year 7 - schoolshistory.org.ukschoolshistory.org.uk/assessment/schemes of work for k… · web...

Year 7 Study Unit: CSU 1 Focus: Growth & Extent of Rome; Roman Society

Title: The Roman Empire an Era or Turning Point in European History before 1914& Government; Legacy of Imperial Rome

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksFinding out about the Roman Empire using historical sources

PrimarySecondaryEvidence LatinRomansGreeksEmpireReliabilityBias

1. Who were the Romans & where did they come from?

2. What evidence did they leave behind?3. What is a primary and a secondary

source?4. What is fact and opinion?5. How can a historian check the

reliability of a source and spot bias?

The Roman Empire, pp 4-5Heinemann

Living Through History, pp. to 9

Map: Early RomeMap: Roman EmpireSEN: History Detective

A) Class brainstorm: What is a primary source?B) What is a secondary source?C) Class brainstorm: Who were the Romans?D) Class reading: Heinemann, pages 4-5.E) Activities, page 5:F) Individual work: Questions 1 to 2.G) Pair Work: Question 3.H) Class discussion of results.I) Class reading & discussion of page 8.J) Activities: Pair work: questions 2a &2b on page 9.

Core 1 & 3

EnglishGeographyLanguages

The growth & extent of the Roman Empire

EtruscansMythLegendRepublicEmpireGaulConquestThe Roman ArmyCitizen

1. When was Rome founded and who were Romulus & Remus?

2. What is the difference between a myth and a legend?

3. Who were the Etruscans?4. What is a Republic?5. Rivals for Power6. How important was the Roman Army

in the growth of the Empire?7. Why did Julius Caesar rise to power?8. What is a citizen?9. How to make video notes

Heinemann, pp. 10 to 11GlueScissorsVideo BBC:Who were the Romans?Heinemann,pp. 14 to 15SEN: Romulus & RemusRepublic Role PlayPowerPointLiving Through History, pages 12 to 17.

A) Class reading & discussion of Heinemann, pp. 10-11B) Pair work: Construct a Timeline which shows the growth of

the Roman Empire.C) Individual work: Arrange the 3 maps into Chronological

order & stick them into book. Then using both the maps & the Timeline describe the growth of the Roman Empire.

D) Class reading & discussion of Living Through History, 12 to 13

E) Individual work: Activities 1 to 4.F) Pair Work: Romulus & Remus jigsaw puzzle.G) Individual Work: Using the jigsaw puzzle make up your

own Romulus and Remus story.

Core1 & 6

GeographyNumeracyEnglishMilitaryHistoryArchaeologyCitizenshipDramaICT

The Economy of the Empire: Transport

TransportEconomyProvincesGromaSurveyorCraftsmenSlave

1. Why did the Roman Empire need good transport?

2. How did these transport networks help the growth of trade?

3. What is meant by the term PAX ROMANA?

4. How did the Romans design & build

Worksheets:Planning a Roman Road.SEN: Roman Roads Network

Heinemann, pp.

A) Class brainstorm: Why is Transport important?B) Class reading: Roman Road worksheet.C) Individual work 1-5D) Pair work: Activity 2: Dot to Dot Roman Road NetworkE) Group work: Worksheet: How to plan the route of a Roman

Road.F) Class reading: Heinemann, pp. 10 to 11.

Core1, 3 & 4

GeographyCDTEconomicsEIU

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MasonCeltMilitary Crest

their roads? 5. What other forms of transport did the

Roman Empire use?

10 to 11.Graph of shipwrecks in the Western Med.

G) Individual work: Activity 1a, 2a & 2b.

Year Year


Title: The Roman Empire an Era or Turning Point in European History before 1914

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksThe importance of stability for the growth of trade.

Pax RomanaForumTaxesBasilicaTrade

1. How did the Roman Empire encourage the growth of trade?

2. What part did the Roman Army play in the growth of trade?

3. How far did goods travel within the Empire?

4. What role did Roman towns play in the growth of trade?

Worksheet: Trade in the Empire

Picture sources of Roman Life.

A) Class reading & discussion of worksheet.B) Group work: Looking at the picture sheets & map: List the

objects you can see in the group's picture.C) Using the map try & guess where it came from.D) Pair/Group work: Look at sources of Roman shops:

Describe what is being sold in each source.E) What each person is doing.F) Where is a primary or secondary source.G) Individual work: Activity 3.

Optional GeographyEnglishEconomicsEIU

Why was the Roman Army so Successful?

AuxiliaryCenturionCitizenLegionaryTacticsBasiltaConclusionIntroductionParagraphingPropagandaModelling

1. How was the Roman Army organized?

2. What armour, weapons and tactics did they use?

3. What were the rewards for being in the Army?

4. Was the Roman Army always successful?

5. How did the army maintain discipline?

6. How to make video notes and write an extended answer?

7. How to use modelling to improve your grades.

Video: BBC: Roman ArmyWriting Non-fictional Writing - Nat. Literacy PackRoman Soldier ModelsPower Point

A) Power Point Presentation: How to make video notesB) Video: BBC video: Why was the Roman Army so

successfulC) Class discussion: Video notes which headings.D) Modelling: Examples of other extended answers.E) Class Discussion: the merits of each example E.g.

OrganizationF) Individual Work: Extend answer on: Why was the RomanG) Army so successful?H) Group Work: Collaborative Wall Display: Roman Army

recruitment poster

Core 1 -8 LiteracyEnglishMedia Studies

Roman Society TownInsulaePublicGladiatorsHygieneArchitectureTechnology

1. What was life like in a Roman Town?2. How did the Romans spend their free

time?3. Why did rich people put events on for

the poor?4. Why were the Romans concerned

about public & personal health?5. What is fact and opinion?

Heinemann, pp. 42 to 43.Worksheet:Roman Medicine & Public HealthSEN: Worksheets based on HeinemannVideo: Roman Society

A) Class reading & discussion: Heinemann, 42 to 43.B) Pair work: Activity 1.C) Individual work: Activities 3b & 3c on page 43.D) Class reading of worksheet on Roman Medicine.E) Pair work: Match statements with the right source.F) Individual work: Write up results in the form of a table.G) Individual work: Activities 2 to 3.H) Project work: Whole group.

Core 1 EnglishScience

Personal Health

Citizenship

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Rome's relationship with her provinces.

FarmingTenantsLandlordEstateProvincesSurplusArchaeologist

1. What was life like in the countryside?2. What was an estate?3. How did the rich and poor live?4. What is the job of an archaeologist?5. How and why do people from

different times & places interpret objects in different ways?

6. How do we use sources to back up an argument or interpretation?

Heinemann, pp. 44 to 45.

Roman Mosaic showing a thatched house.

Reconstruction of a Roman Villa

A) Class reading of Heinemann & teacher presentation of life in the countryside, pp. 44 to 45.

B) Pair work: List the differences between source C & D.C) Individual work: Write a short paragraph on why sources C

& D are different, pointing out that people from different times look at things differently.

D) Individual work: Activities 3 & 5.

Optional EIUCitizenship


Title: The Roman Empire an Era or Turning Point in European History before 1914

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksDevelopment of religious beliefs in the Empire.

GodTempleChurchChristianity

1. What Gods did the Romans pray to before Christianity?

2. Who were the first Christians?3. What effect did they have?4. Who was the Emperor Constantine?5. When did Christianity become the

official religion of the Empire?

Heinemann,pp. 48, pages 50 to 51.

SEN: Worksheets based on Heinemann

Living Through History, pp 48 to 49

A) Teacher presentation on Roman Gods before Christianity, Heinemann, p.48.

B) Class reading & discussion of Heinemann, 50 to 51.C) Individual work: Activity 1 + 3D) Which of sources B & C would be most useful, if you were

trying to find out why people became Christians?E) Would this source be better than one written by a Christian

leader? Explain your answer.

Optional EnglishRECitizenship

Collapse of the Empire. CollapseConscriptionFoederatiTetrarchyCaesarInflationHunsVandalsInvasionBarbariansConsequence

1. What problems faced the Empire before its collapse?

2. What was conscription?3. What effect did mercenaries have on

the fighting efficiency of the Army?4. Who were the Barbarians?5. What effect did the loss of Africa

have on the economy?6. What was inflation & what effect did

it have on the Empire?

Heinemann, pp. 54 to 55PowerPoint

A) Class reading & discussion of Heinemann, 54 to 55.B) Pair work: Give one consequence for the Roman Empire for

each of the following:C) Falling populationD) Loss of North AfricaE) Use of mercenariesF) InflationG) Thinking skills: Which of these do you think had the

greatest effect or consequence?H) Individual work: Activity 3, page 55.

