt and finally an OCR 6 mark question with a mark scheme on 'why were Sacco and Vanzetti executed.' I have been observed several times with this resource and have had this lesson graded as outstanding. I have also included a persuasive literacy mat to help students phrase their speeches. 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