Hero image

Mosley's Marketplace

Average Rating4.66
(based on 241 reviews)

I am a senior leader, and examiner who has years of experience teaching different exam specifications. My classes regularly achieve high levels of progress, in 2022 it was +1.5. Please browse a selection of history, sociology and generic lessons and resources. Most of them have writing frames for students who need support with writing. Please review if you download anything as I will try to edit and improve using any feedback

265Uploads

232k+Views

212k+Downloads

I am a senior leader, and examiner who has years of experience teaching different exam specifications. My classes regularly achieve high levels of progress, in 2022 it was +1.5. Please browse a selection of history, sociology and generic lessons and resources. Most of them have writing frames for students who need support with writing. Please review if you download anything as I will try to edit and improve using any feedback
USA: How should Al Capone be remembered? (L12)
j_leemosleyj_leemosley

USA: How should Al Capone be remembered? (L12)

(1)
A lesson that looks at Al Capone and gets students to evaluate his role in America. The lesson forms part of a 3 year SOW for AQA America 1920 -1932 Opportunity and Inequality.The lesson includes an idea for homework, a GCSE question with sentence starters for those that need it and challenge tasks to stretch and challenge the top end. Use the envelope sticker to add to an envelope or file to put the evidence sheets in to.
USA: How did the Great Depression impact America? (L22)
j_leemosleyj_leemosley

USA: How did the Great Depression impact America? (L22)

(0)
A lesson that looks at the Great Depression and how it impacted America, students look at how it affected the city and countryside, can be done in groups, pairs or solo. The lesson forms part of a SOW for AQA America opportunity and inequality 1920 - 1073. The lesson includes a GCSE question and an interpretation question, there are sentence starters for each question for students who need it and challenge tasks to stretch and challenge the top end of students.
WW1: What were the most important long term causes of the First World War? (Lesson 1)
j_leemosleyj_leemosley

WW1: What were the most important long term causes of the First World War? (Lesson 1)

(1)
A lesson aimed at students learning about the main long term causes of the First World War, looking at Militarism, Alliance, Imperialism and Nationalism. Students build up their knowledge and then practice a GCSE describe question about each. There are sentence starters and key words for each question for the lower ability and challenge tasks for each activity to stretch your top end.
Nazi Germany: How did Hitler consolidate his power?
j_leemosleyj_leemosley

Nazi Germany: How did Hitler consolidate his power?

(0)
A lesson that looks at how Hitler consolidated his power from chancellor to dictator. It is aimed at a high ability year 8, the lesson includes a GCSE styled question, with key words and sentence starters to scaffold. There are challenge tasks to stretch and extend learning.
USA: How roaring were the 1920's in America? (L7)
j_leemosleyj_leemosley

USA: How roaring were the 1920's in America? (L7)

(0)
A lesson in a SOW intended for a three year GCSE looking at the AQA: America 1920 -1973. Students judge the roaring twenties and how far society and their views changed with the times. There is a choice of two different worksheets one which is slightly longer. There are two GCSE source/interpretation question included with sentence starters for the less able and challenge tasks to stretch the top end.
USA: Why did the USA introduce prohibition? (L10)
j_leemosleyj_leemosley

USA: Why did the USA introduce prohibition? (L10)

(2)
A lesson on the causes of prohibition for a 3 year GCSE for AQA America 1920 -1973. The lesson looks at what was prohibition and focuses on why it was introduced, there are a range of sources for students to look at and work out their message using the knowledge just gained. The starter is the recap wheel which once clicked will spin and land on a topic that the table must list everything they can remember about it. There is also a GCSE question with sentence starters for students who need it and throughout the lesson there are challenge tasks to stretch the top end.
USA: Why did the New Deal face opposition?
j_leemosleyj_leemosley

USA: Why did the New Deal face opposition?

(0)
This lesson looks at who and why did people oppose the New Deal, students look at the political spectrum and understanding of left and right wing. Why did Roosevelt face criticism of his policies? The lesson includes challenge tasks, and interpretation questions with sentence starters. This lesson forms part of a SOW for AQA 1920 - 1973 Opportunity and Inequality.
Medieval Period: Was life really that bad in Medieval Europe? (Lesson 1)
j_leemosleyj_leemosley

Medieval Period: Was life really that bad in Medieval Europe? (Lesson 1)

(0)
This lesson introduces students to key themes in Medieval Europe. Students work in groups investigating warfare, religion, towns, medicine and law and order. There is a GCSE styled question, with sentence starter for less able, challenge tasks to stretch the top end. There is a model answer as well where students can either assess and use to edit their work. The lesson also has a literacy focus where students have to correct literacy mistakes in the model paragraph.
WW1: Causes and Experiences
j_leemosleyj_leemosley

WW1: Causes and Experiences

13 Resources
A bundle of World War One lessons that look at the causes of the war, long and short term triggers as well as the assassination. Including a recap lesson. Plus lessons that look at the experiences of soldiers, including why the enlisted, trench life, a source lesson, and medicine.
USA: Were the 1920’s a Boom or Bust for African Americans? (L17)
j_leemosleyj_leemosley

USA: Were the 1920’s a Boom or Bust for African Americans? (L17)

(1)
A lesson that evaluate the experiences of African Americans in the 1920’s. This lesson forms a 3 year scheme of work for AQA America 1920 - 1973 Opportunity and Inequality. The lesson include interpretation questions, with sentence starters for those who need them and challenge tasks to stretch and challenge the top end.
Conflict and Tension: Revision of Korean War
j_leemosleyj_leemosley

Conflict and Tension: Revision of Korean War

(0)
A lesson aimed at getting students to recap the Korean War, there are multiple board game inspired resources including, frustration, frogger, checkers, snakes and ladders and blockbuster, and battle ship. There is also a timeline for students to complete to consolidate understanding.
USA: Were African Americans really free and equal after the abolition of slavery? (L14)
j_leemosleyj_leemosley

USA: Were African Americans really free and equal after the abolition of slavery? (L14)

(1)
A lesson that looks at the life before and after the abolition of slavery, this lesson is designed to give students a better contextual knowledge about African American’s experience. This lesson is designed for AQA America 1920 -1973 opportunity and inequality and give some background knowledge for this topic. This lesson includes a GCSE styled question with sentence starters to help those who need it and challenge tasks to stretch the top end student. There is also a homework idea and resource provided as well.
Health and the people: What was the Black Death and how did it impact Medieval England?  (L6)
j_leemosleyj_leemosley

Health and the people: What was the Black Death and how did it impact Medieval England? (L6)

(0)
This lesson forms part of a SOW for Health and the People AQA. This lesson looks at the Black Death and the medieval period’s beliefs and treatments as well as the consequences of the outbreak. The lesson includes a range of tasks and a GCSE source question. The lesson includes challenge tasks to stretch the top end. Print the 4 worksheet slides onto one page which will be completed throughout.
Norman Conquest: How useful is Bayeux Tapestry as a source about the Norman Conquest? (Lesson 4.A)
j_leemosleyj_leemosley

Norman Conquest: How useful is Bayeux Tapestry as a source about the Norman Conquest? (Lesson 4.A)

(0)
A year 7 lesson that attempts to build on historical source skills. This lesson works well after a lesson that looks at the tapestry in a bit of detail. Students use information from the previous lesson with the quick recap of the Bayeux Tapestry. Then as a class or as a solo task students go through the nature, origin etc to work out if the source is useful. This culminates into a GCSE styled source question. There is a writing frame to aid with writing. Include an interactive plenary where students vote using the Poll slide as to whether the tapestry is useful or not.
USA: How important was the Second World War to the American Economy?
j_leemosleyj_leemosley

USA: How important was the Second World War to the American Economy?

(1)
This lesson looks at how world war 2 impacted the US economy. Students look at the different ways the USA was able to recover from the depression. The lesson includes challenge tasks throughout to stretch and challenge the top end. There is a GCSE exam question to practice with sentence starters to help those who need it. This lesson forms part of a SOW for AQA America 1920 - 1973 Opportunity and Inequality
USA: How did Roosevelt's New Deal try and solve the problems in America?
j_leemosleyj_leemosley

USA: How did Roosevelt's New Deal try and solve the problems in America?

(1)
This lesson looks what the New Deal was, and looks at the Alphabet agencies and fireside chats. The lesson includes challenge tasks throughout to stretch and challenge students. There is a GCSE question with sentence starters for those who need them. This lesson is part of a SOW for AQA America 1920 - 1973 Opportunity and Inequality.
WW1: Trench Story Activity/Homework
j_leemosleyj_leemosley

WW1: Trench Story Activity/Homework

(1)
This activity is designed to aid student writing and build up literacy. Students roll a pair of dice and find the emoji that corresponds to this, they then have to use the emoji in their first sentence e.g. If they landed in the rain it could be “My first day on duty and rain was crashing around me, turn the trench into a bog.” They then repeat to find out their next topic to include. This works well as away of building literacy into a lesson or I usually print these out and set this as a homework task. Setting a maximum and minimum amount of rolls, and setting a competition to create the most creative story.