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Key Stage 3 Scheme of work

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Who am I – An Historian (Skills in History) Time: 6 x 1 hr lessons Key Questions & Learning

Objectives

Suggested Teaching StrategiesLearning Activities

Key Concepts/SkillsKey Vocabulary

Written ProductIncl. Assessment

Resources

1 What is History? Objectives 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?

1.2 diversity 1.5 significance History Chronology Event

Brainstorm Class prior learning Timeline

NB: 1st 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? Objectives 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 1.4 cause/consequence 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


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example of an anachronism 3 How Do Historians

Measure Time? Objectives 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.

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.

1.1 chronological understanding 1.5 significance

Q1. How do we know if an event is significant? Event Significance

Timeline

Date cards

4 How Do Historians Find Out About The Past? Objectives 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.

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.

1.2 diversity 1.3 change/continuity 1.6 interpretations 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

Police Report on Tollund Man Mystery

Variety of sources on projector. Tollund Man PPT (Could use Lindow Man p6-7 Heinemann Roman Empire)

5 Why Is The Past Interpreted In Different Ways? Objectives Understand that people

experience same events differently (One-Sided Views)

All: Define one-sided opinions; understand how reliability can be affected.

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

1.6 interpretations Q1. What reasons might people have to view events differently? One Sided Opinions Interpretation Reliability Fact Opinion

Newspaper article


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Most: Understand the difference between Fact & Opinion Most Able: Explain why different accounts are one-sided interpretations

Homework Write a biased article on your favourite sports person/actor etc

6 Baseline Assessment Objectives Demonstrate how much they

have remembered about History Skills

All: In depth evaluation of Historical Skills.

Pupils to complete Assessment Booklet.

1.1 chronological understanding 1.6 interpretations

Written Leveled assessment (K/U)

Baseline Assessment Booklets

Empires: The Roman Empire Time: 7 x 1 hr lessons 7 How Powerful Were

The Romans? Objectives 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

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?

1.1 chronological understanding 1.2 diversity 1.4 cause/consequence 1.5 significance Q1. What makes an empire powerful? Empire Conquered Invasion Gaul Carthage Province

Map completion Extended writing:

Blank Map of Empire W/Sheet – Comparing Empires Was the Roman Empire Powerful? ppt

8 How Did The Romans Control The Empire? Objectives 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: 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

1.4 cause/consequence 1.5 significance

Q1. Link to last lesson – why would the army be very important (gain & control) Military Legionary Legion Legate Soldier Motivation Recruitment

Inference grid

Recruiting the Roman Army ppt card sort activity inference grid


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All: Can identify the characteristics required for a soldier. 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.

Citizen

9 How Important Was Organisation To The Roman Army? Objectives 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

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.

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

1.5 significance

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

10 Why Did The Romans Conquer Britain? Objectives 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

1.2 diversity 1.4 cause/consequence Q1. Was it important that the native inhabitants of empire gained from it? Emperor Governor

Pyramid Grid Written account of reasons for coming to Britain

Why did the Romans come to Britain? ppt


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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

Plenary: Homework Write a letter to the Senate explaining why you think they should order the conquest of Britain

Prioritise Senate Conquest

11 How Did The Romans Invade Britain? Objectives 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’.

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

1.2 diversity 1.4 cause/consequence 1.5 significance Resistance Invasion Brigantes Invasion

Fortune Line

Life Statements Fortune Line Mystery evidence cards The evidence of Tacitus

12 Why Did Hadrian Build A Wall? Objectives To identify the key features

of and motives for building Hadrian’s Wall

Can explain the relationship between the Wall and Vindolanda.

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

1.2 diversity 1.3 change/continuity 1.4 cause/consequence 1.5 significance Hadrian Vindolanda Vallum Celts Defence

Letter home from the wall

http://www.twmuseums.org.uk/reticulum/quizes/fort_plan.swf Vindolanda writing tablets (Source)


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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

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:

Strategy

13 Why Was The Roman Empire So Powerful? Objectives 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.

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

1.1 Chronological understanding 1.2 diversity 1.3 change/continuity 1.4 cause/consequence 1.5 significance

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? Objectives 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.

1.2 diversity 1.4 cause and consequence Anglo-Saxon Vikings Earldom

Spider diagram List of reasons why settlers wanted to come to England England in 1066 This could be

England in 1066 ppt Textbook Folens


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life in England before 1066. 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 1066.

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? Objectives 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

Starter Construct a spider diagram of the skills and talents needed to be a good king in the 11th 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.

1.4 cause and consequence 1.6 interpretation Heir Norman Viking

Spider diagram Table Speech

Folens text book Chart to complete Writing frame for speech

16 Who had the strongest army in the battle of Hastings? Objectives 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: 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

1.6 diversity Archers Battleaxe Chain mail Hauberks Invasion Fyrd Housecarl Jevelins Knights Mace Spears Warriors

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

Activity page 58 SHP Folens textbook


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Most Able: To assess which army was the most powerful and why.

