Author: markhooley

Henry VIII, his first wife and his big problem…

Henry VIII, his first wife and his big problem…

Title: Henry VIII, his first wife and his big problem…

L.O: To explore how and why Henry VIII fell out with the Pope.

   To examine how this affected the life of Henry and religion in the whole of England.

 

Starter – Task 1: 

The following are all important dates from Henry’s marriage to his first wife:

1533     1527     1513     1501     1509

Write each date in chronological order, on a separate line. Beside each date, write what happened in that year. Be careful – many thing happen in one of the years!

Main development: Task 2: Why did Henry VIII marry Catherine of Aragon and what happened next?

Using the story board from pgs. 14 and 15 in your course book we are going to create an Historical Infographic on why Henry divorced Catherine and why he fell out with the Pope.

Infographs can be great at providing key information without having to write too many words. Look at the example below…

A good infograph will include images, cartoons, small facts, colour and will be clear and easy to understand.

 

Image result for infographic henry viii

Task 3: Plenary: Create an 8 line rap song of how Henry VIII changed religion in England and how this changed his life…

 

Image result for rap cartoon homer simpson

What was young Henry VIII like?

What was young Henry VIII like?

Title: What was Young Henry VIII like?

L.O: To examine how young Henry VIII spent his time and money.

To judge how religious he was as a young man.

Your task is to create a Facebook profile page in your work books about the young Henry VIII using the sources available to you. The sources include:

  • Your course text book (pgs. 12-15)
  • Google search engine
  • Your peers
  • Your teacher
    Image result for facebook logo

    Image result for young henry viii

To help structure your facebook profile page consider the following sub-headings for your page:

  • Henry the athlete
  • Henry the good catholic
  • Henry the big spender

Review and complete for homework: Your judgement – give your opinion to the following question…

“Should the young king Henry have been called Henry the Great”?

 

Image result for peel

 

 

How to measure development…

How to measure development…

Title: How do we measure development?

L.O: To know how to measure development using different development indicators…

Task 1: starter…match the Development Indicator and it’s definition

Birth Rate/Death Rate/ Life Expectancy/ Literacy Rate/ Infant Mortality/ GDP – per capita/Population Growth Rate/ Telephone – mobile cellular – per capita

 

What was life like in Britain in 1509 continued…

What was life like in Britain in 1509 continued…

Title: What was life like in Britain in 1509 continued…

L.O: To continue research on what life was like for people in Britain in 1509 using various resources…

Key skills:

Research

Source interpretation

Judgement

Lesson starter: Task 1: Look at the source A below and try to see if you can identify the following:

  • The tower of London
  • Two dogs fighting
  • Four people holding large pies
  • Two men playing violins
  • A woman breastfeeding a baby

Key question: What can you tell about life in the 1500s from this painting?

 

Image result for britain 1509 source picture

Source A: A fete at Bermondsey, near London in the 1500s showing townspeople of all classes of society.

Image result for renaissance revolution and reformation

 

Main Development: Task 2: From your course text book, read Source D on page 11. and answer question 2.

 

Next, with reference to question 3 on page.11 – divide your page into two columns like the table below. Title one column “Britain in 1509” and the other column “life today”. Make a list of all the ways Britain was different in 1509 to life today. Highlight three that you think are the most important and write a sentence for each explaining why you made your choices (remember to use PEEL for explanation)

Image result for table blank 2 column

 

Image result for peel

 

Task 3: Review: Give you opinion about the below statement and try to justify it using evidence from your work in this lesson and the previous one….

 

“Life for most people in Britain in 1509 was tough, cruel and difficult”. Do you agree or disagree…?

 

 

What is development?

What is development?

Title: What is Development?

