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’When giving feedback to A Level Students studying history it is important to be specific about what the student did well and where they need improvement. Is crucial to point out specific examples and illustrate your points by linking them to the assessment objectives.' It can be difficult to maintain a work life balance when you have a pile of A Level essays to mark. If you like me find yourself annotating work and writing your own mini essay in response to your students work, then the history academy might just have the solution you are looking for. The attached essay and source feedback sheets are designed to help you provide effective next steps feedback and save you time. When you purchase these resources, you will be able to download two feedback mark schemes for Section A and B of the AQA A Level History Syllabus. The first page of both the source and the essay feedback sheets contains a grid which breaks down the assessment objectives for each level. You simply highlight, tick and underline what the student has achieved. By looking at the next level, your students can see what they need to do next in order to improve their work. The second page contains a table with a space for writing a quick summary and then two sections saying ‘areas for praise’ and ‘areas for improvement.’ At the bottom of the page is a section for the students to write their response to your feedback. Both documents have been provided in Word and as a PDF. When completing these sheets, I usually type up my comments or occasionally copy and paste statements into the relevant boxes. I keep a copy saved in the students folder and attach a physical copy to their essay. These feedback sheets have been field tested many times since 2016 and have helped to significantly reduce my workload and many of my colleagues. Take a look at the detailed preview. 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. This is special resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy

This outstanding lesson on slave resistance looks at the different ways in which Black people challenged slavery. It also tries to answer the difficult question about why some people did not try and run away by contextualising the learning and 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 and 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 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: 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? Analyse: 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 outstanding lesson has been designed to help students studying the historical controversies surrounding the campaign to get women the vote in Britain. The women’s movement was split between the peaceful suffragists on the one hand, who made up nearly 80% of women, whilst on the other there were the better known militant suffragettes. The lesson resources have been designed to suit the full spectrum of ability at KS3 and should work alongside any mainstream textbook or resource on this topic. However, I have also included a PowerPoint to accompany the lesson which includes all the necessary background knowledge for the lesson. When you purchase this resource you will be able to download a fully editable Microsoft Word document an an accompanying PowerPoint presentation. The Word documents includes aims, instructions, two heading cards labelled ‘Suffragette’ and ‘Suffragist’, along with 20 information cards that can be sorted under one of the two headings. Whilst the PowerPoint includes aims, objectives, differentiated outcomes, information slides, links to appropriate video clips and additional tasks, including an alternative Venn diagram activity comparing the two groups of campaigners. The aims and objectives for this lesson are: Theme: Why did some women get the vote in 1918? Know: How were the suffragist and suffragette campaigns different? Understand: Why were their methods and tactics different? Evaluate: Which group was the most effective? Skills: Cause, Consequence, Evaluation and Judgement. WILF: What Am I Looking For? Identify and describe: The differences and similarities between a suffragist and a suffragette? Explain: Why were their methods and tactics different? Analyse: Which organisation was more effective at changing peoples attitudes towards women? 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 for their work 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 or if you have any questions or requests. Do check out our YouTube Channel: @historyacademy Kind Regards Roy

