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I am a Geography specialist who has also been teaching GCSE history for the past few years. I have uploaded some lessons for History and Geography. I hope people find them useful.

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I am a Geography specialist who has also been teaching GCSE history for the past few years. I have uploaded some lessons for History and Geography. I hope people find them useful.
Women's Role in WWI
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Women's Role in WWI

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In this lesson we look at the role of women in WWI and ask the question “To what extent was women’s role in WWI responsible for them achieving the vote?”. Firsty we look at the Munitionettes and the dangerous work in the factories. We then consider other roles that were undertaken by women in WWI. We finally answer the question above by using a structured writing frame to help the students construct their answer. Included in the lesson is: Photo interpretation starter Video clips and video notes question sheet. Activity on womens roles in WWI Evaluation writing task with structure and content guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer
Extending the Franchise: The Chartists & Chartism
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Extending the Franchise: The Chartists & Chartism

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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
Adolf Hitler: His Rise to Power
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Adolf Hitler: His Rise to Power

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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
1066: Why did William Win the Battle of Hastings?
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1066: Why did William Win the Battle of Hastings?

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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
The Black Death: What was the Black Death?
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The Black Death: What was the Black Death?

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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
Conflict & Tension 1894 - 1918: The Arms Race
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Conflict & Tension 1894 - 1918: The Arms Race

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AQA GCSE history lesson on how the major European powers took to re-armament before WWI. We start with a quick retrieval practice quiz putting the events into chronological order. We than look at the tension between the alliances how this lead them to increase production of arms and military plans. The pupils annotate a map of Europe in different colour pens to show how each major power was preparing their armed forces and military plans for conflict. We then turn to the naval race and the pupils look at several sources to explore how Britain and Germany entered into a naval race, why this happened and what the outcome was. we finish with a bio-poem to kaiser Wilhelm. The idea is for the pupils to show the Kaiser’s military and imperial ambitions for Germany. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
Conflict & Tension 1894 - 1918: Verdun
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Conflict & Tension 1894 - 1918: Verdun

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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
Conflict & Tension 1894 - 1918: The Somme
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Conflict & Tension 1894 - 1918: The Somme

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AQA GCSE history lesson on the Battle of The Somme for the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then introduce Douglas Haig and his warning to British Politicians of the need to accept more losses in order to defeat the Germans. We then look at Rawlinson and Haig’s plan for July 1st. The pupils summarise the stages of the plan and write any concerns they might have about the tactics used. We then have a text analysis of the events of the battle with the pupils highlighting the successes and failures of the allied troops. We then look at the criticism of General Haig for the losses and how the soldiers felt about the offensive. We then complete a battle summary sheet before tackling an exam question. We finish with an Ode to Douglas Haig if there is time. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
Conflict & Tension 1894 - 1918: The Ludendorff Offensive
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Conflict & Tension 1894 - 1918: The Ludendorff Offensive

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AQA GCSE history lesson on the reasons for the offensive, the events of the offensive and its ultimate failure. We start with a simple multiple choice retrieval practice quiz. We then have a brief recap of the situation for all sides at the beginning of 1918 and the reasons why Ludendorff felt a major offensive was the only option. After a brief look at Ludendorff’s backstory we watch a video clip whilst the pupils answer questions on the plan itself. We then look step by step at the events of the offensive and the pupils summarise and answer questions. We then record Ludendorff’s reaction as the news of problems with the offensive reaches him. The pupils need to justify why he would react in that manner. We then look at the reasons for the failure of the offensive by using a source and complete some exam practice using a 16 mark ‘to what extent do you agree’ question with guidance. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
1066: What Was England Like in Early 1066?
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1066: What Was England Like in Early 1066?

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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
1066: 4-Lesson Bundle
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1066: 4-Lesson Bundle

4 Resources
This bundle contains four lessons that are 1 hour long as part of the Norman Conquest SOW. All lessons are fully resourced, prepared, ready to photocopy with video clips. lesson titles include What was life like in Early 1066? Who should be King in 1066? Who won at Stamford Bridge? Why did William win the Battle of Hastings. Hope these lessons help. https://www.tes.com/teaching-resources/shop/markthegeographer
The Russian Revolution
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The Russian Revolution

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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
Reform & Reformers: The Abolitionists
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Reform & Reformers: The Abolitionists

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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
The Crusades: Why did people go on crusade?
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The Crusades: Why did people go on crusade?

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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
The Normans: Conflict Between The Norman Kings and the Church
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The Normans: Conflict Between The Norman Kings and the Church

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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
Conflict & Tension 1894 - 1918: The Moroccan Crises
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Conflict & Tension 1894 - 1918: The Moroccan Crises

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AQA GCSE history lesson on how the Moroccan crises increased political tension amongst the political powers in Europe. We start with a quick retrieval practice quiz. We then look at the importance of Morocco to the various European powers. We look at two sources on the Kaiser’s trip to Tangiers and the pupils answer some questions on the sources. We then look at various happenings during the crises and the pupils complete a visual scale to show how much tension there is between Germany, France and Britain, then explain. Further on we look at the impacts of the crises and rank them in order of seriousness in the political sphere of Europe. We thank look at an exam style question on a narrative of the Moroccan Crises, the pupils have some prompts to help answer this. We finish with an ‘extentometer’ on the the level of humiliation felt by Germany after the crisis. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
Conflict & Tension 1894 - 1918: The July Crisis
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Conflict & Tension 1894 - 1918: The July Crisis

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AQA GCSE history lesson on how the assassination of Franz Ferdinand start a chain reaction of declarations of war in 1914. We start with a simple retrieval practice quiz. We then have a brief recap of the murder of Franz Ferdinand in Sarajevo. The pupils have a picture source to look at. We then look at Austria-Hungary’s demands of Serbia. The pupils record the demands and explain how acceptable the demands are to Serbia. We then look at the events of the July Crisis is a sequence of slides. The pupils will record the tension levels in Europe as the events progress by creating a bar chart until a pan-European war is declared. The pupils then revisit the alliance source (a threatening situation) and answer some questions based on the source. We finish with a 16 mark “To what extent” question with some guidance on what the pupils can write about. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
Conflict & Tension 1894 - 1918: The Assassination of Franz Ferdinand
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Conflict & Tension 1894 - 1918: The Assassination of Franz Ferdinand

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AQA GCSE history lesson on how the assassination of Franz Ferdinand happened in June 1914. We start with a simple retrieval practice quiz. We then look at Gavrilo Princip’s past and discuss how Princip was one of many who had a deep hatred of Austro-Hungarian rule in Bosnia. We then look at the events of the 28th June and the movements of Franz Ferdinand that day, the pupils create an annotated map for this, we then, after watching a brief video clip and considering the aftermath, write a narrative on how events in The Balkan’s lead to the assassination. There is an optional bio-poem task on Princip also. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer
The Reformation: What Was The Reformation?
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The Reformation: What Was The Reformation?

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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
Retrieval Practice History Starter Template
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Retrieval Practice History Starter Template

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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