<p>Using the PowerPoint presentations, pupils can learn about the role of archaeologists and about the discoveries made at the excavations of a Bronze Age village known as Must Farm. Each of the PowerPoints have additional information in the notes section to help teachers use them in the classroom. These provide greater detail about each slide, additional suggested activities and links to other relevant resources.</p> <p>Learning aims and outcomes</p> <ul> <li>Learn about the types of technology used in the Bronze Age</li> <li>Learn about the everyday life of people in the Bronze Age</li> <li>Learn about changes in Britain from the Stone Age to the Iron Age</li> <li>Assess the different types of archaeological evidence from the Bronze Age</li> <li>Establish clear narratives within and across the periods studied</li> <li>Understand how knowledge of the past comes from a range of sources</li> </ul>

<p>Use either the <a href="https://historicengland.org.uk/services-skills/education/teaching-activities/timeline-stone-age-to-iron-age/" target="_blank" rel="nofollow">Interactive Timeline</a> or the PowerPoint versions of the timeline to help reinforce a sense of chronology and learn about how Britain changed from the Stone Age to the Iron Age. The Notes sections in the PowerPoints contain additional information for teachers along with a range of activity ideas such as:</p> <ul> <li>Looking at the information about the different species of humans that have lived in Britain.</li> <li>Linking to science work looking at evolution: why did some species survive and others not?</li> <li>Linking to science work about climate change: what do you think our ancestors did when the climate became colder? This could then be put in context by asking: how is the climate changing today, what effects might it have on us?</li> </ul>

<p>Teaching LGBTQ at KS3 can be challenging, but also very rewarding. These tried and tested resources can be used to teach about LGBTQ through history, drama and PSHE. They are an exploration of LGBTQ history which allows young people to explore the issues of sexuality, identity, the law and its place in British history. They were developed as part of Historic England’s ‘<a href="https://historicengland.org.uk/research/inclusive-heritage/lgbtq-heritage-project/" target="_blank" rel="nofollow">Pride of Place</a>’ project to uncover the untold LGBTQ histories of buildings and places people have lived alongside for generations.</p> <p>There are many activities in the downloadable pdfs including ones which focus on:</p> <ul> <li>Terms - developing a greater understanding of the terms around sexuality and gender and understanding of the complexity and sensitivity of the language</li> <li>Roman Britain - understanding that different times and cultures have been more or less accepting of a range of sexuality and gender identification starting to build a picture of LGBTQ history and its place on the map of England</li> <li>Law and Punishment in British History - learning about the law and punishments associated with LGBTQ history and developing an understanding of why some histories are easier to discover than others</li> <li>Is This Discrimination? - learning to articulate their reasoning and demonstrate some understanding of transgender, mental health and racism and demonstrating their understanding of how prejudice operates</li> <li>Drama - an opportunity to develop documentary drama skills. A script has been created from a real account of the police raid on The Temperance Hall Cross Dressing Ball, Hulme, Manchester, 24 September 1880.</li> </ul> <p>Learning aims and outcomes</p> <ul> <li>Developing some understanding of LGBTQ history</li> <li>Giving value to a hidden history for a group that is often not acknowledged in school</li> <li>Working collaboratively in a supportive way</li> <li>Reflection</li> <li>Developing British values such as respect, tolerance and an understanding of modern law</li> </ul>

<p>Explain to pupils that monuments like Stonehenge aren’t the only symbols left for us to use to try and understand what prehistoric people thought. Another really good source of evidence for archaeologists is ‘Rock Art’, as this can tell us about past cultures and their beliefs. In this session they will learn about Rock Art and have a go at making some of their own. Download the ready made PowerPoint with the accompanying notes and worksheets (above).</p> <p>Start by getting pupils to make their ‘rock’ and leave it for 30 minutes to set whilst you follow the PowerPoint to look at Rock Art from around the world and play the quiz. Pupils will then have the knowledge to design and carve their own designs on to their ‘rock’.</p> <p>Learning aims and outcomes</p> <ul> <li>Pupils will understand how our knowledge of the past is constructed from a range of sources</li> <li>Pupils will learn about Bronze Age religion, technology and travel</li> <li>Pupils will produce creative work, exploring their ideas and recording their experience</li> <li>Pupils will evaluate and analyse creative works using the language of art, craft and design</li> </ul>

