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

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 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 what the relationship between Simon de Montfort and Henry III, including Henry’s actions to upset the barons. We start with a perfect paragraph quiz. In the paragraph are a number of errors in spelling, specific facts, syntax and context. It is a from of retrieval practice but meant to spark debate about how to improve writing as well. We begin by looking at the Angevin family tree and Henry III’s accession to the throne. The first activity is a character profile of Simon de Montfort, the pupils use an information slide to make notes on potential strengths, weaknesses and background information and sum him up in 5 words. We then move onto Henry III’s actions to anger his barons. The pupils will have a table with the actions detailed, they will then rate the actions using a “How angry were the barons?” emoji scale. They will then use this information to write a letter to Henry detailing their concern as a baron about Henry’s conduct. they will establish which of Henry’s actions are the most troublesome to them. We finish with a summarising pyramid plenary. 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, tactics used and consequences of the General Strike in 1926. We start with a retrieval practice starter. We then have a recap on the causes of the General Strike. the pupils are given some pictures, then if needed some worded prompts. We then, after a brief recap of events, look at the tactics used by both sides in the general strike. The pupils assess the effectiveness, on a visual scale, of these tactics and explain their reasons. We then look at the ending of the strike, and the consequences. The pupils complete a text analysis and look for political and economic reasons. We then briefly look at the impact of the strike on the Unions before finishing with an exam-style question on a source published in Punch satirising the TUC’s ineffectiveness to shift the government, 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 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

A Key Stage 3 lesson, used as part of a Welfare State unit of work on the establishment of the National Health Service in 1948. We complete quick retrieval starter on the discovery of penicillin to begin with. We then discuss what happened to people when they got ill before the NHS. We look at the Beveridge Report and the pupils complete a reading text analysis by reading the text and answering the questions around the outside of the template. We then look at the changes made by the Labour government. The pupils rate these changes in terms of how useful they were to ordinary people and explain their impacts. We then move onto the formation of the NHS, we watch a public information video created in 1948 and the pupils answer questions about this. We then look at a further clip on the NHS beofre asking the question ‘Is the NHS Britain’s greatest ever achievement?’. 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

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at how Oliver Cromwell should be remembered. We start with a simple retrieval practice quiz ‘. We discuss the Commonwealth briefly before the pupils complete a text analysis using highlighters on events immediately after Charles’ execution. We then have a look at the evidence for Cromwell being either a hero or a dictator. We look at the Diggers and the Levellers as challenges to the Commonwealth with the aid of a video clip. We then briefly look at the Commonwealth’s end and the Restoration before finally considering several portrayals of oliver Cromwell from 4 different sources. The pupils complete a task called ‘The Gallery of Cromwell’ where they dissect the different interpretations of Cromwell and the reasons for this. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Reform and Reformers Power & the People Lesson for AQA GCSE History. First lesson on this unit. The lesson introduces why so many people felt there were problems with elections during these years with several activities around this, The pupils then go on to learn who the Radicals were and what protests were undertaken and by whom. There is also a source interpretation question with guidance included and video clips. Lesson features:- Video clips All resources needed and photocopying files. GCSE style source interpretation 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 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 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

GCSE christmas activity sheet on rivers. The pupils inform Santa all about the wonderful river features he flies over using their geographical knowledge. It also includes colouring activities so is perfect for a more relaxed final lesson of the term, yet still includes real geography! Needs to be printed or photocopied as A3 for best results! https://www.tes.com/teaching-resources/shop/markthegeographer