AQA GCSE Geography lesson for the new specification Unit 2A: In this lesson we look at the emergence of megacities and the reasons for urbanisation. We start with a quick photo starter of Tokyo. We introduce the two concepts of natural increase and rural-urban migration. The pupils have a worksheet to fill in regarding push/pull factors, firstly adding their own ideas, then with some input from the teacher, then they categorise into social, economic and environmental. We then look at megacities, with a introductory video. the pupils then plot the location of the megacities as of 2018 using longitude and latitude coordinates. The pupils then have some extension tasks around their map. We then have a brief interlude to consider what living in a megacity might be like and watch a short clip on Tokyo and living in such a high density population. We then finish with a comparison of a map showing megacities from 1975 and answer a GCSE-style question. In a nutshell lesson includes: Photo starter Video clip Push/pull worksheet exercise with questions. Long & lat skills task followed by map interpretation. Video of Tokyo GCSE-style question using map with guidance Plenary quiz 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 the events after the Pilgrimage of Grace, the continued dissolution of the monasteries and the significance of the rebellion. We start with a game of an instagram style starter with a source on the signing of Magna Carta. We have a quick recap on the previous lessons content where the pupils have to put the events on order leading up to Askes execution. Following this we look at the events of the dissolution form 1536-40. The pupils use a worksheet to answer questions regarding the events. We then consdier the significance of the rebellion through using a ‘wheel of life’. There is a video clip to help with this. We then tackle an 8 mark source question, or a significance question or both! There is some guidance for the pupils on how to tackle the question too. 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 causes of the reformation and the dissolution of the monasteries. We start with a game of Historabble. The pupils need to come up with a wining historical term or person from the unit of study. Highest scoring word wins! We then look at Martin Luther’s protest before looking at the various problems that henry faced in 1530. The pupils rate the significance of Henry’s problems and explain why they have scored them that way. We then look at Thomas Cromwell as a key person before looking at the road to the reformation where the pupils create a diagram in their books with annotations explaining how the reformation started. We then look at the dissolution of the monasteries. the pupils complete an angry scale on the different events of the dissolution from the perspective of the catholic clergy. We then tackle a 16 mark question. There is some guidance for the pupils on how to tackle the question too. 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 events of the Pilgrimage of Grace and why it failed. We start with a game of 'Whose graves are these?. The pupils need to guess, based on the limerick on the gravestone, which historical key person it belongs to based on previous learning. We then recap using picture prompts the changes that Henry and Cromwell had made to The Church and why. We then look at the Lincolnshire uprising. The pupils have a ext extract and various tasks they need to do relating to the text including highlighting, summarising and answering questions etc. We then look at the events of the Pilgrimage of Grace after briefly looking at the symbolism on the banner. The pupils have a summarising activity and questions based on the events to complete. We then create a paragraph detailing the reasons why the pilgrimage failed, we then compare, with the help of video clips, The Peasants Revolt with the Pilgrimage of Grace using a comparison hexagon Venn diagram. There is also an Ode to Robert Aske plenary/ consolidation activity. 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

A worksheet/revision activity on the structure of the rainforest and plant adaptations. Aimed at GCSE but would work for KS3 aswell. Mixture of questions and colouring to be done too. Hope you find it useful. 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 short term causes of the Civil War. We start with a retrieval practice quiz filled in for the P&TP Unit so far. We have a brief recap of the long term causes of the Civil War using picture prompts. We then look at the Long Parliament and the concessions made by Charles. We consider how happy Parliament would have been with each of the terms of the agreement using a reaction scale. We then consider the other potential causes in a thermometer analysis. The pupils rate and explain how much tension each action created, which they then explain why. We then look at the overall causes of the English Civil war, the pupils create a diagram of short/long-term and trigger events of the war using notes from this and previous lessons. The pupils finally complete an extentometer exercise to debate how much of a factor Charles’ attempted arrest of the five members was in triggering war. 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 events and the Impacts of The American Revolution. We start with a retrieval practice instagram themed starter on the Pilgrimage of Grace, but works with any historical event. We begin we a recap using a source of the Boston Tea Party, the pupils have 10 mins to answer as many questions as possible on the source. We then look at how the war started and the events leading to Yorktown. We look at Yorktown in detail and the pupils complete some work on the events of the battle by summarising and answering questions. We then look at he impacts of the American Revolution for Britain, America and The World. there is a summary sheet to help with this but sometimes we spend longer conducting research on the impacts. We then compare Magna Carta with the American Revolution for similarities and differences. There are some examples, and we finish with a biographical poem on George Washington. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

This is a worksheet that I use with the pupils to look at primary and secondary effects of Typhoon Haiyan. The pupils write any ‘storm statistics’ they can find on the storm related to the symbols next to them. I hope you find it useful.

