This worksheet covers the key information on the Dreyfus Affair and its impact on anti-Semitism in France. This is a good example to study to highlight the fact that anti-Semitism existed all over Europe, not just in Germany and Russia. There are activities designed for both core and foundation students. 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 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?

This great resource is designed to help students plan an essay on how far was Guy Fawkes innocent or guilty. It works really well with either my card sort activities or worksheets on the topic. The aims and objectives are: Theme: What were the causes of the English Civil War? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics supposedly want to murder the King? Evaluate: How far do the contemporary sources and research by historians prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What evidence and facts supports that Guy Fawkes was innocent or guilty? Explain: How does the evidence support whether Guy Fawkes was innocent or guilty? Analyse: Come to a judgement on how far Guy Fawkes was guilty? Kind Regards Roy

This great resource is designed to help students plan an essay on how far was Guy Fawkes innocent or guilty. It works really well with either my card sort activities or worksheets on the topic. The aims and objectives are: Theme: What were the causes of the English Civil War? Know: What happened during the Gunpowder Plot? Understand: Why did the Catholics supposedly want to murder the King? Evaluate: How far do the contemporary sources and research by historians prove that Guy Fawkes was innocent or guilty? WILF - What Am I Looking For? Identify & describe: What evidence and facts supports that Guy Fawkes was innocent or guilty? Explain: How does the evidence support whether Guy Fawkes was innocent or guilty? Analyse: Come to a judgement on how far Guy Fawkes was guilty? Kind Regards Roy

This great little card sort is designed as a quick kinaesthetic, collaborative exercise, which can be used as either a plenary or mini plenary on this topic. It has been created as part of a series on the American West which can be downloaded from my TES shop. I've also produced an iPad version which can also be downloaded for free on tis topic. when you download this resource, it includes nine key ideas associated with Native American warfare with their definitions mixed up. You could cut these out and keep them in an envelop or just give out this single sheet and give your students 10 minutes to cut them, sort them, peer assess their results and then stick them in their books. The aims and objectives for this lesson are: Theme: The American West Know: What were the key features and weapons of Native American warfare? Understand: Why did warriors count coup and display feathers and scalps? Evaluate: How did Native American beliefs affect their attitude towards warfare? WILF: What Am I looking For? Identify and describe: The key features of Native American warfare? Explain: Why did warriors count coup and display feathers and scalps? Evaluate: How did Native American beliefs affect their attitude towards warfare? 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

Planning for change can sometimes be a challenge in those late after school sessions. This timeless classic by the History Academy tries to add a bit of fun to help spice up your meetings and help folks relax whilst at the same time reflect on the school, faculty and departmental priorities. When you download this resource will be able to access a Microsoft PowerPoint that can be edited to suit the style in which your school does its review, development or school action plans. The resource includes 12 slides which can be printed off as a pack or simply beamed onto your IWB. If you like what you see then why not check out some of our other resources on the History Academy TES shops. We also have a range of other resources can can be quickly adapted for other subjects. If anyone is looking for an outstanding history teacher / HOF Humanities or SMSC Consultant, then get in touch. I am currently available at short notice! Kind Regards Roy

