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A powerpoint designed to allow students to look for reasons that the slave trade, and slavery, ended. The powerpoint is differentiated for higher and lower abilities, and the higher ppt has a task to explain why some people liked slavery. Part of the powerpoint is about Wilberforce and Equiano, students have to match their achievements - these are listed. 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. There is a Venn diagram template as an option too. 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. There is a research homework task with a vocab builder questions added.

This is a card sort for GCSE History. Pupils look at the reasons that there was poverty in Tudor times. They need to know the key words at the start of the presentation. They have a number of tasks which they can be invited to complete, to sort which were: 1. Long-term causes / Short-term causes 2. To do with money To do with foreign wars or trade To do with natural factors (poor harvests, disease) To do with other things 3. Most important 1-2 Quite important 4-5 Less important 4-5 Least important 1-2 Students can then explain why they have given the level of importance to some of the reasons. This can lead to debate or an exam Q.

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.

This is a resource primarily for GCSE History. Students look through the characters and then match up the descriptions to the relevant character. Once finished, as extensions they can: decide which of the characters have similar reasons for supporting the theatre. decide who has the best reason answer a question such as this: How does the rise of the theatre reflect the growing – but still small – power of the ordinary people in terms of shaping Tudor life?

This is a resource for the new GCSE, although could also be used with KS3. Students put the events in Mary’s life into order. There are differentiate card sorts for core and lower ability students. Answers are on the powerpoint slides. Students are invited to answer extension questions when they have finished the sorting excersize. The Youtube link is a run through of Mary’s life, which could be shown either before or after the card sort activity.

This is a resource for the new GCSE section on Elizabeth. Students are to put the events of the Essex rebellion in order. They are to then answer the scaffolded questions at the bottom of the sheet. More able students can be invited to consider turning points and the overall position of Elizabeth after the rebellion - was her position strengthened or weakened? An exam Q can be set after the activity, or as a homework. The powerpoint allows a fully-taught lesson, and the consequences worksheet allows students to weigh up evidence to decide whether Elizabeth was stronger or weaker for the rebellion’s failure. This can lead to extended writing or a debate.