Resources

Where can I find…?

This pinned post is a handy guide to the resources in this section. Each resource is hyper-linked from here:

Resources in time order:

Planning and ideas and displays:

KS3/GCSE and A Level topic resources

Investigating the culture of a period

Inspired by a session at the Historical Association conference, staff at York College have encouraged their students to engage with the cultural milieu of the periods they study at A Level. This is to help them gain the sense of period and place they need in order to make sense of their new specific topic knowledge. The results of two of them are here. There is a document on culture in Germany in the 20th century and one on 15th and 16th century English and European culture. Nice for other A level students, useful also for students doing GCSE units on all or part of these topics, and definitely nerd-y knowledge – thanks for sharing!

20th century German culture

15th and 16thC English culture

‘Women in War’ HA session 2019 resources

Here are the resources that were explained in the HA 2019 conference in Chester about ‘Women in War’.

The timeline thematic activity:

Women in war over time thematic

British women in war timeline

 

Activity using the memorial to the women of the British Empire who did in WW1

 

Activity about the role of women in WW1 from a transnational perspective 

  • Take an inference diagram* and work with it.
  • Now pass them around and look at each others’ work (this could, of course be on the wall)
  • What can we infer from the source collection as a whole?
  • Which of these roles do you think would have continuity with 19thC women’s roles and which were driven by the necessities of war?
  • What would you now like to know about WW1 Y9? (why not let an activity such as this drive a student led framing of the WW1 enquiry question they wish to pursue?)

2019 women WW1 sources as inference diagrams – *they are all here.

 

And go to the ‘slot-ins’ page of this site for Women in War ‘slot-ins’!

 

 

 

Teaching a history of mental health to improve thematic understanding in a packed curriculum

Following on from our work that featured in TH 173 about teaching a history of people with disabilities, we have focused our recent development work on resources for teaching about mental health in the past. Here are the resources that we presented in our session at the HA conference in Chester in May 2019. This work is ongoing and we are also working with colleagues in the Netherlands. It would be great if other people would like to get involved.

Resources are provided here for a single lesson with the EQ: How differently have people viewed mental health?

We have a moral duty to reflect the diverse past in our classrooms and the Equality Duty Act of 2010 requires us to eliminate unlawful discrimination, harassment and victimization, advance equality of opportunity between different groups and foster good relations between different groups. Respecting the past of everyone is part of fostering this.

From this lesson we want students to learn that:
• Mental health has a past and therefore a history
• Ideas of what constitutes mental illness and health have changed over time
• Ideas of what causes and the treatments for mental illness have changed over time due to these changing ideas, but also other cultural and societal changes.

It could be taught at the start of GCSE or as a KS3 study to encourage conceptual understanding of change over time (thematic).

The resources you need are here:

There are also a selection of slot-ins on the YorkClio slot-in page.

The starter images are here:

York resources: Roman Africans and a York apprentice at the time of the Black Death

In the Yorkshire Museum are the remains of Julia Tertia. A mixed race Roman woman who died in York and whose skeleton and grave have been excavated by archaeologists. You can find a resource for primary children here and some of it could be used with Y7.

Julia Tertia is sometimes known as the ‘Bangle Lady’ due to bracelets found in her grave. There is a teacher script, PPT and cards that can be adapted for KS3 teaching in order to explore ancient migration and diversity.

On the same site is a KS3 resource for teaching about a teenager living in the York in the years prior to the Black Death. Students can learn about medieval history, osteology and biology and the human life-course. Again, scripts, PPT and resources are all provided here. You can find a 5 min YouTube film about the teenager William Westoby, telling his experience of moving from a village as the second son of a farmer to the city of York. The activity plan then goes on to the consequences of the the Black Death for people like William. Thus, it sets the Black Death in the context of a wider study of medieval life and links village and town life, approaching the topic through a teenager’s life.

Thank you to Prof. Hella Eckardt, Professor of Roman Archaeology at the Department of Archaeology, University of Reading for sharing these with us.

 

Narratives to build chronological understanding and fill in the gaps

Natalie Kesterton, Head of History at Ryedale School and Chartered History Teacher, has developed several approaches to building chronological coherence in the KS3 curriculum by filling the gaps in the story – the bits we don’t have time to teach. She came to the University of York History PGCE mentors’ meeting and shared her ideas so far. This work is being written up for Teaching History and will be featuring in the SHP and HA conferences, so we were lucky to get a preview. Her work supports the development of students’ chronological understanding and helps them to join up the different depth studies by identifying the big themes.  Natalie has kindly shared her resources so far:

final 1660-1750 narrative DIFFERENTIATED X2 

final 1660-1750 narrative DIFFERENTIATED

final 1660-1750 narrative DRAFT THREE

Narrative 1216-1348 DRAFT THREE DIFF needs work

Narrative 1216-1348 DRAFT THREE

Which King 1087-1199 DRAFT THREE DIFFERENTIATED

Which King 1087-1199 DRAFT THREE DIFFERENTIATEDx2

Which King 1087-1199 DRAFT THREE

Diversity resources for busy teachers

Whose Histories?: Helping busy History teachers keep their curriculum diverse

This short guide was created and has been recently updated by the University of York’s PGCE history trainees in a morning session where they thought about diversity and explored what resources are available. It contains some general principles and ideas for making lessons more diverse, with links to resources. It is not intended to be exhaustive, but to be a contribution to help busy teachers. Please do make suggestions to improve it.

whose-histories-diversity-in-history-lessons 2019

History of Women in 6 objects

Does your teaching reflect that over 50% of the people in the past were not male? Here is free resource a history of women through 6 objects to help you.

Inspired by the book ‘A History of Women in 100 Objects’ by Maggie Andrews and Janis Lomas, this classroom wall display has been put together by Ruth Lingard. It takes six objects, explains their past and what they reveal about the women to whom they are connected.

The ‘slot-in’ section is also growing. Check out a new addition on Mary Anning.

Bumping into sources!

Here is a PPT and some thoughts about using sources as evidence at KS3 and KS4 to do well at GCSE and NOT use endless exam questions because: 1) there is more to education, 2) it’s not the way to build secure knowledge for strong results.

Bumping into sources

Accompanying notes

The story of the Pilgrimage of Grace   PoG notes sheet   PoG fact sheet

A taxonomy of substantive knowledge    Brixton burning the riots remembered