Key Stage 3 Scheme of work

Transcription

1 Who am I An Historian (Skills in History) Time: 6 x 1 hr lessons Key Questions & Learning Suggested Teaching Strategies Learning Activities Key Concepts/Skills Key Vocabulary Written Product Incl. Assessment Resources 1 What is History? Understand What History is and why it is relevant All: give a definition of History Understand expectations of communication and organisation skills. Most: recognise and value previous learning in history. Most Able: able to make links between different previous experiences. Starter: Introduce what will be studied in Year 7. Discuss what pupils already know. Pupils work in pairs to create a spider diagram of ideas. Pupils put topics into chronological order on whole class timeline. Plenary: Pair competition. 3 ways to end the sentence History is in 4 mins. Choose best from each pair. (Could be used to form class display.) Most able pupils could go on to discuss in plenary: Which idea was best or most surprising? How have your ideas about history changed? History Chronology Event Brainstorm Class prior learning Timeline NB: 1 st Lesson Distribution of exercise books, textbooks and information on Dept procedures will occupy part of this lesson Exercise Books 2 How Do Historians Measure Time? Understand what chronology/chronological order is and its importance to a study of the past. Understand how Historians separate time into BC & AD & what event is used to divide time Explain why it is important not to place something in a time where it does not belong All: can place events and dates into chronological order. Can give a definition of AD & BC Most: Know how to construct timelines. Can write a definition of an Anachronism. Can classify BC and AD dates correctly Most Able: Can give an Starter Construct a sentence in pairs defining what history is. (History is ) agree on a definition which pupils write into their books. Pair work - chronology activities. A: Sort cards into people, places and periods. B: Match buildings and periods to people. Reflection on how they ordered cards. Introduce artefact cards. Pupils sort into correct time periods. Refer difficult artefacts to whole class to vote on. Discuss Extension and support vary variety of artefact cards used. Plenary Introduce pupils to idea of think time. Pupils reflect on QU 3. Share ideas and encourage explanation. Homework Anachronism sheet. (Most Able Design their own Anachronism picture) 1.1 chronological understanding Q1. Which artefacts were difficult to assign to a time period and why? Q2. Which artefacts show change and continuity over time? How? Q3. Why do we need to study history? Chronology Period Artefact Anachronism Timeline Written Definition Chronology Exercise Anachronism Date cards Pre-printed timelines 1

2 example of an anachronism 3 How Do Historians Measure Time? Understand the key words used in measuring time Explain how they can be used to describe an historical period. All: Be able to place dates into chronological order. Most: Select relevant information and present as a timeline. Most Able: Explain why certain events are significant. 4 How Do Historians Find Out About The Past? Identify - Primary and Secondary Sources. Explain - how they help Historians learn about the past. All: Be able to ask historical questions Most: Be able to distinguish between fact and opinion. Most Able: Develop skills of interpreting sources. Evaluate the usefulness of sources. 5 Why Is The Past Interpreted In Different Ways? Understand that people experience same events differently (One-Sided Views) All: Define one-sided opinions; understand how reliability can be affected. Starter: Date Card-Human Timeline (How did they organize themselves) Introduce pupil timeline What is your History? Model layout of timeline. What events would be put on? Select important information. Pupils work on own timeline adding personal and world events. Plenary compare events and evaluate importance. Each group chooses 1 event to read out to the class and explain its significance. What if had not happened? Homework Research and add 10 events to the timeline. Starter: Source shown pupils think of questions about the source. Introduce pupils to primary and secondary sources. Annotate a different source with historical questions in pairs. Introduce Tollund Man. Pupils write question about the body in Clue A. (e.g. How did they die?) Pupils work in groups - given a set of clues to read. Which clue do pupils expect to be most / least useful? Pupils work in groups to investigate the body using a range of sources to establish how they died. Pupils record ideas on task sheet. Plenary: Pupils reflect on sources using key questions and discuss whole class. Starter: Starter: source/picture/headline on the desks same event, different picture. 5 mins to list traits/events. Feedback Why are they different? Pupils are given statements about event/s. Highlight similarities & differences Discuss why they are same/different Introduce idea of Reliability Table Activity (5W s & Reliability) Plenary: Going for 5 - Facts & Opinions about yourself/another person 1.1 chronological understanding Q1. How do we know if an event is significant? Event Significance Q1. What things do we need to think about when using sources? Q2. Which sources did you expect to be the most useful? Why? Q3. Which were the most useful sources and why? Primary Secondary Source Q1. What reasons might people have to view events differently? One Sided Opinions Interpretation Reliability Fact Opinion Timeline Police Report on Tollund Man Mystery Newspaper article Date cards Variety of sources on projector. Tollund Man PPT (Could use Lindow Man p6-7 Heinemann Roman Empire) 2

