AQA GCSE history lesson on how the major European powers took to re-armament before WWI. We start with a quick retrieval practice quiz putting the events into chronological order. We than look at the tension between the alliances how this lead them to increase production of arms and military plans. The pupils annotate a map of Europe in different colour pens to show how each major power was preparing their armed forces and military plans for conflict. We then turn to the naval race and the pupils look at several sources to explore how Britain and Germany entered into a naval race, why this happened and what the outcome was. we finish with a bio-poem to kaiser Wilhelm. The idea is for the pupils to show the Kaiser’s military and imperial ambitions for Germany. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the Moroccan crises increased political tension amongst the political powers in Europe. We start with a quick retrieval practice quiz. We than look at the location of the ?Balkans and how the declining power of the Ottoman Empire left some European Powers looking for opportunities for annexation. The pupils consider a source from the time and answer some questions. They then look at the events of the Balkan Wars and complete “The Road to War” diagram in their books, visually recording the increasing tension. We then consider the results of the conflict and the pupils consider how that might lead to further war. We then tackle a 16 mark question and the pupils have some guidance on how to complete that. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the Moroccan crises increased political tension amongst the political powers in Europe. We start with a quick retrieval practice quiz. We then look at the importance of Morocco to the various European powers. We look at two sources on the Kaiser’s trip to Tangiers and the pupils answer some questions on the sources. We then look at various happenings during the crises and the pupils complete a visual scale to show how much tension there is between Germany, France and Britain, then explain. Further on we look at the impacts of the crises and rank them in order of seriousness in the political sphere of Europe. We thank look at an exam style question on a narrative of the Moroccan Crises, the pupils have some prompts to help answer this. We finish with an ‘extentometer’ on the the level of humiliation felt by Germany after the crisis. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on how the ‘race to the sea’ developed on the western front which led to trench warfare and events on the Eastern Front in 1914. We start with a quick multiple choice retrieval practice quiz. We then look at the the developing situation on the Western Front after the Battle of the Marne. The pupils undertake a text analysis on the ‘race to the sea’ and answer some questions. We then take a look at the Eastern Front, the pupils have an events strip and answer questions and summarise each event. We then look at the major powers of the war and what kind of start they have had to the war by the end of 1914 by completing a table on their successes and failures on both fronts. We finish with an ‘extentometer’ on the reasons why stalemate developed on the Western Front. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on the reasons why the Schlieffen Plan failed and the Battle of The Marne. We start by looking at the early problems for the Schlieffen Plan. The pupils are asked to consider each problem, record how Moltke would react to the problem (using a visual scale) and then explain what the implications of that problem might be. We then look at the Battle of the Marne. The pupils complete a worksheet based around a timeline using a video clip and an info sheet on the battle. We then look at a source “Bravo Belgium” from 1914 and the pupils answer some questions around the source. We finally move to an evaluation of why the Schlieffen Plan failed. the pupils write an answer to a 16 mark exam question. There is some guidance on how to respond. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on what the Schlieffen Plan was and the reasoning behind it as well as Plan 17. We start with an instagram retrieval practice starter, before a reminder of what Germany’s problem of a war on two fronts meant. We then introduce General Count Alfred Von Schlieffen. The pupils create a quick profile on this key person. We then look at a video clip which the pupils then use to create an annotated map of the plan. We then look at the details of the plan. The pupils look for potential problems with it as well as answering some questions. We then look at Schlieffen’s successor Moltke and his alterations to the plan before the pupils complete an extentometer question on whether Schlieffen’s plan represented the most sensible solution to the problem of a war on two fronts. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

A tropical storm-themed retrieval practice starter slide. With differing levels of question difficulty according to the storm category. Please feel free to download and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer

A sheet to compare both the effects of and responses to the 2010 earthquake in Chile and the 2015 earthquake in Nepal. Please feel free to download and use. https://www.tes.com/teaching-resources/shop/markthegeographer

Just a simple PowerPoint starter slide for retrieval quizzes. It’s editable so please feel free to download and use. https://www.tes.com/teaching-resources/shop/markthegeographer

A research sheet that is best printed out in A3 for the pupils to find out about a chosen megacity. Please feel free to download and adapt to suit your needs. https://www.tes.com/teaching-resources/shop/markthegeographer

GCSE Geography worksheet on which the pupils create a choropleth map to show the distribution of the numbers of people affected by the tropical storm. It also has some GCSE-style questions for the pupils to answers. Please feel free to download and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 History lesson on The Reformation, but could easily be adapted to suit other key stages. The lesson focuses on Martin Luther and how he played a key role in starting The Reformation. There are several activities included and all worksheets and video clips are in the resource. The lesson includes: Instagram starter. Video quiz sheet on Martin Luther’s life and beliefs. Consolidation activity “Who would have said what?” Differences in types of church labeling task Extended writing task Emoji’s plenary. Hope this proves useful. https://www.tes.com/teaching-resources/shop/markthegeographer

Another simple retrieval practice starter slide. Can also prompt discussion about how stacks form etc. 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 relative power balance between government and trade unions after General Strike and the events and outcomes of the Miners Strike. We start with a historabble retrieval practice starter, a bit like scrabble but pupils must find Power & The People related words. We then look at the nationalisation of industries after WWII. Pupils then complete a road timeline “The Road to Unrest” using information cards and also create a power balance line graph to show the shifting balance of power between the Government and trade unions. We then look at the Miners Strike in more detail. The pupils then compare the Miners Strike with The General Strike for similarities and differences using a Venn diagram. The pupils then create a bio poen for either Arthur Scargill or Margaret Thatcher. We also have an extentometer plenary. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Simple retrieval practice starter slide for use in geography lessons. Please feel free to download, use and adapt. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a simple template that can be edited or adapted. Sometimes it works well as a glacial features starter as well. Feel free to download and use. 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 events, tactics used and consequences of the General Strike in 1926. We start with a retrieval practice starter. We then have a recap on the causes of the General Strike. the pupils are given some pictures, then if needed some worded prompts. We then, after a brief recap of events, look at the tactics used by both sides in the general strike. The pupils assess the effectiveness, on a visual scale, of these tactics and explain their reasons. We then look at the ending of the strike, and the consequences. The pupils complete a text analysis and look for political and economic reasons. We then briefly look at the impact of the strike on the Unions before finishing with an exam-style question on a source published in Punch satirising the TUC’s ineffectiveness to shift the government, I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

I use this for revision after teaching the Hot Deserts topic in the AQA GCSE Geography Spec (1B). Hope you find it useful. 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

This is a worksheet that I use with the pupils to look at primary and secondary effects of Typhoon Haiyan. The pupils write any ‘storm statistics’ they can find on the storm related to the symbols next to them. I hope you find it useful.