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 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 the Battle of The Somme for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then introduce Douglas Haig and his warning to British Politicians of the need to accept more losses in order to defeat the Germans. We then look at Rawlinson and Haig’s plan for July 1st. The pupils summarise the stages of the plan and write any concerns they might have about the tactics used. We then have a text analysis of the events of the battle with the pupils highlighting the successes and failures of the allied troops. We then look at the criticism of General Haig for the losses and how the soldiers felt about the offensive. We then complete a battle summary sheet before tackling an exam question. We finish with an Ode to Douglas Haig if there is time. 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 Hundred Days Offensive and the ending battles of WWI. We start with a simple ‘if this is the answer, what is the question?’ retrieval practice quiz. We then have a brief recap of the events of the failed Ludendorff Offensive and Germany’s precarious position. We then look at Foch’s plan for the offensive in a video clip and the pupils think about Germany’s preparedness for the offensive. We then follow events in a series of event slides. The pupils read the information on the board and record the German army’s level of control at that point on the Western Front. This could be done as a round the room or carousel activity. The pupils reflect on what the critical events were. We then use a source comparison question as consolidation and finish with the pupils writing a bio-poem to General Ludendorff. Hope you find this useful and it saves you some 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 successes and failure of the revolt and the short & long term impacts. The starter is a simple retrieval practice quiz based on Nando’s spice levels. We start by recalling the events of the revolt. The pupils are shown a map of medieval London with significant locations of the revolt, they have to match the events to the locations. We then look at the death of Wat Tyler and two different sources. I just discuss with my pupils what may or may not have happened. We then look at the successes and failures of the revolt. The pupils create a table in their books and draw a scale to visually show how they think the revolt may have succeeded or not. We then look at the significance of the revolt. The pupils complete a wheel of life and annotate to explain why they have scored it what they did. We them tackle a GCSE-style question on the significance of The Peasants Revolt with some guidance on how to answer, I hope that this saves you some valuable 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

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 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

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we recap on the causes of the Russian Revolution. We then introduce the idea of Communism and Karl Marx’s beliefs. The pupils look at the scenario he envisaged may result in Communism and summarise the stages and draw symbols to represent each stage. We then look at Lenin’s actions to change Russia. The pupils divide his changes into good ideas and bad ideas and explain why. We then look at how much the West feared communism in a ‘thermometer’ analyis. The pupils have to justify how much the governments of Western democracies feared communism at that time. We finish with a ‘to what extent’ question. I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

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

AQA GCSE History lesson as part of the Power & The People Unit. In this lesson we look at the Anti-Corn League. To start with we look at what the laws actually were and why they were created, we also consider who supported the laws. We the do look at the Anti-Corn Law League, what their main arguments were are who were the prominent members. We touch upon the Irish Potato Famine and its influence on the repeal before consider the impact of the repeal itself. Included is: Activities on the Corn Laws and who supported them. Activity on the arguments of the 'Leaguers’ Video Clip Activity on Irish Potato Famine Extract analysis on the impact of the repeal. 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 Germans use of U-boats and unrestricted U-boat warfare and America’s decision to enter the war. For the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the U-boat threat in detail, firstly by looking at the design and function of the U-boats and then by watching a video clip where the pupils answer questions about how they were used. The pupils then consider how the British responded to the threat and what innovations were adopted. We then progress to look at the sinking of the Lusitania and the pupils complete a tensionometer to record the rising tensions between the USA and Germany. We look at a source “Destroy this Mad Brute” and the pupils answer questions. There are two plenary options to assess the impact or potential impact of America entering the war. Hope you find this useful and it saves you some planning 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 specifically between the relationship between the Norman Kings (William I & II) and the Church. We start with a editable retrieval practice grid, already filled in for the topic. We then look at what William’s concerns about the Church, this is a chance for the pupils to familiarise themselves with some key vocab. We then briefly look at the Investiture Controversy (1078) and William Rufus’ accession to the throne. We study William’s fractured relationship with the Pope and Anselm. The pupils conduct a summarising activity on this topic. Pupil then create spider diagram on the overall relationship between the kings and the Church. They then use this to create a graph (a relationshipometer!) on how the relationship has fluctuated over time. We finish with a GCSE-style question with some points for the pupils to try and develop. Hope this saves you some valuable planning 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 medieval manor system. We start with a simple retrieval practice starter. We then introduce the Norman village by giving an overview of how it works. The pupils answer questions from an info strip. We then look at the types of houses found in the village and what the medieval manor was. The pupils describe the typical village house and manor. We then look at the peasants year and day with the pupils answer questions and recording potential hardships. We also briefly look at Wharram Percy as an example village. We finish with a source question. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson but could be adapted to Key Stage 4. This lesson looks at the impacts of the Second World War on health and medicine. A simple retrieval practice multiple choice quiz starts the lesson. We then watch a Disney clip created for the US army in 1945 about the importance of taking medicines. We discuss how the clip reveals the US army’s concerns about diseases during WW2. We then look at the dangers faced by the military on the front lines and analyse the kit of a medic to see why they carried what they did and what this says about the nature of the injuries. We then look at risks to health at the ‘home front’. The pupils use an impact strip to record the impacts of the war on health and medicine, they describe the impact and explain what effect it would have had on health. We then look at a source question on penicillin. A plenary pyramid finishes the lesson. I hope that this proves useful and saves you some 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 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

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the Battle of Hastings. The objective of the lesson is to determine to what extent mistakes by Harold, strength/skill and tactics played a part in the outcome of the battle. We start with a quick retrieval quiz from last lesson. We then look at who had the advantage going into the battle by comparing armies, battlefield position, leaders and tactics. We compare our judgements with an interpretation and the pupils answer questions based around the interpretation. We then plot the events of the battle on a graph to show who had control at various points, the pupils then annotate the graph to show examples of luck, mistakes and military strength We then pull all the strands together and finish with a piece of extended writing on a 16 mark question based on to what extent mistakes played in the outcome of the battle. The pupils have some guidance on how to structure their answer. 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 the events surrounding the Provisions of Oxford and the Great Council of 1258. We start with a simple retrieval practice starter “Whose Graves are These?”. There are two graves with a little limerick on for the pupils to solve. We then move onto a short retrieval practice exercise regarding the actions of King Henry II and what he had done to upset the Barons. Following that, we then look at the Great Council and the contents of the Provisions of Oxford. The pupils have some of the provisions on a worksheet, they need to explain why the barons included that provision and they colour in Henry a shade of angry for each one, based on how much he would dislike the clause. We then look at a video fo the provisions and the events following the Great Council. The pupils summarise the events and answer questions using the events strip. We then look at a source on the Great Council which the pupils annotate using heads and tails. We finish with a countdown plenary on content from the unit. 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 longer term causes of the Civil War before the short and long parliaments. We start with a retrieval practice grid filled in for the P&TP Unit so far. We briefly look at James I and his relationship with Parliament. We have a look at Charles portrait and the pupils try to deduce his personality and beliefs from that, they then fill in a character profile of Charles and note his greatest strengths and weakness. We then look at the role of Parliament in the 17th Century, before looking at Parliaments grievances against Charles. The pupils complete a thermometer analysis to work out which of Charles’ actions made parliament the most angry. We then look at William Laud and his changes before completing a source question with guidance. The pupils finally complete an extentometer exercise to debate how much of Parliaments dislike of Charles is about his personality or about his politics or both. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer