New for helping students to learn about the history of York: A History of York in Maps. In this G-drive folder you will find a history of York in several parts using the maps of the British Historic Towns Atlas Vol 5 on York. This brilliant interpretation with maps and a gazetteer was finally completed in 2015 and is part of the European historic towns atlas project that began shortly after the Second World War.
This History of York in maps is for students and teachers and it uses the maps to explain the development or York over time, from the arrival of the Romans in 71CE to modern times. Several themes are developed: political power, military power, religion, education, trade and industry.
The History is divided into parts:
- Part 1: 71-1066
- Part 2: 1065-1200
- Part 3: 1200-1500
- Part 4: 1500-1688
- … More soon!!
(The format is .mov, and can be converted to mp4 using free online software if needed.)
Thanks to Tracy Bowen and the fab history team at Fulford School for sharing this mind map for Hastings, designed to help students prep for the AQA GCSE Historic Environment topic.
At our recent YorkClio network meeting we spent our time talking about enquiries. Colleagues brought enquiries they wanted to improve and enquiries they felt were working. It was both useful and invigorating to put the YorkClio hive mind to work. We couldn’t record the discussions, but we are sharing a couple of the resources here.
The Crusades was a key topic. What do we want students to learn at Key Stage 3 in a few lessons about the Crusades? How does this learning ‘fit’ into the overall history curriculum? There was a consensus that the consequences of the Crusades are important to teach. Here is a resource from Ben Longworth that can be used as a basis to make cards on this: Crusade Consequences. Colleagues with lots of experience of teaching this topic stressed to us all the importance of doing much work with students to ensure security with the geography, the chronology and the key players.
Another key concern is how to bridge the gaps to build coherent narrative. This is the topic of an article by Natalie Kesterton in September 2019’s Teaching History. She shared with us how she uses bridging narratives in lessons between topics and one is given here: What should we remember 1348-1509 DIFF
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
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:
Thanks to the wonderful team at Manor CE Academy for starting this season’s YorkClio sharing of ideas and resources. Next term there is lots planned…
Becket Source Explanation and Analysis 2
Peasants’ Revolt source HW
Henry VIII – Alison Weir interpretation
Middle Passage source HW
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.
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
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.