3 Most: Understand the difference between Fact & Opinion Most Able: Explain why different accounts are one-sided interpretations 6 Baseline Assessment Demonstrate how much they have remembered about History Skills Homework Write a biased article on your favourite sports person/actor etc Pupils to complete Assessment Booklet. 1.1 chronological understanding Written Leveled assessment (K/U) Baseline Assessment Booklets All: In depth evaluation of Historical Skills. Empires: The Roman Empire Time: 7 x 1 hr lessons 7 How Powerful Were The Romans? Explain the reasons why Rome was built All: Pupils will demonstrate an ability to order events chronologically. Understand the term empire Most: Can recall some of the lands controlled by the Romans. Can use Latin names. Most Able: demonstrate knowledge of both the characteristic features and the extent of the Roman Empire 8 How Did The Romans Control The Empire? Understand what type of men were needed in the Roman army To understand the connection between the army and the expansion of the Empire. To understand why people would join the Roman Army. i.e. explore motivation. Starter: 5 mins List reasons why you would build an empire. feedback Pupils analyse the extent of Rome s empire through map building activity. Compare Roman Empire to others. Extended writing activity (Support structured writing frame) Plenary: revisit starter activity would you add/remove anything from your list? Starter: watch first 5 mins of Gladiator. 3 words to describe the army. Pupils identify what type of men the army would want. Card sort activity reasons to join up. Extension/ Most Able: Explain why you sorted into these categories Plenary; Pupils complete inference grid Homework; Design a recruitment brochure for the Roman Army 1.1 chronological understanding Q1. What makes an empire powerful? Empire Conquered Invasion Gaul Carthage Province Q1. Link to last lesson why would the army be very important (gain & control) Military Legionary Legion Legate Soldier Motivation Recruitment 3 Map completion Extended writing: Inference grid Blank Map of Empire W/Sheet Comparing Empires Was the Roman Empire Powerful? ppt Recruiting the Roman Army ppt card sort activity inference grid

4 All: Can identify the characteristics required for a soldier. Citizen Can recall the Latin name for a roman soldier. Most: Can identify a number of reasons why men would join the army Most Able: Can make connections between the attributes of a soldier and the success of the army. 9 How Important Was Organisation To The Roman Army? Identify the different parts that made up a Roman Legion. Understand how the organization made the Roman army effective Demonstrate awareness of how this helped to support the Empire Starter: Word Jumble Pupils identify how the army was structured and how large it was Design a diagram that shows the structure of the Roman Legion Plenary: True/False W/sheet Q1. How important was organisation for discipline? Q2. Why was discipline vital? Century Centurion Cohort Standard Diagram Roman army ppt W/sheet organisation W/sheet cut out soldier true/false activity Heinemann The Roman Empire p22-23 All: Understand that the Roman army is made up of many different parts Most: Demonstrate awareness of how the structure of the army aided discipline Most Able: Analyse the extent to which the Empire relied on a disciplined and successful army. 10 Why Did The Romans Conquer Britain? To discover reasons for the Roman invasion of Britain in 43AD To be able to map the resources Britain offered Starter: Pair work who benefits from the Romans settling in Britain? Prioritisation Pyramid order in importance the reasons for a Roman invasion of Britain Explain your reasons for settling in Britain Q1. Was it important that the native inhabitants of empire gained from it? Emperor Governor 4 Pyramid Grid Written account of reasons for coming to Britain Why did the Romans come to Britain? ppt

5 Rome To be able to prioritise the 3 reasons the Romans wanted to take over Britain in order of importance. All: Can recall that the Roman Empire brought advantages and disadvantages. Most: Can identify the reasons why the Romans wanted to conquer Britain Most Able: Evaluate the significance of reasons for Empire 11 How Did The Romans Invade Britain? Compare the fortunes of people who resisted and people who accepted Roman rule Select appropriate evidence to answer a question All: Pupils will be aware that there was British resistance to the Roman invasion. Most: Understand that resistance was punished Most Able: Pupils will understand the fluctuating fortunes of an historical character. Become aware of the complexity of issues faced by people in the Past. 12 Why Did Hadrian Build A Wall? To identify the key features of and motives for building Hadrian s Wall Can explain the relationship between the Wall and Vindolanda. Plenary: Homework Write a letter to the Senate explaining why you think they should order the conquest of Britain Starter; Introduce the story of Caratacus using the texts and information provided. Find the locations of the events described on a map of Britain. Introduce Cartimandua. Identify the territory of the Brigantes on a map of Britain. Compare the two figures and chart their lives on a Fortune graph Explain why Cartimandua accepted the Roman s authority Plenary; Groups feedback their findings Who made the best choices (explain their answers) NB. Could use Boudica instead of Caratacus Starter: Google Earth image of Wall Pupils generate questions they would like to ask about the image Reading around the class who was Hadrian and why did he need a wall? Students examine images of the wall, worksheet prompts what can they infer from the sources? Empathy task what was it like to be a soldier living at Hadrians Wall (could Prioritise Senate Conquest Resistance Invasion Brigantes Invasion Hadrian Vindolanda Vallum Celts Defence 5 Fortune Line Letter home from the wall Life Statements Fortune Line Mystery evidence cards The evidence of Tacitus ms.org.uk/reticulum/ quizes/fort_plan.swf Vindolanda writing tablets (Source)

6 Key Stage 3 Scheme of work Recognise how evidence can reveal the mysteries of the past All: Can locate Hadrian s Wall on map. Can recall some features of wall, some motives for building. Most: Can identify change/continuity in Vindolanda due to the wall. Most Able: Can analyse sources to build a detailed picture of the period 13 Why Was The Roman Empire So Powerful? Demonstrate what you have learnt about the Roman Empire Select & prioritise appropriate information All: Understand that Military skill was vital in gaining & keeping an Empire Most: Can identify that other factors were important in building the Empire Most Able: Can prioritise the reasons that were significant, and give reasons for this. use start of The Eagle to demonstrate how bleak it could be) Students write letter home from the Wall to their family what information would they include? This could be completed as a homework task Plenary: Students to produce a Learning Log using a variety of media to demonstrate the depth of their understanding about life in the Roman Empire The focus of the task is why an empire was wanted, how it was maintained, which factor was most significant in maintaining the empire & what affect did the empire have on people. Independent learning task which will require students to prioritise what they think is the most important information and identify creative ways to display their knowledge NB: This task can be set at home. Ensure that students have the Activity sheet signed by parents and returned with Learning Log to encourage parental support Strategy 1.1 Chronological understanding Assessment Task Co-operation & Conflict. Why did the Normans come to England? Time: 7 x 1 hr Lessons 14 England before 1066: What was it like? To investigate what England was like in 1066 To understand why people might want to leave their own countries and settle in England All: Recall some key aspects of Starter: Either pupils told what happened in 1066 i.e. a foreign army invaded and killed the king etc. and asked for their reactions (see Folens textbook) OR pupils asked to come up with suggested reasons for people wanting to come to another country. Pupils work in pairs to create a spider diagram of ideas. They could then distinguish between push and pull factors. 1.4 cause and consequence Anglo-Saxon Vikings Earldom 6 Spider diagram List of reasons why settlers wanted to come to England England in 1066 This could be England in 1066 ppt Textbook Folens

7 life in England before Most: can give simple reasons why invaders would want to come to England in 1066 Most Able: can explain and make links between push and pull factors to explain why invaders wanted to come to England in Pupils use maps to create list of reasons why England was s desirable place to live and why Vikings etc. might wish to move from homeland. Pupils use sources from textbook to find out what life was like in England in 1066 Plenary: 3 words to describe England in 1066, 3 primary sources and 3 secondary sources you used presented as My Top Ten Facts about England in 1066 Or page for a Travel Brochure trying to make England sound attractive (include history, government, wealth, people etc.) 15 Who wanted to be King of England in 1066? To research the 3 main contenders for the throne in 1066 To understand the strengths and weaknesses of each contender and decide who had the best claim All: can recall the 3 main contenders for the throne Most: can give some reasons why these men wanted to be king Most Able: Can put candidates in order of strongest to weakest and explain reasons for choice 16 Who had the strongest army in the battle of Hastings? Identify reasons why soldiers fought at Hastings. Explain which weapons and tactics each side used All: recall some weapons and tactics used at Hastings Most: Explain the tactics and weapons used by each side in the battle. Starter Construct a spider diagram of the skills and talents needed to be a good king in the 11 th century. Feedback Teacher explanation of situation in Jan 1066 with death of Edward the Confessor. Pupils research contenders and complete table showing why each should and shouldn t be king Extension and support vary amount of information given Pupils write a speech for the candidate they think has the strongest claim (this could be done in groups ) Read some speeches support writing frame for speech, key words Plenary Put candidates in order of importance strongest to weakest.. Homework Poster for candidate. Starter: Make a list of reasons why you think people might come to fight at Hastings. Explain to the pupils about the battles of Fulford and Stamford Bridge Read through information on the weapons and armour of the two sides in the Battle of Hastings and discuss the relative strengths and weaknesses of each side Student use this information to compile two fact files on the armies e.g. Nasty Normans and Strong Saxons 1.4 cause and consequence 1.6 interpretation Heir Norman Viking 1.6 diversity Archers Battleaxe Chain mail Hauberks Invasion Fyrd Housecarl Jevelins Knights Mace Spears Warriors Spider diagram Table Speech Reasons why people fought Fact files on Norman and Saxon armies Stretch and challenge Which army would have preferred a surprise attack a pre-arranged battle Folens text book Chart to complete Writing frame for speech Activity page 58 SHP Folens textbook 7