L.O: To know what development is and what key features makes a developed country

Key terms/phrases:

Development

SEEP (Social,Economical,Environmental, Political)

HICs, MICs, LICs

 

Lesson starter: Task 1:

Is the country in which the following photo was taken developed or not? What is your evidence that it is a developed country? What is your evidence that its not s developed country? (task derived from www.geographyalltheway.com)

Image result for india mcdonalds mumbai traffic

 

Geography Worksheet Developed or Not? Worksheet

 

Plenary. Lets create a development rap…

 

Image result for cartoon rap

Try and create a 8 line rap song about development using words and phrases you have come across today…

You could include words such as:

Social equality/inequality

Sustainability

Wealth

Infrastructure

Urbanisation

Safe water

Education

Sanitation

Agriculture

Gross Domestic Product (maybe this word is for next lesson:)

What was Britain Like in 1509?

What was Britain Like in 1509?

Title: What was Britain Like in 1509

L.O: Examine what Britain was like in 1509

Summarise England’s relationship with its neighbouring countries

Contrast Britain in 1509 with Britain today

 

Image result for renaissance revolution and reformation
course text book

Lesson starter: Handout printed copy of pgs 6and7 for students to stick into books. key questions to answer as part of starter:

Q. Which century were each of the following events in?

  • The glorious revolution
  • The Great Fire of London
  • First performance of a Shakespear play
  • Death of Henry VIII
  • James I unites Scotland with England

Q. Now put the five events above in the correct chronological order on a timeline (in order in which they happened, from first to last)

 

Main Development:

Task 2: Examine what Britain was like in 1509: Watch the below clip and make bullet points on what life was like for people in the 1500s

Task 3: Role play – selected students read out the different personalities from page 8 of the text book to gain an insight into what life was like in 1509. Questions to follow after the role play exercise. The personalities include:

  • Henry VIII
  • A baron
  • Catherine of AragonImage result for drama
  • An Irish Chief
  • A Welshman
  • A student
  • A politician
  • A villager
  • A priest
  • A Scotsman

Key questions for you to answer:

Q. What was life like for most of the population?

Q. What is the relationship like between England and Scotland?

Q. What is life like for politicians and students?

Q. How is religion viewed in Britain in 1509?

Q. Who are the baron’s and how do they view the King?

Q. How much of control does England have over Wales and Ireland?

 

Task 4: Now have a read of pg. 9 from your course text book and answer questions 1 and 2. You must use sources A and B to help you with your responses…

 

 

Image result for cartoon textbook

Task 5: Plenary – How does your life compare to someones life in Britain in 1509?

Create a table with two columns, one titled “life in Britain in the 1500s” and one titles “my life in 2019”. List 5 key points from what you have learnt today about life in the 1500s in Britain and list 5key points about your own life – how do they compare?

Population distribution and density…

Population distribution and density…

Title: Population distribution and density…

 

L.O: To be able to describe the factors influencing the density and distribution of population

Key terms/phrases:

Population distribution

Population density

Densely populated

Sparsely populated

Key questions:

Lesson starter: Task 1: Analyse the map underneath and attempt the task.

 

Image result for world population distribution
Map showing population distribution and levels of population density around the world. The darker the red the more people in the region.
Q. Describe the world’s population distribution (3marks)
(Tip – Can you OSO this map? Remember OSO stands for describing something:
OBVIOUS

SPECIFIC

Image result for obvious specific odd
ODD
This technique will help you achieve 3marks…
Main development:
Task 2: Factors that affect population distribution and density…create a table highlighting the human and physical factors that affect population distribution and density

Task 3: Show your understanding of population distribution and population density by completing the worksheet links…

Task 4: Case study revision sheets…

Using your course text books (PGS. 34-37) and google search engine – you are to create two contrasting case studies of high and low population density focusing on Japan and Namibia.

Use the link below as a way of structuring your case studies…

 

how to structure your population density case studies

 

Review: Create three exam style questions of your own that could have the information below as some of the answers

Factors Affecting Population Density

 

 

 

 

 

 

 

 

Different types of Population structure…

Different types of Population structure…

Title: Different types of population structure

L.O: To be able to identify and give reasons for and implications of different types of population structure

Key terms/phrases:

Population pyramids

Concave

Convex

Economic Active Workforce

Old age dependents

Young age dependents

Dependency ratio

Demographic dividend

Key questions: What factors might cause countries to have different population structures?

