This is where we will post the first person 17th Century Stories over the next couple of months.
Mary Belasye, Countess Falconberg
More coming soon!!!
If you are interested in other sets of first person resources, there are some from 1945-49 available here: historiana.eu
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:
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
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
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.
The story of the Pilgrimage of Grace PoG notes sheet PoG fact sheet
A taxonomy of substantive knowledge Brixton burning the riots remembered
The teaching materials that were presented in November 2018 at Yorkshire History Forum are here for your use. York PGCE medieval religion lessons-FINAL
They are:
These materials were developed by the University of York PGCE historians 2017-18. To do this they worked with Jeremy Muldowney from York Minster and with Dr John Jenkins, University of York and other members of the Centre for Christianity and Culture. The materials were edited by Helen Snelson.
Attached is Alex Ford’s PPT from our September 2018 meeting. You’ll find the ‘5 things we have learnt’ from the summer’s GCSE results and lots of useful ideas for re-planning Key Stage 3. First Fruit Alex Ford
“How do we create a curriculum in schools and universities that best reflects the histories of our current students and future citizens? As Britain has become a more diverse society, and as a result become increasingly aware of its diverse past, the need to ensure that is reflected in what we teach and research is a question of growing importance, educationally and politically.”
That’s the start of the blogpost that explains the thinking behind the new resources for schools trial from Oxford University. You can read the blogpost HERE
The result of this thinking so far is the development of knowledge rich resources that are not focused on the British Isles, or even Europe. This site is worth exploring to expand your own subject knowledge, for resources you can use and adapt for use in class, for ideas about more diverse approaches to school history topics.
The resources team would welcome comments via the website.
Following on from our HA conference session in Stratford, here are the copies of the resources. We have a duty to reflect the pasts of all people in society in our classrooms. Our session focused on subject knowledge about the history of disability and ideas for teaching. We worked with a mini-thematic activity exploring disability through time. You can find a Word file of these resources here: Timeline headings and text Pics for timeline
We suggest that you can first match headings and pictures, then sort the material onto a timeline, then ask questions about continuity and change in attitudes. For example, how complex are attitudes across the medieval period? When was the worst time to be a person with disability in the past? What is the role of factors such as religion, the state, war etc in the story.
This sort of mini-thematic could be used at KS3 (to help students learng to think thematically) or at the start of teaching ‘Medicine Through Time’ (as it explores some very relevant themes to that topic).
The image featured on this blog is a Bruegel called ‘Carnival and Lent’. We ask students to imagine walking through the scene noticing the people. Disability is not hidden away.
We have also developed the idea of ‘slot-ins’. Recognising that the history curriculum is jam-packed, we want to encourage you to recognise the stories that are within the topics you already teach. Slot-ins (not bolt-ons) allow you to introduce richness and diversity to topics from the Tudor court, to slavery abolition, and to civil rights post 1945. You can find these materials here.
Thanks to the team who worked with us yesterday and please do share great ideas for bringing more of these important pasts into our history lessons.
Another useful timeline is here: Disability timeline
