Key Stage 3 Year 7

History Scheme of Work

Year 7 Unit of Study 1 - What makes a good Historian? 6 weeks

Week Learning Objectives/Outcomes

Teaching activities Key Concepts PLTS

Key words

Written product including assessment

Resources

1

What is History?

Objectives

- Understand What History is and why it is relevant

All: give a definition of History Understand expectations of communication and organization skills.

Most: recognise and value previous learning

STARTER LABEL BOOKS CONSIDER QUESTIONS MAIN ASK THE QUESTION - WHAT

IS HISTORY? WHAT HAVE YOU STUDIED

BEFORE? (PAIRS) WHICH IS THE MOST

SIGNIFICANT

EVENT/PERSON? PLENARY Who is the most

1.1 CHRONOLOGICAL

UNDERSTANDING A. DATES/TERMS B. SENSE OF PERIOD c. Building Chronological Framework KEYWORDS History Chronology Importance Significance

Written paragraph on most important event/person in history Can peer assess using Literacy code

RESOURCES • L1.PPTX Pictures of historical figures and events

in history.

Most Able: able to make links between different previous experiences.

important person in History?

2

How do we measure time?

Objectives - Investigate words that are used to describe the past - Understand divisions of time and chronology All: Define the term chronological order Most: Place events in the correct chronological order Most able: Place events in the correct chronological order and say that dates in Manx.

STARTER The Body in the a Room – decide what has happened MAIN Write a definition for the word chronological order Put events in correct order BC and AD head and tails PLENARY How do you work out the century? Time line

1.1a Understand and use appropriate dates and conventions 1.1c Build Chronological Framework Keywords Chronology BC AD Century Decade

Completed timelines RESOURCES - Chronology – lesson 2.ppt - Timeline Help.docx

3

Objectives

STARTER How long is a month?

Keywords

Timeline of their life linked to world events

RESOURCES - 3_Chronology – lesson

How do we measure time?

- Divisions of time - Chronology and timelines. All: Define the term chronological order Most: Place events in the correct chronological order Most able: Place events in the correct chronological order and say that dates in Manx.

How long is a year? Decade? Revise BC / AD MAIN Recap finding the century Drawing a Timeline Timeline worksheet What is a millennium? PLENARY Teacher timeline

Chronology AD BC Eras

3.pptx - WS02_-_Timeline.doc

4

How do we find out about History?

Objectives - To know what evidence is and how to clarify it as an historian All: Identify the difference between a primary and secondary source Most: Differentiate between different types of source and

STARTER What can the evidence tell you about a person? MAIN Teacher led – Types of evidence – give examples from local area Draw an example of written / physical / spoken source Give examples of

2.2 Evidence Identify a range of different types of source Keywords History evidence Primary Secondary

How useful are sources – extended writing

RESOURCES - Range of sources - L4 Evidence.pptx

give a number of examples of both primary and secondary Most able: Begin to question historical evidence

primary and secondary PLENARY Recap

5

What is a history category?

Objectives - Know different types of historical categories All: Identify different categories. Begin to put events into the correct category. Most: Describe different historical categories. Place most events into the correct category. Few: Explain different historical categories. Place all events into the correct category.

STARTER Think of an item - game MAIN Write out 4 main historical categories What category is it? Put events into order Comprehension questions about the dates PLENARY QUESTIONS IN EXERCISE

BOOK WHAT CAN YOU

REMEMBER?

1.2 Historical diversity 2.1c Chronology Using chronological framework to place events into historical context Keywords Political Economic Social Technology

RESOURCES • L5 Historical Categories.ppt

6

Base line test

Objectives -To test pupils understanding of key

STARTER EXPLAIN TEST CONDITIONS

Keywords Chronology

RESOURCES - Baseline Test

concepts in History All: Will attempt Most: Will complete the test Most able: Will complete the test to a high standard

MAIN COMPLETE TEST IN

EXAMINATION CONDITIONS PLENARY Ask pupils how well they did Some parts of test can be peer marked

Evidence Bias Opinion

Year 7 Unit of Study 2 - What changed the world the most? Significance 6 Weeks course Assessment to be completed by end of December

Week Learning Objectives/Outcomes

Teaching activities Key Concepts PLTS

Key words

Written product including assessment

Resources

1

Objectives

- To understand the concept of significance

- To develop and evaluate a criteria for Significant

- To know some of the significant events in History

STARTER HOW MANY WORDS CAN YOU

MAKE USING THE WORD

SIGNIFICANCE MAKE SURE IT IS PUT INTO

SPELLING BOOKS MAIN BODY DESCRIBE SOMETHING THAT IS

SIGNIFICANT TO YOU TO THE

PERSON SITTING NEXT TO YOU WALK AROUND THE ROOM AND

READ THE VARIOUS QUOTES –

WRITE OWN DEFINITION OF

SIGNIFICANCE DEVELOP A CRITERIA TO MEASURE PUT EVENTS INTO ORDER OF

SIGNIFICANCE PLENARY Post it task

1.5 Significance Keywords Significance

Definition Put events into order of importance

RESOURCES - POWER POINT

2

Why does ‘writing’ make such a difference?

Objectives - To consider how significant writing was to human history All: Identify some forms of ancient writing and suggest reasons how it was used in the ancient world. Most: Identify different forms of ancient writing and place in chronological order. Begin to explain how writing affected the balance of power in society. Most able: Explain the importance of literacy in the social hierarchy of ancient societies.

STARTER PROBLEM SOLVING EXERCISE-HOW DO YOU COMMUNICATE

MESSAGES OVER LONG

DISTANCES WITH NO WRITING. MAIN RECOGNISE DIFFERENT FORMS

OF WRITING. WHO WROTE THIS AND WHY-SAMPLE OF WRITING. WHY DID MAN BEGIN TO WRITE WRITING NAME IN ANCIENT

LANGUAGE PLENARY HOW WOULD WRITING HELP

YOU RUN YOUR CITY SOURCE EVALUATION-EXPLAIN

HOW WRITING WAS USED IN

PROPAGANDA.

1.5 Significance 1.1 Chronology Keywords Literacy Propaganda Representation Hieroglyphs Inscription Scribe

Coded message RESOURCES - PPT - EXAMPLES OF WRITING - IPAD

3

What was the impact of the Black Death?

Objectives - Know what the Black Death was - Describe and begin to explain its impact - Begin to understand

STARTER WHAT WOULD

ARCHAEOLOGISTS BE ABLE TO

LEARN FROM THE SKELETON MAIN

1.5 Significance 1.3 Consequence Keywords Disease Black Death Revolt

RESOURCES CARD SORT – DIFFERENT

LEVELS POWER POINT SYMPTOM WORKSHEET SOURCE WORK SHEET

how significant it was as an event in History All: Will identify 3 effects of the Black Death Most: Will be able to explain the impact each effect had on the people. Most able: Will be able to come to a person and support conclusion on the most significant impact.

WHAT DO YOU KNOW ABOUT

THE BLACK DEATH FILL IN SYMPTOM WORKSHEET CART SORT ON DIFFERENT

IMPACTS OF BD HOW DID IT IMPACT DIFFERENT PEOPLE? PLENARY WHY WAS IT SO SIGNIFICANT IN

HUMAN HISTORY?

4

How did the Discovery of America change the

world?

Objectives - Know why people want to explore the world - Learn about how Christopher Columbus made his discovery of America and how this impacted the world All: List a reason why people choose to explore the world.

STARTER COMPARE MAP OF WORLD TO

MAP IN 1489 MAIN WRITE IN THEIR BOOKS WHERE

THEY ARE ON THE PROGRESS

LADDER EXPLAIN HOW DIFFICULT

JOURNEY WAS AND WHY

WOULD PEOPLE TRAVEL TO THE

EAST – SHOW PICTURES DESIGN A NEW ROUTE AND

1.5 Significance 1.3 Consequence Keywords Trade Discovery Renaissance

Facebook page RESOURCES POWER POINT FACE BOOK PROFILE TEXT BOOK –

RENAISSANCE, REVOLUTION AND

REFORMATION PAGE 38-39

Describe some of the journey of Christopher Columbus Most: Explain some of the reasons why people choose to explore the world. Explain the journey of Christopher Columbus Give two examples of why it was a significant event. Most able: Explain and link the reasons why people choose to explore the world. Explain in detail the journey of Christopher Columbus. Explain the significance of the discovery of America

PRESENT WATCH YOU TUBE CLIP AND

TEXT BOOK – COMPLETE FB

PROFILE FOR CHRISTOPHER

COLUMBUS PLENARY HOW DOES THIS DISCOVERY

COMPARE TO OTHER

DISCOVERIES IN THE SAME ERA WHERE ARE THEY ON

PROGRESS LADDER? HOW

MANY LEVELS HAVE THEY

IMPROVED BY?

5

Why was Edward Jenner so important?