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?

Swords Knights

a series of battles over a number of days

Be prepared to justify your choices.

17 How did William win the Battle of Hastings? Objectives 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

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

1.4 Cause and consequence 1.6 interpretations Pope Shield-wall Victory Conqueror

Sorting activity and judgment paragraph Timeline Storyboard

Folens text Thinking History p32

18 Who told the truth about 1066 - using sources Objectives 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

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……...

1.6 interpretations Tapestry Evidence Monk

Inference grid

SHP textbook p60-63Inference grid

19 How did William keep control of England? Objectives List the key features of a

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

1.3 change and continuity 1.4 Cause and consequence

Drawing and labels Diagram of motte and

Folens textbook


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Motte & Bailey Castle To explain how William used

castles to control his new kingdom

Identify the advantages & disadvantages of Motte & Bailey castles

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.

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

20 Why did castles change over time? Objectives 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? Objectives To explain how ordinary

people lived in the past To evaluate whether the life

of a villein was an unhappy life

All: List some features of life for

Starter Describe various facts about Villein:

Home, Food, types of work etc Table Activity: Positive and negative

elements of Villeins’ life

1.2 diversity 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


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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? Objectives To compare the differences

between the town and village life

To judge whether the towns are better places to live for a villien

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

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?

1.2 diversity 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

23 Could you have fun in the Middle Ages? Objectives 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

All: Can list a variety of leisure activities. Can identify activities which still take place today

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 84-87


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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? Objectives To understand what people

believed in the Middle Ages To explain the importance

of the Church in everyday life

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.

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 38-39 Medieval Sermon Doom paintings

25 Were all pilgrims religious? Objectives To understand why people

went on a pilgrimage Understand why places

became pilgrimage sites Explain the benefits and

disadvantages of going on a pilgrimage

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

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 1066-1500 pg113-116


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identify other factors that encouraged pilgrimages to take place

26 How were people punished in the Middle Ages? Objectives Be able to describe three

types of trial Explain whether you think

that Medieval Law & Order was fair

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

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

27 We’re All Going to Die! Objectives 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

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

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 60-65

28 Assessment Analysis of pupil ability/understanding of 1.6 Interpretation (Summative) Leveled Assessment Task Sheet


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Was Life All Muck & Misery? Objectives Demonstrate knowledge of

life in Medieval England Classify aspects of positive

and negative experience for ordinary people

Reach a judgment about Medieval Life

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

Power & Protest: How powerful were Medieval Monarchs? Time: 7 x 1 hr Lessons 29 Who had the power:

The Church or the Crown? Objectives: Use primary sources to find

out how what happened in the Cathedral

Understand the events and re-tell them in your own words

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

30 Why was Thomas Becket murdered? Objectives: Recognise that events have

long and short term causes Evaluate the evidence to

reach a judgment

SHP Textbook Year 7 Pg 100-101

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Why were the Barons angry with King John? Objectives: Identify the problems that

John faced as monarch Explain what the Baron’s

wanted Prioritise the roles of a King

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’?


32 Why did the Barons rebel against John? Objectives: Use primary evidence to find

out what happened Identify causes &

Starter: Students complete important clauses of Magna Carta (Cloze type activity)

Identify which clause would be most unpopular to John

Rebellion

Write a short essay about why the barons rebelled against King John



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consequences of 1216 33 What was William

Wallace really like? Objectives: To assess how reliable

evidence is To explain why

interpretations of the past differ

To explain the relationship between England & Scotland

Starter: Students watch current footage of the Scottish independence campaign and summarise what Scotland is trying to achieve

1.6 Interpretation Braveheart

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Did the people have any power? The Peasants Revolt Objectives: Understand the causes of

the Peasants Revolt Explain the different reasons

why the peasants revolted

Starter: Students complete thought bubbles image of Henry II (This is a learning link)

Revolt

Heinemann History in Progress 1066-1603 p42-43

35 Did the people have any power? The Peasants Revolt Objectives: Describe what happened in

1381 Reach a conclusion about

how much power people had in the Middle Ages

Starter: Storyboard of the events of 1381

Heinemann History in Progress 1066-1603 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


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Power & protest: When and why did Kings lose control? Time: 5 x 1hr Lessons Key Questions & Learning

Objectives

Suggested Teaching StrategiesLearning Activities

Key Concepts/SkillsKey Vocabulary

OutcomeIncl. 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 150 151

2 Why did monarchs start to lose control? Objectives: Explain what happened to

three different monarchs Reach a conclusion about

how much power they had Identify the shape of the

monarchy between 1500 - 1900

1.3 Change & continuity 1.4 cause/consequence

3 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

1.3 Change & continuity 1.4 cause/consequence 1.5 significance

SHP History Year 8 Pg 156 - 169

4 Assessment

Group Presentation: Who was in charge – the Monarch,

Parliament or Prime Minister? Was royal power changing, what was the important turning point