8 Most Able: To assess which army was the most powerful and why. 17 How did William win the Battle of Hastings? To identify & explain the reasons why William was successful Select & rank the reasons in order of importance All. Can describe some reasons why William won the battle Most: Can identify and order key events in the battle Most Able Can make a judgement about what was the most important reason for victory Plenary: Find 2 ways William s army is better than Harold s Find 2 ways Harold s army is better than Williams Which army do you think is most likely to win and why? Starter: odd one out? E.g. archers knights fyrd, hauberks shield spear, William, Saxon, Norman Why did the Normans win the battle of Hastings? Sorting activity and judgment paragraph Chronology exercise create a timeline for the battle Plenary: Pupils choose adjectives from a grid to describe William and Harold see p 32 Thinking history Homework Create a story board to show the key events of the battle Swords Knights 1.4 Cause and consequence Pope Shield-wall Victory Conqueror a series of battles over a number of days Be prepared to justify your choices. Sorting activity and judgment paragraph Timeline Storyboard Folens text Thinking History p32 18 Who told the truth about using sources Can identify fact & opinion Explain why some sources may be unreliable All. Can begin to pick out details from the sources Most: Can pick out facts and opinions from the sources Most Able Can make inferences from the sources & analyse how this impacts on history 19 How did William keep control of England? List the key features of a Starter Inference grid on Bayeux tapestry page 60 SHP students on each side of the class given different accounts of the battle. Feedback and comparison. Pick out facts and opinions and suggest reasons for differences Plenary List 2 things we know for certain about 1066 List 2 things we don t know for certain about 1066 Complete the sentence We can t always find definite answers in History because... Starter: What does a castle look like? From memory draw a picture of a castle and label as many parts of it as you can Draw and label a motte and bailey castle Tapestry Evidence Monk 1.3 change and continuity 1.4 Cause and consequence 8 Inference grid Drawing and labels Diagram of motte and SHP textbook p60-63 Inference grid Folens textbook

9 Motte & Bailey Castle To explain how William used castles to control his new kingdom Identify the advantages & disadvantages of Motte & Bailey castles or label a diagram Plan an attack on a motte and bailey castle Plenary: List 3 advantages and 3 disadvantages of motte and bailey castles Motte and bailey Drawbridge Keep bailey Written plan of attack All. Can suggest reasons for building motte and bailey castles Most: can identify key features of a motte and bailey and explain their disadvantages Most Able can explain how William used castles to control England. 20 Why did castles change over time? Identify the key features of a Medieval castle Develop explanations about why features changed All. Can describe some features of stone castles Most: Can explain how new forms of attack lead to changing structures Most Able: begin to assess how castles changed from defensive structures to homes of status and protection Starter If you were building a castle what kind of place do you think would make a good strategic point Using picture of castle from Folens resources discuss how castles were developed and strengthened. Students produce an estate agent brochure for a castle in the middle ages Plenary: Castle bingo from Folens resources Homework: Build a 3D Model of a castle 1.2 change and continuity 1.4 Cause & consequence Concentric castles Moat Portcullis Barbican Murder holes Curtain walls Estate agent brochure Folens interactive resources Folens text book Everyday Lives: Was life all muck & misery in Medieval England? Time: 7 x 1 hr Lessons 21 What was life like for a Medieval Villein? To explain how ordinary people lived in the past To evaluate whether the life of a villein was an unhappy life Starter Describe various facts about Villein: Home, Food, types of work etc Table Activity: Positive and negative elements of Villeins life 1.6 Interpretation Villein Peasant Rural A year in the life of a Villein - You are being interviewed by a time traveler, explain your life to them Folens: Invasion, Plague & Murder, p80-81 All: List some features of life for 9

10 a medieval peasant Most: Begin to develop understanding that peasant life was very different, but varied Most Able: Reach a judgment based on inference/evaluation of evidence 22 Fairytale or nightmare? What was life like in a Medieval town? To compare the differences between the town and village life To judge whether the towns are better places to live for a villien Starter Working in groups or pairs, pupils decide whether it is worth the risk of a villein running away from the Manor. If he stays free for a year and a day, he will become a free man. They need to consider: Will they be welcome, can they get a good job, where will they live, what were the guilds, who were the powerful people in the town, would they have fun? 1.6 Interpretation Manor Guild Merchant Dear Joan Problem Page Give advice to a would be Runaway. Is it worth the risk? Folens: Invasion, Plague & Murder, p82-82 Fairytale or Nightmare ppt All: Comprehend that Villeins were not free men. Recognise that Towns were very different to the Manor Most: Can explain the dangers facing town dwellers, and the benefits of town life Most Able: Evaluate evidence to reach a substantiated judgement 23 Could you have fun in the Middle Ages? To understand how poor and rich people enjoyed their leisure time To be able to explain where the word holiday comes from To be able to compare medieval activities to leisure pursuits in modern times Starter Write a description of the word holiday Table exercise: Compare modern to Medieval activities Explain why some activities no longer continued 1.2 Diversity 1.3 Change & continuity Holiday Baiting Organise the activities for a Holy Day and produce a programme of events for the day, it must include illustrations Folens: Invasion, Plague & Murder, pg All: Can list a variety of leisure activities. Can identify activities which still take place today 10

