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

This is a worksheet that I use with the pupils to look at primary and secondary effects of Typhoon Haiyan. The pupils write any ‘storm statistics’ they can find on the storm related to the symbols next to them. I hope you find it useful.

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 on the war at sea, the naval blockade and the Battle of Jutland for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice timeline quiz. We then have a recap on the naval arms race before looking at why a blockade was an effective tactic against Germany and the impact that the blockade had on Germany at home. Pupils explain each effect and try to explain how this would impact Germany. We then look at the early engagements in the Indian and Southern Atlantic Ocean before looking at the new German approach using ‘bait ships’. The pupils analyse the events of the Battle of Jutland using sources and an information strip and reach a reasoned conclusion as to who won the battle. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE Geography lesson for unit 2C: Water Management section. The lesson is approximately one hour long. We start the lesson with a photo mystery around a hydro-electric dam, we use this as a way to start discussing what dams have to do with increasing water supply. The pupils then go on to use a foldable template to look at four different ways that water supply can be increased. The pupils will also create separate sections for examples of dams & reservoirs and also water transfers. We then look at the global pattern of desalination. The pupils will answer questions from the map. We finish with a simple quiz about water surplus (and deficit) using some of the knowledge they should have gained from the last three lessons. In a nutshell the lesson includes Starter: Photo mystery used for discussion Foldables exercise on four methods of increasing water supply Differentiated map interpretation task Find the countries with a water surplus quiz. Hope 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 the battle of Verdun for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the location of Verdun and why the German’s thought that an offensive there would be effective. The pupils watch a video clip and answer questions on Falkenhayn’s plan, we then look at the events of the battle. The pupils read a sample of text and answer the questions relating to the text around the outside. We then move on the the aftermath and the pupils complete a battle summary sheet. There is a source activity and exam practice question. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at how the Nazis were resisted. We start by introducing the types of resistance the Nazis encountered such as non-conforming, resistance and opposition. The pupils are then given several examples on a worksheet, they must classify the example into one of the three types, rate the example for seriousness to the Nazi regime and explain their rating. They then explain the most serious threat to the Nazi regime. We then look at a video clip and the pupils complete sentence starters and answer questions. We ten look at a written source on how opponents were watched and the pupils answer questions. We finish with the pupils writing a response to the statement “The main reason that resistance to the Nazis failed was the strength of the police state”. this can be done as an exam “To what extent” question, for which there is a slide with guidance and support, or a class discussion. There are retrieval practice starter and plenary quizzes. I hope this proves useful and saves you some 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 medieval manor system. We start with a simple retrieval practice starter. We then introduce the Norman village by giving an overview of how it works. The pupils answer questions from an info strip. We then look at the types of houses found in the village and what the medieval manor was. The pupils describe the typical village house and manor. We then look at the peasants year and day with the pupils answer questions and recording potential hardships. We also briefly look at Wharram Percy as an example village. We finish with a source question. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

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

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 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

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 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

Works really well with Hodder textbook or pupils notes from their exercise books. The activity is differentiated so pupils choose a different starting point on the Nigerian border depending on the difficulty and make their way towards Lagos, colouring in the states when they have answered a question. The activity can be used in different ways, pupils can even go after every state! Instructions are:- *Use your class notes, textbooks and/or the internet to answer questions on your way to Lagos. Write the answers on a separate sheet of paper. Once you have answered the question, colour in the corresponding state on the map. Move onto the next state on your journey towards Lagos. Choose a starting state from green (easy), orange (medium) or red (hard). * Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

A variation of the popular learning journey idea, but with a river instead. Obviously you start from the top (source) though with this one! Hope that it proves to be useful. https://www.tes.com/teaching-resources/shop/markthegeographer

A sheet to compare both the effects of and responses to the 2010 earthquake in Chile and the 2015 earthquake in Nepal. Please feel free to download and use. https://www.tes.com/teaching-resources/shop/markthegeographer