AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at the short term causes of the Civil War. We start with a retrieval practice quiz filled in for the P&TP Unit so far. We have a brief recap of the long term causes of the Civil War using picture prompts. We then look at the Long Parliament and the concessions made by Charles. We consider how happy Parliament would have been with each of the terms of the agreement using a reaction scale. We then consider the other potential causes in a thermometer analysis. The pupils rate and explain how much tension each action created, which they then explain why. We then look at the overall causes of the English Civil war, the pupils create a diagram of short/long-term and trigger events of the war using notes from this and previous lessons. The pupils finally complete an extentometer exercise to debate how much of a factor Charles’ attempted arrest of the five members was in triggering war. 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 long and short term causes of the American Revolution. We start with a retrieval practice instagram themed starter on the Peasants Revolt, but works with any historical event. We then look at the set-up of the colonies in America in the mid 1700’s. We then look at the overall causes of the colonists grievances and arguments for independence with a card sort categorising task. We then look at some of the important legislation and acts that were passed in the British Parliament that were detrimental to the colonists and contributed the the revolution. the pupils rate the possible reactions of the colonists and then rank the acts on order of significance. We then complete an Iceberg analysis of the causes. The short term trigger events are above water, the longer term causes are below water. We then finish on some questions and a countdown plenary complete with pressurising music. 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 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 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 successes and failure of the revolt and the short & long term impacts. The starter is a simple retrieval practice quiz based on Nando’s spice levels. We start by recalling the events of the revolt. The pupils are shown a map of medieval London with significant locations of the revolt, they have to match the events to the locations. We then look at the death of Wat Tyler and two different sources. I just discuss with my pupils what may or may not have happened. We then look at the successes and failures of the revolt. The pupils create a table in their books and draw a scale to visually show how they think the revolt may have succeeded or not. We then look at the significance of the revolt. The pupils complete a wheel of life and annotate to explain why they have scored it what they did. We them tackle a GCSE-style question on the significance of The Peasants Revolt with some guidance on how to answer, 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 Peasants Revolt and the actions of both sides. The starter is a simple “whose graves are these?” quiz. Each grave has a limerick based around a key person in the unit so far. We then begin by looking at the causes of the Peasants Revolt in a bit of retrieval practice to set the scene. We then use a control graph to plot how much control Richard had of the situation during the revolt. The pupils will be guided through the key events of the revolt completing the graph as they go. We then look at the tactics of both sides and the pupils complete a table of the tactics using examples if possible. We finish with a source question on the execution of Simon of Sudbury from the Chronicles of Froissart. 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 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 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 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 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 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

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 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

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

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

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the Battle of Stamford Bridge. 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 events of the battle itself by completing a worksheet and the pupils consider each stage of the battle and answer questions on the event and whether there was any skill/strength, luck or tactics involved at that point. The pupils use the information from the worksheet to create a mind map using factor hexagons. We then pull all the strands together and 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

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

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