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

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

In this lesson we look at the role of women in WWI and ask the question “To what extent was women’s role in WWI responsible for them achieving the vote?”. Firsty we look at the Munitionettes and the dangerous work in the factories. We then consider other roles that were undertaken by women in WWI. We finally answer the question above by using a structured writing frame to help the students construct their answer. Included in the lesson is: Photo interpretation starter Video clips and video notes question sheet. Activity on womens roles in WWI Evaluation writing task with structure and content guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 Lesson which is approximately one hour long, but can be extended into two lessons. We start with a quick retrieval practice starter. The pupils then take part in a reading activity to set the scene for what post-plague England was like in 1350. We then look at the types of impact the plague had on England. The pupils are given various quotes about the impacts and they are asked to classify them in a number of ways including, social, economic, political, positive and negative, long-term and short-term. They also grade them according to their seriousness. We then briefly look at the Statute of Labourers 1351 before the pupils completing a podium analysis. Here the pupils arrange the types of people onto a podium to show who came out on top after the Black Death. In a nutshell the lesson includes: Retrieval practice starter Class reading activity Classifying the impacts activity using worksheet Discussion task using the Statute of Labourers 1351 Podium Analysis: Who benefited most after the Black Death Emoji Plenary. Hope this saves valuable 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 Stalin’s leadership of the Soviet Union and his actions. We start with a quick retrieval practice quiz. We then introduce Stalin via a video clip and the pupils complete sentences as they watch the clip. We then look at Stalin’s actions as leader and the pupils decide if they are good ideas or bad ideas using a visual indicator scale and explanation. We then look at how different types of people within the Soviet union would react to Stalin’s actions as leader. We look at a source and the pupils answer a GCSE-style 4-mark question. I hope this proves useful and saves you some 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 the early problems facing Germany after WWI to set the scene for the rise of the Nazi Party. We then look at the Weimar Golden Years and what Germany was like in the 1920’s. We then track Hitlers early life and look for ‘alarm bells’. These are events in his life that shaped his ideologies or betrayed his wish to be a ruthless dictator. We then look at how the Wall Street Crash played into the Nazi’s hand and the pupils complete a text analysis to learn how Hitler became Chancellor in 1933 and then Fuhrer in 1934. I hope this proves useful and saves you some 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

Key Stage 3 lesson on Magna Carta. The lesson is approximately one hour long but can easily be extended. We start with a retrieval practice quiz on last lesson which was about King John, but this is easily adapted. We then introduce Magna Carta trhough watching a video clip and the pupils make use their video notes sheet to answer questions. We then look at the clauses in Magna Carta where the pupils sort the clauses into a diamond nine and explain their choices. We then complete an extended writing task. The pupils write a diary entry for King John dated the day he signed Magna Carta explaining how it limits his power and why he dislikes it so much. In a nutshell the lesson includes. Retrieval quiz starter Video clip with notes sheet for the pupils Diamond 9 ranking activity based on the clauses in Magna Carta Extended writing exercise “Medieval Dear Diary: King John Edition”. Emoji plenary. Hope this saves planning time. 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 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

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at how the Nazis used both terror and propaganda and censorship to indoctrinate & control the populace of Germany. We start with a simple retrieval practice quiz. We then look at how the Nazis used terror. the pupils look at both the SS and Gestapo, rating the different aspects of each for terror and intimidation, explaining as they go. We then look at Josef Goebbels and propaganda and censorship. The pupils read each method and rate their effectiveness before deciding which method was the most effective. We look at a propaganda poster from 1936 and answer a question around this, and finish with a to what extent style plenary where the pupils can either debate or write about whether terror or propaganda & censorship was the most effective method of gaining control over the people, I hope this proves useful and saves you some time. 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

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. We start with a source question on the Copenhagen Fields Protest March. We then look at who the Tolpuddle Martyrs were and why they were transported. The pupils watch a video clip then read the information sheet. The main task is constructing a movie poster on the story of the Tolpuddle Martyrs. The poster is divided into sections and involves several skills such as summarising, describing and evaluating as well s being creative! There are some extension questions on the significance of the Tolpuddle Martyrs to finish the lesson off. Included is: Starter activity on Copenhagen Fields march Video clip on the Tolpuddle Martyrs Movie Poster Task using an Information sheet provided Extension questions on the siginifcance of the event 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 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 Third Battle of Ypres & The Battle of Passchendaele for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice timeline quiz. We start by looking at the position of Ypres on the Western Front and it’s tactical significance. We then look at the fighting that had taken place at Ypres since the start of the war. The pupils watch a video clip and answer some questions. We then complete a text analysis of the build up to the Third Battle of Ypres and Passchendaele. The pupils highlighting allied successes and failures. We then look at the events of the battle itself, the pupils anticipate problems and also answer questions on a summary strip of the events. We then watch some clips about the battle and look at some photo sources of Passchendaele to give a sense of the battle. The pupils then complete a battle summary sheet using the information gained so far. We then compare the Somme and Passchendaele in a hexagon Venn diagram looking for similarities and differences in military tactics, outcomes, individuals involved. We finish with a to what extent type plenary, where we look at the impact the weather had on Passchendaele. 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 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 from the Reform and Reformers section of the Power & The People unit. In this lesson we first look at why Britain got involved in the slave trade. The pupils then go on to learn about who the significant abolitionists were. The four we look at are William Wilberforce, Thomas Clarkson, Olaudah Equiano and Granville Sharp. The pupils complete a significance circles activity where they decide who the most significant abolitionists were and why. We then go onto a “How useful is…” source question with guidance on how to respond. Included is: Starter activity Video clips Activity on reasons for slavery Abolitionist character cards Significance circles activity source question. 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 long and short term causes of The Peasants Revolt. The starter is a retrieval practice grid that is filled in for the lessons completed so far in the unit. We then begin by looking at the situation before Richard came to the throne and the legacy of The Black Death. The pupils do a character assessment of King Richard II as a key person. We then look at the causes of the Peasants Revolt. The pupils categorise the causes into social, economic and political causes. We then look at which were the long term causes and the short term or trigger events in an iceberg analysis. The longer term causes are written below the water level, the short term more apparent causes in the iceberg above water. We then finish with a post-it note plenary on whether rats were to blame for the revolt or not. 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 events of the Pilgrimage of Grace and why it failed. We start with a game of 'Whose graves are these?. The pupils need to guess, based on the limerick on the gravestone, which historical key person it belongs to based on previous learning. We then recap using picture prompts the changes that Henry and Cromwell had made to The Church and why. We then look at the Lincolnshire uprising. The pupils have a ext extract and various tasks they need to do relating to the text including highlighting, summarising and answering questions etc. We then look at the events of the Pilgrimage of Grace after briefly looking at the symbolism on the banner. The pupils have a summarising activity and questions based on the events to complete. We then create a paragraph detailing the reasons why the pilgrimage failed, we then compare, with the help of video clips, The Peasants Revolt with the Pilgrimage of Grace using a comparison hexagon Venn diagram. There is also an Ode to Robert Aske plenary/ consolidation activity. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer