What is a High Street? Key stage 3 Lesson overview

Transcription

1 Page 1 / 11 Activities Lesson 1 What s in a name? What evidence is there of the High Street in medieval Bedford? To explore some of the street names and buildings around High Street and understand their origins. To consider the function of the High Street in Medieval Bedford. Use the Aerial View Activity PowerPoint for learners to select a number and identify the feature/s. What s in a name? Learners name streets in Bedford. Make a list of why they have been given these names. Why was the particular routeway given the High Street name? Compare with Medieval map. What are the similarities and differences with a focus on streets and buildings on and around High Street. What do the street names around and off the High Street tell us about Bedford. Identify street names which are the same and which have changed. What are the origins of these names. Aerial View Reveal Activity Medieval map [Pdf] Street Names Activity [Pdf] Street Names Activity for teachers [Pdf] Evidence of Medieval Bedford Postcard Template activity [Pdf] What can buildings tell us about medieval Bedford? Consider different types of evidence. Imagine you are a visitor to Bedford, write a postcard home, describing what medieval Bedford is like. Discuss the advantages and disadvantages of drawings, photographs and objects as evidence of Medieval Bedford.

2 Page 2 / 11 Activities Lesson 1 Setting the scene What do I think of the High Street? To explore perceptions of the High Street To consider statements from public consultation To develop questioning and listening skills and to see and interrogate a local place more closely Use the Aerial View Activity PowerPoint for learners to select a number and identify the feature/s. Ask learners to place themselves along a scale from 1 to 10 (one end of the classroom to another) according to their agreement/ disagreement with the statements from the public consultation and justify their position. In pairs, give learners two images of place. The learners sit back-to-back. Give them some time to prepare so that they can describe their image to their partner who draws the image without seeing it. Aerial View Reveal Activity Perceptions of the High Street The High Street Today 8way thinking planning wheel [Pdf] Ask learners to write down as many adjectives that they can think of to describe a photo including positive and negative words. Make a mind map of all the words or create a wordle map www. wordle.net Use 8way thinking planning wheel with learners to explore aspects of the High Street more closely. Write a tweet summarizing your view of the High Steet (140 characters)

3 Page 3 / 11 Activities Lesson 2 Mapping the Change / What impact has the growth of Bedford had on the High Street? To compare a range of historical maps and census records over time. To identify and explain the reasons for the growth of Bedford. To explore the changes to the function of the High Street. Did you know..? quiz to recap learning from previous lesson and introduce new session. Hand out the maps of Bedford over time, one to each group. Each group makes notes on the features of the map key, scale, symbols and names of streets etc Each group presents their maps to the rest of the class. Compare each map, noting similarities and differences and growth. Did you know? quiz 1610, 1756, 1807, 1841, 1876, 1927 maps [Jpegs] Growth of Bedford Census Data [Pdf] Census Data for teachers [Excel] Use the census data to create a graph of the population growth in Bedford. Learners could also create a living graph. Annotate the graph with causes of growth in population. In groups, learners add their own questions to the quiz and try them out on each other.

4 Page 4 / 11 Activities Lesson 3 Shops and Shopping How and why has the High Street changed over the years? To explore shops or businesses on the High Street over the years. To explore the uses of the buildings today. To develop research skills and use a range of historical sources Guess the object learners click on an object from and guess what it may have been used for? Hand out the 1884 map of the High Street and the directory. Match the shop with the correct definition. Annotate the maps with the names of shops and what they sold. In groups, explore one of the businesses on the high street using the local history website. Learners use a range of evidence such as oral histories and videos, photographs, adverts and newspapers to explore how people have experienced these changes. Objects Reveal Activity Directory 1884 [Pdf] 1884 map [Pdf] What do these shops sell? [Pdf] E P Rose [Pdf] Frederic Hockliffe s [Pdf] John Bull & Co. [Pdf] Goldings [Pdf] Harrison and Simmonds [Pdf] What are the changes? What has remained the same? What are the reasons for this? In groups, using the evidence, write a news article of why the High Street has changed over the years. Share and discuss conclusions with the class.

5 Page 5 / 11 Content/Activities Lesson 3 The High Street Today What is the High Street for? To investigate changes to High Street businesses. To explore the changing nature of CBDs. To consider the purpose of the High Street. Take a quick class survey of how often the class visit the High Street. What for? Where do they go to buy bread, food, clothes? Why? Compare the class response to the Citizens Panel response. Compare the range of businesses in the High Street in 1884 with the range of businesses today. The High Street Today Activity [Pdf] [Word] The High Street Today for teachers [Pdf] 3 Newspaper articles [Pdf] Directory 1884 [Pdf] Portas Review activity [Pdf] Investigate the reasons for this using newspaper reports. Compare the advantages and disadvantages of the High Street with those of out of town shopping centres. Write down what the High Street should be for today. Hand out the Portas Review activity where in groups, learners rank her ideas in order of importance and add their own.

6 Page 6 / 11 Content/Activities Lesson 4 On the Ground Fieldwork Is the High Street healthy? To investigate the spatial location and land use of the High Street. To use fieldwork techniques such as sketching and taking photos. In pairs, learners describe a view to their partner who is blindfolded. Learners undertake a health check of the High Street to evaluate the extent that it is in decline before thinking about the measures that are being taken to revitalise the area. The High Street Health Check The High Street Health Check Activity [Pdf] High Street Maps [Pdf] To display and interpret information in map and/or visual form. Map current land use using the maps provided. Discuss the concept of what a healthy high street may look like. Explain what to look for in a health check list of the High Street. Explain the activities on the health check and the questionnaire learners add one of their own questions here. Each group should enter all their data on a class speadsheet so a complete picture of the High Street can be analysed. Groups use Google Earth or Google Maps to create their presentations to the class and evaluate whether the High Street is healthy. Learners complete a plenary triangle on slide 2 of the PowerPoint.

7 Page 7 / 11 Content/Activities Lesson 4 On the Spot Street Visit Should historic buildings be preserved? To investigate the features of a building. To evaluate the significance of a historic building. To consider the concept of conservation. Show Then and Now photos of the 5 buildings and recap features which are the same and which have changed. Introduce what learners have to look for in their survey of buildings on the High Street. Consider traditional shopfront design vs modern shopfronts. Then and Now Buildings in the High Street Street Visit Activity [Pdf] Discuss features which tell us about the age of the buildings. How successful have historic buildings adapted to modern use - what evidence is there of how adaptable the buildings have been to accommodate new uses? Learners select the media to present their research to the class. Discuss the terms listed building, building at risk and conservation. Make a display of sketches or photographs.

8 Page 8 / 11 Content/Activities Lesson 5 High Street Debate Citizenship What s the future of the High Street? To engage with and reflect on different ideas and opinions. To express and explain their own opinions to others through discussions and debates. To communicate an argument, taking account of different viewpoints. Show the artist s impression of the High Street - what ideas are there for the future of the High Street? Create a class mind map of the term regeneration. In groups, learners take part in a council meeting. Decide on the roles and ground rules for the meeting. Hand out the role play cards one group represents themselves with ideas taken from the previous lessons. Public consultation, 2010 High Street debate cards [Pdf] Make a list of the ideas that have come from the debate and stick them around the class. Learners decide which of the top three should be taken forward to the council by sticking dots beside three of the most important ideas. Compare the public s views with the class.

9 Page 9 / 11 Curriculum map Curriculum opportunities Lessons 4b. investigate aspects of personal, family or local history and how they relate to a broader historical context. / 4a. build on and expand their personal experiences of geography. b. explore real and relevant contemporary contexts. Citizenship d. use varied resources, including maps, visual media. e. undertake fieldwork investigations in different locations outside the classroom, individually and as part of a team. Lesson 1 Medieval Bedford What evidence is there of the High Street in medieval Bedford? 1.1 a. understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time. b. developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies. Setting the scene What do I think of the High Street? 1.1 a. understanding the physical and human characteristics of real places. b. developing geographical imaginations of places.

10 Page 10 / 11 Curriculum map Curriculum opportunities Lesson 2 / Mapping the Change What impact has the growth of Bedford had on the High Street? Citizenship 1.4 a. analysing and explaining the reasons for, and results of, historical events, situations and changes. 2.3 use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data. Lesson 3 Shops and Shopping How and why has the High Street changed over the years? 1.3 a. identifying and explaining change and continuity within and across periods of history. 2.2 a. identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment. The High Street Today What is the High Street for? 1.2 b. knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people. b. evaluate the sources used in order to reach reasoned conclusions.

11 Page 11 / 11 Curriculum map Curriculum opportunities Lesson 4 On the Spot Street Visit Should historic buildings in the High Street be preserved? 2.1 a. identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses. 2.3 b. communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary. / On the Ground Fieldwork Is the High Street healthy? 2.2 a. select and use fieldwork tools and techniques appropriately, safely and efficiently. 2.4 a. communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing. Citizenship Lesson 5 High Street Debate What s the future of the High Street? 2.1 a. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems 2.2 a. express and explain their own opinions to others through discussions, formal debates and voting b. communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate.