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Lawriepeet's Shop

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I am a History teacher in the North West, and head of Citizenship in my school. I have been teaching since 2007, in four secondary schools across the area. In between times, in 2012, I taught as a volunteer teacher in Ghana, with English, French and Maths classes (you can read about my adventures in my book, Teaching in the Sun, available on Amazon). All of my resources have been extensively tried and tested. I hope that you, like me, are able to use them for good and outstanding lessons.

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I am a History teacher in the North West, and head of Citizenship in my school. I have been teaching since 2007, in four secondary schools across the area. In between times, in 2012, I taught as a volunteer teacher in Ghana, with English, French and Maths classes (you can read about my adventures in my book, Teaching in the Sun, available on Amazon). All of my resources have been extensively tried and tested. I hope that you, like me, are able to use them for good and outstanding lessons.
King Charles II
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King Charles II

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This is a KS3 resource for the character of Charles II. Students decide whether or not they would have liked him. As a starter, they brainstorm the qualities of a good king. they can explain positive and negative aspects of his personality by highlighting information sheets, differentiated for higher and lower ability students. Key words are provided in the powerpoint. This can lead to a debate in class - split them to defend / attack Charles’ personality - and/or a piece of extended writing on whether he was a good / bad character. Different writing frames are included in the powerpoint. My classes love it every year. YouTube clip supports lesson as a way in.
Significance of Martin Luther King
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Significance of Martin Luther King

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This is a whole-lesson on Martin Luther King. it contains a link to the ‘I have a Dream’ speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King’s significance. Students finish by considering the effect of non-peaceful protest.
Nuclear power
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Nuclear power

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The first activity is is a card sort designed to allow students to categorise information do to with nuclear energy. More able students can use the cards to explain their thoughts on the best and worst aspects of nuclear energy. There is a differentiated card sort for the lower-ability students. The second activity is a letter to the local council. This has a writing frame which can be used, and is differentiated for abilities.
Assassination of Franz Ferdinand
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Assassination of Franz Ferdinand

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This is a lesson for the events of the assassination and afterwards. Students can watch the clip and have a writing frame provided in the powerpoint to write an article. Key terms and people are explained in the powerpoint too. The second half is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. There is a differentiated version for less able students, and the very weak ones could be encouraged to match the country to the reaction… Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.
Uses of the rainforest
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Uses of the rainforest

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This is a card sort designed to allow students to arrange uses of the rainforest, and problems caused by humans. There is a differentiated sheet for lower-ability students. They can explain judgments on the best and most damaging uses.. More able students can come up with ways that the rainforest can be better used.
Russia - Causes of the 1905 Revolution
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Russia - Causes of the 1905 Revolution

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This is a card sort designed to allow students to categorise and prioritise reasons for the 1905 Revolution in Russia. There is a differentiated version for lower-ability students. More able students can use the cards to explain their thoughts on the most important reason for the Revolution. It could be done as a diamond 9 activity. It could also be done as a venn diagram using the template sheet. This is an ideal activity for preparing exam-class students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.
UK responses to Spanish flu
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UK responses to Spanish flu

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This is a resource for GCSE 9-1 students. It gives a list of responses to the Spanish flu epidemic in 1918-9. Students are invited to explain the effect of each of these measures. This can take the form of why it was done, how effective it was, or who benefitted - in some cases. therev is an exrtension activity at the bottom of teh sheet. On page 2 is a list of useful words / phrases students can use - useful for loewer ability students.
Why the homesteaders moved on to the Plains
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Why the homesteaders moved on to the Plains

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This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.
The League of Nations, border disputes in the 1920s
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The League of Nations, border disputes in the 1920s

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An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. This could be done as a group, paired or individual activity.
Success of evacuation in WW2
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Success of evacuation in WW2

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This is a card sorting resource for KS3 or KS4 students looking at the success of the evacuation process, Operation Pied Piper, in 1939. Students can sort the cards into: advantages for children, disadvantages for children, successes of the process, failures of the process. Alternatively, they can sort them into good/bad points. Further activities can sort the cards for priorities of positives and negatives. There is a differentiated resource for lower ability students. This can lead to a discussion activity or a piece of extended writing on the success of evacuation. I have in the past used it as the basis of an assessment on the success of evacuation.
Why the USA entered WW2
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Why the USA entered WW2

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This is a resource for students to explain why the USA joined WW2. Students are presented with 7 reasons, they must explain why these made the USA join the war. There is a differentiated version with are key words to help less able students with the explanations. Students then decide which were reactions to Pearl Harbour, and which were longer term reasons. As an extension, students explain their opinion on the most important reason for the USA joining the war.
The Bolshevik revolution
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The Bolshevik revolution

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This worksheet allows students to explain events in Russia before and after the 1917 revolution. Students have 7 events outlined to them, and explain their own thoughts on why it was significant. Students can, as an extension, explain how these events link together and created an environment in the USSR which grew more oppressive. They can make judgements on turning points. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.
Elizabethan Poor Law
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Elizabethan Poor Law

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This is for GCSE History. Students have three sheets which they can work through. the powerpoint is slide with definitions of the impotent / undeserving / deserving poor 1. Laws against begging and why they failed - Students match the law to why it failed, and higher ability students can take note of whose reign each was passed in. More able students can answer two extension questions to compare the laws of Henry VIII to Elizabeth. 2. The Act for the Relief of the Poor – 1601 - Students match up which parts of the Poor Law fit to which people. Terms of the poor law are underneath - you may want to cut the sheet in half so that terms and the chart are not together. Refer to the PowerPoint if needed for this. There is an extension question underneath the chart for the more able. 3. Effectiveness of the Poor Law - students colour code or use as a card sort the strengths and weaknesses of the Poor Law. They can consider the biggest strength and greatest weakness, before making an overall judgement on the effectiveness of the Poor Law. The best responses will suggests that whilst the effect was limited, it was a significant step and certainly better than anything attempted before.
The development of canals
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The development of canals

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This is a whole lessons activity on the coming of canals during the Industrial Revolution. Use the powerpoint to encourage students to define the word canalmania, and to decide the biggest problems that the canalbuilders faced in the 1780s/90s. The worksheet can be done as a card sort or a cut and stick activity. Students must decide which of the pieces of information are advantages and disadvantages. They must then, as an extension, decide which relate to: a) money, b) transporting people/things, c) others. Students then answer the question on the final slide of the powerpoint. This can lead to a piece of extended writing for more able students, or as a more broken down set of answers for the less able. There is plenty of scope for discussion throughout the lesson.
Why D Day was successful
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Why D Day was successful

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This is a diamond 9 card sort to categorise and prioritise the reasons that D Day was successful. As an extension, you can challenge students to explain the more / less important reasons, and there is a further extension question for more ale students. This can lead to a class discussion. Categories could include, but not be limited to, the actions of the Allies, Germany’s weaknesses, planning, leadership and others.
Impacts of TNCs
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Impacts of TNCs

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A card sort and written task on the positive and negative aspects of TNCs. There are two versions of the activities, for higher- and lower-ability students. Students classify the impacts as to whether they are positive and negative. Students then arrange them into categories such as job creation, job loss, effect on richer/poorer countries, money, environment. Students complete a scaffolded written task to describe and explain the best and worst impacts of TNCs. They finish by examining whether a boycott of TNCs such as Nike would have a positive or negative effect. A list of key words is provided on the lower-ability resource.
reason for abolition of slavery
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reason for abolition of slavery

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A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.
British rule in India
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British rule in India

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This is a card sorting resource on the development of Britain’s rule from the 1750s to 1947. There is a differentiated resource for lower ability students. Students are invited to sort the cards into categories: a) violence/war b) peaceful protest c) political power / government. Lower ability students can look at what was violent / non-violent. They then place the cards into chronological order, and can use the timeline to indicate where Britain’s rule was secure or weak. More able students can be challenged to decide how strong or weak each event showed British rule to be. Students can then answer the following questions on British India: 1. What event showed that British power was at its strongest? Why? 2. What event showed that British power was at its weakest, before 1947? Why? 3. What do you suggest about British rule in India over the years? Think of rise and fall of power. Why do you think that this was? This can lead to a class debate or piece of extended writing.
American entry to WWII
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American entry to WWII

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This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for the American entry to WWII. More able students can use the cards to explain their thoughts on the most important reason for the American entry to WWII, and decide how important Pearl Harbour was. Categories could include, but not be limited to: Pearl Harbour and aftermath USA’s desire to help allies Political desire to join the war Nazi aggression It could be done as a venn diagram using the second sheet.
Activities of the KKK
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Activities of the KKK

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This is a diamond 9 card sort to categorise and prioritise the reasons that the KKK were a menace to black Americans. As an extension, you can challenge students to explain the more / less serious reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, violence, non-violenmce and ceremonies.