This is an hour long lesson for AQA History GCSE or Key Stage 3 on women;s roles in WWII. The lesson begins with a starter using a recruitment poster as a discussion point. From there we look at two examples of women’s roles during WWII, the pupils will answer questions on a video notes sheet. We then use a source extract to create a diagram on the varied roles women undertook at both home and abroad before completing a 4 mark source interpretation question. Included in the lesson is: Recruitment poster starter Video clips and video notes sheet Written extract exercise Source interpretation exercise around a 4 mark question. Plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Lesson on significant factors in the fight for women’s rights after the second world war. The lesson will probably cover two hour long lessons, but can easily be shortened. We start by looking at the Ford Dagenham strike in 1968, we look at why the strike happened and what it’s impact was. We them create a chart of importance using other significant events since WW2. The pupils then complete a Wheel of Life for all the lessons they have completed on women’s rights so far and finish by answering a question on which factors were the most significant using a writing frame to help them. Hope this helps. Included is: starter Activity on Ford Dagenham Strike in 1968 Video Clip on the strikes Chart of Importance activity Wheel of life for womens rights GCSe style question with structured guidance on how to answer. https://www.tes.com/teaching-resources/shop/markthegeographer

This is the first lesson on a Norman Conquest SOW. It gives the pupils an overview of what life was like in 1066 before the Death of Edward the Confessor and the Norman Conquest. All the resources are included. Lesson takes 1 hour. Included is: Bayeux Tapestry question starter. An overview of 11th century kings Differetiated tasks using an information sheet and a worksheet A writing task on who has the power in early 1066. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on whether King John deserves the prenom “Bad” King John. The lesson is at least an hour long but can be easily extended into two lessons. We start by looking at an interpretation of John in the Disney movie, the pupils then use a speaking frame to explain what they can glean from the clip. We then move onto a categorising task. The pupils are presented with factual information about John, they have to categories into evidence a him being a good or bad king, they then further categorise into warfare, taxation, religion and role of the individual. The pupils then complete a school report for King John based on the information. We then finish with a question where pupils have to explain to what extent they agree with a statement. Included is: Disney interpretation speaking frame starter Differentiated categorisation task School report task Extended writing task Kingometer plenary. Hope this helps and saves planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at what life was like for people living in Nazi Germany. We start with an activity called ‘Photos from Nazi Germany’. The pupils try to work out what is going on in the photos and what this tells us about life in Germany at this time. We then look at life for different types of adults, we use an evidence sheet and the pupils make notes about how those people perhaps benefited, or suffered under Nazi rule. We then look at young people. We start by analyzing a school day fro the German school pupil and why the Nazi’s wanted certain subjects to be taught. We then look at the Hitler Youth and the league of German Maidens and why young people were drawn to these groups and what purpose they served the Nazi’s I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the growth of towns after the conquest and what towns were like to live in. We start with a quick retrieval practice starter. We then look at how the towns developed into market towns, the pupils answer questions from a video clip. We then complete a text analysis where the pupils highlight the reasons for the growth of towns during Norman times. We briefly look at burgesses before focusing on trade and the pupils complete a profitability scale to show which of the aspects of trade in medieval times produced the most money for the medieval town and why. We finish with a to what extent plenary. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People Thematic Unit. In this lesson we look at what Magna Carta was, the events preceding it and its significance. We start with a picture source showing the signing of the charter, there is a challenge grid where the pupils can create a question and then answer it. We start the main part of the lesson recapping the aggravations of the barons. We then look at the events immediately preceding the barons revolt against John. The pupils do a simple summarising activity and answer some questions on this. This sets up the meeting at Runnymede. We then look at 6 of the clauses. The pupils complete a worksheet with a number of activities, they translate into their own words, tick who the clause benefits and shade in King John a shade of angry. The pupils write a paragraph on which clause they feel made the barons happiest (and John the angriest). We then look at the significance of Magna Carta of the years and its impact. The pupils shade in the boxes to categorise the impacts as either short or long term. We finish with a GCSE practice question “Explain the significance of Magna Carta” with some guidance on how to answer it. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the battle of Verdun for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the location of Verdun and why the German’s thought that an offensive there would be effective. The pupils watch a video clip and answer questions on Falkenhayn’s plan, we then look at the events of the battle. The pupils read a sample of text and answer the questions relating to the text around the outside. We then move on the the aftermath and the pupils complete a battle summary sheet. There is a source activity and exam practice question. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 lesson, used as part of a Welfare State unit of work on the establishment of the National Health Service in 1948. We complete quick retrieval starter on the discovery of penicillin to begin with. We then discuss what happened to people when they got ill before the NHS. We look at the Beveridge Report and the pupils complete a reading text analysis by reading the text and answering the questions around the outside of the template. We then look at the changes made by the Labour government. The pupils rate these changes in terms of how useful they were to ordinary people and explain their impacts. We then move onto the formation of the NHS, we watch a public information video created in 1948 and the pupils answer questions about this. We then look at a further clip on the NHS beofre asking the question ‘Is the NHS Britain’s greatest ever achievement?’. I hope that this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the assassination of Franz Ferdinand start a chain reaction of declarations of war in 1914. We start with a simple retrieval practice quiz. We then have a brief recap of the murder of Franz Ferdinand in Sarajevo. The pupils have a picture source to look at. We then look at Austria-Hungary’s demands of Serbia. The pupils record the demands and explain how acceptable the demands are to Serbia. We then look at the events of the July Crisis is a sequence of slides. The pupils will record the tension levels in Europe as the events progress by creating a bar chart until a pan-European war is declared. The pupils then revisit the alliance source (a threatening situation) and answer some questions based on the source. We finish with a 16 mark “To what extent” question with some guidance on what the pupils can write about. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

This lesson looks at all the potential contenders for the throne in 1066. The pupils will use the contenders cards to complete a worksheet which features a variety of ways the pupils can rate the claims of the contenders including a visual scoring system. The pupils then complete a campaign poster on who should be king, this has detailed success criteria and guidance for the pupils. The lesson therefore can be 2 periods or shortened if needs be. included is: Bayeux tapestry starter Video clip on contenders The contender information cards Worksheet activity Campaign poster with success criteria. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Power & the People AQA GCSE History lesson. The second lesson on Extending the Franchise section Peterloo and the Great Reform Act. There are no other resources needed for the lesson and there are differentiated activities and worksheets for photocopying. Included in the lesson is: Video clip on Peterloo Activities on Peterloo both describing and comprehension Activities on the Great Reform Act both describing and comprehension Source interpretation question. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the war at sea, the naval blockade and the Battle of Jutland for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice timeline quiz. We then have a recap on the naval arms race before looking at why a blockade was an effective tactic against Germany and the impact that the blockade had on Germany at home. Pupils explain each effect and try to explain how this would impact Germany. We then look at the early engagements in the Indian and Southern Atlantic Ocean before looking at the new German approach using ‘bait ships’. The pupils analyse the events of the Battle of Jutland using sources and an information strip and reach a reasoned conclusion as to who won the battle. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE History lesson as part of the Reform and Reformers Section of the Power and the People unit. The lesson is roughly one hour long. In the lesson we introduce the concpet of a trade union. We then look at opposition to technology in the early 1800’s such as the Luddites and the ‘Swing Rioters’. We then look at the Combination Act of 1825, why this law was passed and what restrictions it placed on trade unions. We then look at the early attempts to organise trade unions before looking at another source extract taken from the Warwickshire Agricultural Labourers Union handbook. Included is: Starter actvity around Luddite Source Source task on the Luddites and Swing Rioters Annoatation task on the Combination Act 1825 Speech bubble actvitity on the early attempts to form trade unions Source question task on Warwickshire Agricultural Labourers Union handbook. Plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the New Model Army and events of the English Civil War. We start with a simple retrieval practice quiz ‘whose graves are these?’. We have a brief recap of the short and long term causes of the Civil War using picture prompts. We then look at the outbreak of war and Cromwell’s changes to the army. The pupils are asked to explain why each of the changes Cromwell introduced made them a more effective fighting force. We then look at the differences in the soldiers of both forces and the pupils label the diagrams. We then move onto the events of the war and the pupils complete a ‘Swingometer’, by marking on the dial who they think the war is going in favour of. After briefly looking at tjhe second Civil War the pupils then complete a ‘How useful is this source?’ question on the Soldiers Catchisme. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Reform and Reformers Power & the People Lesson for AQA GCSE History. First lesson on this unit. The lesson introduces why so many people felt there were problems with elections during these years with several activities around this, The pupils then go on to learn who the Radicals were and what protests were undertaken and by whom. There is also a source interpretation question with guidance included and video clips. Lesson features:- Video clips All resources needed and photocopying files. GCSE style source interpretation question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the short term causes of the Civil War. We start with a retrieval practice quiz filled in for the P&TP Unit so far. We have a brief recap of the long term causes of the Civil War using picture prompts. We then look at the Long Parliament and the concessions made by Charles. We consider how happy Parliament would have been with each of the terms of the agreement using a reaction scale. We then consider the other potential causes in a thermometer analysis. The pupils rate and explain how much tension each action created, which they then explain why. We then look at the overall causes of the English Civil war, the pupils create a diagram of short/long-term and trigger events of the war using notes from this and previous lessons. The pupils finally complete an extentometer exercise to debate how much of a factor Charles’ attempted arrest of the five members was in triggering war. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the causes of the General Strike in 1926. We start with a retrieval practice grid which has been filled in for the unit so far. We then briefly look at conditions in the mines in the 1920’s and how the mines were privatised after WWI. We then look at the causes of the strike. The pupils complete a strikeometer, a visual scale to show to what extent that cause the miners. We then look at a picture caricature of a mine owner published in a union publication and the pupils answer some questions on the source. We then have a time question and answer session on the lesson content so far and finish with a ‘placard plenary’ where the pupils need to think of the likely slogans the strikers would have placed in their placards. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

FREE AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the New Model Army and events of the English Civil War. We start with a simple retrieval practice quiz. We then look at theRump Parliament where the pupils complete a simple piece together the story activity. We then look at the events of the trail and the pupils complete a visual scale around how confident parliament is on Charles’ guilt using information slides about the events of the trial. We then look at the execution of Charles and the pupils write an account of this from either the parliamentarian side or the royalist side. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the assassination of Franz Ferdinand happened in June 1914. We start with a simple retrieval practice quiz. We then look at Gavrilo Princip’s past and discuss how Princip was one of many who had a deep hatred of Austro-Hungarian rule in Bosnia. We then look at the events of the 28th June and the movements of Franz Ferdinand that day, the pupils create an annotated map for this, we then, after watching a brief video clip and considering the aftermath, write a narrative on how events in The Balkan’s lead to the assassination. There is an optional bio-poem task on Princip also. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer