Image of person with arm in sling – Jamie will explain relevance at the end
Less content? Maybe – but it’s up to us! Our greatest challenges / opportunities are related to “Range and content”. New? The concepts and processes of history have been clearly defined and used with success in classrooms for at least 17 years. Keep them at the centre of planning.
What can paintings tell us about eighteenth-century India?
Why can’t people agree about the Indian Rebellion, 1857-8?
Why should we remember Mohandas Gandhi?
Impact of War
What stories lie behind our town’s war memorial?
How did the Second World War change people’s lives?
Why is it so important to remember the Holocaust?
Why are people still fighting over Jerusalem?
What are the ingredients of British society?
Why did people move to Australia?
How did Britain treat Irish migrants?
How can we research the stories of Commonwealth migrants?
The British Empire
How did England build its first colonies?
How should we remember Britain’s slave trade?
What happened when the Europeans scrambled for Africa?
How was the British Empire portrayed?
Challenges to Power
Why did Owain Glyn Dwr’s rebellion fail?
What makes a good fictional story about the English Civil War?
What was the impact of the French Revolution?
Why did it take British women so long to get the vote?
Hearts and Minds
Why did the medieval Church matter so much?
What can paintings tell us about changing beliefs 1450 to 1750?
What can our local buildings tell us about Victorian attitudes?
What can music tell us about changing attitudes in the twentieth century?
Islam and the Wider World
Why did Islam spread so quickly?
How different were London and Cordoba in the fifteenth century?
How did Muslims and Christians see each other at the time of the Crusades?
What made the Ottoman Empire so powerful?
How did William gain control of England?
Who was the most powerful medieval monarch?
How did Elizabeth l deal with problems of power?
Who was the greatest Prime Minister of the twentieth century?
What can medieval deaths tell us about medieval lives?
How can we find out about daily life around 1700?
How did the Industrial Revolution change people’s lives 1750 to 1900?
Which invention did most to shape people’s lives in the twentieth century?
Y 7 Summer: Civilisations and empires Spring: Power, conflict and co-operation Autumn: Changing lives and attitudes
Resistance! What would make a good historical film about Owain Glyn Dwr? Hereward the Wake? Bonnie Prince Charlie?
Images of eg Braveheart, Michael Collins film posters
Also images of Hereward the Wake, Bonnie Prince Charlie and Owain Glyn Dwr
Suggest use Braveheart and Michael Collins films as models for how directors like historical contexts, stories, heroes … get pupils to write a “bid” to make film about each of the other three figures. One way of tackling aspects of English, Irish, Welsh, Scottish relationships in a “sweep”
Fill Key Stage 3 with real-life, historical stories that shape and shake identity – Personal, Local, British and International.
‘ Those of us who have been true readers all our life seldom realise the enormous extension of our being that we owe to authors ... My own eyes are not enough for me. I will see through those of others. In reading great literature I become a thousand men and yet remain myself … I see with a thousand eyes, but it is still I who see … I transcend myself: and am never more myself than when I do’
History fires pupils’ curiosity and imagination, moving and inspiring them by the dilemmas, choices and beliefs of people in the past. It helps pupils to develop their own identity through an understanding of history at personal, local, national and international levels.
( From the Importance statement in the revised Key Stage 3 Programme of Study )
Some examples from the Vertical Plan showing how to use personal and local history while developing a sense of identity and diversity …
“ He’s just my Grandad” How did the Second World War change people’s lives?
Image of a student’s grandfather who fought in the Polish resistance – the student never knew this until she did research for this task as a history homework!
“ A song in our hearts” What can music tell us about changing attitudes in the twentieth century?
Image representing music in second half of 20 th century eg early rock festival
Real Remembrance – What stories lie behind the Chard War Memorial? Images and account of how one school involved pupils in researching names on local war memorial – and ended by pupils taking governors to places in the town and telling them the stories of soldiers who died in Flanders
Beware loose talk of “Concepts” and “Skills” – not all subject disciplines are as carefully defined as history in the new orders
Look for substantial links with other subjects by reading the National Curriculum eg …
Geography (Sense of place cf Interpretations)
Probably better to use days or short blocks rather than full integration for a year
Keep the rigour, keep the specialists!
Some questions … Which aspects of the new orders does each of these questions address?
Why did Jamie’s great grandfather change his surname? Personal history (Name was “Alfred Hayman Hartwig von der Lahr, born in Manchester. Became “Russell” in 1914 for obvious reasons)
Hawkins, Drake or Raleigh – who did most to change our world? (Linking Devon’s local to European and world history)
Why does no one bother about the Battle of Brunanburh? (This battle in 937 saw Athelstan emerge as the first commonly accepted king of England – but no one is sure where it was fought and it is from pre-1066 so until now it has not been “significant” at KS3!)
Anecdote of Jamie breaking his collar bone, spending weeks in a sling looking forward to the freedom to move at will again. When the sling was removed it was agony to move the arm around as it had become so locked in place
The “Sling” has gone, we are free to shape our history courses in exciting ways – but it may be painful at first.