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5 Why were attitudes to monarchy changing? Objectives: 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


Depth Study: The Slave Trade Time: 7 x 1hr Lessons

6

What Is A Slave? Objectives To examine the human

and economic costs of the slave trade

To identify reasons for the Atlantic slave trade

Costing exercise on the running costs of a ship, and selling costs of a slave. Numeracy Links

Source Activity – Evidence about why slavery was prosperous.

Map activity of Triangular Trade routes.

1.2 diversity 1.4 cause/consequence 1.5 significance Slave Captivity Trade Atlantic

Completed ship’s account book. Source work Map Labeling

1. Modern slavery ppt

2. Enterprize balance account w/sheet

3. Map of TT ppt (Inc w/sheet)

4. Card sort activity

7 What Was Africa Like In The 17th Century? Objectives To learn about the African

Kingdoms that existed in the 17th Century

To reach a decision on whether Africa was civilised

Source work activity – using evidence to develop an image of Africa as highly advanced. Could use a table to sort evidence

1.2 diversity 1.4 cause/consequence 1.5 significance Civilised Society Isolated Backwards Advanced Benin Songhai Zimbabwe Culture Tradition

Completed Table Travel brochure

8 What Were Conditions Like For A Slave? Objectives 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.

1.2 diversity 1.4 cause/consequence 1.5 significance Middle Passage Shackled Flogged Negroes

Commentary Middle passage description Interview questions Commentary

9 What Were Clip from Roots – slave auctions. Complete 1.2 diversity Cloze activity


17

Conditions Like For A Slave? Objectives o Explain the working &

living conditions of a slave

o Discuss the work of a slave & the relationship between the slave /slave owner.

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?

1.3 change/continuity Auction Property Chattel Plantation

Empathy Mindmap Cardsort Punishment W/sheet Film Review

10 How Did Slavery transform Liverpool? Objectives o Explain why slavery

transformed Liverpool. o Select appropriate

information to develop a conclusion.

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

1.3 change/continuity 1.4 cause/consequence 1.5 significance 1.6 interpretations Merchant Industry Employment Benefit

100-word account First-hand account of significance of change

11 Why Was Slavery Abolished? Objectives Understand what different

people valued at the beginning of the 19th 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

Discussion – The ‘turning point’ Discussion – Why did people in the 18th

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

1.1 Chronological Understanding 1.3 change/continuity 1.4 cause/consequence 1.5 significance 1.6 interpretations Abolition Reform Oppose Independence Savages Enslave Liberty

Spider Diagram – arguments for & against Wilberforce timeline with most significant event

12 Assessment Interpretations of Slavery Objectives 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

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

1.3 change/continuity 1.4 cause/consequence 1.5 significance 1.6 interpretations Romanticizied Usefulness Reliability Interpretation

Summative Assessment Task


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interpretations

The British Empire – Pride or Shame? Time: 9 x 1 hour lessons 13 Empire – Pride or

Shame? Can list some facts about

the ‘Scramble for Africa’ Can understand that

people have very different opinions about the British Empire

Starter: What do you know about the British Empire

Watch YouTube clip quiz questions on what students have remembered

Ask question – Do students think Empire is a good thing? Reasons why?

Annotate source 3 from textbook Using source evidence should the British feel

pride or shame?

1.1 Chronological Understanding

1.2 Change/continuity

Empire Scramble Legacy Colony Rebellion Mau Mau

Students produce appropriate title for picture source (Cecil Rhodes) Should the British feel pride or shame – ‘first thoughts’?

Hodder History – The British Empire: A Scramble for Africa p4-5 YouTube movie on The British Empire http://www.youtube.com/watch?v=8y2MSDbxCsY YouTube - Evil Empire http://www.youtube.com/watch?v=8y2MSDbxCsY

14 Why Was Britain Involved In The Scramble For Africa? Objectives 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 & 1914. 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

1.4 cause/consequence

Trade Rivalry Colony Communist Capitalist Rebellion

Completed table activity

Hodder History – The British Empire: A Scramble for Africa p8-12

15 - 16

Life among the Zulu’s Objectives 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

1.2 diversity 1.6 interpretation

umuZi Homestead Malaria Kraal kwaDede kwaBantubhale Allotment iButho

Presentations on Zulu Life

Hodder History – The British Empire: A Scramble for Africa p18 - 31


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

Homework: Students work on their individual element of presentation

17 Why Did Britain Declare War in 1879? Objectives 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.

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

1.3 cause/consequence 1.6 interpretation Missionaries Warrior Border Resistance

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

Hodder History – The British Empire: A Scramble for Africa 32-33

18-19

Is the Movie Zulu a Fair Interpretation of the Events? Objectives 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.

