This document outlines two homework assignments for a history class studying life in Stuart London during the plague of 1665. It provides background information on previous plague outbreaks in London in 1603, 1609, 1625 and 1636. For the first task, students are asked to create a survival guide for London in 1665, explaining how to avoid catching the plague by detailing its symptoms, common treatments used at the time, information about plague doctors, and measures taken to prevent its spread in homes. The second task is not described. Feedback criteria are also provided to evaluate students' work, focusing on research, explanation, detail, spelling and grammar, presentation, and effort.
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
Astronomy Education Research (AER) exists as a scholarly discipline at the intersection of astronomy teaching and the learning sciences. Traditionally, much of AER has focused on cataloging the range and domain of common astronomy misconceptions, misunderstandings, and incorrect beliefs. Today, more than just improving the teaching of astronomy, the driving motivation of AER researchers are to uncover and understand the underlying mental mechanisms that students use when engaging with astronomy. AER researchers are beginning to focus on how learning interacts with students’ evolving spatial reasoning skills, incoming prior-knowledge, and identify of themselves as being able to do science successfully.
Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Global Hands-On Universe Conference 2015. 4-5 August 2015, Honolulu, Hawaii, USA.
Abstract:
Astronomy Education Research (AER) exists as a scholarly discipline at the intersection of astronomy teaching and the learning sciences. Traditionally, much of AER has focused on cataloging the range and domain of common astronomy misconceptions, misunderstandings, and incorrect beliefs. Today, more than just improving the teaching of astronomy, the driving motivation of AER researchers are to uncover and understand the underlying mental mechanisms that students use when engaging with astronomy. AER researchers are beginning to focus on how learning interacts with students’ evolving spatial reasoning skills, incoming prior-knowledge, and identify of themselves as being able to do science successfully.
Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
1. Name:………………………………………………………….
Teacher:……………………………………………………….
Date Task 1 Issued:……Date to be completed by…….
Date Task 2 Issued:……Date to be completed by…….
Level 5 and 6
Key Stage 3-Year 8
History Homework Booklet
Term 5: What was life like in Stuart London?
The Plague
Your Task: In 1603 a plague had killed 40,000; in 1609, 12,00, in
1625, 35,000 and in 1636, 10,000. In 1665 it would kill even more! The
plague claimed over 100,000 victims. People did not know what
caused the plague and they came up with lots of different theories
about why the plague started. As they did not know what started it
they also did not know how to treat it. As result lots of different
remedies were created by people to try and stop the plague. In
lessons we have looked at the effect that the plague had on London
in 1665. Your task is to now look at life during the plague of 1665 in
more detail and create a survival guide for a person at this time.
You need to explain how they can avoid catching the plague in
England in 1665. You must include:
• Symptoms of the plague
• Remedies (treatments) for the plague
• Information about the plague doctor
• What happened to people’s houses to stop
the plague spreading
4. Key Stage 3- Year 8 History Homework
Term 5- What was life like in Stuart London? The Plague
These grades are
recorded in GO.
Current Grade:
Poor/ Good/ Satisfactory/ Excellent
What you did well:
You have made excellent judgements
using research and have explained it
well.
You have made excellent judgements
using research
You have picked out good information
to talk about.
You have picked out some
information from research.
Your spelling, punctuation, and
grammar in this work is excellent.
Your work is very well presented.
Your work shows excellent effort.
Your work shows some good effort.
Targets to improve further:
You need to give more detail when
explaining what you have found out
from research.
Make sure all of your research is in
your own words.
You need to give evidence from the
research to support your points.
You need to cover more points.
You need to explain the judgements
that you make from research.
You need to read information more
carefully.
Take more care with your spelling,
punctuation and grammar.
Take more care with the presentation
of your work.
Your work shows it would benefit
from more effort.
Student Response
Note here anything you are not sure about:
What are your personal targets:
Miss Limm