<p>Ask pupils to look at the photograph of the Victorian classroom. As a class create a list of similarities and differences between this classroom and your own. If you have access to a digital camera it may be helpful to take a photograph of your classroom without the pupils in it, to make it easier for them to compare.</p> <p>Pupils could then be asked to look at their lists and decide whether they would have liked to go to a Victorian school. This work could be linked to a design project based on classroom layout. Use the photograph to prompt thought/discussion about how a classroom should look. Pupils could then decide what features they thought were most important and design a new classroom. There is a PowerPoint activity to support this Teaching Idea.</p> <p>Learning aims and outcomes</p> <ul> <li>Suggest what life was like for children living in the past</li> <li>Identify distinctive features of a Victorian school</li> <li>Present information showing knowledge and an appreciation of the Victorian period</li> <li>Make comparisons between lifestyles today and in the past</li> </ul>

<p>Explain to pupils about evidence and the role of an archaeologist. The teachers notes provide additional information on this topic. You may also wish to discuss what evidence from the past still survives today (see worksheet above). Ask pupils to look at the picture of the Anglo-Saxon objects, without any information next to it, and see if they can identify any of the artefacts shown. Then using this information and the other aspects of archaeology discussed ask them to produce a reconstruction drawing of the person who wore these objects. Reinforce the idea that so long as they can explain what they’ve drawn all their drawings are as good as each others - there is no definitive right answer!</p> <p>Learning aims and outcomes</p> <ul> <li>To make inferences from archaeological evidence</li> <li>To understand that the Anglo-Saxons lived a long time ago</li> <li>To learn what we can and can not discover from archaeological evidence</li> <li>To select distinctive features of Anglo-Saxon people</li> </ul>

<p>Ask students to look at the photograph of York Castle. Although these remains date mostly from the 13th century (1200s), the first castle was built on this site in 1068 by William the Conqueror following his invasion and capture of England. Tell students that castles were introduced to England, along with the Feudal System, by the French after the Norman conquest of 1066. Then ask them to think about the different ways in which a castle could help William to keep control. They may like to split their list into two columns, the ‘physical’ impact of castles and the ‘psychological’ impact of castles. Once they have created a list ask them to look at the images of different castles, then select a different castle that could represent each point on their list, explaining why. Students will be able to investigate the different ways in which William I secured the conquest<br /> by describing and explaining the different ways castles helped to consolidate Norman control of England.</p>

<p>The PowerPoint, Teacher Notes and Worksheet are all you need to do a lesson looking at toys in the past. As a class or in groups ask the pupils to write a list of all the toys they can see in the photograph. Then ask pupils to choose their favourite toy - but keep it a secret. Discuss how they might describe their chosen toy by thinking about shapes, sizes and what it might be made of.</p> <p>Then in pairs or small groups ask them to describe the characteristics of their favourite toy, so that others in the group can try and guess which one it is. Alternatively this could be turned into a questioning game, where the others in the group ask yes/no questions such as: Does it have wheels? etc.</p> <p>This could be consolidated by asking each pupil to draw their chosen toy and label it with the words they used to describe it.</p> <p>Learning aims and outcomes include: Describe the characteristics of old toys; Speak about toys that belonged to their grandparents/great-grandparents; Infer information about toys in the past by studying old toys.</p>

<p>Use the timeline to help reinforce a sense of chronology when teaching any history topic. You can print out the slides from the PPT version to display around your classroom. You can also download your nearest set of Regional Slides to add a more local element to your timeline.</p>

<p>Ask pupils to go look at all the photographs (around 20) of different types of Victorian house. Then using the worksheet provided ask pupils to decide whether the houses shown are working class, middle class or upper class, giving reasons for their decisions. Using the information in their tables pupils could then create a list of criteria to explain what defines middle class housing. They should look at all aspects of the houses such as size, styles and location.</p> <p>Learning aims and outcomes</p> <ul> <li>An understanding that the Victorian middle classes lived in a wide range of different types of houses and locations</li> <li>Use source material to identify middle class houses</li> <li>Identify source material that can be used to answer specific questions</li> <li>Select, organise and record information appropriately</li> </ul>

<p>This is a complete scheme of work and supporting lesson resources looking at the Industrial Revolution. The resources are designed to help students investigate how accurate traditional interpretations of the Industrial Revolution are. The lessons focus on houses in a street called Thomas Street, in an area now known as the Northern Quarter of Manchester, about half a mile from Piccadilly Railway Station. After completing all six lessons students then try to answer the over-arching question: Were mills and factories the only basis for the Industrial Revolution in Manchester? To what extent do you agree with this statement? Though this resource pack is based on Manchester, the materials could be modified to any location with an industrial past.</p>

