AQA GCSE Geography lesson from the Nigeria: A Newly Emerging Economy section. Second lesson in this unit of work. In this lesson we start by looking at the different environments in Nigeria and the pupils work to create an annotated map of the country. We then use information cards to complete a knowledge organiser. Looking at Nigeria’s social, political, cultural and environmental context the pupils fill out their organiser from the cards. We then move on to answer a GCSE style question and the pupils have some guidance on how to answer this sort of question. Included is: All the information cards Starter annotated map task on Nigeria’s environments Knowledge organiser task using info cards activity 4-mark GCSE style question with guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE History lesson from the Reform and Reformers section of the Power and the People unit. In this lesson we look at what New Unionism is and begin by looking at two strikes. The Match Girls’ strikes of 1888 and the London Dockers’ strikes in 1891. We compare the strikes and evaluate their success. We then contnue to a short source extract practice question on the strikes. The pupils then examine a longer extract about the impact of New Unionism to evaluate how successful the movement was at gaining control over their employers and from the government. Included is: Source starter using newspaper extract Comparison task with two strikes 4-mark inference question practice Extract task using highlighters and written response from pupils. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the economic challenges in Lagos with special attention paid to the informal economy and the Olusosun Landfill site. We use elaborative questioning on a photo of rubbish collectors at Olusosun as a starter, the pupils may be able to work out that the rubbish tip employs informally, many people. We then look at the employment structure of Lagos, and how it compares with Nigeria. The pupils will be plotting their own pie charts and answering questions relating to them. We then look at the formal and informal economies. Focusing on the informal economy and the Olusosun landfill site, pupils look at the problems and benefits of working on the landfill site, there are 2 video clips to support this. We finish with a GCSE-style question with guidance should the pupils need it In a nutshell lesson includes: Photo interpretation starter Pie chart plotting activities Video clips from Olusosun. Problems and benefits of Olusosun. GCSE-style question with guidance on how to respond. Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at how Lagos has grown in the last 50 years and why. We start with a population pyramid of Nigeria and the pupils can choose questions to answer as we explore the population structure of the country. We then look at the growth of Lagos through the pupils plotting the data onto a graph and answering questions about Lagos’ population growth. We then move onto the physical growth of the city. Here pupils use colours to make an isoline map and again there are questions for the pupils to answer. We then look at push & pull factors for rural-urban migration. The pupils create a graph as a visual tool to see which are the main pull and push factors. We finish with an emoji annotation plenary about the reasons for Lagos’ population growth. In a nutshell lesson includes: Population pyramid starter Video clip Graph plotting task with questions on population data. Isoline map task with questions. Push-pull factors bar chart. Annotating emojis plenary. Hope 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 by looking at the British Empire at the end of the 19th Century. The pupils then complete a hexagon task on Britain’s status and position before the war. The pupils gather information on: The empire, Britain’s problems, British society, economic power, ruling Britain and military power. There are some info slides for this and could be taught as a gallery activity, round robin or timed notes etc. We then look at what ‘splendid isolation’ meant in terms of foreign policy. The pupils then rank the threats to Britain’s isolated status and explain what the main threats to Britain was at that time. We then look at a source of the signing of the Entente Cordiale before completing an extentometer activity on the cause of Britain’s abandonment of isolationism. 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