This worksheet covers the attack on the Jews in Russia 1880 - 1920. It looks specifically at both the anti-Semitic regulations that were passed, pogroms as well as the creation of the Pale Settlement, The final section examines how the Russian Jews responded to these attacks. The aims and objectives of this lesson are: Can You Describe: How the Jews were treated in Russia from 1880 - 1920? Can You Explain: Why was the Pale Settlement created? Can You Evaluate: Why the Russian government organised against the Jews? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson on Medieval Ghana has been especially commissioned to help fill a much neglected part of the curriculum. For far too long the history of Africa has been relegated and ignored. This lesson looks at the rise and fall of Medieval Ghana and looks at how its model of government, natural resources, system of justice, trade, culture and economy helped it to become a powerful West African empire. The tasks and activities have been designed for a range of abilities and include recall questions, graphic organisers, support for an extended essay and a differentiated missing word activity. When you purchase this resource you will be able to download a 26 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, information slides as well as historical sources on how Ghana became a powerful West African empire. You will also be able to download a three page Word Document which is designed to run along side the PowerPoint and includes both the information, tasks and activities. We have also uploaded both documents as PDFs, just in case you do no have access to Microsoft Office. For further information, please see the preview. The aims and objectives for this lesson are: Theme: Medieval African History Know: How was Ghana governed and ruled? Understand: How did trade help to make Ghana rich? Evaluate: Why did Ghana become a powerful empire? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How was Ghana governed and ruled? Can You Explain: How did trade help to make Ghana a rich? Can You Evaluate: What made Ghana become a powerful empire? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson has been designed around the topical issue on how far was the British Monarchy responsible for the Slave Trade? It can be used with all abilities as part of a history lesson or as tutor time activity. At its core, the lesson involves evaluating the historical evidence through a card sort exercise. This can be cut out and stuck into their books or completed by students creating a colour code or key. The lesson finishes off with a ‘Post-it’ note continuum line class voting exercise but could easily be extended with an essay, letter or speech writing exercise. When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, information slides as well as historical sources on Britain’s involvement in the Slave Trade. You will also be able to download a one page Word Document which includes instructions, activities, questions, two heading cards labeled ‘The British monarchy is responsible’ and ‘The British Monarchy is not responsible’, as well as fourteen information cards which can be cut out and sorted or annotated with a key. We have also uploaded both documents as PDFs. For further information, please see the preview. The aims and objectives for this lesson are: Theme: The Slave Trade & the British Monarch Know: What was the Transatlantic Slave Trade? Understand: How did Britain get involved in the Slave Trade? Evaluate: How far was the British Monarchy responsible for the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What was the Transatlantic Slave Trade? Can You Explain: How did Britain get involved in the Slave Trade? Can You Evaluate: How far was the British Monarchy responsible ? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed around the topical issue on how far was the British Monarchy responsible for the Slave Trade? It can be used with all abilities as part of a history lesson or as tutor time activity. The main task involves assessing the historical evidence through a card sort exercise. This can be cut out and stuck into their books or completed by students creating a colour code or key. The lesson finishes off with a ‘Post-it’ note continuum line class voting exercise but could easily be extended with an essay, letter or speech writing exercise. When you purchase this resource you will be able to download a 12 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, information slides as well as historical sources on Britain’s involvement in the Slave Trade. You will also be able to download a one page Word Document which includes instructions, activities, questions, two heading cards labeled ‘The British monarchy is responsible’ and ‘The British Monarchy is not responsible’, as well as fourteen information cards which can be cut out and sorted or annotated with a key. We have also uploaded both documents as PDFs. For further information, please see the preview. The aims and objectives for this lesson are: Theme: The Slave Trade & the British Monarch Know: What was the Transatlantic Slave Trade? Understand: How did Britain get involved in the Slave Trade? Evaluate: How far was the British Monarchy responsible for the Slave Trade? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What was the Transatlantic Slave Trade? Can You Explain: How did Britain get involved in the Slave Trade? Can You Evaluate: How far was the British Monarchy responsible ? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson on Medieval African Kingdoms has been commissioned by the History Academy to look at an important era of history that is often overlooked due to the demands of the curriculum. There are two versions of this lesson. This fun and interactive lesson is less active that the market place activity and is designed for both the PowerPoint and Worksheet to be used in tandem. It is suitable for students of all abilities. When you purchase this resource you will be able to download four files, a two PDFs editable worksheet and PowerPoint. The PowerPoint contains 41 slides which includes information slides, historical sources, starters, plenaries, tasks, activities, writing frames, templates, as well as links to relevant video clips on six Medieval African Empires and Kingdoms. Depending upon the ability of your class, we have also included a drag and drop, missing word activities as well as two optional extended writing tasks looking at two controversial interpretations of African history. The plenary tasks include a knowledge quiz and continuum line activity on how civilised or advanced were Medieval African Kingdoms. The worksheet mirrors the information, tasks and activities in the PowerPoint. Both the worksheet and PP are also supplied in PDF format. We have focused on the following African Empires and Kingdoms of Aksum, Benin, Mali, Ghania, Songhai and Great Zimbabwe. If you would like to find out more about these lesson then please visit our facebook page or view the detailed preview. We have also uploaded a PDF version for those who do not have access to Microsoft Office. Theme: Medieval African History Know: How rich and powerful were African empires and kingdoms? Understand: How have historians interpreted African Medieval History in the past? Evaluate: How advanced were Medieval African Kingdoms? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How rich and powerful were African empires and kingdoms? Can You Explain: How historians have misinterpreted African Medieval History? Can You Evaluate: How advanced were Medieval African Kingdoms? If you like these resources then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

AI has the potential to transform education and revolutionalise the learning experiences of students. This fun and interactive card sort looks at the arguments for and against the use if AI in education. It is designed to be used with a KS4 or KS5 class or as part of a CPD session for teacher training. The language level in this resource is possibly to high for KS3 students, but it is provided in both PDF and Microsoft Word format so you can customise it for your students or your audience. When you purchase this resource, you will be able to download a single page resource which contains two heading cards and sixteen statements that have been mixed up on either the ‘pros’ or the ‘cons’ of AI in education. It also contains a learning objective, instruction and a follow up task which can be set either in lesson or for homework. I have also included a 14 slide PowerPoint to help facilitate the card sort and follow up with a speech writing cosolidation task. Please see the preview for more details. The aims and objectives of this lesson are: Theme: Technology in Education Know: What is AI and how can it be used in education? Understand: The benefits and dangers of AI in education? Evaluate: How far AI has the potential to improve education? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is AI and how can it be used in education? Can You Explain: The benefits and dangers of AI in education? Can You Evaluate: How far AI has the potential to improve education? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This market place activity has been commissioned by the History Academy to look at African Medieval Empires and Kingdoms and follows on from our free resource on why study Medieval African history. This fun and interactive lesson is designed to get students of all abilities up and out of their chairs, collaborating and working together to investigate this exciting and largely ignored topic. When you purchase this resource you will be able to download two files, a PDF and an editable PowerPoint. The PowerPoint contains 41 slides which includes information slides, historical sources, starters, plenaries, tasks, activities, writing frames, templates, as well as links to relevant video clips on six Medieval African Empires and Kingdoms. Depending upon the ability of your class, we have also included drag and drop, missing word activities as well as two optional extended writing tasks looking at two controversial interpretations of African history. The plenary tasks include a knowledge quiz and continuum line activity on how civilised or advanced were Medieval African KIngdoms. We have focused on the following African Empires and Kingdoms of Aksum, Benin, Mali, Ghania, Songhai and Great Zimbabwe. If you would like to find out more about these lesson then please visit our facebook page or view the detailed preview. We have also uploaded a PDF version for those who do not have access to Microsoft Office. Theme: Medieval African History Know: How rich and powerful were African empires and kingdoms? Understand: How have historians interpreted African Medieval History in the past? Evaluate: How advanced were Medieval African Kingdoms? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How rich and powerful were African empires and kingdoms? Can You Explain: How historians have misinterpreted African Medieval History? Can You Evaluate: How advanced were Medieval African Kingdoms? If you like these resources then why not check out our TES shop, where you can find similar resources that have been bundled to provide you with further savings. You can also follow ‘The History Academy on Facebook and YouTube for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. However, we do not compromise our values and pay all our contributors the living wage for their work. Kind Regards Roy

This market place activity on Medieval Mali has been commissioned by the History Academy as part of a series looking at African Medieval Empires and Kingdoms. This fun and interactive lesson is designed to get students of all abilities up and out of their chairs, collaborating and working together to investigate this exciting and largely ignored topic. The Empire of Mali was one of the largest empires in Medieval West African History spanning from the Atlantic Coast to central parts of the Sahara desert. Founded by the Lion King in 1214, it had doubled in size by the reign of Mansa Musa, who is offen sited at the richest man in history. He became king because his brother abdicated because he wanted to sail the oceans and ‘pursue knowledge and discovery.’ The historical evidence suggests that he reached America over 180 years before Christopher Columbus . The education system and universities of Timbuktu and Gao were famous throughout the Medieval World and were set up 100 years before both Oxford and Cambridge. This lesson is aimed at KS3 and was designed originally for a middle ability Year 7 class. We have included a range of different activities that you can sellect for your classes from knowledge recall questions, heads and tails, missing words, word search, knowledge quizzes, review triangles and an essay question along with supporting activities. When you purchase this resource you will be able to download a 36 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, video links, information slides as well as historical sources. T We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. Both files can be edited so that you can customise them to suit your students. The aims and objectives of this lesson are: Theme: Medieval African History Know: How was Mali governed and ruled? Understand: How did trade help to make Mali rich? Evaluate: Why did Mali become a powerful African empire? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How was Mali governed and ruled? Can You Explain: How did trade help to make Mali rich? Can You Evaluate: What made Mali become a powerful empire? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and engaging lesson has been commissioned by the History Academy as part of a series on Medieval African history to help fill a much neglected part of the curriculum. For far too long the history of Africa has been relegated, neglected and ignored. The Empire of Mali was one of the largest empires in Medieval West African History spanning from the Atlantic Coast to central parts of the Sahara desert. Founded by the Lion King in 1214, it had doubled in size by the reign of Mansa Musa, who is offen sited at the richest man in history. He became king because his brother abdicated because he wanted to sail the oceans and ‘pursue knowledge and discovery.’ The historical evidence suggests that he reached America over 180 years before Christopher Columbus . The education system and universities of Timbuktu and Gao were famous throughout the Medieval World and were set up 100 years before both Oxford and Cambridge. This two part lesson looks at the rise and fall of the Empire of Mali. It looks at how the empire was founded and extended under the first three rulers before moving on to look at how its society was was organised and governed. The second lesson looks in more detail at trade, economy, religion, culture, trade and the economy. This lesson is aimed at KS3 and was designed originally for a middle ability Year 7 class. We have included a range of different activities that you can sellect for your classes from knowledge recall questions, heads and tails, missing words, word search, knowledge quizzes, review triangles and an essay question along with supporting activities. When you purchase this resource you will be able to download a 33 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, tasks, activities, video links, information slides as well as historical sources. You will also be able to download a four page Word Document which is designed to run along side the PowerPoint and includes both the information, templates for photocopying, tasks and activities. We have also uploaded both documents as PDFs, just in case you do not have access to Microsoft Office. For further If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The debate over whether the Elgin Marbles should be returned to Greece has divided opinion across the World. There can be no doubt that Lord Elgin rescued the marbles, which were being sold off as souvenirs to tourists at the time, but to whom do they belong? He bought them legally from the Sultan of the Ottoman Empire and then sold them to the British Museum so that they could be saved for prosperity, but this is disputed by some historians who claim that they were stolen from the Greek people. These and many other arguments have been carefully summerised in this fun and interactive card sort, which is suitable for students in Year 6 to Year 11. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a sixteen slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Please see the preview for more information. The aims and objectives of this lesson are: Theme: Ancient Greece Know: Why were the Elgin Marbles removed from Athens? Understand: The arguments for and against returning them? Evaluate: Should the Elgin Marbles be returned to Greece? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why the Elgin Marbles were removed? Can You Explain: The key arguments for and against returning the Elgin Marbles? Can You Evaluate: Whether they should be returned and justify your opinion? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help to provide stretch and challenge for more able students to understand the main causes of the Russian Revolution. 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 15 slide PowerPoint and a one page Word document which includes Diamond 9 statement cards along with the instructions for students to follow .'The PowerPoint includes aims, objectives, starters, plenaries, student instructions, writing frames to help support this lesson. We have also included both documents as PDF files, just in case you don’t have access to Microsoft Office. If you want to save time with this exercise, we have numbered the Diamond 9 Cards. Please note that this lesson assumes that your students have already studied the causes of the Russian Revolution and are using this lesson to connected the learning together and evaluate the main causes through the activity and discussions that will result from diamond 9 activity. Please see the preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution * Know: What were the causes of the Russian Revolution? * Understand: What different factors caused the Russian Revolution? * Evaluate: What were the most important causes? * Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? * Can You Describe: What were the causes of the Russian Revolution? * Can You Explain: What different factors caused the Russian Revolution? * Can You Evaluate: The different causes 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 the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This fun and interactive card sort has been designed to help students review and develop their understanding about the causes of the October Revolution in 1917, which saw the overthrow of the Provisional Government. It is aimed at GCSE and A Level students, who have studied the topic and now need to develop their critical understanding of the links and connections between the different factors and their significance within the complex web of events leading up to the Bolshevik Revolution. When you purchase this resource, you will be able to download a 14 slide PowerPoint Presentation and an accompanying single page word document. The PowerPoint contains aims, objectives, starter, plenary, information slide, pictures, diagrams, tasks, activities, review triangle, and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. The Word document, which has also been uploaded as a PDF, contains instructions, aims, eight heading cards and twenty eight cards that need sorting or matching under them. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in October 1917? Understand: What different factors caused the Bolshevik Revolution? Evaluate: Which were the most important causes of the October Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in October 1917? Can You Explain: What different factors caused the Bolshevik Revolution? Can You Evaluate: Which were the most important causes? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy