KEY STAGE 3 LEVEL

KS3 IDEAS AND RESOURCES

How relevant is the Ancient World to me? 

How relevant is the ancient world to me resources

Were the Dark Ages really so dark?

Dark Ages lessons

How much did England change for the English after 1066?

PPT people and places on map  Sheets on which to collate findings  What can Domesday reveal places  What can Domesday reveal re Conquest

How revealing of Norman skill is the Domesday Survey  Eight wapentakes  Ten landholders  The first part of the story of the Domesday Survey

What is the big story of the transatlantic slave trade?

Thanks Hugh Richards for this! Slavery Macro and Change analysis (1)

Cultural history for young minds

Tricky stuff cultural history!  Here is an activity plan and resources for materials we have successfully used with Y9 for the last 3 years.  Weimar activity plan for blog  Weimar Classicism tree diagram   Resources for Weimar Classicism lessons

Why is there more peace than war in Europe today?

Richard Kennett and I did some training for Polish teachers in Amsterdam.  Here are the resources for two lessons on the key question above.  We think they will enable students to do some big thinking about the whole century and to think historically about a much discussed topic in Europe today.  HowandwhywasEuropedifferentin1900than2000lessonplans  Powerpoint for peace in Europe lessons  Lesson 1 Picture Starter   Lesson 1 source pack    Lesson 1 factor headings for cards   Lesson 1 worksheet  Lesson 2 interpretations

Ending Year 9 – what would be in your KS3 curriclum and why?

We did some work on how the memorials that are erected say quite a lot about the values of the people putting them up and it was nearly the end of the year.  How to draw KS3 together?  We decided to see what we could infer about a society’s values from their national history curriculum.  Groups were armed with one of the following: National Curriculum History in England 2008, or the Feb 2014 draft, or 2014, AND ALSO: the National Curriculum of Luxembourg, or two German states, or Greece.  All these are easily available on line via:  https://www.nfer.ac.uk/shadomx/apps/fms/fmsdownload.cfm?file_uuid=9788BD95-C29E-AD4D-0F52-03EC523CD31B&siteName=nfer .  Groups were asked to investigate the material to come up with views about the following questions: – what is the balance of historical knowledge vs developing the skills of the historian? – what is the balance of types of history? religious, political, social etc. – what is the balance of scale of history? local, national, regional etc. – what’s not there?  From the discussion that followed we turned to what does this suggest about a country’s values. They then went on to write about their thoughts.  The following lesson they wrote their own KS3 curriculum for history and justified their choices.

A resource for teaching church and state in medieval England – “Power, priests and princes”
http://www.english-heritage.org.uk/publications/teacher-resource-pack-power-priests-and-princes-cliffords-tower-and-york-minster/teachers-pack-york-minster-cliffords-tower.pdf

Why were the Quakers often forgotten in the history of the abolition of the slave trade?
This lesson aims to enable students to learn how popular and academic interpretations can vary, how they are formed and how they can change. We start with a reading from ‘Our Island Story’ 1905 HE Marshall and then students read a summary: ‘the view my grandmother might have learnt’. Working with information cards put up around the room, the students work in pairs to collect information about why Wilberforce’s role was so prominent in the popular interpretation. They then write a letter to their grandmother explaining WHY the interpretation she learnt at school about the abolition of the slave trade was incomplete. The resource cards, worksheet and letter starter are attached here:
Y8 interpretations of abolition
Abolition lesson 2

Year 9 learning about World War Two

We have long tussled with WW2 and Y9. We find it relatively straightforward to teach parts of it and to give a sense of the ebb and flow of Allied/Axis success. However, any sense of its overall impact on people had evaded us until we tried using stories. Focusing on diversity, we wrote up stories, based loosely on real people, for lots of different European characters of different ages, genders and nationalities. For example, a French Jewish woman, a German housewife, a British working woman, a Russian young man of military age etc. We introduced the students to their characters and also gave them maps of Europe 1939-45 and a timeline. At first we asked them to do a short description of their character’s hopes and fears in early 1939. Then we revealed each character bit by bit. The students had to summarise their character’s responses to the events around them. Each character had about 6 episodes to their story and we were delighted with the tension that mounted as students waited eagerly to hear the next installment in their character’s life. Once the entire stories were revealed, we asked students to look at their notes and turn them into a form that could be spoken. Mostly this involved topping and tailing, changing from 1st to 3rd person, as it felt appropriate, and filling in parts of the story to make it clear. When they were ready, students spoke their character’s experiences and we made podcasts (see the celebration section of this blog and YouTube!). To complete this piece of work we drew out what factors made the experience of war for Europeans so diverse. The students enjoyed this and we feel that they gained a deeper understanding of the diverse nature of the impact of the war, which nicely sets up work for the rest of the year.  Here are the characters we used: WORLD WAR TWO IN EUROPE CHARACTERS

Resources from HA conference session: “Opening eyes showing the horizon”
What do we remember
Images relating to British identity
What can we learn from Psychology for activity 2
Forgotten histories

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