Objectives - Know who Edward Jenner is - Describe how he made his discovery - Begin to impact how it

STARTER WHAT IS HAPPENED IN THE

SOURCE MAIN YOUTUBE CLIPS ON EDWARD

1.5 Significance 1.3 Consequence Keywords Vaccination Smallpox

Blog RESOURCES POWER POINT CARTOON

was significant All: Know who Edward Jenner and what he discovered Most: Describe how Jenner made his discovery and begin to describe why it was important Most able: Explain how Jenner made his discovery and begin to explain how it was significant and compare to other medical discoveries

JENNER MAKE NOTES IN BACK OF BOOK COMPLETE A BLOG ON HOW

JENNER MADE HIS DISCOVERY LABEL THE CARTOON WHY WAS IT LIMITED PLENARY WAS IT THE MOST SIGNIFICANT

DISCOVERY IN MEDICINE?

6

What is the most significant event in

History?

Objectives - To develop a criteria to measure significance - To use evidence to support an argument - To reach a support conclusion All: Describe a significant event in History

STARTER WHICH SIGNIFICANT EVENTS

HAVE WE BEEN STUDYING? MAIN DISCUSS CATEGORIES OF

SIGNIFICANCE HOW DO WE JUDGE

SIGNIFICANCE GO THROUGH EXAMPLES DISCUSS IN PAIRS/GROUPS

1.5 Significance Communication Keywords Impact Significant Importance Invention Technology

Newspaper Article Core Assessment

RESOURCES POWER POINT I PADS

Most: Explain a significant event in History and link it the other events. Give reasons for their choice. Begin to use evidence to support their point of view. Most able: Develop criteria for significance and show how historical events are open to interpretation.

EXPLAIN TASK PLENARY WHAT IS THE MOST

SIGNIFICANT EVENT IN

HISTORY?

Year 7 Unit of Study 3 – Who controlled Peel? Spring term 8 Weeks (runs till end of Feb)

Week Learning Objectives/Outcomes

Teaching activities Key Concepts PLTS

Key words

Written product including assessment

Resources

1-2

What was life like in

Peel before the Vikings arrived?

Objectives - To describe & explain key features of Celtic life - To explore the beliefs of the Celtic people of Man All: Use sources to describe key features of Celtic life on the Isle of Man Most: Use evidence to explain Celtic life. Begin to explain the religious diversity and emergence of Christian faith during the Celtic period on the Isle of Man

STARTER Create questions you would like to ask about the picture (St Patrick’s Isle before the Vikings). MAIN Pairs – examine a range of sources – discuss and feedback Label the diagram of Montanan. PLENARY Why is it so difficult to learn about the Celts? Were the Celts Pagan or Christian?

1.2 Religious Diversity 2.2 Using historical evidence Keywords Celts Pagan Manannan Round House

Folk Song RESOURCES Power Point Source Sheet Diagram of Manannan

Most able: Explain in detail Celtic life on the Isle of Man. Explain how the Pagan faith links to the emergence of Christian faith. Begin to question historical evidence.

3-4

Did the Vikings come to

raid or settle?

Objective - To evaluate the reasons why the Vikings came to the Isle of Man All: Identify and describe the reasons why the Vikings came to the Isle of Man Most: Describe and explain the reason why the Vikings came to the Isle of Man. Rank the causes in order of importance and justify their reasoning. Most able: Begin to make links between the

STARTER •Think of 5 words, which describe what you think a stereotypical Viking would be like MAIN Pairs – compare the two scenes from IOM and Norway – what clues does this give you about why Norwegians came to the IOM Complete diamond activity with different causes . PLENARY Have your 5 key words changed

1.4 Causation Keywords Raiding Viking Long Boats Norway

Why did the Vikings come to the IOM – extension

RESOURCES Power Point Diamond Worksheet

different causes. Why?

5

What is Thorwald’s Cross?

Objectives - To explain the impact of the Vikings on the Isle of Man - Use primary sources to explain Viking culture (Thorwald’s Cross) All: Make observations using a historical artifact. Begin to describe the impact of the Vikings on the Isle of Man. Most: Explain the impact of the Vikings on the Isle of Man using historical artifacts. Most able: Explain how two cultures merged.

STARTER What is the question? ‘If Vikings is the answer’? MAIN Using information sheet – what does Thorwald’s cross suggest about Viking Culture on IOM (Can be in pairs/teams) Watch information from the Film – how does this support either view of raider/settle? Produce a comic strip about how/why the Vikings came to the IOM PLENARY Were the Vikings raiders/Settlers

1.4 Impact 1.2 Diversity Keywords Raiding Viking Long Boats Norway

Comic Strip RESOURCES PowerPoint Thorwarld’s source sheet Data collection sheet Viking DVD (in history office)

6 What was Viking life

like in Peel

To use a range of sources to explain what life what like for the Vikings

STARTER WHAT TYPE OF SOURCE IS

THIS? MAIN WATCH YOU TUBE CLIP –

Source Work Source Sheet Story of life of Viking

Power Point Source Box

DRAW HAND AND WRITE 5

THINGS LEARNT USE SOURCE BOX OR SOURCES

FROM POWER POINT PLENARY Were the Vikings raiders/Settlers based on the sources

7-8

Who was the Pagan

Lady?

Objectives - To use evidence to complete a historical enquiry All: Make observations using historical evidence. Begin to reach an overall judgment. Use some evidence to complete an extended piece of writing Most: Select and combine information to produce an extended piece of writing. Begin to question how reliable and useful evidence is for their enquiry.

STARTER What do the sources tell you? MAIN Give an overview of Vikings on IOM – link to previous lessons. Work in pairs to evaluate a range of clues (sources) Set assessment task (Murder Report/Story/Essay) PLENARY Were the Vikings raiders/Settlers – What does the Pagan lady suggest?

2.1 Historical Enquiry Keywords Pagan Grave Goods Settlement

Written essay – core assessment

RESOURCES Power Point Sources Source Sheet

Most able: Complete an extended piece of writing which reaches an overall supported judgment on whom the Pagan Lady was. Use a wide range of evidence and question how reliable/useful the evidence is in the body of their writing.

Year 7 Unit of Study 4 – What makes a good King? Spring Term 8 weeks

Week Learning Objectives/Outcomes

Teaching activities Key Concepts PLTS

Key words

Written product including assessment

Resources

1 & 2

Who should be King?

Objectives - Know and evaluate the different contenders for the throne in England in 1066 All: identify and

Starter What characteristics would you look for in a King? Main Give a brief overview

2.1. Historical Enquiry 1.4. Reasons for change Key words Contender Witan Monarch

Completed table Resources PowerPoint Text book – SHP YouTube – Nick Knowles

describe a reason why the four contenders should be King of England Most: Explain most of the reasons why each contender should be King of England. Begin to reach a supported Judgment. Most able: Explain and begin to evaluate the different contenders for the throne in England and reach a supported argument.

of the period between the Romans leaving and the battle of Hastings May ask the question – ‘Why was it called the Dark Ages’ (5 mines) Give a brief introduction to the 3 contenders for the throne and explain why they wanted to be King. Watch first part – Nick Knowles – Battle of Hastings YouTube – outlines contenders for the throng Pupils complete a table to evaluate the positives/negatives of who should be King. Put class into 4 groups for each contender to prepare for election campaign Plenary Who do you think

should be King? Compare to qualities discussed at the beginning of the lesson.

3 & 4

Vote for me!

Objectives - Work in groups to produce an Election campaign All: Work as a team and complete task designated by the team Most: Take a pro-active role in making decisions Most able: Take a leadership role in decision making in the group

Starter Quick quiz on contenders for the throne Main Get into 4 groups and produce election camp to compete who should be King of England in 1066 Present election campaigns to the rest of the class Plenary Blob tree - how well did I do in my team?

2.1. Historical Enquiry Keywords Contender Witan Monarch

Speech Resources Power Point Text book – SHP

5 & 6

What happened in

Hastings?

Objectives - To know the events of the Battle of Hastings All: Know the events of the Battle of Hastings

Starter Go through the 1066 events and ask pupils to write a commentary Main

1.1 Events in History 1.4 Causation Keywords Senlac Hill Calvary Housewares

Essay writing Resources Battlefield Britain – Hasting DVD

More: Explain in detail the events of the Battle of Hastings More able: Begin to question why William won the Battle of Hastings. Compare different interpretations of the Battle of Hastings.

Compare soldiers of both sides – who had the advantages Go through events Watch Battle Field Britain Produce own tapestry of Hastings Plenary Why did William Win?

Fyrd Shield Wall

7-8

Why did William win

the Battle of Hastings?

Objectives - To explain why William won the Battle of Hastings All: Describe why William won the Battle of Hastings. Use some History knowledge to explain events. More: Produce a detailed account of the Battle of Hastings. Explain the reasons why William won. Begin to link reasons together. More able: Reach a

Starter Use the pictures to re-cap on Battle Main Where are you on the progress ladder? Complete the significance line with reasons and justify Complete card sort Plenary Where are you on the ladder?

1.4 Causation Keywords Tactics Luck Leadership

Essay writing Resources PowerPoint Card Sort

supported judgment.

Year 7 Unit of Study 5 – How did castles develop through the Middle Ages?

Week Learning Objectives/Outcomes

Teaching activities Key Concepts PLTS

Key words

Written product including assessment

Resources

1

How good were Motte & Bailey castles?

Objectives - To understand what Motte & Bailey castles were like - To evaluate how effective they were All: Label key features of a Motte & Bailey castle and list the positive negatives Most: Label and explain

Starter SHOW ARE PICTURE OF M&B CASTLE AND DISCUSS FEATURES Main Discuss why William built castles Complete Diagram Complete evaluation Plenary 10 mins test

1.3 Change & Continuity – how castles develop over time Keywords Motte & Bailey Drawbridge Moat

Labeled diagram Resources Power Point Worksheets

the features of the Motte & Bailey castle and evaluate how effective it was as a means of defense Most able: Explain in detail the different aspects of Motte & Bailey castles and how they developed over time

Game using key words

2

Where should you build your castle?

Objectives - To determine what would make an ideal place to build a castle All: Can describe the kinds of things you need to consider before building a castle Most: Can explain where the best place would be to build a castle Most able: Justify the evidence about your chosen location

Starter WHAT THINGS WOULD YOU NEED TO CONSIDER WHEN BUILDING A CASTLE? Main Group work (3 pupils – mixed ability) Using the information on all 4 castles – complete table on the positive/negative aspects of each castle Choose where you will build the castle – justify you choice Individual work

2.1 Historical Enquiry Keywords Castle Location

Completed table Resources Power Point Writing templates Location cards Cost-tables Castle map

Write a letter to King – explain your choice Plenary Feedback on pupils choice of location

3

How should you defend your castle?

Objectives - To evaluate a range of castle defenses

Starter PAIRS – HOW WOULD YOU DEFEND THIS CASTLE? DISCUSS IN PARIS AND FEEDBACK Main Using the information card – draw what defenses you would like to add to your castle Put the cost of defenses onto your building cost sheet Complete the second part of your letter to justify your spending costs on defenses Plenary – Show a clip of an attack on a castle Question – how would

1.3 Change and continuity Keywords Castle Defense Moat Wall Round Towers

Letter Resources PowerPoint Information on castle defense Castle drawing

your castle stand up against this attack?

4

How should you attack your castle?

Objectives - To evaluate the best methods of attacking a castle All: List different methods of attacking a castle Most: Describe and explain different methods of attacking a castle Most able: Begin to evaluate and make judgments on methods of attack

Starter EXAMINE YOUR EXPENSES SHEET AND CONSIDER HOW MUCH MONEY YOU HAVE LEFT TO SPEND ON CASTLE BUILDING? Main Complete the sentence starter – ‘It is important for castle to both attack and defend because…” Write how many soldiers you want to buy Select your items you want to buy to attack a castle – make sure you add to expense sheet Battle Game with members of the class Plenary Which item is vital for attacking a castle –

1.3 Change and Continuity – how did castles develop Keywords Siege Weaponry Soldier

Resources Power Point Score sheet Castle battles sheet Book of war Attacking worksheet

class vote

5

Why did castle design change over time?

Objectives - To know how and why castles developed over time All: Will be able to describe different types of medieval castles and the reason why they were built by William the Conqueror. Most: WILL BE ABLE TO COMPARE STRENGTHS AND WEAKNESSES BETWEEN MOTTE AND BAILEY AND SQUARE KEEP CASTLES. Most able: Will start to explain the significance to England of the Norman conquest in relation to the architecture of the castles

Starter PUT THE DIFFERENT CASTLES IN CHRONOLOGICAL ORDER Main How does the a square keep castle differ to a Mote and Bailey Extended writing – why did castle design change Peer Assessment Target setting Plenary – How can I improve my work?

1.3 Change and continuity Keywords Square keep

Extended writing Resources PowerPoint

6

Objectives - To describe different types of medieval

Starter List what features you would like to have in

2.3 Communication of the past

Resources PowerPoint

Castle project

castles - To account for each one’s strengths and weaknesses - To prepare a plan for a project All: Make a contribution to building a castle Most: Make a valuable contribution to building a castle. Use knowledge from previous and complete additional research Most able: Take a leadership role in group work

your castle Main Works in groups to plan and build castle Plenary – Peer assessment of Castles