This useful resource will help your students assess why the Labour Party won and the Conservatives Party lost the General Election in 1945. The information covered looks at the aims of both parties, their leadership, tactics and policies on social welfare and health care. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. When you purchase this resource you will be able to download a single page Microsoft Word document which includes a learning objective, instructions, two headings cards labeled ‘Why Labour Won’ and ‘Why the Conservatives Lost’ as well as sixteen information cards to be sorted. At the end of the document there is an extension question designed to help consolidate the lesson. The aims of this lesson / activity are: Theme: Post War Britain Know: What were the policies and aims of both the Labour and Conservative parties in 1945? Understand: Why did the Conservatives lose under Churchill? Evaluate: Why did the Labour Party win in 1945? WILF - What am I Looking For? Identify and describe - the leadership, policies and aims of both the Conservative and Labour Parties in 1945. Explain - Why the Conservatives lost the election? Analyse - Why the Labour Party won the election? 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 has been designed to help students studying how Elizabethan society treated the poor by getting them to look at a number of cases and deciding what should happen next. It has been designed by experienced teachers who have field tested this resource in the classroom, whilst being observed by Ofsted. When you purchase this resource it includes a PowerPoint information, which sets out the aims, objectives, differentiated outcomes and includes all the information, starters, activities that you will need for this lesson. It also includes a step by step lesson plan and a worksheet, which lists each of the characters problems. Once you have completed the starters and reviewed the information on why the Elizabethan's were worried about poverty, your class will be presented with an avatar who will explain how the Elizabethan Poor Law worked. Simply click on the buttons and the avatar will explain how the Elizabethans decided if someone was deserving or undeserving or whether they should be punished or should receive indoor or outdoor relief? When it comes to the next stage you can either print off copies from the PowerPoint or use the worksheet which contains all the cases. As students review each case they have been given to study, they tick the appropriate boxes on the table that is visible in the preview. Once they have looked at their assigned cases they then feedback to a class discussion. The aims and objectives of this fun and enjoyable lesson are: Theme: Elizabethan Age, 1558 – 1603. Know: What are the causes of poverty in the Tudor period? Understand: How did Elizabethan society deal with the poor? Evaluate: How fair was the Elizabethan Poor Law? WILF – What Am I Looking For? Identify & describe: The causes of poverty in the Tudor period? Explain: How did Elizabethan society deal with the poor? Analyse: How fair was the Elizabethan Poor Law? If you are looking for a fun and enjoyable lesson that will impress any observer, then this lesson ticks all the appropriate boxes and even comes with its own lesson plan. If you want to add an extra bit of sparkle then change the customise some of the locations in the cases. 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 aims to help students assess whether prison sentences work by looking at the experiences in the UK. This is a controversial subject with people from all sides advocating different solutions from longer sentences to rehabilitate prisoners to alternatives sentences based in the community. This card sort can be used with a range of abilities and has never failed to get my students excited, engaged, whilst improving their understanding of this difficult topic. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download 19 slide PowerPoint which is designed to help facilitate the card sort which is in a separate single page Microsoft Word document. The Word document includes a learning objective, instructions, two headings cards labeled ‘Pros / Advantages’ and ‘Cons / Disadvantages’ as well as sixteen information cards to be sorted. . The PowerPoint contains aims, objectives, information slides, templates, tasks and activities to support the card sort. These are both fully editable documents which can be customized if necessary to suit your students. I have also uploaded them as PDFs. Once students have completed the main task, they then have the option of writing the script for a speech expressing their own point of view on the subject. The aims of this lesson / activity are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the advantages and disadvantages or sending people to prison? Evaluate: Does prison protect society from crime? WILF - What am I Looking For? Identify and describe - How are people treated in prison? Explain - What are the advantages and disadvantages or sending people to prison? Analyze - Does prison protect society from crime? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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

What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Captain Cook reputation continues to be very controversial. At the time he was seen as a man of science, an explorer, a great navigator and adventurer. His death at the hands of the native people of Hawaii turned him into a martyr who died for the British Empire. However, in our post colonial times, his reputation has been called into question by people who suffered as a result of his actions. Historians are interested in these debates as they question the role and purpose of history and whose story we are telling in the classroom. Other counter that it is wrong to question the reputation of great men like Captain Cook as they didn’t have the benefit of hindsight and couldn’t foresee the consequences of their actions. This innovative and creative activity has been designed to help students assess the reputation of Captain Cook and decide whether he was a Colonial Hero or an Imperialist Villain. This activity involves giving students a card sort with sixteen statements to sort through and decide which statement they support. Once this has been complete, students can then have a go at answering the question: How far was Captain Cook a hero or a villain?’ They could do this in a project, an essay, or they could take sides and write a speech arguing either side. I have included links to two video clips, including the BBC Timewatch video. After they have completed the card sort, students could add facts to either side of the debate. Ultimately, this resource is highly adaptable and can easily be adapted to suit a wide range of learners. The aims and objectives are: Theme: The British Empire Know: What sort of man was Captain Cook? Understand: Why are historical events interpreted in different ways? Evaluate: Was Captain Cook a colonial hero or an imperial villain? WILF - What Am I Looking For? Identify and describe: Who was Captain Cook and why is famous? Explain: Why are historical events interpreted in different ways? Analyze: Was Captain Cook a colonial hero or an imperial villain? 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 resource has been designed as an SEND resource to help students understand the difference between a Roundhead or Cavalier during the English Civil War 1642 -1660. It can also be used as a homework sheet for other classes When you purchase this resource you will be able to download a single page Word document or PDF which includes a hand drawn cartoon showing a Cavalier and Roundhead soldier in 1642. Both soldiers have a speech bubble explaining what they are fighting for. There then follows three activities, which includes drawing or completing a table with statements that summarise their views as well as two questions which seek to consolidate and test students understanding. The aims and objectives are: Theme: English Civil War 1642-1660 •Know: How did people decide which side to choose in 1642? •Understand: What is the difference between a Roundhead and Cavalier? •Evaluate: Why would some people choose not to fight? WILF - What Am I Looking For? • Can You Describe: How people decided which side to choose in 1642? • Can You Explain: What were the differences between a Roundhead or Cavalier? • Can You Evaluate: Why did some people choose not to fight? 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

These outstanding resources have been designed to help students studying how the Industrial Revolution changed the Textile Industry between 1750 - 1900. It is suitable for a range of learners and includes some great ideas and strategies to try out with your students. The information in both the PowerPoint and the worksheet looks at the how the new inventions transformed the textile industry. Both have been beautifully illustrated and carefully linked to the decline of the domestic system and the birth of factories and mills. The follow up activities look at how the new machines changed the way people worked and looks at some of their negative reactions. When you purchase this resource you will be able to download a fully editable 3 page Microsoft Word document and a 16 slide PowerPoint Presentation, which includes aims, objectives, a snowballing starter and an introduction and a range of activities, video clips and extension exercises to support the worksheet. The information in both resources looks the Flying Shuttle,The Spinning Jenny, The Water Frame, the Mule and the Power Loom. The main activity focuses around a summary table on each invention for the students to complete. The next section looks at the impact of the new machines in the way that they changed the way in which people worked. For the final question, I have also linked in a clip to the song 'Poverty Knock' to help students with the last question. Where appropriate, I have provided differentiated activities. The aims and objectives for this lesson are: Theme: Why did Britain have an Industrial Revolution 1750 - 1900? Know: Why did Britain's Textile Industry change 1750 - 1900? Understand: How did each new invention contribute to the changes? Evaluate: What impact did these new machines have on peoples’ lives? WILF: What Am I Looking For? Identify and describe: Why did Britain's textile industry change 1750 - 1900? Explain: How did each new machine contribute to the changes taking place? Analyse: What impact did these new machines have on peoples’ lives? If you like this resource then why not check out my other resources on this topic in my TES shop. For example, I have produced a card sort on the textile industry which would make a great starter, plenary or homework activity. 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 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 engaging and interactive lesson is designed to give students a comprehensive overview of Edward I’s conquests of Wales and Scotland. Students will have the opportunity to critically evaluate whether he truly deserves the title of ‘The Hammer of the Scots.’ This lesson is specifically designed for middle to low ability Year 7 students. As highlighted in the detailed preview, all components—including texts, tasks, and graphics—have been fully differentiated to ensure accessibility for every learner. Furthermore, considering the curriculum demands, this engaging and interactive lesson serves as an excellent resource for high ability classes as well. It effectively covers the topic in a single lesson, making it a versatile choice for diverse learning groups. The lesson incorporates a variety of engaging tasks and activities designed to enhance student learning. It begins with a missing word activity after covering the conquest of Wales, allowing students to reinforce their understanding of the material. Following this, a heads or tails timeline activity helps students visualize the key events related to the conquest of Scotland. Next, students will participate in a card sort activity where they evaluate whether Edward I deserves the title of the ‘Hammer of the Scots.’ This is complemented by a class voting continuum exercise, encouraging discussion and reflection as students express their opinions on Edward’s legacy. To further support student learning, the Extra Resources section includes various templates and activities. Among these are a Venn diagram exercise for comparing and contrasting the conquests of Wales and Scotland, as well as a word search that reinforces vocabulary related to the topic. Additionally, writing frames and templates are provided to assist students in crafting extended answers, promoting structured and thoughtful responses. This comprehensive approach ensures a dynamic and interactive learning experience for all students. When you purchase this lesson, you will gain access to a comprehensive 34-slide PowerPoint Presentation that features a variety of components designed to enhance the learning experience. The presentation includes clearly outlined aims and objectives, as well as differentiated outcomes tailored to meet the diverse needs of students. Engaging video links are provided to enrich understanding, alongside informational slides that present key historical information in a clear and accessible manner. Additionally, the presentation includes historical sources for in-depth analysis, along with various templates and activities to support student engagement.

