Key Stage 3 lesson looking at the murder of Thomas Beckett in 1170. The lesson has a focus on causation with the pupils looking at long-term, short-term and trigger causes of his murder. The lesson includes an image source starter with questions. We then watch a video clip and the pupils complete a question sheet. We then look at how to identify short-term, long-term and trigger events before applying this to the case of Thomas Beckett. We then complete an extended writing task where the pupils write a report to Pope Alexander detailing the causes of the event and who is ultimately reposnsible for Beckett’s death. Included is: Picture source starter Video clip with notes sheet Activities around causation in history Information sheet and reading activity Extended writing task with structured guidance. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

This lesson looks at all the potential contenders for the throne in 1066. The pupils will use the contenders cards to complete a worksheet which features a variety of ways the pupils can rate the claims of the contenders including a visual scoring system. The pupils then complete a campaign poster on who should be king, this has detailed success criteria and guidance for the pupils. The lesson therefore can be 2 periods or shortened if needs be. included is: Bayeux tapestry starter Video clip on contenders The contender information cards Worksheet activity Campaign poster with success criteria. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

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

AQA GCSE history lesson on how the ‘race to the sea’ developed on the western front which led to trench warfare and events on the Eastern Front in 1914. We start with a quick multiple choice retrieval practice quiz. We then look at the the developing situation on the Western Front after the Battle of the Marne. The pupils undertake a text analysis on the ‘race to the sea’ and answer some questions. We then take a look at the Eastern Front, the pupils have an events strip and answer questions and summarise each event. We then look at the major powers of the war and what kind of start they have had to the war by the end of 1914 by completing a table on their successes and failures on both fronts. We finish with an ‘extentometer’ on the reasons why stalemate developed on the Western Front. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Lesson on significant factors in the fight for women’s rights after the second world war. The lesson will probably cover two hour long lessons, but can easily be shortened. We start by looking at the Ford Dagenham strike in 1968, we look at why the strike happened and what it’s impact was. We them create a chart of importance using other significant events since WW2. The pupils then complete a Wheel of Life for all the lessons they have completed on women’s rights so far and finish by answering a question on which factors were the most significant using a writing frame to help them. Hope this helps. Included is: starter Activity on Ford Dagenham Strike in 1968 Video Clip on the strikes Chart of Importance activity Wheel of life for womens rights GCSe style question with structured guidance on how to answer. 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 what Magna Carta was, the events preceding it and its significance. We start with a picture source showing the signing of the charter, there is a challenge grid where the pupils can create a question and then answer it. We start the main part of the lesson recapping the aggravations of the barons. We then look at the events immediately preceding the barons revolt against John. The pupils do a simple summarising activity and answer some questions on this. This sets up the meeting at Runnymede. We then look at 6 of the clauses. The pupils complete a worksheet with a number of activities, they translate into their own words, tick who the clause benefits and shade in King John a shade of angry. The pupils write a paragraph on which clause they feel made the barons happiest (and John the angriest). We then look at the significance of Magna Carta of the years and its impact. The pupils shade in the boxes to categorise the impacts as either short or long term. We finish with a GCSE practice question “Explain the significance of Magna Carta” with some guidance on how to answer it. 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 long and short term causes of the American Revolution. We start with a retrieval practice instagram themed starter on the Peasants Revolt, but works with any historical event. We then look at the set-up of the colonies in America in the mid 1700’s. We then look at the overall causes of the colonists grievances and arguments for independence with a card sort categorising task. We then look at some of the important legislation and acts that were passed in the British Parliament that were detrimental to the colonists and contributed the the revolution. the pupils rate the possible reactions of the colonists and then rank the acts on order of significance. We then complete an Iceberg analysis of the causes. The short term trigger events are above water, the longer term causes are below water. We then finish on some questions and a countdown plenary complete with pressurising music. I hope that this saves you some valuable planning 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 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

Power & the People AQA GCSE History lesson. The second lesson on Extending the Franchise section Peterloo and the Great Reform Act. There are no other resources needed for the lesson and there are differentiated activities and worksheets for photocopying. Included in the lesson is: Video clip on Peterloo Activities on Peterloo both describing and comprehension Activities on the Great Reform Act both describing and comprehension Source interpretation question. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

Key Stage 3 lesson on Magna Carta. The lesson is approximately one hour long but can easily be extended. We start with a retrieval practice quiz on last lesson which was about King John, but this is easily adapted. We then introduce Magna Carta trhough watching a video clip and the pupils make use their video notes sheet to answer questions. We then look at the clauses in Magna Carta where the pupils sort the clauses into a diamond nine and explain their choices. We then complete an extended writing task. The pupils write a diary entry for King John dated the day he signed Magna Carta explaining how it limits his power and why he dislikes it so much. In a nutshell the lesson includes. Retrieval quiz starter Video clip with notes sheet for the pupils Diamond 9 ranking activity based on the clauses in Magna Carta Extended writing exercise “Medieval Dear Diary: King John Edition”. Emoji plenary. Hope this 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 events, tactics used and consequences of the General Strike in 1926. We start with a retrieval practice starter. We then have a recap on the causes of the General Strike. the pupils are given some pictures, then if needed some worded prompts. We then, after a brief recap of events, look at the tactics used by both sides in the general strike. The pupils assess the effectiveness, on a visual scale, of these tactics and explain their reasons. We then look at the ending of the strike, and the consequences. The pupils complete a text analysis and look for political and economic reasons. We then briefly look at the impact of the strike on the Unions before finishing with an exam-style question on a source published in Punch satirising the TUC’s ineffectiveness to shift the government, 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 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

AQA GCSE history lesson for The Power & The People thematic unit. In this lesson we look at how Oliver Cromwell should be remembered. We start with a simple retrieval practice quiz ‘. We discuss the Commonwealth briefly before the pupils complete a text analysis using highlighters on events immediately after Charles’ execution. We then have a look at the evidence for Cromwell being either a hero or a dictator. We look at the Diggers and the Levellers as challenges to the Commonwealth with the aid of a video clip. We then briefly look at the Commonwealth’s end and the Restoration before finally considering several portrayals of oliver Cromwell from 4 different sources. The pupils complete a task called ‘The Gallery of Cromwell’ where they dissect the different interpretations of Cromwell and the reasons for this. 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 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

A Key Stage 3 lesson, used as part of a Welfare State unit of work on the establishment of the National Health Service in 1948. We complete quick retrieval starter on the discovery of penicillin to begin with. We then discuss what happened to people when they got ill before the NHS. We look at the Beveridge Report and the pupils complete a reading text analysis by reading the text and answering the questions around the outside of the template. We then look at the changes made by the Labour government. The pupils rate these changes in terms of how useful they were to ordinary people and explain their impacts. We then move onto the formation of the NHS, we watch a public information video created in 1948 and the pupils answer questions about this. We then look at a further clip on the NHS beofre asking the question ‘Is the NHS Britain’s greatest ever achievement?’. I hope that this proves useful and saves you some 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 General Strike in 1926. We start with a retrieval practice grid which has been filled in for the unit so far. We then briefly look at conditions in the mines in the 1920’s and how the mines were privatised after WWI. We then look at the causes of the strike. The pupils complete a strikeometer, a visual scale to show to what extent that cause the miners. We then look at a picture caricature of a mine owner published in a union publication and the pupils answer some questions on the source. We then have a time question and answer session on the lesson content so far and finish with a ‘placard plenary’ where the pupils need to think of the likely slogans the strikers would have placed in their placards. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

FREE 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. We then look at theRump Parliament where the pupils complete a simple piece together the story activity. We then look at the events of the trail and the pupils complete a visual scale around how confident parliament is on Charles’ guilt using information slides about the events of the trial. We then look at the execution of Charles and the pupils write an account of this from either the parliamentarian side or the royalist side. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

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