The teaching materials that were presented in November 2018 at Yorkshire History Forum are here for your use. York PGCE medieval religion lessons-FINAL
- An activity about religion in medieval life with plan, resources and subject knowledge for teachers.
- Two lessons about Becket, with resources and subject knowledge for teachers.
- A fully resourced lesson on the rivalry between York and Canterbury that was fueled by the Becket affair with an impact on the historic environment still evident today.
- A lesson on medieval pilgrimage with teacher plan, resources and subject knowledge update.
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.
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
Reading Tim Marshall’s Prisoners of Geography over the Easter holidays developed my thinking and questioning as to why certain countries perpetually seemed to be at war. I always knew that France and Germany had historic disagreements, but never stopped to consider how the physical geography of the countries, combined with individuals’ desire for power, could influence this.
With this in mind, I created this two-lesson sequence, aiming to draw together elements of historical and geographical teaching in a way to help develop students’ schema of the medieval period, as well as to understand why countries perpetually seem to be at war. It is designed for Year 7, which is why I have combined some regions (notably France) into more of a nation state than it was.
As a non-geography expert, I am sure that there are many elements of the discipline that I could have included but did not. If you happen to think of any ways to improve this resource, please let me know.
The resources are here:
University of York/Pathfinder TSA trainee 2017-18 and York High from September 2018
If you’re finding it difficult to teach students in any Key Stage what an argued piece of writing that offers a substantiated judgement looks like, you need to meet someone. She’s called the Old Lady in the Post Office and nothing I’ve tried has been more effective in helping students understand what a line of argument looks like when it runs throughout an essay. Here is the monologue as a PPT: The Old Lady in the Post Office . It has a screen and handout version.
Inspired by the work of Daisy Christodoulou, and her argument that we can teach and formatively assess specific elements within longer pieces of writing, the Old Lady is an attempt to characterise the line of argument, helping students self- and peer-assess this particular element of writing judgement essays in History.
The task is simple – the student with the best ‘Old Lady’ voice reads out the argument and the other students have to identify the core problem she has with the Post Office. They can then identify how she acknowledges subsidiary factors and how she brings them into her argument and builds her opinion from start to finish.
Once they have done this ten-minute task, they are able to identify the line of argument in their own and other essays by answering questions like ‘Can you ‘hear’ the Old Lady coming through?’ and ‘Has she got a clear answer to this question?’ Consequently students are far quicker at identifying their own and other lines of argument.
Bonus Tip 1: To exemplify a ‘real historian’ doing this, look no further than The Old Man in the Army Uniform. He can be found presenting an argued case about the causes of the American Civil War on YouTube for Prager University. (YouTube clip)
Bonus Tip 2: This characterisation of a line of argument as the ‘Old Lady in the Post Office’ is showing promising signs in the task of analysing written interpretations and looking for the overarching interpretation. It seems particularly useful for distinguishing between the interpretation and the evidence offered in support of it.
for YorkClio in Feb 2018
This is a developing project. Madeleine Blaess was born in France, but grew up in Acomb and went to the Bar Convent School (now All Saints). She was trapped in Paris during the Nazi occupation and wrote a diary recording everyday life under occupation. She managed not to be interned, by pretending to be French. Two of her friends were murdered in Auschwitz. After the war she was an academic in Medieval French Literature at the University of Sheffield. The diary was revealed among her papers, which she left to the university when she died in 2013. This was left to the University of Sheffield at her death.
The University of Sheffield are working on these papers and the diary is shortly to be publisned open access at White Rose University Press (which itself is something YorkClio folk should know about!) There is also a 35 minute film on its way.
This promises to be a fantastic way for York History and French teachers to connect a local story to a much bigger story that is commonly taught. We hope to develop the connection with this project further.
This week we have launched YHEP: the Yorkshire History Education Partnership
It is intended to be a site for drawing together, celebrating and promoting history subject-specific ITT and CPD. YorkClio is, of course, a fantastic example of Yorkshire based partnership in action. You can follow on Twitter @YHEPnews and a Facebook group is arriving next week. Meanwhile, we hope Yorkies are enjoying Residents’ First Weekend despite the drizzle.