Core 1 Economics

MilitaryHistory

English

ICT

What effect has the Roman Empire had on other civilizations?

LegacyArchitectureRenaissanceLanguage

1. What changes did the Romans make to

Architecture?2. What new building skills did they

Aylett, pages 55 to 56.

Heinemann,

A) Class reading & discussion of Aylett, pp. 55 to 56.B) Pair work: Activity 2.

C) Extension work if there is time

Core1 & 2

ArtEnglishArchitectureLanguage

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Art develop?3. How did Latin survive and influence European languages.4. Who invaded Britain after the

Romans?

pages 62 to 63.

Invasions worksheet

PowerPoint

Living Through History, pages 60 to 61

D) Class reading & discussion of Heinemann, pages 62 to 63.E) Individual work; Activity 1.F) Invasions Worksheet: Individual Work: Place names

activity.

CitizenshipICT

Year 7 Study Unit: CSU 2 Focus: Development of the Medieval Monarchy & the way of life of the people of Britain

Title: Medieval Realms: Britain 1066 - 1500

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat & when were the Medieval Realms?

Medieval Knights Castles Normans Black Death Anglo-Saxons

1. What do the pupils already know about the Medieval Realms?

2. Can they identify features of M.R.3. Where does the Medieval Realms fit

into a wider chronology.4. How are timelines drawn?

"Medieval Realms", Aylett.

"Skills in History", Shunter.

"Medieval Realms", Spartacus.

A) The class will make a list of people & buildings they associate with the M.Rs. through a class Brainstorm on the board.

B) Design a title page for the unit using these ideas to describe different features of M.R.

C) Draw a timeline showing key dates & place in wider chronology.

D) Write a short paragraph on M.R.

Optional ArtEnglishMaths

Why was England invaded twice in 1066?

Invasion Conquest Oath

1. What happened in 1066?2. Why did Harold Godwinson,

William, Edgar and Harold Hardrada want to be King of England?

3. What sort of qualities would the Anglo Saxons have looked for in a new King?

Aylett pages 4 to 5

Spartacus page 6

Worksheet on claims to the throne

Booklet: Norman

A) Class Brainstorm on 'What makes a good King?'B) Selective class reading to set background to the different

claims.C) Group/Class work: Using worksheet certain pupils can

prepare a case for case for each claimant and present it in role.

D) Individual work: The pupils can draw up a table showing the different claims and then write a short paragraph on who they support.

Core 1 DramaCitizenship

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ConquestWhy did Harold lose the Battle of Hastings?

BishopMonk TapestryModellingDramatic LanguageBias

1. How did William & Harold Hardrada react to Harold being crowned?

2. What happened at Stamford Bridge?3. What happened when William

invaded England?4. How did Harold die?5. Why did William win the Battle of

Hastings?6. What are the literary conventions of a

newspaper article?

Aylett, pages 5 - 7

Spartacus, p. 7-11

Bayeux Tapestry of Harold's death

Booklet: Norman Conquest

PowerPoint

Examples of previous newspaper scripts for modelling

A) Through selective reading the class will learn about what happened at the Battle of Hastings & the events leading up to it.

B) They will then cut out & stick maps showing what happened in 1066.

C) Individual work: There are two versions of how Harold died. What are they?

D) Draw the Bayeux Tapestry of Harold's death.E) Which version does the B.T. support?F) H.W: Write a short paragraph on what happened in 1066.G) Class Brainstorm: What are the conventions for setting out

a newspaper report?H) Power Point Presentation: How to write your own article on

the Battle of Hastings.I) Modelling exercise using both the examples from the

national literacy pack on writing non-fictional writing, The Daily Mail and previous students’ work.

J) Individual Work: Draft: Write a newspaper article on the Battle of Hastings from either a Norman orSaxon perspective.

K) Pair work: Check spellings, Punctuation and paragraphing of neighbours work.

L) Final Draft: Copy up work into newspaper template on the school network or onto A3 paper.

Core 1 - 6 GeographyArtMilitaryHistoryICTLiteracy - writing non fiction



Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksHow did William conquer the rest of Britain?

CurfewDomesday Book DecadeRebel

1. Why did the Saxons rebel against William I?

2. Why did William destroy the North, divide up all the land & give it to his followers?

3. What was the Domesday Book and why did William have it made?

Aylett, pages 8 to 9

Domesday entry for Mexborough

Heinemann, Nigel Kelly, pp

A) Selective class reading of text & sources.B) Group/Class discussion of how William conquered the rest

of England & kept it under control.C) Individual work: Answer question 2.D) Write a short paragraph on how William conquered the rest

of England.E) Design a Domesday record of your home.F) Class reading: Heinemann, pages 14 to 15 - Why did the

Optional Citizenship

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14 to 19 Normans build Motte and Bailey Castles?G) Individual work: Activities 1- 4.

How did the Norman Conquest affect Britain?

Cathedral Norman ArchesBlind ArcadingDog Tooth

1. Why did the Normans build castles?2. How did they change Cathedral and

Church building?3. What evidence did they leave behind?

Video:The Norman Conquest, by English Heritage

A) Class/group discussion of video presentation. The Video should be stopped at the appropriate points & the questions in the contents box discussed & answered.

B) After the Video has been shown it can be rewound to the points that show examples of Norman arches and Blind Arcading so that the pupils can draw them.

Optional Media StudiesREArt

What was feudalism? FeudalismBaronsKnightsVilleinsSerfsPeasantsBoon-work

1. What was the Feudal System?2. What duties did the different classes

have to do for those above & below them?

3. Who was the most powerful? Why?4. Why did people swear Oaths?

Aylett, p. 10 to 11Worksheet F. Syst.Burton, p. 16-18Shutter, p. 92-93Spartacus, 14-15Heinemann, Nigel Kelly pp 12 - 13

A) Class reading of Aylett & discussion of the power relationships & duties.

B) Class/Group drama role to play of Oath taking by different groups in the system.

C) Draw & label a diagram of the F.S. showing different duties. Aylett/Burton/Worksheet.

D) Extension work: Heinemann, pp - 12 - 13

Core 1 - 4 PoliticsEconomics CitizenshipSociology

What was life like in a Medieval Village?

Crop Rotation 3 Field System

1. What was life like in a Medieval Village?

2. What was the 3 field crop rotation system?

3. What were living conditions like for the Villeins?

4. What role did Medieval women play in family & village life?

Buxton, "Medieval Realms", page 4 to 8Heinemann, Nigel Kelly, pages 44 to 45 & pages 48 to 49

A) Class reading & discussion of Buxton, pages 4 to 7.B) Individual work:C) Complete Activities 1 to 4 on page 7.D) Draw map of the medieval Village, page 4.E) Class reading: Heinemann, pages 44 to 45.F) Pair work: Tasks 1-2. Report Back for Class discussion.G) Individual work: Task 3.H) Class reading: pages 48 to 49: Women in Medieval Times.I) Debate: Why is there so little evidence left behind of

Medieval women? Write up results.J) Individual work: tasks 1- 3.

Core 1 ArtSociologyGeographyEqual Opts



Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat was life like in a Medieval Town?

Mark TradeFairCraftsApprenticeTannerFletcherThatcher

1. What were conditions like in a Medieval town?

2. What function did they serve?3. How were Medieval crafts organized?

Aylett, p. 34 to 35

Pictorial evidence from Spartacus

Heinemann,

A) Selective class reading of text sources.B) Pair work: Look at scene of a Medieval Town and try &

spot ten historical mistakes.C) Class/group discussion of source C. 'Do you think that all

streets were like this?D) Individual work: Q3.E) Class reading: Heinemann, pages 46 to 48F) Individual Work: Tasks 1-3

Core1 & 2

GeographyArtEIU

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Carter Nigel Kelly, pages 46 to 47

How did the Black Death affect Britain?

PlagueBlack DeathContagionBlasphemy

1. What was the Black Death?2. How could you tell if someone had

the Black Death?3. What are the conventions for setting

out a doctors report?4. Where did the Black Death come

from?5. What caused it to spread?6. How did Medieval people believe it

was spread?7. What are the conventions for setting

out a newspaper report?8. How do you access the newspaper

template off the school network?

Assessment: Task 2: The Black Death resource booklet

Worksheet: How to use the CD ROM?

Role Play

Heinemann. Nigel Kelly, pages 54 - 57

A) Teacher introduction of the aims of the assessment task & the links with I.T. etc.

B) Class/paired reading of the different activities.C) Individual/pair work: Complete the activities in the resource

booklet.D) Class brainstorm: What does a newspaper report have inside

a story.E) Class work: How do we use the CD ROM.F) Individual work: Write a newspaper report on B.D.G) ICT: Use the newspaper template on the network to type up

draft copy and import pictures.

Core 1 - 6

I.C.T..Library

Personal Health

EnglishCitizenship

What were the relations between King and people?

KingParliamentLawMagna Carta

1. Who was King John?2. Why is Magna Carta important?3. How important is Magna Carta in the

development the political rights?4. What was the Poll Tax?5. Why was it necessary to raise taxes?6. Why did the peasants rise up?7. Who was Watt Tyler and what role

did he play in the Peasants Revolt?8. What are the conventions for setting

out a newspaper report?9. What are your rights &

responsibilities as a British citizen?

Aylett, pages 33-34Buxton, p. 24-27W. TylerNewspaper Task

Heinemann. Nigel Kelly, pages 58 – 62

Peasants Revolt booklet.

A) Thinking Skills: List five human rights in the back of your book.

B) Class discussion: Which human right is the most important?C) Thinking Skills: List 5 things you know about Robin Hood

& King John.D) Feedback to a class discussionE) Class reading of Aylett, 33 – 34.F) Individual work: Complete Activities.G) Group Work: Design a Magna Carta Poster for children’s

rights.H) Thinking Skills: What responsibilities do you have to your

family, school, friends & community?I) Feedback: Class discussion.J) Literacy: Newspaper Report on the Peasants Revolt.

Core 1 - 7

PoliticsCitizenshipICTLiteracy

What were relations like between the King and Church?

Archbishop Excommunicated

1. Why did relations between Church and state change?

2. Who was Thomas Becket and how and why was he murdered?

3. How can we detect bias in a historical source?

Heinemann, Nigel Kelly, pages 22 to 23

A) Class reading: Heinemann, pages 22 to 23.B) Class Debate: did Becket deserve to die?C) Individual Work on reliability of evidence: Tasks 1- 3.

Optional RE



Key Issues Concepts Content Resources Teaching & Learning Experiences Status Links

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Social functions & life of a castle.

GuarderobeGreat HallFeastArcherGroomChaplainOathJuryCourtJudgeSergeant

1. What was everyday life like in a Medieval castle?

2. Who lived in castles?3. What jobs did they do?4. What did they eat?5. Was life more colourful and

comfortable than popular belief?6. How did Medieval courts work?7. Why did people swear on the Bible?

Heinemann, pages 26 to 27.

Aylett, page 15.

Oxford, pages 26 to 29, 32.

Virtual Tour of Conisbrough Castle – Life

Drama Role Play cards

A) Class reading & discussion of Heinemann & Aylett.B) Pair work: Q2 in Heinemann: compare plan of the Great

Hall on page 27 with diagram of Great Hall on page 15 of Aylett.

C) Individual work: Answer Q1.D) Class reading & discussion of Oxford, pages 26 to 29.E) Group work: 'What evidence can we find that castles were

comfortable & colorful places?F) Assessment: Use results of group work to answer the above

question. Must back up answers with reference to sources.G) Drama Role Play: 'Murder in the Castle', divide class into

groups to act as jury & go through motions of a court. Aim to learn about different jobs in a C.

Optional EnglishCitizenshipICT

What role did the Church play in society?

ChristianityCathedralHeavenHellPurgatoryPilgrimage

1. How did the Church influence society?

2. How did Medieval people think they would get to Heaven or Hell?

3. What was Purgatory?4. Why did people go on pilgrimages to

Cathedrals?5. Why did the Normans build new

Cathedrals in England?6. How did they affect the Saxons?7. What were Monasteries?


Oxford, pages 14 to 15.

A) Class reading & discussion of Christianity & the Middle Ages in Heinemann.

B) Group work: Questions 3a to 3c.C) Individual work: Questions 1 to 2.D) Class reading of Oxford.E) Class brainstorm: 'Why were Cathedrals built?'F) Write up results of brainstorm using diagram on page 15 of

Oxford.G) Draw a picture of medieval peoples' view of Hell.

Core 1 REArtCitizenship

How did Medieval people build their Castles & Cathedrals?

Mason 1. What materials did they use?2. How did they move the stones and

heavy wooden beams?3. What sort of tools did they use?4. Have building techniques changed?

Heinemann, pages 44 to 45.Oxford, 16 to 17.Worksheet: Castle Building

A) Pair reading & class discussion of Heinemann.B) Individual work: Activities 1 to 2.C) Class reading & discussion of Oxford.D) Group work: Activities 1 to 2.E) Individual Work: Draw & label the tools that medieval

people used; have building tools & ideas changed?

Optional CDT



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Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat part did castles play in the Norman Conquest?

MotteBaileyRoyal CastlesBaronial Castles

1. What role did castles play in helping the Normans keep control of England?

2. What effect did they have on the Saxons?

3. Were they afraid or impressed?4. What role did castles play in the

government of Medieval Britain?5. Why was Conisbrough Castle

positioned on it’s current site?

Longman, pp. 4 - 6.

Heinemann, 10- 11.

Oxford, 11 to 12.

Virtual Tour of Conisbrough Castle – Positioning.

A) Class reading of textbook.B) Class brainstorm: Why did the Normans build castles?C) Design & label a title page, which shows the different

reasons why the Normans built castles.D) Look at diagram showing sites of Mottes in Britain.

Individual work: Why do you think there were more castles in some places than others?

Core 5 GeographyArtPoliticsCitizenshipICTLocal History

Construction methods of a castle & its military function.

Stockade 1. How was a Motte & Bailey Castle built?

2. Which materials did their builders use?

3. What were their defensive features?4. How would you attack a Motte &

Bailey Castle if you were a Saxon?5. How was Conisbrough Castle built?


Worksheet on Motte & Bailey Castles.

Virtual Tour of Conisbrough Castle – Building..

A) Class reading of either Heinemann or Worksheet.B) Group work:C) List & describe 4 features of a Motte.D) List & describe 4 features of a Bailey.E) What did they use to build Motte & Bailey castles?F) Why is there very little evidence left of what they used to

look like?G) Report back for class result and write up answers.H) H.W. colour diagram of a Motte & Bailey Castle and write

a short paragraph describing how you would attack if you were a Saxon or defend it if you were a Norman.

Core 1 - 5 Politics

Military History

EnglishICTLocal History

Changes in Castle design and defence.

Siege TowerCatapultBattlementsBarbicanMoatsConcentric

1. Why was it necessary to change the design of castles?

2. How did castle buildings develop?3. How did attackers change their tactics

to get around these new ideas?4. How did the crusades affect castle

building?5. What were the defensive features of

Conisbrough Castle?

Medieval Realms, Aylett, pp. 12 to 14.

Longman, page 22.

Oxford, 38 to 41.

Virtual Tour of Conisbrough Castle – Defences

A) Class reading of Aylett & discussion of how castle building developed during the medieval period.

B) Individual work: Answer questions 1 to 2 on page 13 of Aylett. Draw diagrams of changes in castle design on pages 12 to 13.

C) Draw pictures of siege weapons on page 22 of Longman. Extension work answer question 4.

D) Class or pair reading of page 14 of Aylett.E) Pair work: Answer questions 1 to 2.

Core 5 CDT

ICT

Local History

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Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat were the social and economic roles of Cathedrals?

Matins Choir

1. What were the religious functions of2. Cathedrals?3. What were the duties of a Bishop?4. What was a procession?5. How did Cathedrals affect the lives of

people?



A) Class reading of Heinemann & discussion of sources A, B & D.

B) Group work: 1b.C) Individual work: Activities 1 & 5.

Optional RE

How and why did Cathedral building change?

NormanEarly EnglishChoirAltarTranseptsNaveButtressGothicMinster

1. How can you tell if the Normans built a Cathedral?

2. How can you tell if a Cathedral is built using the Gothic or Early English style?

3. How is the Norman style different to Early English?

4. Why is it important to notice these different styles when dating a Cathedral.

5. Can we see these differences in Winchester, Durham & York Cathedrals?

6. What are the differences between the Five Sisters & the Great West windows in York Minster?

Oxford, pages 34 to 37.

Ground Plan of York Minster.


Heinemann, sources G & H, pages 46 to 47.

Oxford, 42.

A) Class reading of Oxford, 34 to 35.B) Group discussion of how the group plans of Durham,

Winchester & York Cathedrals are similar yet different.C) Assessment Task: Draw a table, which shows the

differences and similarities in the shape, size & design of the three Cathedrals.

D) Watch video on the effects of the Norman Conquest to show Norman style of building.

E) Watch selectively the video 'The effects of the Norman Conquest' to show Norman style.

F) Class reading & discussion of Heinemann, 36 to 37.G) Group work: Activity 1, page 37 & Activity 6, page 47H) Assessment Task: Write up results of Activity 1 & 7,

illustrate with some diagrams.I) Class reading and discussion of Oxford, 42.J) Individual work: Questions 1 to 2.

Optional RECDTEnglishArt

Local History

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Year 8 Study Unit: CSU 3 Focus: The political unification of Britain, & the changing relationships between Crown, Parliament &

People.Title: Making of the UK Churches, Parliament & Peoples 1500 - 1750

relationships between Crown, Parliament & People.

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWho were the Tudors & what was expected of a Monarch.

TudorsMonarchyGovernmentSuccessionPower

1. What is Monarch?2. What makes a good King?3. Who was Henry VIII?4. Who were the Tudors?5. How were the Tudors different from

the Kings & Queens of the Middle Ages?

6. How far can we trust certain sources?

Collins, Making of the UK, pages 5 - 6.

SEN: Spitting Image -Henry VIII

PowerPoint

A) Teacher led introduction to the aims & focus of the course.B) Brainstorm: What makes a good King or leader?C) Class reading of Collins, page 6 & Source A.D) Pair work: Activity 2: Was Henry VIII a good King?E) Individual work: How reliable is Source A?F) Class reading & discussion of Collins, page 6.G) Individual work: How ere the Tudors different from

Medieval Kings?

Core3, 4. 5

EnglishCitizenshipICT

The King's Great Matter ReformationCatholicProtestantSupremacyMartyrs

1. Why did Henry VIII break with the Roman Catholic Church?

2. Why was Henry so worried about having a son?

3. Why was Henry angry about the Pope's power?

4. How far did his personal interests affect his decision?

5. What affect did the break with Rome have on the English Church?

Husbands, Making of the UK, pg. 76 to 77

SEN: Buxton 18 - 25

Husbands, pp. 76-77

PowerPoint

A) Class reading & discussion of Husband, 76 to 77.B) Pair work: Activity 1.C) Individual work:

a. Draw the diagram showing H VIII's problems.

b. Number his problems 1 to 6, showing which you think were the most important.

c. Extension: Activity 4.D) Class reading of Husbands, pages 78 to 79 + SourcesE) Individual work: Draw a table with the headings:F) Cause & Consequence and put the facts into one of the

columns.G) Individual work: Activity 3a.

Core 1 CitizenshipEnglishREICTPSHE

How did the English Church change between 1540 to 1603?

ReformationProtestantPilgrimFathersPlot

1. What changes occurred to the English & Welsh Churches under Edward, Mary & Elizabeth?

2. What were the main differences between Catholics & Protestants?

3. Who were the Puritans & what did

Collins, pp. 14 to 15SEN: Buxton 26 - 27Timeline

A) Class reading & discussion of Collins, pp. 14 to 15.B) Class discussion on the differences between the Churches in

Sources 22 & 23.C) Individual work: Activity 1.D) Class reading of worksheet: Changes in the C of E after

Henry VIII.

Core1, 2, 3

RECitizenship

RJH 2003

they believe?Worksheet: Changes in the C of E after H VIII

Worksheet: Plot & Treason

E) Individual work:F) Draw picture of Guy Fawkes & fill in speech bubble.G) Copy & complete diagram of affects.


People.Title: Making of the UK Churches, Parliament & Peoples 1500 – 1750

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksCultural beliefs of the people.

WitchcraftSuperstitionBacteria

1. What is Superstition?2. What is a Witch?3. How & why were they accused?4. Why were there witch-hunts?5. Why were women mainly picked

upon? Was this deliberate?6. Who was the Witch Finder General?

Worksheet: Popular Beliefs - Witchcraft

Husbands, page 80 to 81

Video

A) Class brainstorm: Why did people believe in Witches & other supernatural phenomena?

B) Class reading & discussion of Assessment Task.C) Individual work: Complete tasks & activities.D) Class discussion: Why were women blamed for everything

that went wrong?


Equal Opts

EnglishScience

What problems did the Tudors & Stuarts face?

CustomsDutiesBorrowingRebellionsParliamentDivine Right

1. How was England ruled between 1485 and 1649?

2. What problems did the Kings and Queens have to overcome?

3. How did the role that Parliament played in helping to govern the county change?

Husbands, page 12 to 14

A) Teacher led introduction on the way that Kings & Queens Governed in the 16th & 17th Centuries.

B) Class reading of Husbands, pages 12 to 14.C) Class discussion/brainstorm: What problems did the Kings

& Queens have to face?D) Pair work: Activity 3.E) Individual work: Activity 2.

Optional EnglishArtCitizenship

Rise of Parliament. MoneyWarReligionTaxation/Redress

1. Why did the Kings & Queens of England need a Parliament?

2. How & why did Parliament become more powerful?

3. Which causes were more important

Husbands, pages 15 to 16

A) Class brainstorm: What is the role of Parliament today?B) Class reading & discussion of Husbands, pp. 15 to 16.C) Pair work: Activities 1 & 2.D) Pair/Class work: Activities 3 & 4.


RJH 2003

than others?James I's relationship with Parliament.

Divine Right 1. Who was James I?2. Why was meant by the term ‘Divine

Rights of Kings & Queens’?3. Why did Parliament dislike this idea?4. Why was James I forced to rely on

Parliament for money to help govern the country?


Collins, pages 30 to 33

A) Class reading of Husbands, pages 17 to 18.B) Class brainstorm: Divine Rights of Kings.C) Individual work:D) Why would Parliament not like James I's ideas?E) Activity 1 & 2.F) Copy the diagram on Divine Rights.

Core1, 2, 3,4

Citizenship

EqualOpts

Was Guy Fawkes framed to make James I more popular?

FramedRecusantTortured

1. Why was James I unpopular with the English people?

2. Why did the Catholics dislike him?3. What evidence is there to prove Guy

Fawkes was innocent or guilty?4. What are the conventions for setting

out a newspaper report?

InternetWorksheet: The Gunpowder Plot, 1605

A) Class reading: The traditional StoryB) Individual Work: Tasks 1-4C) Class reading: Different interpretations: Catholics V

Protestants historiansD) Group Work: Evidence / table Exercise.E) Individual Work: Write a biased newspaper report on the Gunpowder Plot - taking sides

Core 1 - 3

Citizenship - fair trails ICT Literacy



Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhy did Charles try to rule without Parliament?

PersonalGovernmentShip Money

1. Who was Charles I & what was his attitude on Kingship?

2. Why did he fall out with Parliament?3. How did he try to rule without

Parliament?4. Why did he become so unpopular?

Husbands, pages 19 to 21.

Worksheet: Why was Charles so unpopular?

SEN:Buxton, p. 28-30

A) Class reading & discussion of Husbands, pp. 19 to 21.B) Group work: Activity 1.C) Individual work: Write-up results.D) Teacher introduction on the aims & objectives of the Drama

Role Play.E) Group work:

a. Read Role Play Cards.b. Draw table & key into book

F) Teacher reads out the newsG) Groups put scores onto tables. Feedback at end.

Core 1 English

Drama

Citizenship

Why did the Civil War Break Out?

Civil War Short & Long Parliaments Rebellion

1. Why did Charles have to call the Short Parliament?

2. Who were the Scottish Covenanters?3. Why did Charles dissolve the Short

Parliament?


Worksheet: How did the War

A) Teacher introduction: Why did the Civil War start?B) Class reading of Husbands, p. 22, Sources C & D, & laws

passed.C) Class discussion: Why was Parliament angry with Charles?D) Class reading & discussion of pages 23 - 24 & the

Core1 - 8

Citizenship

English

Literacy -

RJH 2003

4. Why did he have to call the Long Parliament?

5. What happened in Ireland?6. Why did Charles & Parliament fall

out over who should be in charge of the Army?

7. Why did Charles try to arrest the five members?

8. What affect did this have?9. What are the conventions for setting

out a newspaper report?

Start?

Group Project

Collins, pages 38 to 39.

SEN: Buxton, p. 31 - 33

Newspaper Worksheet

PowerPoint

worksheet.E) Individual work:

a. Activities 1 to 2;b. Why did the War start?

F) Individual Work: Design and write a newspaper report describing Charles I storming into Parliament.

G) Class Brainstorm: What are the conventions for setting out a newspaper report?

H) Modelling: Group Work: Look at the examples of previous students work and report back the good/bad points of their newspaper reports.

I) ICT: Use the newspaper templates on the school network to type up your newspaper report.

J) Alternatively some students could do a Power PointK) Presentation on ‘Who is to blame for starting the CW?’

non fictional writing

ICT

Taking Sides during the Civil War.

RoyalistRoundheadNeutral

1. How did people decide whether to support the

2. King or Parliament?3. Did everybody want a war?4. What is a Royalist?5. What is a Parliamentarian?6. What caused people to take sides or

to stay neutral?


Buxton, pages 34 to 35


A) Class reading of Husbands, pages 25 to 27B) Class discussion:

a. How did people choose ideas?b. What evidence is there that not everybody

wanted a war?C) Group work: Activities 1 to 2.D) Class reading & discussion of Buxton, pages 40 to 41.E) Individual work: Complete the table.




Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhy did Parliament win? New Model

Army General Fighting for a Cause

1. Why did Charles lose the Civil War?2. Parliament had experienced Generals

& New Model Army.3. The King's soldiers were not paid

regularly.4. Parliament controlled the richest parts

of England.



A) Class reading of Husbands, pages 28 to 30.B) Class brainstorm: Why did Charles lose the War?C) Pair work: Activity 1.D) Report back: Class discussion on results.E) Individual work: Activity 2.F) Group Work: PowerPoint Presentation on ‘Why did

Charles I lose the CW?’

Core 1 MilitaryHistoryICT

What to do with a defeated King?

Execution Republic

1. What happened after the Battle of Naseby?

SEN: Buxton, pages 40 to 41

A) Class reading & discussion of Buxton or Husbands.B) Individual work: Activities 1 to 2 in Buxton.

Core2 & 3

CitizenshipEnglish

RJH 2003

Dictator 2. Why was Parliament divided over what to do with the King?

3. Why was Charles Executed?Husbands, pages 34 to 36

Assessment Task

C) Teacher introduction to the Assessment Task.D) Assessment: Individual work: Complete Activities.

Why was the Monarchy restored in 1660?

RestorationInterregnum

1. What happened after Charles' execution?

2. How long did Oliver Cromwell rule3. Britain?4. What affect did this have on people?5. What happened between 1658 - 60?


SEN: Buxton, pages 43 - 44


A) Teacher introduction on what happened after the King's execution.

B) Class reading & discussion of Husbands or Collins.C) Class discussion: What image did Charles II want to give at

this Restoration?D) Individual work: Activities 1 & 2E) Pair work: Activity 3.

Core1 - 4

EnglishCitizenship

Glorious Revolution. Revolution Catholic

1. What happened in 1688?2. Why did people not trust James II?3. Why were people willing to accept

him as King despite his religion?4. How did the birth of a son from his

Catholic wife change loyalties?5. How was the Constitution changed?


A) Teacher recap: Why did people hate Catholics?B) Class reading & discussion of Husbands, pp. 47 - 49.C) Individual work:D) Activities 1 to 2.E) Draw diagram of the Declaration of Rights, 1689.

Core 1 Citizenship

Was Britain a United Kingdom?

UKUnited

1. When & how did Wales 'unite' with England?

2. What affect did it have on the way Wales was governed?

3. What was the Act of Union of 1707?4. Did everyone in Scotland want to be

part of the UK? 5. What happened in 1715 & 1745?6. What did Cromwell do to Ireland and

why?


SEN: Buxton, pages 47 to 48

AssessmentTask SLAA

A) Class reading & discussion of Husbands, pp. 50 - 53.B) Class brainstorm: What evidence is there that Wales,

Scotland & Ireland were forced to join the UK?C) Individual work: Write up results.D) Individual work: Using the information on p.50 draw a

Timeline.E) Class reading & discussion of Buxton, pages 46 to 47.F) Group work: Activity 1.G) Individual work: Draw the cartoon/diagram of Scotland on

page 46.

Core3 & 6

CitizenshipEnglishEIU

Year 8 Study Unit: CSU 4 Focus: Growth of trade & industry; Consequences for the Empire & Society; Efforts by Parliament to respond to the demands Title: Britain 1750 - circa 1900. of the new social groups .

resp

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat was the Industrial Revolution?

IndustryAgricultureChanges

1. What was the Industrial Revolution?2. What was the Domestic System?3. What was the Factory System?

Worksheet:Industrial Revolution

A) Teacher presentation of courses aims & objectives.B) Class reading of Skills in History, page 70.C) Individual work: Using the information in the diagram draw

Core 1 TechnologyEIULiteracy -

RJH 2003

DomesticFactoryRevolution

4. How were they similar/different?5. What changes took place to people's

living & working conditions?6. What are the conventions for making

video notes?7. What are the conventions for writing

an essay?

Video: Industrial RevolutionFactory Age, pp. 2 to 3 Expansion, Trade & Industry, pp. 30 to 31SEN:Buxton, pp. 4 -7Video & sheet: Changes 1750 - 1850

a table which shows the following changes:a. How industry was organised.b. Skills needed by the workers.

D) How industry was powered.E) Where goods were sold.F) Class reading of worksheets & activities.G) Pair work: Task 1. Report back for class discussion.H) Individual work: Complete the table on the

differences/similarities between Agriculture and Industry.I) Teacher presentation on factory/cottage system.J) Individual work: Task 2, pages 2 to 3 of worksheet.

Non fictional writing

Changes in Industrial Production & Transport

Power TextilesInventions

1. What were the main developments in textiles?

2. What were the early forms of power?3. Why were new sources of power

needed?4. What were the new sources of power?5. How important was James Watt?6. How important are individuals in

History?

Worksheet: Power

Heinemann, Britain 1750 - 1900, pp 16 - 19

Skills in History, pages 60 to 81.

SEN: Buxton, pp. 4 - 12

A) Class brainstorm: What is power & what sources do we use today?

B) Pair discussion: What are the differences between power sources then & now. Report back.

C) Write up results & complete table on the worksheet.D) Class reading & discussion of Skills in History.E) Individual work:

a. Draw a timeline to show the main events in James Watt's life.

b. Design a poster to sell his new steam engine.F) Class reading of worksheet.G) Pair work: Draw & complete a table of the main inventors,

date of invention & importance of invention.

Core1 to 6

Economics

Business Studies

CDT

EIU

ICT

Main developments in transport and their significance?

TurnpikeRailwayCanalAqueductCuttingEmbankmentTunnelNavvyViaductLevels 5- 7

1. Why was there a need for a better transport system?

2. Who played the most significant role in the development of canals - Duke Bridgewater or Brindley?

3. How were roads, canals and railways built?

4. Who really invented the steam train?5. What impact did the new transport

system have on the economy, society, health, politics education and leisure?

6. Convention for writing an essay?7. What is the difference between a

level 5/6/ & 7 in the N/C - modelling

Worksheets:

Roads, Canals, Railways.Power PointDrama Role Play:

Golden Age of Coaching

OHPS

Power PointsHeinemann, pp 28 - 35.

A) Class brainstorm: What are the main methods of transport that we use today?

B) BBC Video: Transport Revolution - make notes C) Class reading: Worksheet Transport Revolution.D) Individual work: Sections 1 & 2.E) Class reading: Worksheet: Canal networks.F) ICT: Possibility of student Power Point Presentations on

who was the most important Bridgewater or Brindley?G) Group Work: Numeracy on canal tunnel tasks.H) Class reading: Worksheet: The Railways.I) ICT: Student Power Point Presentations on the inventions

that were necessary before steam locomotives were possible.

J) Assessment Module: Impact of the railways

Core 1 to 7

Business Studies

ICT

EIU

Numeracy

Literacy

Year 8 Study Unit: CSU 4 Focus: Growth of trade & industry; Consequences for the Empire & Society; Efforts by Parliament to respond to the demands

RJH 2003

Title: Britain 1750 - circa 1900. of the new social groups .

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhy did the population grow?

Population ExplosionCheap Labour

1. What is a population explosion?2. Why did people move to the new

industrial towns?3. What affect did this have on the

labour market & the wages of the factory workers?

4. What are the connections between industrial development & population growth?

Expansion, pp. 7 to 9.Factory Age, p. 8 & p. 36

Worksheet:PopulationHeinemann, pp 8 - 9

A) Brief teacher introduction & class reading of Expansion, pages 7 to 9.

B) Individual work:a. Draw & label the graphs B, C & d.b. Explain what is happening to the population

between 1751 & 1901.C) Individual/Pair work: Construct bar graphs based on map &

statistics on p. 36 of factory Age.D) Complete worksheet: Population.

Optional MathsGeographyEIU

How did industrialisation affect the living & working conditions of the working class?

