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

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

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

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

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the events and the Impacts of The American Revolution. We start with a retrieval practice instagram themed starter on the Pilgrimage of Grace, but works with any historical event. We begin we a recap using a source of the Boston Tea Party, the pupils have 10 mins to answer as many questions as possible on the source. We then look at how the war started and the events leading to Yorktown. We look at Yorktown in detail and the pupils complete some work on the events of the battle by summarising and answering questions. We then look at he impacts of the American Revolution for Britain, America and The World. there is a summary sheet to help with this but sometimes we spend longer conducting research on the impacts. We then compare Magna Carta with the American Revolution for similarities and differences. There are some examples, and we finish with a biographical poem on George Washington. 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 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

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 looking at the murder of Thomas Beckett in 1170. The lesson has a focus on causation with the pupils looking at long-term, short-term and trigger causes of his murder. The lesson includes an image source starter with questions. We then watch a video clip and the pupils complete a question sheet. We then look at how to identify short-term, long-term and trigger events before applying this to the case of Thomas Beckett. We then complete an extended writing task where the pupils write a report to Pope Alexander detailing the causes of the event and who is ultimately reposnsible for Beckett’s death. Included is: Picture source starter Video clip with notes sheet Activities around causation in history Information sheet and reading activity Extended writing task with structured guidance. Hope this helps. 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 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 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 the causes of the reformation and the dissolution of the monasteries. We start with a game of Historabble. The pupils need to come up with a wining historical term or person from the unit of study. Highest scoring word wins! We then look at Martin Luther’s protest before looking at the various problems that henry faced in 1530. The pupils rate the significance of Henry’s problems and explain why they have scored them that way. We then look at Thomas Cromwell as a key person before looking at the road to the reformation where the pupils create a diagram in their books with annotations explaining how the reformation started. We then look at the dissolution of the monasteries. the pupils complete an angry scale on the different events of the dissolution from the perspective of the catholic clergy. We then tackle a 16 mark question. 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 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

AQA GCSE history lesson for The Power & The People Thematic Unit. In this lesson we look at what happened after King John had signed the Magna Carta in 1215. We start with a quiz ‘Magna Carta or Not?’. The pupils have to spot the genuine clauses of the Magna Carta and which ones are fake. We begin by looking at John’s siege or Rochester Castle, why he chose to assault it and what happened during the siege. The pupils complete several activities including a labeled diagram of the castle defences and a timeline of events. We then look at John’s movements and the actions of the rebels afterwards by creating a ‘control graph’ to show how much control John had over England at various points. We finish by asking the question ‘To what extent was the Magna Carta a success at limiting t he power of the king?’. The pupils complete this as a visual scale in their books with explanation. 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 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

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 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