11 Most: Can explain why free time is called a holiday. Explain why some medieval games have not survived Most Able: Evaluate which activities were most popular and explain why 24 Why was religion important in Medieval England? To understand what people believed in the Middle Ages To explain the importance of the Church in everyday life Starter True/False statements about religion in England in the Middle Ages Welcome to Hell describe in their own words what medieval people thought hell was like Write a job description advertising for a local priest for you parish. 1.2 Diversity 1.5 Significance Catholic Doom Painting Pope Mass Latin Comprehension tasks Design a Doom Painting Folens: Invasion, Plague & Murder, pg Medieval Sermon Doom paintings All: Understand that there was only one religion. Identify three jobs done by the Church Most: Explain the importance of the Church to medieval people and can identify reasons why Most Able: Assess the power of the Church over Medieval people and how it controlled people. 25 Were all pilgrims religious? To understand why people went on a pilgrimage Understand why places became pilgrimage sites Explain the benefits and disadvantages of going on a pilgrimage Starter: Design a board game, based on snakes & ladders that shows the dangers and benefits of a pilgrimage 1.2 Diversity Pilgrimage Pilgrim Relic Purgatory Feedback, directed questions Board Game design Think History pg All: Understand what a pilgrimage is & can list some pilgrimage sites Most: Can explain what people believed about pilgrimage and why they undertook these journeys Most Able: Evaluate sources to 11

12 identify other factors that encouraged pilgrimages to take place 26 How were people punished in the Middle Ages? Be able to describe three types of trial Explain whether you think that Medieval Law & Order was fair Starter Identify the problems with Medieval Law & Order and write a report to the King suggesting how he might make the system fairer 1.2 Diversity Trial Judge Folens: Invasion, Plague & Murder, p76-79 All: Can list the types of trial that took place Most: Can explain whether the trials were fair Most Able: Can explain why Medieval people used these forms of punishment, and reach decision about how effective they were 27 We re All Going to Die! Be able to define Symptom and Cause To describe the symptoms & causes of the Black Death To explain why the Black Death spread so rapidly To identify whether the Black Death made any improvements to peasants lives Starter: Card sort categorization activity Write a description of the treatments available 1.4 Cause & consequence 1.5 Significance Buboes Plague Flagellant Infected An evaluation of the outcome of the Black Death on England Folens: Invasion, Plague & Murder, pg All: Can describe the symptoms and cause of the plague Most: Can classify factors into symptom & cause. Can explain why the plague spread Most Able: Evaluate the impact of the Black Death on England and begin to link to improving peasant status/value 28 Assessment Analysis of pupil ability/understanding of 1.6 Interpretation (Summative) Leveled Assessment Task Sheet 12

13 Was Life All Muck & Misery? Demonstrate knowledge of life in Medieval England Classify aspects of positive and negative experience for ordinary people interpretations in history: Imagine you are a Film Maker researching Middle Ages for a Film you will produce. You want to make it as reliable as possible Assessment Evidence Planning Sheet Report Writing Frame Reach a judgment about Medieval Life Power & Protest: How powerful were Medieval Monarchs? Time: 7 x 1 hr Lessons 29 Who had the power: The Church or the Crown? : Use primary sources to find out how what happened in the Cathedral Understand the events and re-tell them in your own words 30 Why was Thomas Becket murdered? : Recognise that events have long and short term causes Evaluate the evidence to reach a judgment 31 Why were the Barons angry with King John? : Identify the problems that John faced as monarch Explain what the Baron s wanted Prioritise the roles of a King 32 Why did the Barons rebel against John? : Use primary evidence to find out what happened Identify causes & Starter: Evaluate a primary picture showing the murder of Becket. Write down two questions you would like to ask to help you understand what is happening SHP Textbook Year 7 Pg Starter: What does a medieval super king do? Washing line activity Where would Henry II stand? Score card How does John measure up to the Baron s idea of a Super King? Starter: Students complete important clauses of Magna Carta (Cloze type activity) Identify which clause would be most unpopular to John Rebellion 13 Write a short essay about why the barons rebelled against King John SHP Textbook Year 7 Pg SHP Textbook Year 7 Pg

14 consequences of What was William Wallace really like? : To assess how reliable evidence is To explain why interpretations of the past differ To explain the relationship between England & Scotland 34 Did the people have any power? The Peasants Revolt : Understand the causes of the Peasants Revolt Explain the different reasons why the peasants revolted 35 Did the people have any power? The Peasants Revolt : Describe what happened in 1381 Reach a conclusion about how much power people had in the Middle Ages Starter: Students watch current footage of the Scottish independence campaign and summarise what Scotland is trying to achieve Starter: Students complete thought bubbles image of Henry II (This is a learning link) Starter: Storyboard of the events of Interpretation Braveheart Revolt Heinemann History in Progress p42-43 Heinemann History in Progress p43-45 Literacy Communication skills in all forms, written, verbal, diagrammatical etc are targeted in all lessons. Key words should be flagged up at regular intervals within this unit and the pupils tested for spellings and/or understanding. Homework can be used for learning the spelling of key words/meanings This is a working document. It is currently being rewritten due to the reduction of teaching time at KS3. Teachers are encouraged to add to/comment on all aspects of the Scheme. The aim is that it will be continuously developed and refined 14

15 Power & protest: When and why did Kings lose control? Time: 5 x 1hr Lessons Key Questions & Learning Suggested Teaching Strategies Learning Activities Key Concepts/Skills Key Vocabulary Outcome Incl. Assessment Resources 1 How well can you explain the Medieval Royal Rollercoaster? Objective: To recap on the power of medieval Monarchs 1.3 Change & continuity NB. As this is the first lesson some of it will be taken up with giving out books etc. SHP History Year 8 Pg Why did monarchs start to lose control? : Explain what happened to three different monarchs Reach a conclusion about how much power they had Identify the shape of the monarchy between How much power had the Monarchy lost by 1830? Objective: To research a monarch and reach a conclusion about how much power they had over the people To select appropriate information to identify when change occurred 4 Assessment Group Presentation: 1.3 Change & continuity 1.3 Change & continuity Who was in charge the Monarch, Parliament or Prime Minister? Was royal power changing, what was the important turning point 1.3 Change & continuity SHP History Year 8 Pg

16 5 Why were attitudes to monarchy changing? : Compare ideas in the Middle Ages & 1800 s and assess which is most important in explaining why power of the monarchs grew less? Identify what changed and what the turning point was 1.3 Change & continuity Depth Study: The Slave Trade Time: 7 x 1hr Lessons What Is A Slave? Costing exercise on the running costs of a Completed ship s 1. Modern slavery 6 ship, and selling costs of a slave. Numeracy account book. ppt To examine the human Links 2. Enterprize balance and economic costs of Source Activity Evidence about why slavery account w/sheet Slave the slave trade was prosperous. Source work 3. Map of TT ppt (Inc Captivity To identify reasons for Map activity of Triangular Trade routes. Map Labeling w/sheet) Trade 4. Card sort activity the Atlantic slave trade Atlantic 7 What Was Africa Like Source work activity using evidence to Completed Table In The 17 th develop an image of Africa as highly Century? advanced. Could use a table to sort evidence To learn about the African Kingdoms that existed in the 17 th Century To reach a decision on whether Africa was civilised 8 What Were Conditions Like For A Slave? To identify the conditions slaves lived under Use sources to reach a conclusion Using sources evaluate to build up description of Middle Passage Discuss questions that students would ask slaves/sea captains if they could interview them. 16 Civilised Society Isolated Backwards Advanced Benin Songhai Zimbabwe Culture Tradition Middle Passage Shackled Flogged Negroes Travel brochure Commentary Middle passage description Interview questions Commentary 9 What Were Clip from Roots slave auctions. Complete Cloze activity

17 Conditions Like For A Slave? o o Explain the working & living conditions of a slave Discuss the work of a slave & the relationship between the slave /slave owner. 10 How Did Slavery transform Liverpool? o Explain why slavery transformed Liverpool. o Select appropriate information to develop a conclusion. 11 Why Was Slavery Abolished? Understand what different people valued at the beginning of the 19 th century Define and explain the types and nature of different arguments being made by Abolitionists and anti-abolitionists. Be able to put ideas into order of importance 12 Assessment Interpretations of Slavery Can identify key ideas and questions from an image. Can identify the usefulness of a source to reach a decision Can use evidence to show two different cloze activity w/sheet. Empathy task How did the slave feel Mindmap - What characteristics would slave owner look for Life as a slave card sort Homework: Write a film review of Roots How reliable is this Film in its portrayal of Slavery? Write a 100-word account Changes to Liverpool for a tourist information book. Select three most important sources to help support your account. Try to make them link together. Discuss how growth of Liverpool Port affected people Discussion The turning point Discussion Why did people in the 18 th century have different views of slavery to today? Pair work - using sources identify the argument used by abolitionists, could use spider diagram. Prioritise arguments Repeat task for anti-abolitionist interpretation Homework: Chronological Card sort Life of William Wilberforce Interpret the message behind a romanticized picture of Slavery Examine the usefulness of this source to a Historian Produce an argument for & against the slave trade Auction Property Chattel Plantation Merchant Industry Employment Benefit 1.1 Chronological Understanding Abolition Reform Oppose Independence Savages Enslave Liberty Romanticizied Usefulness Reliability Interpretation Empathy Mindmap Cardsort Punishment W/sheet Film Review 100-word account First-hand account of significance of change Spider Diagram arguments for & against Wilberforce timeline with most significant event Summative Assessment Task 17