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

AQA GCSE history lesson for The Power & The People Thematic Unit. In this lesson we look at what happened after King John had signed the Magna Carta in 1215. We start with a quiz ‘Magna Carta or Not?’. The pupils have to spot the genuine clauses of the Magna Carta and which ones are fake. We begin by looking at John’s siege or Rochester Castle, why he chose to assault it and what happened during the siege. The pupils complete several activities including a labeled diagram of the castle defences and a timeline of events. We then look at John’s movements and the actions of the rebels afterwards by creating a ‘control graph’ to show how much control John had over England at various points. We finish by asking the question ‘To what extent was the Magna Carta a success at limiting t he power of the king?’. The pupils complete this as a visual scale in their books with explanation. 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 what the relationship between Simon de Montfort and Henry III, including Henry’s actions to upset the barons. We start with a perfect paragraph quiz. In the paragraph are a number of errors in spelling, specific facts, syntax and context. It is a from of retrieval practice but meant to spark debate about how to improve writing as well. We begin by looking at the Angevin family tree and Henry III’s accession to the throne. The first activity is a character profile of Simon de Montfort, the pupils use an information slide to make notes on potential strengths, weaknesses and background information and sum him up in 5 words. We then move onto Henry III’s actions to anger his barons. The pupils will have a table with the actions detailed, they will then rate the actions using a “How angry were the barons?” emoji scale. They will then use this information to write a letter to Henry detailing their concern as a baron about Henry’s conduct. they will establish which of Henry’s actions are the most troublesome to them. We finish with a summarising pyramid plenary. 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 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

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 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 for The Power & The People thematic unit. In this lesson we look at the events of The Peasants Revolt and the actions of both sides. The starter is a simple “whose graves are these?” quiz. Each grave has a limerick based around a key person in the unit so far. We then begin by looking at the causes of the Peasants Revolt in a bit of retrieval practice to set the scene. We then use a control graph to plot how much control Richard had of the situation during the revolt. The pupils will be guided through the key events of the revolt completing the graph as they go. We then look at the tactics of both sides and the pupils complete a table of the tactics using examples if possible. We finish with a source question on the execution of Simon of Sudbury from the Chronicles of Froissart. 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 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

Simple retrieval practice starter slide for use in geography lessons. Please feel free to download, use and adapt. 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 relative power balance between government and trade unions after General Strike and the events and outcomes of the Miners Strike. We start with a historabble retrieval practice starter, a bit like scrabble but pupils must find Power & The People related words. We then look at the nationalisation of industries after WWII. Pupils then complete a road timeline “The Road to Unrest” using information cards and also create a power balance line graph to show the shifting balance of power between the Government and trade unions. We then look at the Miners Strike in more detail. The pupils then compare the Miners Strike with The General Strike for similarities and differences using a Venn diagram. The pupils then create a bio poen for either Arthur Scargill or Margaret Thatcher. We also have an extentometer plenary. I hope that this saves you some valuable planning time. https://www.tes.com/teaching-resources/shop/markthegeographer

AQA GCSE history lesson on what the Schlieffen Plan was and the reasoning behind it as well as Plan 17. We start with an instagram retrieval practice starter, before a reminder of what Germany’s problem of a war on two fronts meant. We then introduce General Count Alfred Von Schlieffen. The pupils create a quick profile on this key person. We then look at a video clip which the pupils then use to create an annotated map of the plan. We then look at the details of the plan. The pupils look for potential problems with it as well as answering some questions. We then look at Schlieffen’s successor Moltke and his alterations to the plan before the pupils complete an extentometer question on whether Schlieffen’s plan represented the most sensible solution to the problem of a war on two fronts. Hope you find this useful and it saves you some planning time. https://www.tes.com/teaching-resources/shop/markthegeographer