ApprenticesPublic HealthTyphoidCholeraOvercrowding

1. What were working conditions like in the new factories?

2. What was child labour?3. What was the job of the overlooker?4. Why were people fined so heavily?5. What affect did the population

explosion have on living conditions?6. How big were the houses people lived

in?7. Where did they get their water?8. What happened to their sewage?9. How did this affect Public Health?10. What are the conventions for writing

a newspaper report & a letter to the editor?

Worksheet: Working in the new FactoriesSkills in History, pp. 110 to 111.Factory Age, pp. 27 to 35.Video: Living ConditionsWorksheet: Evidence of Samuel Coulson.Assessment Task: Living Conditions 1 SLAA.

A) Class reading & discussion of sources in the worksheet: Working in the New Factories.

B) Pair work: Task 1: Was the author in favour or nor of child labour? Why?

C) Individual work: Task 2: Activities 1 to 9.D) Class reading & discussion of Skills in History or the

resource booklet/Assessment Task on living conditions in industrial towns.

Core1 & 3

Citizenship

Health & Hygiene

Politics

Literacy

What were the Working Classes responses to the changes of the Industrial Revolution (1).

Class: Upper,Middle,Working

ChartistLudditesSwing Rioters

1. What shape did the social pyramid take during this period?

2. What affect did the industrial revolution have on the relationships between the different classes?

3. Who were the Luddites?4. Who were the Chartists?5. What were their aims?6. How successful were they?7. What are the conventions for writing

a protest letter

Worksheet: Structure of Society.Expansion, page 5.Assessment Task 2.Video: BBC ProtestShuter, p. 114 - 119.Heinemann, pp 70 - 74

A) Brainstorm: What are the working, middle & upper classes?B) Individual work: Complete the table on the worksheet.C) Class reading of Expansion, page 5.D) Individual work: Using the information in the table draw a

pyramid showing the different classes/layers.E) Assessment: Write a letter explaining what the Luddites

were doing & why?F) Class reading: Heinemann, pages 72 - 73.G) Individual work: tasks 1 to 3.H) Student Power Point Presentations on Luddities, Swing

Rioters and Chartists.I) Class reading: Heinemann, pages 74 - 75.J) Pair work: Tasks 1-3.K) Report back results for class discussion.

Core1 & 3

Citizenship

Sociology

EIU

ICT

Literacy

RJH 2003

Year 8 Study Unit: CSU 4 Focus: Growth of trade & industry; Consequences for the Empire & Society; Efforts by Parliament to respond to the demands Title: Britain 1750 - circa 1900. of the new social groups .

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat were the Working Classes responses to the Industrial Revolution (2).

Trade Unions 1. What are Trade Unions?2. How did they develop?3. What were their aims?4. How did they try to achieve them?5. How did employers react to them?6. What happened at Peterloo?7. What are the conventions for writing

a newspaper report?

Nichol, pp. 62 - 63.Peterloo - booklet: SEN: Buxton, pp. 43 - 47.Heinemann, 75 - 76

A) Class reading & discussions of Expansion, p. 88.B) Pair work: Activity 1.C) Class brainstorm: What is the role of Trade Unions today?D) Class reading of The Factory Age, p. 52.E) Assessment: Fill in the speech bubbles from the picture of

Peterloo & write a newspaper report describing what happened.

Core 1 EIUPoliticsCitizenshipLiteracy

How did Parliament respond to the affects of the Industrial Revolution?

VoteFranchiseReformParliamentMPDiscontent

1. Who was allowed to vote for MPs before 1832?

2. What was the 1832 Reform Act?3. What affect did it have?4. Who was still excluded from the

vote?5. What was the Poor Law?6. How & why was it reformed?7. Why did Parliament become

interested in Public Health?8. Why were factories reformed?

Nichol, pp. 86 to 87.

Shuter, pp. 112 to 113.

Shuter pp. 108 to 109.

Nichol, pp. 52 to 53.

Video: Factory Reform

A) Teacher led discussion of Maps B & C on pages 86 to 87 of Expansion Trade & Industry.

B) Individual work: Count the following:a. New Boroughs with 2 MPs.b. New Boroughs with 1 MPs.c. Boroughs still with under 50 voters.

C) Class brainstorm: What is Public Health?D) Selective reading of Skills in History, Sources A, B, C, D &

E.E) Individual/pair work: Research: Activities 1 to 2.F) Class reading of Factory Reform in Skills, pages 108 to 109.G) Pair work: Activity 3, p. 108.H) Class reading & discussion of sources on page 52 to 53 of

Expansion.I) Individual work: Write

Core1, 3, 4

GeographyCitizenship

Personal Health

How did Britain expand trade?

ImportExportTransportEmpireColonies

1. Why was Britain called workshop of the World.

2. Which goods were imported/ exported?

3. How did trade affect the growth of the Empire?

SEN: Buxton, pp. 20 - 36

Heinemann, pp 50 - 55

A) Class reading of appropriate chapters.B) Discussion Imports/Exports.C) Individual work: p.21 Buxton.D) Group work: Spread of Empire Nichol p. 71.

Core GeographyEIU

RJH 2003

Year 9 Study Unit: CSU 5 Focus: The growth & development of Black Peoples of the Americas. Title: Black Peoples of the Americas

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat types of employment can be seen as Slavery?

SlaveIndenturedServantWage SlaveWomen up to 1910

1. What is a slave?2. Are there different types of slaves?3. What is a wage earner?4. Which groups in our own society

work for nothing or very low wages?

"Slavery", G. Patrick pages 6 to 7.Pupils' ownexperiences SEN:What is a slave?

A) Through a class brainstorm on what is a 'slave' the class will be introduced to the unit.

B) Class reading & discussion of Chapter 2 on different forms of employment.

C) Pupils can then answer questions 1, 3c & 4.D) Write a short paragraph on 'What is a Slave?'

Core 1 Citizenship & Equal Opt

How did the discovery of the 'New World' affect the growth of Slavery?

IndiansNew WorldImmune

1. Who was Christopher Columbus?2. Why did they call South America the

'New World' & the native population 'Indians'?

3. Why did Europeans enslave Africans?

G. Patrick, pages 8 to 9. Pictorial evidence of Egyptian slaves. Bible Worksheet: "Other Theories"

A) After a teacher presentation the class can be divided into groups & report back on why ancient civilisations needed slaves?

B) Class reading pages 8 to 9.C) Pupils can then answer questions 1, 3 & 4.

Optional English & RE

Was there a Transatlantic triangular slave trade?

Plantations 1. Why did African rulers sell their captured enemies to Europeans?

2. Why did Europeans buy African slaves?

3. How were the slaves treated?4. Where were slaves sent and why?5. What are the conventions for making

video notes?

G. Patrick, pages 26 to 27. Map of the World.Cambridge, African Peoples of the Americas, pages 8 - 11

Worksheet:The Slave TradeWorksheet:W. Indian Plantations &

A) Teacher presentation on how the Slave Trade worked using the map of the world on pages 8 - 9 in the African Peoples.

B) Class reading & discussion of the historical debate on the slave trade.

C) Pupils can then draw map of slave trade & answer questions 1 & 2.

D) Class reading of African Peoples, pages 10 - 11.E) Group Work: Tasks 1 - 3.F) Report back for class discussion.G) Individual work: Write up results for tasks 1 - 3.H) BBC Video: The slave TradeI) Make video under headings brainstormed on the board.

Core1 to 5

GeographyEnglishEIULiteracy

RJH 2003

Cotton FarmsWhat were conditions like on the Middle Passage?

Middle Passage

Abolitionist

1. How were slave ships designed?2. Why did some captains exercise their

slaves?3. What instruments did the sailors to

control the slaves?4. What were tight and loose packing?5. What are the conventions for writing

a Diary, Captains Log Book or a newspaper report?

Worksheet: The Middle Passage

Worksheet & Video: "Roots": The Middle Passage

A) Class reading of worksheet: The Middle Passage.B) Individual work: Complete the activities.C) Class work: Watch video of Roots & use for basis for a

class discussion of conditions on a slaver.D) Individual work: Write a newspaper report or a diary which

describes the conditions on board a slave ship.E) Pair work: Design a poster against the slave trade.F) ICT: Type up final draft into the templates provided on the

school network or design your own.

Core1 & 4

I.C.T.CitizenshipLibraryEnglishTechnologyLiteracy


Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhy did the rise in demand for cotton lead to the increase in Slavery in the USA?

'King Cotton' IndenturedScrambleBranding IronAuction

1. What was an indentured servant and how were they treated?

2. Which inventions caused the growth of the cloth industry in Britain

3. How did these inventions affect the growth of Slavery?

4. How were slave auctions organised?

Slavery, G. Patrick, pages 30 to 31.

