History – Year 1 session 1

What to expect- the resource pack Session 1 Historical Concepts Session 2 Planning Chronology Session 3 Literacy and History Semester 2 History day- record office, ICT, artefacts and pictures; Hampshire Wardrobe/drama, assessment. See resource booklet nb grouping.

Optional tasks For next week to address concepts of Chronology and significance Read pages one and two of the booklet then put the following in order ( you may need to do a little research bbc.co.uk/history can help Battle of Hastings, death of Thomas a Becket, Magna Carta , Battle of Culloden , Great Exhibition, Caxton’s printing press, The Spanish Armada Then consider which event is the most significant- we will discuss next week

Aims of session(s) We hope each session will allow you to learn something new about an historical event Give you ideas and ( transferable) methods for teaching history Get you joining in, increase enjoyment and expertise Be clear on the History Foundation programme organisation Introduce your booklet Understand requirement of History in the National curriculum

The History Curriculum Methodology How? Concepts Knowledge Skills and understanding Content What? Breadth of Study Communication Making meaning

Content provides context for Concepts See booklet p 5 for Concepts Chronological understanding (– time periods and characteristics) Knowledge of events people and changes ( change and continuity) ( cause and consequence) Historical interpretation ( Bias point of view) Historical enquiry ( methodology use of evidence) Organisation and communication- making meaning, creative outcomes Nb NC Key skills See booklet p4 KS 1 and KS 2 Content Breadth of study Thoughts on Rose Review and current ( political) situation

Context - the Titanic KS2-KU 4 Historical Enquiry- (finding out the past from a range of sources) ( local relevance too) 2/3 brainstorm what you know about the Titanic Now sort /list sources of evidence for this (primary , secondary , interpretations) History is based on surviving evidence…implications, bias, missing voices..2b diversity???

Knowledge of Characteristic features of a period KS2-KU 2a This is a significant concept and relates to Chronology – more next week Key question Why was the Titanic special? Look at first two pages of your pack ( nb more sources for children) for evidence ( nb authenticity) Think of a slogan for an advertisement for the Titanic- what else would you say in the ad?- Compare with sources

Q2 What was life like on the Titanic? Sort the pictures on pages 3 and 4 of your packs into first , second, and third class and say what the pictures show….. Activity ideas for children: write a post card home / send a telegraph message about life on the Titanic from point of view of 1st , 2nd , 3rd class passenger

KS1&2-KU 1 Chronology ( more next week ) Teaching idea sequence images re the sinking in order ..page 5 ( The Sphere page) you have thirty seconds… Chronology of the sinking of the Titanic 14- 15 April 1912- listening activity at your level

KS1&2 - KU 3 Historical Interpretation History exists in the form it does because Historians ask questions and interrogate available/surviving evidence- they then tell their own story or narrative according to the way they see the evidence. 1) Can sources be relied upon see p 7 – what do you notice? 2) New evidence can change our view of History 3) Powerful people shape and influence History 4) Evidence can be selective 5) Historians have to make decisions and form a view based on contradicting sources.

Knowledge, Skills and Understanding 2c Causes- Enquiry and interpretation Activity- Why did the ‘Titanic sink with such a great loss of life? Consequences- What happened as a result? Remember all this is about real people see last page of pack Finally do remember to have a go at the timeline activity- we will pick this up next week.