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

AQA GCSE history lesson from the Reform and Reformers section of the Power & The People unit. In this lesson we first look at why Britain got involved in the slave trade. The pupils then go on to learn about who the significant abolitionists were. The four we look at are William Wilberforce, Thomas Clarkson, Olaudah Equiano and Granville Sharp. The pupils complete a significance circles activity where they decide who the most significant abolitionists were and why. We then go onto a “How useful is…” source question with guidance on how to respond. Included is: Starter activity Video clips Activity on reasons for slavery Abolitionist character cards Significance circles activity source question. 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 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

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 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

Power & the People lesson on the Chartists. In this lesson we introduce the Chartists and Chartism. We then look at what the demands of the Chartists were and how they believed they would make for a fairer electoral system. We then examine the methods of the Chartists and how they were successful at spreading their message. We then look at the failure of Chartism and examine the reasons for this before finishing with how significant the movement was in the end. Included in the lesson is:- Question starter around Secret Ballots Activity on the Chartists Six Point Demands Video Clip Activity examining the methods of the Chartists Writing activity on the failure of Chartism Question on the significance of Chartism. Hope this helps https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on the Black Death. In this lesson which is approximately 1 hour, we introduce the disease, the symptoms and practice some source interpretation as well. We start with an enquiry mystery around uncovering a plague pit where the pupils are given more and more information to try to work out what the story behind the burials might be. We then introduce the disease, its origins and how it is transmitted through watching a film clip. We then create an annotated diagram around the outline of a body. The pupils will listen to the symptoms of the Black Death at various stages throughout the illness of a victim. The slides have sound effects that the pupils always enjoy. We then look at a source from medieval times and the pupils answer the question about the sources usefulness. This is supported with a writing frame and some ideas to help the pupils. We then finish by playing the game “would you have survived the plague?”. Here the pupils choose numbers that correspond to actions a medieval person may take to help them avoid catching the plague. Some work and some don’t. In a nutshell included in the lesson is: Time team investigation starter around uncovering a plague pit Video clip on the origins of the plague and symptoms Annotated diagram task around the symptoms Source task for extended writing with writing frame “Would you survive the plague?” Bingo. Hope this saves you valuable 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 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

Key Stage 3 lesson on whether King John deserves the prenom “Bad” King John. The lesson is at least an hour long but can be easily extended into two lessons. We start by looking at an interpretation of John in the Disney movie, the pupils then use a speaking frame to explain what they can glean from the clip. We then move onto a categorising task. The pupils are presented with factual information about John, they have to categories into evidence a him being a good or bad king, they then further categorise into warfare, taxation, religion and role of the individual. The pupils then complete a school report for King John based on the information. We then finish with a question where pupils have to explain to what extent they agree with a statement. Included is: Disney interpretation speaking frame starter Differentiated categorisation task School report task Extended writing task Kingometer plenary. Hope this helps and saves 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 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

Key Stage 3 History lesson which is at least two hour-long lessons. We start with a photo interpretation starter “Why is Simon’s Head in the Wall?”. The pupils try to deduce what happened to Simon of Sudbury. We then go onto to watch a video clip on the Peasants Revolt. The pupils have a crib sheet to fill in as the video plays. We then look at the events of the peasants revolt where the pupils complete an activity that involves summarising events and drawing symbols and diagrams. using the information the pupils have gained they then design a movie poster for a film about the Peasants Revolt where the pupils can show their knowledge and be creative! In a nutshell the lesson includes. Photo interpretation starter Video clip with crib sheet Events of the Peasants Revolt activity Design a movie poster task Plenary. Hope 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

Key Stage 3 lesson on comparing and contrasting Richard I with Saladin. The lesson would take about two periods to cover fully, but can easily be shortened. We start by thinking about what makes an effective leader during the medieval period. we then introduce the two leaders and the pupils will read the story of each leader before creating a character card that assesses the leaders strengths and weaknesses. We then go on to look at how the two men are similar and different by creating a Venn diagram. Finally there is an extended writing task where the pupils explain their choice of leader through evaluating their actions. Included in the lesson is: Starter activity Character card templates and information sheets on the leaders Venn diagram task Extended writing task with writing frame and support. Plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Lesson 4 in the Norman Conquest SOW. This lesson sees the pupils compare the armies of both the Norman’s and Anglo Saxons. We then move onto the events of the Battle of Hastings and examine the significance of various moments in the battle. The pupils then sort the events into key factors that decided the batlle. Luck, tactics and military power, before reaching a conclusion on the deciding factor. Included in the lesson is: Retrieval Practice Starter Comparing armies activity Sequence of events actvity with questions Video clip Key Factors activity Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

This is the first lesson on a Norman Conquest SOW. It gives the pupils an overview of what life was like in 1066 before the Death of Edward the Confessor and the Norman Conquest. All the resources are included. Lesson takes 1 hour. Included is: Bayeux Tapestry question starter. An overview of 11th century kings Differetiated tasks using an information sheet and a worksheet A writing task on who has the power in early 1066. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on the crusades. The lesson is at least an hour long and can easily be two lessons. We start with retrieval practice starter. We then go on to introduce the concept of a crusade. We then examine Pope Urban’s famous sermon looking for threats to christians and potential rewards. We then introduce King Richard I before a classification task on the reasons why people went on crusade. The pupils classify the reasons in either money and power or religious reasons. The pupils then rank the reasons to work out what the main appeal of the crusades were. We then finish with a writing task where the pupils create a diary entry having been invited to join Richard’s crusade. Included is: Retrieval practice starter Source analysis task on Urban’s sermon of 1095 Classification task "For God or Gold" Extended writing task using a diary entry narrative. Post-it note plenary. 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 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

A Key Stage 3 one hour lesson, but can easily be stretched to a double or two singles. This is an alternative way of teaching this subject and the pupils just love it. The presentation includes the scripts, characters and sound effects for amusement. There is a variety of roles for pupils of different reading abilities and confidence. The pupils can fill in a worksheet as the play progresses. There is also a feedback summary activity for pupils to choose to answer an question on an aspect of the story. The lesson is a lot of fun and could even be done as a play or assembly. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a retrieval practice template for history using old picture frames for use at the start of a lesson as a quick quiz recap or as a plenary quiz. Pictures could be colour-coded for difficulty, or just use it as you like… https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 History lesson on The Reformation, but could easily be adapted to suit other key stages. The lesson focuses on Martin Luther and how he played a key role in starting The Reformation. There are several activities included and all worksheets and video clips are in the resource. The lesson includes: Instagram starter. Video quiz sheet on Martin Luther’s life and beliefs. Consolidation activity “Who would have said what?” Differences in types of church labeling task Extended writing task Emoji’s plenary. Hope this proves useful. https://www.tes.com/teaching-resources/shop/markthegeographer