This fun and engaging lesson on Magna Carta has be fine tuned in the classroom over many years. It begins with a selection of starters, before introducing the problems that King John faced during his reign, including his growing unpopularity. This is consolidated through a classification exercise, using a printed summary sheet, that students can stick into their books, before writing a couple of sentences to explain why different people were angry with the king. The lesson then moves onto the events that led up to King John being forced to sign Magna Carta in 1215, its terms and a source based task that analyses its historical significance using a weighting scales graphic organiser. The lesson then rounds off with a post-it note voting continuum exercise. However, we have included a range of additional activities in the extra resources section; including writing frames and templates to help students scaffold an extended answer on Magna Carta’s historical significance. We have also included in a range of alternative templates for students to write and produce their own version of Magna Carta for homework. When you purchase this lesson you will be able to download a 30 slide PowerPoint Presentation and an accompanying three page worksheet in Word format. Both have also been uploaded as PDFs. The Powerpoint includes aims, objectives, differentiated objectives, starters, plenaries, information slides, graphic organisers, historical sources, tasks, activities, video links, templates and writing frames. The accompanying worksheet mirrors the PP and is designed to help accompany the lesson. Please seet the detailed preview for further information. The aims and objectives of this lesson are: Theme: Medieval society and the origins of Parliament Know: The key events that led to King John signing Magna Carta in 1215? Understand: Why the barons rebelled against King John? Evaluate: The historical significance of Magna Carta to the development of democracy? Skills: Change, Continuity, Cause, Consequence, SMSC & British Values WILF – What Am I Looking For? Can You Describe: The key events that led to King John signing Magna Carta in 1215? Can You Explain: Why King John was so unpopular with his people? Can You Evaluate: The historical significance to the development of democracy?

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. 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. 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 under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? 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 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 outstanding lesson follows on from our lesson on from why factory owners were opposed to the trade union movement and looks at the development of the New Model Unions, New Unionism , TUC and the the origins of the Labour Party. All the tasks and activities are designed to be fun and interactive and are aimed at the full ability range at KS3 and KS4. We have included a wide range of differentiated tasks and activities so that you can easily customise this lesson for your students. When you purchase this lesson you will be able to download a 31 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes, video links, heads and tails tasks, missing words activities, information slides as well as historical sources and questions. There should be enough work for two lessons. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. We have included a wide variety of tasks and activities for you to sellect and customise for your students. Please see the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a New Model Trade Union? Understand: Why were they successful? Evaluate: Why did the unions set up the Labour Party? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: What is a New Model Trade Union? Can You Explain: Why they were successful? Can You Evaluate: Why did the unions set up the Labour Party? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. This is big resource, which is reflected in the price. All our authors are paid the living wage for their work 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 or if you have any questions or requests. Kind Regards Roy

This great little card sort is a matching exercise that can be used as a starter, plenary or even a mini plenary with a range of abilities and age groups. Students cut out the cards and match the problem facing homesteaders on the Great Plains with the correct description. Its simple, fun and provides for some kinaesthetic learning. At the end of the activity you can ask your students to rank the problems 1 to 10 and then explain which one was the most important. Theme: The American West Know: What problems faced homesteaders on the Great Plains? Understand: How did the environment and climate make farming challenging in the Great Plains? Evaluate: Which problem was the most significant? WILF Identify and describe: The problems facing the Homesteaders? Describe: What the problems that the Homesteaders faced by matching the key words with the correct description? Analyse: Evaluate and come to a judgement on which problem was the most significant? 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 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 great little resource is designed to be printed off and stuck around your classroom clock as a motivational aid :-) The resource is supplied in PowerPoint and can be edited. I have left the blue circle guide in, just in case you want to customise it further, but I would recommend deleting the circles before printing. I have added the image to the right to show off a different design - my version should wrap around your clock once you have printed it off in either A3 or A4. Have fun and enjoy! Kind Regards Roy