A series of display posters that define different skills and key words/phrases in History. <br />
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Includes:<br />
Cause, Consequence, Change & continuity, Chronology, Evidence, Inference, Interpretation
<p>An entire scheme of work consisting of 5 lessons for teaching Historical skills. Save 25%!</p>
<p>Students will cover the following over 5 lessons;</p>
<ol>
<li>Introduction to History - What is history, why is it important to study and key historical terminology</li>
<li>What do historians do - Looking at the role of a historian</li>
<li>Understanding chronology - Looking at chronology and understanding timelines</li>
<li>Primary and Secondary sources - How historians find out about the past using primary and secondary sources, also looking at different types of sources and anachronisms</li>
<li>Interpretations - Understanding why historians have different perspectives of the past</li>
</ol>
<p>Ideal for Year 7 students who are starting History at secondary school! All lessons are fully resourced.</p>
<p>Your feedback is greatly appreciated! Please check out my other lessons and resources on my TES shop for more engaging and effective teaching materials.</p>
A 45 page booklet & unit of work which builds and embeds Historical Skills with Year 7. It can be used after a Baseline Test, establishing the skills required to access and understand work undertaken throughout Key Stage 3. There are opportunities for self assessment throughout, with the aim that pupils can see their progress. Teacher marking and comments can be recorded at the back of the booklet. The old levelling protocols are also included, although you will no doubt wish to change these reflecting current developments in the History curriculum. Each chapter should enable pupils to more fully understand the demands of the subject, to discuss and debate the topics studied using the terminology that displays their progress. The chapters of the booklet cover the following Historical Skills:<br />
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1. Crime Scene Investigation.<br />
2. Digging for Clues.<br />
3. Chronology.<br />
4. Understanding the Past (timelines).<br />
5. What is a Century?<br />
6. BC/AD.<br />
7. Bias.<br />
8. Historical Evidence.<br />
9. Primary & Secondary Evidence.<br />
10. World War 2 Headstone in France.<br />
11. Self Assessment Exercise.<br />
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It goes without saying that should you wish to change or tweak anything within the booklet to better fit your class, you should go right ahead.
From a series of introductory lessons for Key Stage 3, covering historical skills.<br />
<br />
Can be used at the start of term, or to revisit and teach skills during a scheme of work.
From a series of introductory lessons for Key Stage 3, covering historical skills.<br />
<br />
Can be used at the start of term, or to revisit and teach skills during a scheme of work.
From a series of lessons covering historical skills. Aimed at Key Stage 3, these lessons can be used as an entire unit at the start of the year, or used/revisited throughout the year to focus students on specific skills.<br />
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All lessons in the series are resource free, and each have a pre-prepared homework task.<br />
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This particular lesson can be used to get students thinking about cause and consequence, linking factors together or developing their explanations.
<p>A PowerPoint which I use to introduce the Investigation at the beginning of Grade 12 for South African IEB students. Gives guidelines on how to structure the investigation and explains how source material should be selected and described.</p>
It never fails to amaze me how much children enjoy a good murder investigation! This lesson is an introduction to how historians 'do' history. Pupils are introduced the concept of inference during the lesson. It also has a literacy twist in that after they have investigated the murder they have to write a piece of discursive writing.
From a series of introductory lessons for Key Stage 3, covering historical skills.<br />
<br />
Can be used at the start of term, or to revisit and teach skills during a scheme of work.
Well resourced and interactive revision lesson on key concepts in history. Revision of time-lining historical events, defining key terms and source analysis. This lesson works well as a revision lesson before a key skills assessment.
From a series of introductory lessons for Key Stage 3, covering historical skills.<br />
<br />
Can be used at the start of term, or to revisit and teach skills during a scheme of work.
3 introduction lessons which I use to help teach year sevens source evaluation skills and how to provide good explanation within their answers. <br />
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All lessons are centred around The Romans to help teach these skills which the pupils find fun and engaging.<br />
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Resources are differentiated and each lesson comes with an assessment question to help track pupils progress.
<p>The aim of this lesson is to explore how historians find out about the past using historical sources.</p>
<p>Students are firstly questioned about how we can find out about Castles or Roman artefacts for example with usually some interesting replies.</p>
<p>They then have to study four historical sources with differentiated questioning to help decipher and discover their provenance.</p>
<p>There is an extended writing task to complete with their new found knowledge, with help and prompts given if required.</p>
<p>The resource is differentiated and gives suggested teaching strategies.</p>
<p>It comes in PowerPoint format which can be amended and changed to suit.</p>
<p>This Historical Skills lesson encourages students to consider pros and cons of different types of evidence, including websites, photographs, books etc. Students will look at one controversial website and book author to open their discussion on useful evidence before going on to consider the uses and limitations of other types.</p>
<p>This download includes a fully editable powerpoint with all activities, instructions, clip links and worksheets/information sheets you need. It is differentiated 2/3 ways where possible with scaffolding and challenge options and is fully planned with plenty of activities for your students to complete including a starter, all clips and related tasks, think pair share activity, card sort with diamond 9, a consolidation explain written question and a plenary.</p>
<p>Activities are planned to encourage thinking and discussion.</p>
<p>Please take a look at our growing TES shop where you can find free or inexpensive lessons:<br />
<a href="https://www.tes.com/teaching-resources/shop/DiscoveringHistory">https://www.tes.com/teaching-resources/shop/DiscoveringHistory</a></p>
<p>If you are happy with your resource, <strong>PLEASE LEAVE US A REVIEW</strong>! If, by any chance, you encounter any issues with the resource, please email us at <strong><a href="mailto:discoveringhistoryuk@gmail.com" target="_blank" rel="nofollow">discoveringhistoryuk@gmail.com</a></strong> and we’ll try to solve them for you.</p>
<p>We have a wide range of KS3 & GCSE History lessons on their way, please keep an eye out - follow our social media pages for freebies, new resources and interesting facts!</p>
<p>Got a lesson suggestion? Or looking for something in particular? Email us!</p>
From a series of introductory lessons for Key Stage 3, covering historical skills.<br />
<br />
Can be used at the start of term, or to revisit and teach skills during a scheme of work.
<p>This lesson is suitable for teaching the important skill of chronology to KS2 or KS3 (Year 7) students in History.</p>
<p>Students are introduced to the term chronology and then have a task to place various key periods of British history into chronological order. The lesson also includes knowledge of key terms such as decade, century, post, pre and circa. This power point includes all the resources needed to teach a lesson about history and chronology with printable worksheets and a crossword.</p>
<p>All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at <a href="mailto:raschoolresources@gmail.com" target="_blank" rel="nofollow">raschoolresources@gmail.com</a> in the first instance to resolve any issues. My lessons are completed using PowerPoint and designed on widescreen formatting. Thank you.</p>
<p>This resource is for personal use only and for copyright reasons should not be copied/amended for commercial use.</p>
<p>Suitable for KS3, this is a fictional investigation to utilise pupils’ source analysis and historical investigation skills. All resources attached and full notes on slides to help teachers guide pupils through the investigation. Please leave a review and let me know what you think!</p>
Rote learning, rote writing... we get what we teach. For example, according to evidence cited in a recent study, if we’re not careful, students rely on their teachers’ and textbooks’ interpretation of historical events rather than work from different documents to make their own interpretation of an issue.
This Unit is ideal for providing evidence of English across the curriculum.<br />
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Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: <br />
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A collection of nine extended quotes (with summary information) from contemporary sources, <br />
An explanation of five activities that can be carried out using these resources<br />
Planning Templates to support arguments and a chart to help summarise arguments about Workhouses <br />
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Learning Objectives<br />
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• To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, <br />
• To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses <br />
• To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.<br />
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Learning Outcomes: <br />
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Pupils will be able to: <br />
• Recognise the difference between fact and opinion.<br />
• recognise and discern between arguments made for and against education. <br />
• draw on primary resources to produce a reasoned debate on the pros and cons of universal education.<br />
• produce their own persuasive argument in favour (or against) the introduction of universal education. <br />
• produce a balanced argument on the advantages and disadvantages of universal education. <br />
• Produce their own written narrative of life in a school.