Worksheet: The Cotton Gin

Cambridge, African Peoples, pages 12 - 15.

A) Class reading & discussion of the effect that the cotton gin had on both the growth of the cotton industry & slavery?

B) Class reading & discussion on Source D. 'Were servants treated better than slaves?'

C) Answer questions 1 to 3. Draw picture of gin.D) Class reading of African Peoples, pages 12 to 15.E) Individual Work 1 – 2F) Extension task 3.

Optional CDTEnglishEqual OptCitizenship

How were slaves treated on the Plantations?

PlantationOverseer

1. Why were slaves worked so hard on the plantations?

2. Why did some owners treat their slaves better?

3. What were the slave owners' expectations of their female slaves?

4. What were slave hierarchies?5. How were slaves punished?

Patrick, pages 32 to 33.

Cambridge, African Peoples, pages, 16 to 19

Worksheet: Life on the PlantationsVideo: Slave PunishmentWorksheet:Slave Conditions

A) Class reading & discussions of text + sources A, G, E & F.B) Group work: Draw up a list of the ways in which source A

agrees with source G.C) Individual work: Answer questions 1, 2c & 2d.D) Watch video: Slave punishments from Roots Video: Debate:

‘Why were the slaves treated so harshly?’E) Class reading: African Peoples, pages 16 - 19.F) Individual Work: Tasks 1 - 5.G) Report back results for question 5 in class discussion at the

end of the lesson. or as a recap at the start of the next lesson.

Core1 & 5

English

RJH 2003

Black Resistance to slavery.

Resistance Prejudice

1. How did the Salves try to resist their owners?

2. What problems did they face once they reached freedom in the North?

3. What was the Underground Railway?4. What role did individuals play?5. What are the conventions for a TV

news or radio script?

Slave Conditions, Patrick, pages 34 to 35.Worksheet: Runaway SlavesVideo: RunawayVideo: Two MarysAfrican Peoples, pages 24 - 30.

A) Class reading & discussion of text & sources B, C, D, & E.B) Group discussion leading to a report back on 'why would

some slaves be afraid to be free'.C) Individual work: answer questions 1 to 4.D) Draw a poster for a runaway slave.E) Class reading, African peoples, pages 24 - 27.F) Pair work: Write a script for a radio board cast on ‘Slave

Resistance’G) ICT: Use the Cam recorder to make a TV or radio

broadcast.

Core1 & 3

EnglishCitizenshipLiteracy

What part did Black Americans play in the Civil War?

OppressedConfederateUnionist

1. How far was slavery the real issue behind the American Civil War?

2. What effect did the CW have on Black Americans?

3. How did they view the CW?4. What are the conventions for writing

a film review?

Patrick, pages 42 to 43

Video: "Glory"

African Peoples, pages 40 - 43.

A) Class reading & discussion of text & sources B & E.B) Individual work: answer questions 1e, 2 & 3.C) Assignment: 'What part did the Black Americans play in the

CW? Use sources D & E.D) Film review: Glory - use the video observation sheetE) ICT: Type up results using Microsoft word on the school

network.F) Student presentation via a talk or PowerPoint presentation

of their film review

Optional EnglishCitizenshipEqual OptICT


Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksRacism in modern America.

StereotypeRacismSegregationDiscriminationBigotryBlack CodesKKKSharecroppers

1. How has Hollywood and the film industry perpetuated stereotypes of black people?

2. What was the KKK?3. Who was Martin Luther King?4. What was the civil rights movement?5. How did they try to get equal rights?

Patrick, pages 44 to 45

Assessment Task:Racism

Worksheet:Ku Klux Klan

African Peoples, pages 48 - 51

A) Class brainstorm: 'What is Racism?'B) Class reading of text and sources.C) Group discussion of sources A & B. What do they tell us

about the relationship between black & white people put over by the film industry?

D) Individual work: Questions 1, 2, 3 & 4.E) Write a short assignment on "What is Racism?"F) Individual work: Design a poster against Racist ideas?G) Class reading, African Peoples, pages 48 to 51.H) Pair work: Tasks 1-2I) Report back results to a class presentation

Optional Equal OptEnglishMediaCitizenship

RJH 2003

RJH 2003

Year 9 Study Unit: CSU 6 Focus: Developing conflict between democracies & dictatorships in the 30's. The impact of war on soldiers & civilians, & Title: The Twentieth Century World post war reconstruction.

reconstruction.

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat was the legacy of the First World War?

World WarWarfareLossesVersailles

1. What is a World War?2. What were conditions like for

soldiers fighting in the trenches?3. What effect did the 1st World War

have on attitudes to war?4. What was the treaty of Versailles?5. What affect did it have on Germany?6. How did Germans feel towards it?

Worksheet: The War to End all Wars

Folens: Era of the Second World War, pages 4 - 5.

BBC Video: The Drift to War, Legacy of 1st WW.

Burton, The 20th C, pp 4 to 8

OHPSPowerPoint

A) Teacher presentation: Era of the Second Word War and the aims of the course.

B) Class reading of the worksheet.C) Group work: Why was the FWW called the ‘War to End

All Wars?’D) Report back for a Class discussion.E) Class reading: Era of the SWW pp. 4 to 5.F) Individual work: Activities 1 & 2, Core Activity 2.G) Class reading: Worksheet: War to End all Wars, pages 5 --

7H) Individual Work: Section 2

I) SEN: Class reading Burton, pages 6-7.J) Pair work: Task 1 : Individual work: Task 2: Report backK) Class reading: Burton, page 8.L) Group Work: Task 1 - Report back to a class discussion. M) Worksheet: The War to End All Wars, pages 9 - 10.N) Class discussion: How did people from Britain and

Germany react to the Treaty of Versailles?O) Individual Work: Tasks 1- 8

Core1 - 4

EnglishCitizenshipMilitaryHistoryICT

What was the League of Nations?

Co-operationConflictDictatorshipDemocracyCollectiveSecurity

1. Why was the League of Nations set up?

2. What were the aims of the L of N?3. What was Collective Security?4. What sort of problems faced the L &

N?5. What did they agree/disagree about?6. What are the conventions for writing

a newspaper report?

Folens. pp. 6-7

BBC Video: The Drift to War, Part 2. Co-operation & Conflict in 1930's.

Source A, pages 6 & 7, Pages 14 - 15, Era.

A) Class reading & discussion of pages 6 to 7 of the Era of the Second World War.

B) Individual work: Write a short newspaper report dated January 1920, which describes the aims of the League of Nations.

C) Pair work: Complete Activities 3 & 4.D) Class work: Watch BBC Video 'The Drift to War'.E) Individual work: Draw a table, which shows the successes

& failures of the League.F) Class reading of Folens, Era, page 12.G) Class brainstorm: What is a Democracy?

What is a Dictatorship?

Optional EnglishEIUCitizenship

Media StudiesLiteracy

The outbreak of the Second World War.

TreatyBlitzkriegCommunismAppeasement

1. What was appeasement?2. Why did Hitler invade Poland?3. Why did Britain & France declare

war on Germany?

Folens, pp. 20 to 21.Burton, pp. 22 - 23

A) Class reading & discussion of pages 20 to 21 of Era.B) Individual work: Complete ActivitiesC) Class reading: Worksheet: BlitzkriegD) Video: Battle on all Fronts & Power Point Presentation

Core1 to 6

CitizenshipEnglish

Military

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4. What was the Pact of Steel?5. Who were the Axis powers?6. What is Blitzkrieg?7. What effect did it have on the Polish

Army?8. What effect did the failure of the L of

N have?

Worksheets: e.g.. Manchura/Abyssinia

PowerPoint

Worksheet: Blitzkrieg

E) Individual Work: Tasks 1 to 10F) Group Work: Planning a Blitzkrieg attack simulation.G) Report back using OHP about how your group conquered

country B using the military resources it was given

History

ICT

Key Skills


reconstruction.

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksHow did Britain react to the outbreak of the war?

BlackoutsAdmiraltyNeutralPropaganda

1. What happened during the first few months of the war?

2. What is a 'Blackout'?3. Why was Churchill made Prime

Minister?4. How did Churchill use Propaganda to

unite the country behind him?

Folens, pp. 22 to 23.

Burton, pp 24 70 28

A) Class reading & discussion of Era, pp. 22 to 23.B) Class brainstorm: What is Propaganda?C) Pair work: What sort of image was Churchill trying to put

forward of himself in Sources D & E?D) Individual work: Activities 4a to 4c.E) Extension work: Red Box: Activities 1 to 5.F) Class reading Burton, pages 24 - 25G) Group Work: Burton, p.28 - How would each member of

the family reacted to the outbreak of the war? H) Report back for class discussion.I) Individual follow up work: Tasks 1- 2 in Burton pages 26 -

27.

