This page is for sharing with you some really hard work in History that has led to success.

Year 7 IY – they really impressed with their presentations about York Minster.  Their style and content were super.  You had to be there to hear the depth of knowledge about Medieval, Military and Modern Minster.  Here’s a wee taster of the intro to the Modern Minster presentation.  A really informative talk was preceded by this fun movie which hooked us in – well done! Modern Minster fun start to presentation

Y8 – Here’s a super example of an essay from Y8 about why people have used Cromwell’s story to create their own stories: history essay cromwell

BookCreator projects produced as a result of visiting the Magna Carta exhibition at the British Library:  Why all the fuss about Magna Carta-1    How have people used Magna Carta

WW2 – A well researched piece by Year 9s for the their presentation on the significance of North Africa and the invasion of Italy in WW2:   WW2 Allied attack Script       Invasion of N Africa Sicily and Italy History powerpoint

Why was Cromwell so controversial?  An interesting Year 8 essay, giving this tricky question a thorough response.  Well done to all of Y8!

Why did a murder lead to war in 1914?   Today I have been enjoying marking Year 9’s essays on this topic.  Here are a few outstanding ones:  Amy’s essay      Pietra’s essay      Daisy essay on WW1

How did World War 1 transform lives?
This is a huge question and Year 9 have been wrestling with it for several lessons. Finally, small project groups have taken a character and researched their wartime experience. Their brief was to present what one person’s life experience can reveal about the vast conflict that was the 1914-18 War. We are hugely proud of what they have achieved in terms of depth of research, consideration of how one life can reveal broader themes, their organisation, teamwork and presentation skills. It was a huge privilege to hear the presentations live. Readers of the blog will have to make do with scripts and PPTs – but they are very much worth having a look at. You will learn something – guaranteed! Well done, Year 9!
How did WW1 transform lives – Thomas Bickerton
We will follow the story of Thomas Bickerton and other World War 1 soldiers
How did WW1 transform lives – Noel Chavasse
How did WW1 transform lives – Mark Hayler
Mark Hayler
How far did WW1 transform lives – Vera Brittain
Vera Brittian powerpoint

WW1 history group…
Finished the summer term with a bang – what a week! The narratives of the women who died in WW1 and are memorialised in York Minster have been published online and printed for display. York Minster are happy to have received the copies. The project has also featured on the Leeds University ‘Legacies of War’ website In addition, the display materials were used as part of Thirsk’s commemoration of the start of the war at the beginning of August. We hope the display will be featured at York Castle Museum next year.
Meanwhile, the presentation as part of the panel to the 83rd Anglo-American conference in July 2014 was very well received. The girls were much complimented on their hard work and excellent presentation, including by the former director of the Institute of Historical Research.

Fritz Haber: how can a single life story help us to answer big questions?
Year 9 worked with the life of Fritz Haber this week. (Hopefully they impressed the Chemistry department by rolling up to ask them about the Haber-Bosch process.) In History lessons we studied his life to see what it could reveal to us about our research questions:
What sacrifices did Haber make to become successful?
What practical problems did Haber seek to solve in his work?
What was it like to live in Germany 100 years ago?
How has Haber’s reputation changed over time?
Researching the answers to these questions in Haber’s complex life has complemented our work on European thinking and Weimar, on World War One and on the Holocaust. We discovered that his life is very revealing. It enabled us to put together some ideas about some really big questions:
What were some of the scientific concerns of the early 20th century?
What was European society and culture like in the early 20th century?
What does it mean to be a great scientist?
Why was the 20th century not ‘the German century’?
Here is the collective powerpoint that they put together. Fritz Haber 2014
Each group worked on and presented a page, enabling us to have a class discussion about the big questions. Watch this space for some written thoughts!
Well done Year 9 – really good thinking!

Daisy in Year 8 has written a super story about slavery
Daisy history story

Year 9 have been presenting their views about what were the most significant events contributing to the outcome of World War Two
They started with an overview of the whole conflict – with a little help from the Horrible Histories team. Then they worked on putting together a list of criteria in order to decide the significance of an event. They have made so much progress with this since Year 7 when they used criteria given by teachers. Coming up with the list really was a team effort, we all had a really good hard think about what we were looking for in relation to the significance of an event to an outcome. Impressive stuff! Working in pairs, they have then spent time researching a specific event. Their presentations have shown outstanding commitment to completing the task. They have produced thoughtful work, which explained the place and narrative to the others, and then applied the criteria they had agreed, in order to explain how significant they felt that their event was to the outcome of World War Two.
Here is the first example by Jessica and Sabrina. Both of them are working in one of their additional languages – even more impressive! They have also set the dropping of the atomic bombs in a wider context. More presentations to follow. Well done, Year 9! We are very proud of you!
The atomic bombing of Hiroshima NagasakiThe dropping of the atomic bomb
This script was researched carefully by Madeline and covers the vast topic of the contribution of the invasion of the USSR: Fighting on the eastern front script
Meanwhile, Katy and Elizabeth researched the tricky topic of aerial bombing. They concluded that, with the exception of the bombing of Pearl Harbour and the dropping of the atomic bombs, the significance of other aerial bombing to the outcome of the war is questionable – sophisticated thinking!
Aerial bombings
Celia and Scarlett took a very effective and creative CBeebies approach to present about fighting in North Africa:
Why the campaign of Africa was the most significant event of WW2 (1)
North Africa

Year 9 learn about the diversity of experiences of Europeans in World War Two
Armed with a series of maps of the years 1939-45 and a timeline, 9X were introduced to their characters. Each girl became a person modelled on someone who lived through World War Two in Europe. Having been introduced to their lives in 1939, they traced their character, episode by episode, through the turbulent war years. Through ‘getting under the skin’ of another person, the girls were able to understand just how diverse experiences of the war years really were. They podcasted thier person’s story, and in the summary discussions decided that how one experienced World War Two was affected by:
* your religion and culture
* your country being invaded, or not
* your country being east or west of Germany
* What you were told and believed
* your age and occupation
* your gender
* luck

This YouTube link takes you to the film made as one part of our Grünheide York project weekend about remembrance and commemoration. Having worked in our home groups all term we got together and had a lot of fun as well as working hard. Developing our theme of remembrance and commemoration in our two countries, we learnt more about topics as diverse as Bonfire Night, the opening of the Berlin Wall and the Northern Ireland conflict. Our ideas about how the centenary years 1914-1918 should be marked were widely publicised. You can find more information on our Facebook page at:

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