AQA GCSE Geography lesson for the new specification Unit 1A: In this third lesson in the section we look at the possible human causes of climate change. We start with a simple retrieval practice grid based on previous learning. We then look at what the scientist think and how a consensus has grown about the impact of anthropogenic influences on the climate and we watch a clip that summarises this. We then create a diagram in our books and the students are guided step by step through the greenhouse effect, creating the diagram as they go. The pupils then watch video clips on the three main greenhouse gases, carbon dioxide, methane and nitrous oxides. The pupils make notes around their hexagons using the video clips to help. We finish by looking at the ‘enhanced greenhouse effect’ and a 9-mark gcse-style question with guidance on how to answer for the pupils. We finish the lesson with a GCSE-style question post-it plenary. In a nutshell lesson includes: Retrieval practice starter Greenhouse effect diagram. Hexagon task on the main greenhouse gases Video clips where appropriate GCSE-style question. Hope this saves you some valuable 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

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

A template for a poster on the literature on which we draw for our KS3 curriculum. Please feel free to download and edit. https://www.tes.com/teaching-resources/shop/markthegeographer

GCSE christmas activity sheet on coasts. The pupils inform Santa all about the wonderful coastal 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

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

GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the growth of towns after the conquest and what towns were like to live in. We start with a quick retrieval practice starter. We then look at how the towns developed into market towns, the pupils answer questions from a video clip. We then complete a text analysis where the pupils highlight the reasons for the growth of towns during Norman times. We briefly look at burgesses before focusing on trade and the pupils complete a profitability scale to show which of the aspects of trade in medieval times produced the most money for the medieval town and why. We finish with a to what extent plenary. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

Sailboat analysis but with potential future problems (rocks) and helpful factors (fair winds). Hope it proves useful. 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

An editable template to use when looking at the forces for and against a change from occurring. The driving and restraining forces can be scored to allow pupils to predict what the outcome might be. 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

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at how the Nazis used both terror and propaganda and censorship to indoctrinate & control the populace of Germany. We start with a simple retrieval practice quiz. We then look at how the Nazis used terror. the pupils look at both the SS and Gestapo, rating the different aspects of each for terror and intimidation, explaining as they go. We then look at Josef Goebbels and propaganda and censorship. The pupils read each method and rate their effectiveness before deciding which method was the most effective. We look at a propaganda poster from 1936 and answer a question around this, and finish with a to what extent style plenary where the pupils can either debate or write about whether terror or propaganda & censorship was the most effective method of gaining control over the people, I hope this proves useful and saves you some 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 what life was like for people living in Nazi Germany. We start with an activity called ‘Photos from Nazi Germany’. The pupils try to work out what is going on in the photos and what this tells us about life in Germany at this time. We then look at life for different types of adults, we use an evidence sheet and the pupils make notes about how those people perhaps benefited, or suffered under Nazi rule. We then look at young people. We start by analyzing a school day fro the German school pupil and why the Nazi’s wanted certain subjects to be taught. We then look at the Hitler Youth and the league of German Maidens and why young people were drawn to these groups and what purpose they served the Nazi’s I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

All nine of my geography themed retrieval practice starter slides. All can be edited and used in different ways. Hope they prove useful. 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 the early problems facing Germany after WWI to set the scene for the rise of the Nazi Party. We then look at the Weimar Golden Years and what Germany was like in the 1920’s. We then track Hitlers early life and look for ‘alarm bells’. These are events in his life that shaped his ideologies or betrayed his wish to be a ruthless dictator. We then look at how the Wall Street Crash played into the Nazi’s hand and the pupils complete a text analysis to learn how Hitler became Chancellor in 1933 and then Fuhrer in 1934. I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

Template for the rating sliders worksheet. Can be used for a variety of subjects and tasks. Fully editable. 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 Stalin’s leadership of the Soviet Union and his actions. We start with a quick retrieval practice quiz. We then introduce Stalin via a video clip and the pupils complete sentences as they watch the clip. We then look at Stalin’s actions as leader and the pupils decide if they are good ideas or bad ideas using a visual indicator scale and explanation. We then look at how different types of people within the Soviet union would react to Stalin’s actions as leader. We look at a source and the pupils answer a GCSE-style 4-mark question. I hope this proves useful and saves you some 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 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

Key Stage 3 lesson for a scheme of work on The Rise of The Dictators. In this lesson we look at the Russian Revolution of 1917 and its causes. We begin by looking at Tsar Nicholas II, we then watch a video clip on the reasons for the Revolution. We use info cards and visual hexagons to examine the causes in more detail. We then look at the rise of the Bolsheviks and the pupils create a scroll through history to explain the events of the rise of Bolshevism. We look at a source featuring Lenin and finish on a “to what extent” question. I hope this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer

Revision task for geographical/historical issues. The sails are factors that contribute to progress, the anchors are factors that hinder progress in tackling the issue. https://www.tes.com/teaching-resources/shop/markthegeographer