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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.

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.
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
Henry VIII and his Six Wives: Interactive Role Play Lesson
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Henry VIII and his Six Wives: Interactive Role Play Lesson

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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
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
The Peasants Revolt: What Was the Peasants Revolt?
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The Peasants Revolt: What Was the Peasants Revolt?

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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
The Norman Conquest: How Did Harold Really Die?
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The Norman Conquest: How Did Harold Really Die?

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Part of the Norman Conquest SOW. In this lesson we consider why Historians need to be careful about the reliability of sources. After some thinking exercises on the reliability of information and how people can have different views of the same events we look at a number of sources that document the death of Harold at Hastings and complete an activity of how reliable these sources are. We finish the lesson with a writing task which has a structure strip to support the pupils recording a good written response to the question “Explain, using evidence, what the most likely cause of Death was for Harold Godwinson at Hastings”. Included in the lesson is True or False retrieval starter thinking exercises around reliability and perception Source reliability task with information sheet and worksheet Video clips to support the source task. Fully supported written task using structure strip. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer
1066: Who Won at Stamford Bridge?
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1066: Who Won at Stamford Bridge?

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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
Thomas Beckett: Who is Responsible for his Death?
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Thomas Beckett: Who is Responsible for his Death?

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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
Women's Roles in WWII
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Women's Roles in WWII

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This is an hour long lesson for AQA History GCSE or Key Stage 3 on women;s roles in WWII. The lesson begins with a starter using a recruitment poster as a discussion point. From there we look at two examples of women’s roles during WWII, the pupils will answer questions on a video notes sheet. We then use a source extract to create a diagram on the varied roles women undertook at both home and abroad before completing a 4 mark source interpretation question. Included in the lesson is: Recruitment poster starter Video clips and video notes sheet Written extract exercise Source interpretation exercise around a 4 mark question. Plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer
Women After WWII: Equality at Last?
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Women After WWII: Equality at Last?

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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
The Tolpuddle Martyrs
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The Tolpuddle Martyrs

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AQA GCSE History lesson as part of the Reform and Reformers Section of the Power and the People unit. The lesson is roughly one hour long. We start with a source question on the Copenhagen Fields Protest March. We then look at who the Tolpuddle Martyrs were and why they were transported. The pupils watch a video clip then read the information sheet. The main task is constructing a movie poster on the story of the Tolpuddle Martyrs. The poster is divided into sections and involves several skills such as summarising, describing and evaluating as well s being creative! There are some extension questions on the significance of the Tolpuddle Martyrs to finish the lesson off. Included is: Starter activity on Copenhagen Fields march Video clip on the Tolpuddle Martyrs Movie Poster Task using an Information sheet provided Extension questions on the siginifcance of the event hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer
Reform & Reformers: What Was the Impact of the Anti-Slavery Movement?
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Reform & Reformers: What Was the Impact of the Anti-Slavery Movement?

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AQA GCSE History Lesson from the Power & The People Unit. Reform & Reformers. The lesson is an hour long but can be extending or shortened. In the lesson we look at the other factors that led to the abolition of slavery such as rebellions, the anti-abolitionists and the economy. The pupils complete a wheel of life worksheet on the factors and then we look at what the impact of the abolition of slavery was? the pupils then evaluate how important each factor was before passing judgement on how influential William Wilberforce was in abolishing slavery. Included is: Starter Info sheet on the factors that led to abolition Worksheet activity & Wheel of Life Source practice question Exit ticket plenary. Hope this helps. https://www.tes.com/teaching-resources/shop/markthegeographer
Reform and Reformers: The Anti-Corn Law League
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Reform and Reformers: The Anti-Corn Law League

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AQA GCSE History lesson as part of the Power & The People Unit. In this lesson we look at the Anti-Corn League. To start with we look at what the laws actually were and why they were created, we also consider who supported the laws. We the do look at the Anti-Corn Law League, what their main arguments were are who were the prominent members. We touch upon the Irish Potato Famine and its influence on the repeal before consider the impact of the repeal itself. Included is: Activities on the Corn Laws and who supported them. Activity on the arguments of the 'Leaguers’ Video Clip Activity on Irish Potato Famine Extract analysis on the impact of the repeal. Hope this helps. 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
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
1066: Who Should be King in 1066?
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1066: Who Should be King in 1066?

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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
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
The Tudor Church: Was it Corrupt?
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The Tudor Church: Was it Corrupt?

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A Key Stage 3 History lesson on corruption in the Catholic Church as part of a Tudor’s SOW. The lesson includes: The pupils will explore the evidence for corruption in the Catholic Church from Thomas Cromwell’s investigation then finish with a writing task with a structured writing frame to guide them. Starter. Video interpretation. Source interpretation on Cromwell’s investigation. Writing task. Scrabble plenary. All resources are provided. 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
Extending the Franchise: Early 1800's Elections & The Radicals
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Extending the Franchise: Early 1800's Elections & The Radicals

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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
Extending the Franchise: Peterloo and the Great Reform Act
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Extending the Franchise: Peterloo and the Great Reform Act

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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