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

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

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

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 history lesson on the reasons for the offensive, the events of the offensive and its ultimate failure. We start with a simple multiple choice retrieval practice quiz. We then have a brief recap of the situation for all sides at the beginning of 1918 and the reasons why Ludendorff felt a major offensive was the only option. After a brief look at Ludendorff’s backstory we watch a video clip whilst the pupils answer questions on the plan itself. We then look step by step at the events of the offensive and the pupils summarise and answer questions. We then record Ludendorff’s reaction as the news of problems with the offensive reaches him. The pupils need to justify why he would react in that manner. We then look at the reasons for the failure of the offensive by using a source and complete some exam practice using a 16 mark ‘to what extent do you agree’ question with guidance. 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 actions taken to end WWI. We start with a simple true or false retrieval practice quiz. We then have a recap of the Hundred Days Offensive with some questions. We then use a thermometer analysis to look at increasing problems for Germany and the pupils explain why they have given the ratings that they have and explain what the most serious issues for Germany were. We then look at the events of the signing of the armistice and the pupils look at the terms of the agreement. They record how the German public would react to the terms of the armistice and explain why. We then compare two sources from General Hindenburg and the pupils look for and explain differences. We then finish the lesson with a video clip and a task to see to what extent the terms of the armistice were too harsh on Germany. This could be done as a simple show of hands or a full written task. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

The second lesson in a Key stage 3 unit of work on the Welfare State. The lesson covers the reasons why the decade was known as ‘The Hungry Thirties’, then we seek to assess whether the decade deserves this name or not. We start with a simple multiple choice retrieval practice starter. We then move onto the start of the thirties and briefly introduce the Labour Party. We then look at a series of photographs from the 1930’s and the pupils try to work out what is happening and what this tells us about life in Britain in that decade. We then watch a video clip on the decade and the pupils write down examples of hardship and examples of prosperity. We then look at the situation from the point of view of various types of people. Using the emoji pictures the pupils annotate the emojis based on what reaction these various people would have to their situation in the decade with an explanation. We then answer the question whether the decade deserves the nickname. This is done with the pupils responding to a ‘To what extent do you agree with the statement’ type question. A countdown plenary 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 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 from the Power & The People Unit. Reform & Reformers. The lesson is an hour long but can be extending or shortened. In the lesson we look at the other factors that led to the abolition of slavery such as rebellions, the anti-abolitionists and the economy. The pupils complete a wheel of life worksheet on the factors and then we look at what the impact of the abolition of slavery was? the pupils then evaluate how important each factor was before passing judgement on how influential William Wilberforce was in abolishing slavery. Included is: Starter Info sheet on the factors that led to abolition Worksheet activity & Wheel of Life Source practice question Exit ticket plenary. 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

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 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 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 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 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 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

The third lesson in a Key stage 3 unit of work on the Welfare State, but could easily be adapted to Key Stage 4. We start with a simple retrieval practice starter where the pupils have to put the events in order, you just adapt to suit your previous learning. We then introduce the term antibiotic and what this means and why it might have been important in the war effort and elsewhere. We then look at the story of the discovery of penicillin. The pupils stick the outline road into their books at watch the information slides as the teacher scrolls through. They are fully illustrated with some amusing sound effects too. The pupils then watch a short video which discusses the science in more detail. We then look at an interpretation and the pupils complete a differentiated task answer the questions around the interpretation in 10mins. We then finish with a ‘to what extent do you agree’ type question where the pupils consider the significance of the discovery compared to other scientific discoveries. I hope that this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 History lesson on corruption in the Catholic Church as part of a Tudor’s SOW. The lesson includes: The pupils will explore the evidence for corruption in the Catholic Church from Thomas Cromwell’s investigation then finish with a writing task with a structured writing frame to guide them. Starter. Video interpretation. Source interpretation on Cromwell’s investigation. Writing task. Scrabble plenary. All resources are provided. 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 events of early 1066 before moving on to th eBattle of Fulford. The objective of the lesson is to determine to what extent luck, 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 the early events of 1066 and the pupils look at an extract from Marc Morris’ book regarding the problem William had providing for his delayed army. We then consider the movements of the various contenders and plot this information on a map. The pupils then look at the Battle of Fulford. Using information from 3 stages of the battle, the pupils annotate a map of the battlefield to show the events of the battle. We finish with a piece of extended writing on to what extent luck, strength/skill and tactics 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