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 8th greatest war film of all time. Does Zulu deserve this title?

Homework: Write a movie review for Zulu (Give examples for reference)

1.4 cause/consequence 1.5 significance 1.6 interpretations Mutilation Depot iNdluyengwe Bayonet Atrocity Exile

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 34-37 Timewatch: Zulu – The True Story

20 Lasting good or lasting damage? Objectives: Can describe Africa’s

contribution to the world Debate whether or not

Britain should be ashamed of its Empire

Consider the significance

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

1.4 cause/consequence 1.5 significance 1.6 interpretations Achievement Significance

SHP History Year 8 P96-97 Hodder History – The British Empire: A Scramble for Africa P48


20

of the ‘Scramble for 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

21 Assessment How Significant was British involvement in Africa?

1.2 Diversity 1.5 Significance

How did the Industrial Revolution change life in Britain? Time: 22 What was the

Industrial Revolution & Why did it happen? Objectives: To understand the term

‘Industrial Revolution’. To describe some of the

changes that took place. To explain reasons for the

‘Industrial Revolution’

Starter Students use picture to identify key features of life in 1750. Feedback..

Students to work in pairs/groups to discuss the contrast between 1750, and 1890

Card sort activity in which pupils prioritise the key reasons for the Industrial Revolution and explain their choice.

Plenary Ask for an initial response to the question ‘Did life improve between 1750 and 1900. Consider whether change always means progress.

1.1 Chronological Understanding 1.3 change/continuity 1.4 cause/consequence Industrial Revolution Rural Population Domestic

Students define the term ‘Industrial Revolution’ Students identify key changes. Students prioritise reasons for Industrial Revolution

PPT Laminated pictures showing changes 1750, 1825 and 1900. Chart to complete comparing pictures Card sort.

23 Were all factories bad places to work? Objectives: 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.

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.

1.2 Diversity 1.4 cause/consequence 1.6 interpretations Factory Poverty Labourer

Speeches for or against child labour.

PPT Media clip on factory conditions set to music. Selection of sources on factories. Sorting activity on improvements in factory conditions.

24 How important were the railways? What a difference a train makes Objectives: To evaluate arguments for

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

1.3 change/continuity 1.4 cause/consequence 1.5 significance Transport Excursions Routes

Letter

PPT Railway game Cards or pictures on impact of railways


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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?

Homework: Produce a poster to advertise the opening of the Liverpool Manchester railway. (This could be organised as a competition).

25 If towns were so awful why did so many people want to live there? Objectives: 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.

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

1.2 Diversity 1.4 cause/consequence Pollution Cholera Sewers

Annotate cartoons Foul facts

PPTS ‘Court for King Cholera’ cartoon. Selection of sources A4 paper for leaflets. Crayons etc. Hats, waistcoat etc. for plenary

26 What was it like living in London in 1881? Objectives: To investigate the diversity

of life in London

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

1.2 Diversity 1.3 change/continuity

Brochure PPT Shelton street sheet Information on London

27 Why did so many people die so young? Objectives: To understand how poor

living conditions resulted in people dying very young.

To investigate changes and developments which led to improved life expectancy.

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

1.1 Chronological Understanding 1.3 change/continuity 1.4 cause/consequence

Advice Slide showing figures Video clip on surgery Sheets on diseases.

28 Did Britain have Starter –Dragons den students choose 1.1 Chronological Speeches PPT


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talent? Objectives: To understand the

significance of key developments between 1750-1900.

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)?

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 1.3 change/continuity 1.5 significance 1.6 interpretations

Information sheets/Packs for each inventor.

29 Assessment What was Law and Order like in the nineteenth century? Time: 6 x 1 hr Lessons 30 What was law &

order like in the 19th century? Objectives: To understand how crime

was dealt with Use sources to discover

what people thought of the new police force

Starter: What have these people got in common? Picture of TV police inspectors

31 How did conditions in Whitechapel lead to murder? Objectives: To identify what conditions

in Whitechapel were like Explain how these

conditions lead to rising crime

32 Who were Jack’s victims? Objectives: Can describe who the

victims were and what happened to them

Explain how the life women were forced into was dangerous


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33 What type of man was Jack? Objectives: Use evidence to

understand what Jack thought of his victims & the police

34 Who was Jack the Ripper? Objectives: Explain why there were so

many suspects Examine evidence to

reach a conclusion

35 Why did the police fail to catch Jack? Objectives: Identify the reasons why

the Police could not arrest the killer

Compare modern techniques to 19th century policing

Rank factors for failure

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