The first lesson in a Key stage 3 unit of work on the Welfare State. The lesson introduces the conditions that the poor had to endure in the early 1900’s through the use of video clips and sources. The pupils complete a text analysis that summarises the political situation in regards to public health. We then look at the Liberal Reforms that were introduced by the Liberal Government in 1906 and then successive governments. The pupils complete an information hunt and complete a hexagon task in which they explain how the reforms help tackle poverty poor health. I hope that this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 1A: In this third lesson in the section we look at the human causes of climate change. We start with a retrieval practice grid which you can populate with your own questions. We then look at the greenhouse effect and how this works. The pupils will create an annotated diagram as the teacher goes through the stages. We then look at the three main greenhouse gases, carbon dioxide, methane and nitrous oxides. Taking each one in turn the pupils annotate around their hexagons what the human sources of these gases are. There are some video clips to support this. We finish with 9 mark GCSE-style question with the command word “to what extent”. the pupils have a suggested content and strictire guide to help them if they need it. In a nutshell lesson includes: Retrieval practice starter Annotated diagram task on the greenhouse effect Hexagon task on the greenhouse gases Video clips where appropriate GCSE-style question with guidance on suggested content Hope this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a lesson for AQA GCSE Geography on development opportunities in hot deserts and uses the Thar Desert in India and Pakistan as an example. The lesson is fully resourced, no need for a text book. The lesson includes: Starter recap. Questioning section Video clip Information gathering activity GCSE question with guidance on content and structure. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the environmental challenges facing Lagos. Air pollution, waste management, traffic congestion and water supply/pollution. We start with a simple true or false retrieval practice quiz. We then look at the environmental issues facing Lagos one at a time. The pupils have an A3 sheet with all 4 challenges in sections divided into problems and solutions. The pupils work their way through the sheet using video clips and photos to help them guided by the teacher. We finish with a GCSE-style question with guidance should the pupils need it. In a nutshell lesson includes: True/false starter Activities on the environmental challenges and potential solutions Video clips where appropriate GCSE-style question with guidance on how to respond. Hope this saves you some valuable 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

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. This lesson looks at the four claimants to the throne. the pupils start with scenes from the Bayeux Tapestry which they then have to put in order. We then briefly look at the situation at the start of 1066 before considering the strengths and weaknesses of the four claimants. There is a brief video clip and the pupils then have time with a fact-file for each claimant. We finish the lesson by looking at an enquiry question “Who had the strongest claim the the throne”. The pupils have guidance on how to structure their answer. Hope this helps save you valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 lesson on how Motte and Bailey castles changed into stone castles as part of the Norman Conquest SOW. The pupils will explore the weaknesses of Motte and Bailey castles before investigating the first stone castles, how and why they were built, their advantages and disadvantages. The lesson include the following:- Questioning starter Video clips Differentiated source task Worksheet on castle features Plenary All worksheets included at the end for photocopying. 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

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 events after the Battle of Lewes, leading up to the Battle of Evesham and Simon de Montfort’s death. The starter is a simple put the events in chronological order activity. We begin the lesson by looking at the events of the Battle of Lewes and how Edward’s escape led to a waning of support for de Montfort. The pupils will write a paragraph using evidence from the board about the barons misgivings with de Montfort. We then look at the Battle of Evesham and the significance of THe Provisions of Oxford. The pupils complete a survey on the significance and write a response using a writing frame. We then compare the Provisions of Oxford with Magna Carta for similarities and differences. We final finish with a bio poem on Simon de Montfort. 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 after the Pilgrimage of Grace, the continued dissolution of the monasteries and the significance of the rebellion. We start with a game of an instagram style starter with a source on the signing of Magna Carta. We have a quick recap on the previous lessons content where the pupils have to put the events on order leading up to Askes execution. Following this we look at the events of the dissolution form 1536-40. The pupils use a worksheet to answer questions regarding the events. We then consdier the significance of the rebellion through using a ‘wheel of life’. There is a video clip to help with this. We then tackle an 8 mark source question, or a significance question or both! There is some guidance for the pupils on how to tackle the question too. 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 what King John had done to anger his barons. We start with a simple retrieval practice grid, already filled in for the Norman Conquest but editable. We look at what the expectations of John as a medieval king were, the pupils then make an explained list of the expectations of John. We then look at John’s actions, the pupils undertake a thermometer analysis to see which of John’s actions would have angered the barons the most. We then look at Matthew Paris’ painting of John and the pupils complete some questions around the painting and compare this to the painting of Henry II by the same artist. The pupils conclude by explaining which of John’s actions angered the barons the most and why in a post it exercise. 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