18 interpretations The British Empire Pride or Shame? Time: 9 x 1 hour lessons 13 Empire Pride or Starter: What do you know about the British 1.1 Chronological Students produce Empire Understanding appropriate title for Shame? 1.2 Change/continuity Watch YouTube clip quiz questions on what picture source (Cecil Can list some facts about students have remembered Rhodes) the Scramble for Africa Empire Ask question Do students think Empire is a Can understand that Scramble good thing? Reasons why? Should the British feel people have very different Legacy Annotate source 3 from textbook pride or shame first opinions about the British Colony Using source evidence should the British feel thoughts? Empire Rebellion pride or shame? Mau Mau 14 Why Was Britain Involved In The Scramble For Africa? Understand the theories about why the British took over an Empire in Africa Can categorise facts to reach a judgment on significance Analyse evidence to identify other reasons for British involvement Starter: Map Activity Two maps from 1870 & Question what they can learn from maps Group work Students given 4 main headings Trade & Money, Forced to Act, Stopping Others + Men on the Spot Give students 20 Cause Statements and ask them to match to correct reasons Students to identify extra reasons for the Scramble Prioritisation activity Which reason do they think, is most significant in stimulating British interest in having an Empire? Homework: 1.1 chronological understanding Trade Rivalry Colony Communist Capitalist Rebellion Completed table activity Hodder History The British Empire: A Scramble for Africa p4-5 YouTube movie on The British Empire m/watch?v=8y2msdb xcsy YouTube - Evil Empire m/watch?v=8y2msdb xcsy Hodder History The British Empire: A Scramble for Africa p Life among the Zulu s Understand the Zulu way of life & explain whether it was a good life. Can analyse whether the British were justified in taking them over. Starter: Students examine an image of a Zulu child and draw up a pen picture. They must refer to specifics in the image. Write 3 questions they would ask the child. Group activity Each group given a topic heading on Zulus and have to prepare a presentation about the Zulu people to feedback to other groups Presentations answer the question Was the coming of the British a disaster or the end of a nightmare? Introduce views of Bryant and the British 1.6 interpretation umuzi Homestead Malaria Kraal kwadede kwabantubhale Allotment ibutho Presentations on Zulu Life Hodder History The British Empire: A Scramble for Africa p

19 official students discuss why they contrast Plenary: Students given a statement Zulu life difficult or Zulu life was close to nature, have to find 3 facts to back up the statement 17 Why Did Britain Declare War in 1879? Can understand the motives for the war Can evaluate the reliability of the sources Can reach a decision on whether Britain should feel ashamed about the war. Is the Movie Zulu a Fair Interpretation of the Events? Understand what happened at the battle of Rorke s Drift Reach a decision on how accurate the film Zulu is as an account of the battle of Rorke s Drift. Considered the film s interpretation of the battle, and whether they agree with it. 20 Lasting good or lasting damage? : Can describe Africa s contribution to the world Debate whether or not Britain should be ashamed of its Empire Consider the significance Homework: Students work on their individual element of presentation Starter: Students examine the letter from Shepstone - Discuss its meaning. Refer students back to work from prior lessons on amabutho. Students identify 4 motives for the war. Introduce the views of 4 different historians Students identify the causes of the war Can they explain why their views are different? Plenary: Britain should/should not feel ashamed about the Zulu war? Discuss Starter: Washing Line activity Who is more reliable including blockbuster movies Students read the true story of the Zulu war of 1879 (Historian Account) and answer questions. Students should entitle this work Facts. Introduce storyboard of the movie account of Rourke s Drift. Students re-answer questions based on Movie. Work should be entitled Film. Students compare Facts & Film and evaluate inaccuracies Discuss why there are differences in the two accounts. Spider Diagram of factors. Plenary: The 8 th greatest war film of all time. Does Zulu deserve this title? Homework: Write a movie review for Zulu (Give examples for reference) Starter: What has Africa done for the world? Divide the class into groups For & Against the British Empire. Provide them with statements to start their debate. Groups must use evidence collected from previous lessons to support their argument Whole class vote Should Britain feel Pride or Shame? Plenary: Students look back at Rhodes the cause/consequence 1.6 interpretation Missionaries Warrior Border Resistance Mutilation Depot indluyengwe Bayonet Atrocity Exile Achievement Significance Write a letter to the Zulu Times expressing your view on why the British went to war, and whether you are for or against the Zulu war Student account of Zulu War summary or Q&A W/Sheet (Fact & Film) Spider Diagram Film Review (Describe the story of the film. Say whether you found the film exciting or boring and why. Comment on how historically accurate the film is. Talk about the film s interpretation of the battle, and how true the film is to the real event). Hodder History The British Empire: A Scramble for Africa Hodder History The British Empire: A Scramble for Africa Timewatch: Zulu The True Story SHP History Year 8 P96-97 Hodder History The British Empire: A Scramble for Africa P48

20 of the Scramble for Africa 21 Assessment How Significant was British involvement in Africa? Colossus Cartoon issued in Lesson one. Think up a new better informed caption to show what you have learned. Homework: How significant was the Scramble for Africa? Students summarise 5 questions used to assess significance Revealing, Results, Remarkable, Remembered, Relevant 1.2 Diversity 1.5 Significance How did the Industrial Revolution change life in Britain? Time: 22 What was the Starter Students use picture to identify key 1.1 Chronological Students define the features of life in Feedback.. Understanding term Industrial Industrial Revolution Students to work in pairs/groups to discuss Revolution & Why did it happen? the contrast between 1750, and 1890 Students identify key : Card sort activity in which pupils prioritise the changes. Industrial To understand the term key reasons for the Industrial Revolution and Students prioritise Revolution Industrial Revolution. explain their choice. reasons for Industrial Rural To describe some of the Plenary Ask for an initial response to the Revolution Population changes that took place. question Did life improve between 1750 and Card sort. Domestic To explain reasons for the Consider whether change always Industrial Revolution means progress. PPT Laminated pictures showing changes 1750, 1825 and Chart to complete comparing pictures 23 Were all factories bad places to work? : To use sources to find out about working conditions in factories. To assess the reliability and usefulness of sources. To understand why children were used in factories. 24 How important were the railways? What a difference a train makes : To evaluate arguments for Starter What would a modern factory inspector think of conditions? (picture of mill). They suggest reasons why children were employed in factories. OR media clip Investigation using sources to decide if all factories were bad places to work. Speeches for and against child labour. Plenary Speeches for and against child labour and vote. Or suggest why these conditions were allowed for so long. Starter- How many forms of transport can you think of? Why did Liverpool and Manchester need a railway? Feedback. Play railway game. Students can then discuss the problems of building a railway. Arguments for and against Pupils produce a Diversity Factory Poverty Labourer Transport Excursions Routes Speeches for or against child labour. Letter PPT Media clip on factory conditions set to music. Selection of sources on factories. Sorting activity on improvements in factory conditions. PPT Railway game Cards or pictures on impact of railways

21 and against building a railway from Liverpool to Manchester. To assess what changed & what stayed the same letter/petition highlighting the arguments either for or against the railway. Public meeting to discuss whether to build railway. Plenary Picture sources on impact of railways. What difference did the railway make to people s lives? Why are railways important for the future? 25 If towns were so awful why did so many people want to live there? : To investigate living conditions in towns. To explain why towns grew so rapidly. To understand the push and pull factors affecting people s decision to move to towns. 26 What was it like living in London in 1881? : To investigate the diversity of life in London 27 Why did so many people die so young? : To understand how poor living conditions resulted in people dying very young. To investigate changes and developments which led to improved life expectancy. Homework: Produce a poster to advertise the opening of the Liverpool Manchester railway. (This could be organised as a competition). Starter Annotate copy of Court for King Cholera cartoon and identify health hazards. Pupils investigate town conditions using a variety of sources. Ten foul facts. Plenary Power slide on Wilf and his family. Hot seat members of the family to ask why they are moving to the town Starter Compare two different homes in London Pupils investigate the lives of the poor in Shelton street. Pupils produce a brochure to attract people to London. This should show the positive aspects of the city. It could be completed in groups with individual pupils taking responsibility for different aspects e.g. buildings, entertainment, work, trade Study figures and suggest reasons why people died so young. Suggest why people lived longer in the countryside. Simulation of surgical operation or Video clip Adam Hart Davis. Students study symptoms and causes of diseases and produce advice for people living at the time. Plenary Chronology sort dates into order to show improvements in health Diversity Pollution Cholera Sewers 1.2 Diversity 1.1 Chronological Understanding Annotate cartoons Foul facts Brochure 28 Did Britain have Starter Dragons den students choose 1.1 Chronological Speeches PPT Advice PPTS Court for King Cholera cartoon. Selection of sources A4 paper for leaflets. Crayons etc. Hats, waistcoat etc. for plenary PPT Shelton street sheet Information on London Slide showing figures Video clip on surgery Sheets on diseases.

22 talent? : To understand the significance of key developments between To develop team working skills. (Who were the great designers inventors and scientists between 1750 and 1900? How did their inventions improve people s lives)? 29 Assessment between a number of items to decide which they would choose to invest in. (ppt) Awards ceremony Students work in groups of 4/5 to produce a speech and supporting statements for one of the following: Arkwright, Brunel, Bessemer, Faraday, Stephenson, Watt. Plenary After speeches and supporting statements a vote could be taken and an award presented. Reflect on how these inventions brought change to peoples lives Alternative lesson from teachers TV Pitching the past. Understanding Information sheets/packs for each inventor. What was Law and Order like in the nineteenth century? Time: 6 x 1 hr Lessons Starter: What have these people got in common? Picture of TV police inspectors 30 What was law & order like in the 19 th century? : To understand how crime was dealt with Use sources to discover what people thought of the new police force 31 How did conditions in Whitechapel lead to murder? : To identify what conditions in Whitechapel were like Explain how these conditions lead to rising crime 32 Who were Jack s victims? : Can describe who the victims were and what happened to them Explain how the life women were forced into was dangerous 22

23 33 What type of man was Jack? : Use evidence to understand what Jack thought of his victims & the police 34 Who was Jack the Ripper? : Explain why there were so many suspects Examine evidence to reach a conclusion 35 Why did the police fail to catch Jack? : Identify the reasons why the Police could not arrest the killer Compare modern techniques to 19 th century policing Rank factors for failure 23