Optional PsychologyEnglishCitizenship

What happened at Dunkirk?

BlitzkriegAlliesCauseConsequence

1. Why did the French build the Maginot line?

2. What is a neutral country?3. Why were the German forces so

successful?4. Was Dunkirk a triumph or a disaster

for the Allies?

Folens, pages 24 to 25.Worksheet: Dunkirk: triumph or disaster?Assessment: Dunkirk SLAAPower Point

A) Class reading & discussion of Era, pages 24 to 25.B) Pair work: Answer questions under Sources B, E & G.C) Individual work: Extensions Activities 1 & 2.D) Class reading & discussion of worksheet.E) Individual work: Activities 1 to 2.

Core 4 EnglishCitizenshipICT

What was the Battle of Britain?

RadarFrenchResistanceRAFSpitfire

A) What role did the French Resistance play during the SWW?

B) What was the reaction of the British Government after the 'evacuation' from Dunkirk?

Folens, pages 26 to 27.

Worksheet: The Battle of Britain

A) Class reading & discussion of Era, pages 26 to 27.B) Individual work: Answer the questions under the Sources A,

E & H.C) Class reading & discussion of the worksheet: he Battle of

Britain.

Optional ScienceEnglishGeographyICTNumeracy

RJH 2003

C) What was Operation Sea lion?D) What part did the RAF play during

the Battle of Britain?E) How important was Radar to the

British success?F) Where does the myth of carrots

helping to improve your eyesight come from?

Worksheet: Fighter losses - Numeracy

Power Point

OHPS

D) Individual work: Answer the question on the worksheet.E) Draw diagram showing how radar worked & box showing

statistics.F) Class discussion: Why did Hitler start attacking the cities?G) Numeracy: Extension sheet: Individual workH) ICT - Use Excel to produce pie charts and graphs comparing

the fighter and bomber losses in the Battle of Britain

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reconstruction.

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksWhat was Operation Barbarossa?

ScorchedEarthSiegeLend Lease

1. What was America's relationship with Britain in 1941?

2. Why did Hitler turn his main attack away from Britain to Russia?

3. How successful was Operation Barbarossa?

4. What effect did it have on both the Russian & the German armies?

Brown, pages 34 to 37.

Worksheet: Leningrad

Video: BBC - Battle on all Fronts

A) Class reading & discussion of Brown, pages 34 to 35.B) Individual work:

a. What was Operation Barbarossa?b. Look at Sources C & D. Why do you think

Hitler wanted to invade Russia?C) Draw the map on page 34.D) Class reading & discussion of Brown, pages 36 to 37.E) Class brainstorm: How could the weather affect the fighting

ability of an army?F) Individual work: Core Activities 1 & 2.G) Individual work: The Siege of Leningrad, 1941-44.

Core EnglishMilitaryHistory

End of the War in Europe. OverlordInvasionD-dayV.E.

1. What was Operation Overlord?2. Why did Stalin want the Allies to

open up a second front in Europe?3. How & why did the Allies try to keep

the details of D-day a secret? 4. What equipment did the soldiers

taken with them? 5. What happened after D-day?6. What & when was V.E. Day?7. How did people react to the victory?8. Why did the Germans lose the SWW?


Worksheet 1: What a soldier took with him on D-day?

Worksheet 2: Keeping D-day a secret.


A) Class reading & discussion of Brown, pages 52 to 53.B) Pair work: Activity 1, page 55.C) Pair reading: Worksheet 1.D) Individual work:

a. Draw & label the diagram of the soldier.b. Complete activities 1 to 5.

E) Class reading & discussion of Worksheet 2.F) Individual work: How did the Allies try to make sure that

D-day was kept a secret?G) Class reading & discussion of Brown, pages 54 to 55.H) Individual work: Core Activities 5 & 6.I) Class reading of Brown, pages 56 to 57.J) Individual work: Core Activity 1.K) Group work: Extension Activity 1.

Core1, 3, 4

English

Military History

The War in Asia. Nuclear WarAtomic BombRadiationSickness

1. Why did Japan attack America?2. How did America provoke Japan?3. What happened during the war in the

Pacific?4. Why did the USA drop the atomic

bomb?5. What effect did the atom bomb have?

BBC Video: Battle on all fronts

BBC Video: Making the

A) Class watching of the Video.B) Class discussion of the effects of the atomic bomb of future

warfare.C) Class reading of worksheet: Was the dropping of the atomic

bomb justified?D) Pair work: Activity: Why was the A bomb dropped?

Core1 - 4

CitizenshipPoliticsEnglish

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Peace

Worksheet: Was the dropping of the 'A' bomb justified?


reconstruction.

Key Issues Concepts Content Resources Teaching & Learning Experiences Status LinksEffect of the war on civilians in Britain.

BlightyLondon BlitzEvacuationRationingHome FrontRefugeesLand Army

1. What was the Home Front?2. What affect did the London Blitz

have on peoples' lives and attitudes?3. What was Rationing & what affect

did it have on the health of the population?

4. What was the Women's Land Army?5. What are the conventions for writing

a diary?6. How to access the diary template

from the school network.7. How to use the Internet to do a search

for resources on the SWW.8. What are the conventions for writing

& organising a project on the Home Front?

Brown, pages 28 to 31.Worksheets:1. The Blitz2. Bombing3. Evacuees4. Rationing5. RefugeesVideo: BBC: Affect on CiviliansAssessment: Women's Land Army SLAA

Burton, pp 29 -33

Folens: The Home Front

A) Class reading & discussion of Brown, pages 28 to 29.B) Pair work: Answer the questions under the sources.C) Report back results for class discussion on role of women

during the Era of the SWW.D) Class reading & discussion of worksheets.E) Individual work: Complete the activities.F) Assessment: Using the sources from the union the Home

Front, write a diary for a young 13 year old girl living on the East End of London.

G) Assessment: Design a poster to make people save food, materials & paper.

H) Class reading: Burton, pages 29 - 31I) Individual work: Tasks 1-3J) Group Work: Task 4K) Report back for class discussionL) Class reading of Burton, pages 32 - 33 - Rationing +

WomenM) Individual Work: Talking Points & Work file.N) Individual Work: Produce a Home Front Project Booklet

using Folens, The Internet in the Study Centre & the SWWO) CD ROM - can also be done as a group work exercise

Core 1 - 5

Citizenship

Equal Opts.

E.I.U.EnglishGeographyI.C.T.Literacy

Persecution of minorities. Anti-Semitism 'Scapegoats'GhettosFinal SolutionConcentrationCamps

1. What is Anti-Semitism?2. What did Hitler claim was the main

differences between Aryan & Jewish races?

3. Why did Hitler hate the Jews?4. How did he gradually persecute

BBC Video: Living under Axis Rule.

Worksheet: The Holocaust

A) Teacher introduction on the Holocaust.B) Class work: Watch the Video & discuss issues raised.C) Class reading & discussion of worksheet: Holocaust.D) Individual work: Activities 1, 2, 4 & 5.E) Class reading & discussion of Brown, 48 to 51.F) Pair work: Add up the figures on the map on page 48.

Core 1- 6 Citizenship

Politics

English

RJH 2003

HolocaustHuman Rights

them?5. What was the Final Solution?6. What happened at the Death Camps?

Brown, pp. 48 to 51.

Burton, 39 to 42

G) Individual work: Using the sources, what do they tell us about how the SS felt towards the Jews.

H) Class discussion: Why is it important to stop something like this happening again?

I) SEN: Class reading of Burton, pages 39 -41.J) Individual Work: Tasks 1-9K) Group Work: Complete flow chart on page 42 of Burton to

show how a death camp was organised

Human Rights

Post War Reconstruction United Nations Human Rights

1. The Role of the individual in events.2. What happened to national

boundaries after 1945?3. What was the total number of dead?4. Why was the United Nations set up?5. How was it different to the League?6. What are Human Rights?

BBC Video: Making the Peace.Brown, p. 62-63Worksheet:United Nations OrganisationBurton, pp. 43 - 44

A) Class work: Watch video & discuss issues.B) Class reading & discussion of Brown, pages 62 to 63.C) Class discussion on the graph showing war deaths.D) Pair work: Activity 2.E) Class reading & discussion of worksheet.F) Individual work: Design a poster showing main ideas of the

United Nations & Activities 2 & 3.G) SEN: Class reading: Burton pages 43 -44.H) Individual Work: Tasks 1-2

Optional CitizenshipEnglish

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