GCSE Anglo Saxon and Norman England 1060-87 for the new specification 2016. In this lesson we look at the Battle of Hastings. The objective of the lesson is to determine to what extent mistakes by Harold, strength/skill and tactics played a part in the outcome of the battle. We start with a quick retrieval quiz from last lesson. We then look at who had the advantage going into the battle by comparing armies, battlefield position, leaders and tactics. We compare our judgements with an interpretation and the pupils answer questions based around the interpretation. We then plot the events of the battle on a graph to show who had control at various points, the pupils then annotate the graph to show examples of luck, mistakes and military strength We then pull all the strands together and finish with a piece of extended writing on a 16 mark question based on to what extent mistakes played in the outcome of the battle. The pupils have some guidance on how to structure their answer. Hope 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 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

AQA GCSE history lesson on the war at sea, the Germans use of U-boats and unrestricted U-boat warfare and America’s decision to enter the war. For the Conflict & Tension 1894-1918 unit. We start with a simple retrieval practice quiz. We then look at the U-boat threat in detail, firstly by looking at the design and function of the U-boats and then by watching a video clip where the pupils answer questions about how they were used. The pupils then consider how the British responded to the threat and what innovations were adopted. We then progress to look at the sinking of the Lusitania and the pupils complete a tensionometer to record the rising tensions between the USA and Germany. We look at a source “Destroy this Mad Brute” and the pupils answer questions. There are two plenary options to assess the impact or potential impact of America entering the war. 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 the Hundred Days Offensive and the ending battles of WWI. We start with a simple ‘if this is the answer, what is the question?’ retrieval practice quiz. We then have a brief recap of the events of the failed Ludendorff Offensive and Germany’s precarious position. We then look at Foch’s plan for the offensive in a video clip and the pupils think about Germany’s preparedness for the offensive. We then follow events in a series of event slides. The pupils read the information on the board and record the German army’s level of control at that point on the Western Front. This could be done as a round the room or carousel activity. The pupils reflect on what the critical events were. We then use a source comparison question as consolidation and finish with the pupils writing a bio-poem to General Ludendorff. Hope you find this useful and it saves you some 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 Battle of Stamford Bridge. The objective of the lesson is to determine to what extent luck, strength/skill and tactics played a part in the outcome of the battle. We start with a quick retrieval quiz from last lesson. We then look at the events of the battle itself by completing a worksheet and the pupils consider each stage of the battle and answer questions on the event and whether there was any skill/strength, luck or tactics involved at that point. The pupils use the information from the worksheet to create a mind map using factor hexagons. We then pull all the strands together and finish with a piece of extended writing on to what extent luck, strength/skill and tactics played in the outcome of the battle. The pupils have some guidance on how to structure their answer. Hope this saves you some valuable planning time! https://www.tes.com/teaching-resources/shop/markthegeographer

A Key Stage 3 double lesson or two single lessons on the Great Fire of London. No extra resources are needed for the lesson, but it does work best if the pupils all have a copy of the lesson on Google Classroom or such like. The activities are all differentiated so pupils can choose the level they work at. The lesson finishes with an extended writing task. Included is Video clip on how the great fire started Differentiated Activity worksheet Evaluation exercise on how Great the fire was. 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 King John had done to anger his barons. We start with a simple retrieval practice grid, already filled in for the Norman Conquest but editable. We look at what the expectations of John as a medieval king were, the pupils then make an explained list of the expectations of John. We then look at John’s actions, the pupils undertake a thermometer analysis to see which of John’s actions would have angered the barons the most. We then look at Matthew Paris’ painting of John and the pupils complete some questions around the painting and compare this to the painting of Henry II by the same artist. The pupils conclude by explaining which of John’s actions angered the barons the most and why in a post it exercise. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

Third lesson on the Norman Conquest. This 1 hour lesson looks at the events of the Battle of Fuford and then we look at the Battle of Stamford bridge and try to work out the main reasons for Harold Godwinson’s victory and Hardrada’s loss. All the lessons and resources are provided as are the video clips. Included is Bayeux tapestry question starter Video crib sheet for the Battle of Fulford Activity on the events of Stamford Bridge Video clip on Stamford Bridge Writing evalaution activity. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer

The third lesson in a Key stage 3 unit of work on the Welfare State, but could easily be adapted to Key Stage 4. We start with a simple retrieval practice starter where the pupils have to put the events in order, you just adapt to suit your previous learning. We then introduce the term antibiotic and what this means and why it might have been important in the war effort and elsewhere. We then look at the story of the discovery of penicillin. The pupils stick the outline road into their books at watch the information slides as the teacher scrolls through. They are fully illustrated with some amusing sound effects too. The pupils then watch a short video which discusses the science in more detail. We then look at an interpretation and the pupils complete a differentiated task answer the questions around the interpretation in 10mins. We then finish with a ‘to what extent do you agree’ type question where the pupils consider the significance of the discovery compared to other scientific discoveries. I hope that this proves useful and saves you some time. https://www.tes.com/teaching-resources/shop/markthegeographer