Lesson starter: Task 1: Watch the below clip and anwer the following questions:

Q. What is a population pyramid?

Q.  How do they help you understand the structure of a countries population structure?

 

 

Image result for image different population pyramids

 Population Pyramid Worksheet (activity derived from www.geographyalltheway.com)

 

Review: Look at the below population pyramids annotate them with appropriate descriptive words about their shape (think about describing the whole pyramid and the key words at the start of the lesson)

 

Image result for image different population pyramids
Exam Practice:
Q. A country that has an ageing population also has a high dependent population, using a country you have studied, describe the impacts of an ageing population on a country (think of your previous case study!!!)(7marks)

 

The Reasons for Population Migration and its Imapcts

The Reasons for Population Migration and its Imapcts

Title: The Reasons for Population Migration and its Impacts

L.O: To be able to explain and give reasons for population migration.

To demonstrate an understanding of the impacts of migration

Key terms/phrases:

Migration

Push Factors

Pull Factors

Rural-Urban migration (internal migration)

International migration

Voluntary

Involuntary

SEEP impacts

key questions/points: Internal movements such as rural-urban migration, as well as international migrations, both voluntary and involuntary

Lesson Starter: Task 1: Define the key terms above in your notes.

Then, watch the Andrew Marr Mega Cities short film to gain an understanding of why people are moving to city…(can just view the first ten minutes to help with a lesson starter activity)

 

Main Development: So why do people migrate?

Image result for lees model of migration

Lee’s model of migration helps us to understand the “push” and “pull” factors that help us to understand why people are moving from the rural countryside to the urban city areas/ or from country to country…

Task 2: Group work (3-4): Make a copy of the above diagram in your notes. Can you then make a table with two columns and discuss in your groups possible push and pull factors for migration and fill in your tables with as many ideas as you can…

Image result for table blank two columns
Discuss as a whole class your ideas about examples of push and pull factors….
Task 3: Case study – China’s Internal migration…
Use the resources below to create a 5W case study on China’s internal migration. Start off with reading the newspaper extract from pg. 25 in your course text books…
Image result for cambridge igcse geo book
  1. What kind of migration is it and what is the situation in terms of numbers
  2. When did people start migrating (can you also produce a timeline of the before, during and after key events surrounding the migration)
  3. Who is migrating? Specifics?
  4. Where are they coming from and where are they migrating to? Specific areas?
  5. Why are they migrating? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the migration on the origin place (where they have come) and the destination place (where they have moved to) (make a table with bullet point list for your notes)

A map to show internal migration patterns within China (source www.geogalot.com)

Image result for se asia
Use the resources below to create a 5W case study on the international migration into Qatar. Start off with reading from pgs. 26-27 in your course text books…
Image result for cambridge igcse geo book
  1. What kind of migration is it and what is the situation in terms of numbers
  2. When did people start migrating (can you also produce a timeline of the before, during and after key events surrounding the migration)
  3. Who is migrating? Specifics?
  4. Where are they coming from and where are they migrating to? Specific areas?
  5. Why are they migrating? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the migration on the origin place (where they have come) and the destination place (where they have moved to) (make a table with bullet point list for your notes)
Image result for migration in qatar

Map showing where migrants are coming from into Qatar

 

Key articles to help your research with videos:

https://www.theguardian.com/global-development/2014/jul/28/-sp-qatar-migrants-tower-football-world-cup

https://www.theguardian.com/global-development/2014/jul/28/qatar-world-cup-migrants-not-paid-building-office

https://www.aljazeera.com/programmes/insidestory/2012/06/201261472812737158.html

 

Review: exam style questions:

Q. Define the term internal migration (1mark)

Q. Describe where migrants come from in Qatar (3marks)

Q. Explain the push factors for internal migrants in China (5marks)

 

Case study covered:

An international migration