This lesson follows on from the previous lesson. It picks up events around the time of the Restoration of the Monarchy in 1660. Causation is at the heart of the lesson. Students are tasked with working out whether the Restoration of the Monarchy can be attributed to anger with the[…]
This lesson is centred on some interpretations work. It gives the students an opportunity to develop their ability to critique the viewpoint of an established historian. Students are presented with the views of historian Steven Shapin. Shapin argues – quite controversially – that there was ‘no such thing as[…]
This enquiry takes as its inspiration the growing field of ‘emotion history’. Proponents of which study everyday objects, as a way of finding out more about the people of the past. In the lesson, students work in groups to dissect four early modern objects: a snuff-box a stone monument a[…]
Download this free substantive knowledge test for this unit on ‘revolutionary’ England. It fits perfectly into the diverse year 8 curriculum – just sign up as basic member. It tests your students’ core knowledge from this 7 lesson enquiry. The second page shows you the teacher answers. Use it alongside[…]
This written diverse assessment gives your year 8 classes the chance to consider how the changes in this period affected ordinary people. This fits with good assessment practice at KS3. First, students are reminded of the work of Eamon Duffy who wrote about how the villagers of Morebath experienced the[…]
Here is the ‘big story’ of this intriguing unit on Early European exploration and colonisation. Overviews really help your pupils to make sense of your curriculum and see the big picture So why not use this big story in your first lesson to give your students an overview before they[…]
Download this knowledge organiser for this original unit of the HRC Year 8 Diverse Curriculum. The unit focuses on early European exploration and colonisation. It answers the big question: What impact did early European exploration and colonisation have on indigenous people? This knowledge organiser gives your students all of the[…]
This lesson provides an introduction to the unit, by way of a study of the voyages and activities of Christopher Columbus. Students are first presented with the front cover of historian David Stannard’s book American Holocaust. They are asked to make inferences from the cover (including the emotive title) about[…]
This lesson aims to develop students’ understanding of life in the Aztec Empire before the arrival of the Spanish. It seeks to correct some widespread misconceptions about the apparent disorganisation, brutality and lawlessness of the empire. It draws upon the account of Bernal Diaz del Castillo, Spanish writer whose descriptions[…]
This lesson is centred upon an incredible and evocative contemporary source: the Codex Azcatitlan. The Codex Azcatitlan was produced soon after the Spanish arrived in – and subsequently colonised – the Aztec Empire. In the lesson, students are encouraged to recognise the huge value of this source, due to the[…]
This enquiry is centred around the removal or theft of a statue depicting a little boy from a park in Mexico City in 2010. The whole statue shows Hernán Cortés, Malintzin and their son Martin. It is the portion depicting Martin that has been removed, presumed stolen. Students’ task[…]
This lesson develops students’ understanding of the second-order concept of consequence. Students are asked first to speculate about the possible impacts or consequences of Spanish colonisation of the Aztec Empire. Then, they learn more about different aspects of life that were altered or transformed by the Spanish arrival. They use[…]
This lesson is focused on the consequences of the Spanish colonisation of the Americas. It helps to underline the significant benefits that the Spanish derived from their governance of such a large region after 1492. The lesson is centred around a mapping activity. Students must first locate the key conquests[…]
This enquiry focuses on the consequences and long-lasting impact of Spain’s huge ‘New World’ empire. Spain was one of the first European powers to develop a large overseas empire. Although many countries that came under Spanish control gained their independence in the 19th century, the impact of Spanish influence was[…]
This lesson builds on the previous enquiries in the unit by exploring the contributions made by early English explorers. The second-order concept focus is on similarity and difference. Students work towards being able to compare the strengths and weaknesses of the Spanish and English ‘empires’ in the 16th and[…]
This lesson follows on from the previous enquiry, focusing on why it took the English so long to establish their own overseas colonies in the Americas. It takes a classic ‘causation’ format, presenting students with two competing arguments or interpretations, and providing evidence to help students decide which argument is[…]
This enquiry explores one of England’s earliest attempts to establish an American colony. You know the one. The one that was led by a group of Puritans escaping persecution under King James I. In the lesson, students employ criteria to judge the colony’s success, considering evidence from a range of[…]
Download this free substantive knowledge test for this unit on early exploration. It fits perfectly into the diverse year 8 curriculum – just sign up as basic member. It tests your students’ core knowledge from this sequence of lessons. The second page shows you the teacher answers. Use it alongside[…]
This assessment focuses on the concept of consequences. The assessment task is to write a series of three diary/journal entries from the perspective of a traveller to the Americas, documenting the impact over time of the Spanish/English exploration and colonisation of the region. First your students must focus on the[…]
Written by Elena Stevens, this knowledge-rich wider world unit focuses on the history of Africa between circa 1000-1900. 7 of the enquiries take The Kingdom of Benin as a case study. They explore its history through a combination of primary evidence, a keen focus on interesting historical interpretations and other[…]
This enquiry shows students how historical interpretations can be examined, critiqued and challenged. Taking the interpretation of writer Amie Jane Leavitt – who suggests that Benin’s ‘golden age’ was initiated by Oba Ewuare in the 15th century – students are encouraged to consider the use of criteria in reaching judgements.[…]
This enquiry focuses on challenging the typical view of the Obas of Benin: they were only able to be successful by ruling through fear and superstition. Students are encouraged to tackle this view by analysing a number of important clues. Next, a close examination of accounts written at the time[…]
This lesson adopts the classic enquiry approach. You drip-feeding clues and encourage students to refine their hypotheses as they go along. The initial question is set up at the beginning of the lesson: why was it that, after centuries of essentially refusing to be part of the international slave trade,[…]
This enquiry uses a ‘cultural history’ approach to help students gain a deeper understanding of slaves’ experiences in the 19th century. Mahommah Gardo Baquaqua was captured from the Kingdom of Benin and transported to America to work as a slave. Although in some ways his experiences were echoed by thousands[…]
The first ‘Opium War’ unlocks some dark secrets about our past, making for great causation and interpretations work. This lesson provides a good assessment opportunity with clear mark-scheme.
Does John D Clare get it right about the Indian Mutiny? This one-off lesson is intended to give students a snapshot of empire, focusing on India while it was still under the control of the East India Company. It could lead to an investigation as to whether life for Indians[…]
This one-off lesson is intended to give students a snapshot of empire, focusing on India while it was still under the control of the East India Company. It could lead to an investigation as to whether life for Indians really improved under the Raj. Or it could be used to[…]
This enquiry offers an engaging way of developing students’ understanding of the horrors of the Benin Massacre of 1897. Students are tasked with putting Sir Harry Rawson on trial for his role in the massacre, gathering evidence to prosecute Rawson. Sir Harry Rawson was the leader of the British forces[…]
This enquiry takes the form of a debate. Students are equipped with the evidence needed to participate in a debate about the Benin Bronzes, arguing either for the returning of the Bronzes to Nigeria or for their continued display at the British Museum. Students are guided through the process of[…]
Zulu! Just how accurate is it? Why did an elderly lady storm out of its premier? Your class will debunk an interpretation before considering the tension between reel history and real history.