<p>The PPT explains to pupils about evidence and the role of an archaeologist. Ask pupils to look at a series of pictures in it, then choose 3 of the pictures that they think show evidence that the Romans settled in Britain after they had invaded. Then ask them to present their choices in the chart provided (see worksheet), giving reasons for each choice. This could then lead to a class discussion about their choices.</p> <p>Learning aims and outcomes</p> <ul> <li>To select and record information about Roman ways of life</li> <li>To use the terms ‘invade’ and ‘settle’</li> <li>To learn how evidence can tell you about Roman life</li> <li>To ask and answer questions about what survived from the Roman settlement of Britain</li> <li>To present information to show an understanding of the impact of Roman settlement on Britain</li> </ul>

<p>The dissolution of the monasteries happened during a remarkably short period of time. The buildings were abandoned and the monks dispersed. But what happened next? What effect did this have nationally and locally? Who gained and who lost out?<br /> Students find out the fate of a selection of monasteries, sorting them into categories and then considering what effect each of these might have had. They can search further in the image database for more examples, including any based in their own locality. They can read a contemporary story of the spoilation of Roche Abbey which describes the feelings of local people as they dismantled the church. Students can then relate their findings to the academic debate around the relative importance of the Dissolution to the social and economic problems of Tudor Britain. Students will use evidence to help in their understanding of the effects of the dissolution of the monasteries and will be able to demonstrate skills in assessing and using evidence, such as the creation of criteria.</p>

<p>There has been a lot of research into suffragettes and women’s work during the First World War. In order to assess how much they impacted on the role of women it is important to try and build up a better picture of how women lived in the period leading up to the First World War. This activity gives students the opportunity to use photographs, buildings and documents to find out more about the lives of women from a range of social backgrounds. Students look through a selection of images and choose ten photographs that they feel give a clear picture of an aspect of women’s lives. They can paste copies of the thumbnail sized images into the table in the worksheet and add information from the photograph. They can then link what they have learned to information from textbooks and the teacher’s notes to decide their standpoint, backed with evidence, on the key question: ‘To what extent were womens lives already changing before WW1?’</p>

<p>This resource pack contains a range of lesson plans to help teachers learn about the history and geography of the Old Sunderland area. Many of the lesson plans will also support literacy, art and design, maths, computing, religious education, citizenship and design and technology.</p> <p>The Education pack is aimed at Key stage 1 and 2 but could be adapted for children in key stage 3.</p> <p>The suggested activities include:</p> <ul> <li>Look at the changing tradition of maps, using compass points and recording information on maps</li> <li>Compare aerial photographs of Old Sunderland and record similarities and difference in the area over time</li> <li>Visit Old Sunderland and create a photographic display of some of the important buildings</li> <li>Use trade directories and census records to research families that lived in Old Sunderland in the past</li> <li>Produce a piece of art or creative writing describing the changing spirit of Old Sunderland</li> <li>Learn about the local heroes and villains such as Jack Casey, a famous boxer from Sunderland</li> <li>Create a chap book of the local area. A chap book is a small booklet containing a collection of pictures or ideas about a theme</li> </ul> <p>Learning outcomes</p> <ul> <li>Pupils should develop new skills in using maps, aerial photographs and ordnance survey materials</li> <li>Pupils should develop field work skills</li> <li>Pupils should develop locational and place based knowledge</li> <li>Pupils should develop historical enquiry and research skills</li> <li>Pupils should be able to use primary historical evidence to help research questions</li> <li>Understand changes and events within and beyond living memory</li> <li>Pupils should understand significant events, people and places in their own locality</li> </ul>

<p>Look at the photograph of the mining memorial. On 4 July 1838 26 children were drowned when the Huskar Pit (mine) in South Yorkshire flooded. Ask pupils to read the list of names and write them down in order of their age - oldest to youngest. Use this list to start a discussion about being a child during Victorian times. Also point out that the “Females are deposited in the Graves at the feet of the Males”, ask what this might tell us about Victorian society? Then using the list below look at the different laws that were passed during the reign of Queen Victoria and how these affected the lives of Victorian children. Pupils could summarise their thoughts/findings in a short piece of writing.</p> <p>Learning aims and outcomes</p> <ul> <li>Suggest what life was like for children living in the past</li> <li>Present information showing knowledge and an appreciation of the Victorian period</li> <li>Make comparisons between lifestyles today and in the past</li> <li>Produce a simple narrative to illustrate what they know about the work done by Victorian children</li> </ul>

<p>The aim of this Expedition is to raise students awareness of the militant actions of the Suffragettes and the physical locations around the country where these actions happened. It asks students to consider two main questions: How did the militant actions of the Suffragettes change throughout their campaign?, how do the different locations shown relate to the changes in the type of action undertaken by the Suffragettes?</p> <p>Download the free <a href="https://edu.google.com/intl/en_uk/products/vr-ar/expeditions/" target="_blank" rel="nofollow">Google Expeditions App</a> and search Deeds Not Words! to access the Expedition to accompany this Lesson Plan. For the fully immersive VR version you will also need a <a href="https://vr.google.com/cardboard/" target="_blank" rel="nofollow">Google Cardboard viewer</a>.</p>

<p>Ask pupils to imagine that they are going to the seaside and have to take a picnic. Ask them to think about the type of the food that they would take on their picnic, such as sandwiches, crisps, biscuits, fruit, cans of pop etc. Once they have discussed this ask them to draw their picnic.</p> <p>Then use the photograph to prompt a discussion about what the people in the photograph might have been eating. Would their picnic be the same as one today? Compare it to a picnic today, thinking about similarities and differences (using the worksheet provided above).</p> <p>Then using the Teachers’ Notes (above) look at the childrens’ pictures and see what foods they would have been able to eat when this photograph was taken!</p> <p>You might like to plan your own 1900 picnic!</p> <p>Learning aims and outcomes</p> <ul> <li>Compare seaside holidays in the past with ones today</li> <li>Identify similarities and differences</li> <li>Infer information from a picture or photograph</li> <li>Ask appropriate questions about seaside holidays in the past</li> </ul> <p>Extended learning and useful links</p> <ul> <li>Pupils could be asked to imagine a conversation between themselves and one of the children in the photograph. They could write a list of 3 questions they would like to ask them</li> <li>The activity could be used with slightly older pupils and linked to work on healthy eating as part of their science work</li> </ul>

<p>Using primary archive evidence students explore the wide range of medical developments that were made, in both physical and mental health, during the Second World War. This will allow them to answer the question: To what extent was the Second World War a factor in the development of medical knowledge? As a result students will examine medical techniques developed in the Second World War, be able to use evidence to evaluate the importance of war as a factor on the advancement of medicine and health, be able to demonstrate skills in selecting evidence and collaborative learning, will have a more secure basis on which to judge the impact of war on the advancement of medicine and health.</p>

<p>Ask pupils to look at the photograph of a Victorian kitchen. If you have an interactive whiteboard you could put the picture up, then use the screen shade to reveal it slowly. This will allow pupils to study it in detail, also the zoom option on an interactive whiteboard will allow you to study/highlight certain features. Ask them to look for clues as to what this room might have been used for. On the table there are plates, teapots, sieves, jars, a mixing bowl and a chopping board. The range on the left also has several large cooking pots on it. Once pupils have identified it as a kitchen you could focus on one of the objects, such as the mixing bowl or sieve and ask pupils to guess what it might be made of, who would have used and what for. They could compare it with bowl/sieve today. Also the number of objects on the table could lead to a discussion about the owner of the house. Where they rich or poor - what clues can they find?</p> <p>Learning aims and outcomes</p> <ul> <li>Identify the rooms in a home from long ago</li> <li>Describe, using appropriate vocabulary, features, furniture and household objects from homes from long ago</li> <li>Use clues to infer the use of an object</li> <li>Talk about aspects of home life long ago</li> </ul>

<p>Ask pupils to look carefully at the photograph, identifying things that they recognise, such as boy, grass, window, hat, stick etc. Then focus on the little boy, ask them to look at his face. Can they tell how he might have been feeling?</p> <p>Think about how a photograph is a snapshot of one moment in time. But what happened before? What was he doing? Who else might have been there? Why does he look so grumpy? The accompanying PowerPoint suggests ways of doing this.</p> <p>Learning aims and outcomes</p> <ul> <li>Make drawings and paintings using the visual clues from given images</li> <li>Comment on differences in the messages given by part of an image compared with messages from the whole image</li> <li>Suggest ideas about why the images were made and what they show about the people in them</li> <li>Say what they think and feel about the image</li> </ul>