Key Stage 3 History Scheme of Work

Year: 8 Unit 1 Unit of Study: How did the English challenge their Kings? Key Question:

Week Learning Objectives/Outcomes

Teaching activities

Key Concepts

PLTS Key words

Written product

including assessment

Resources

1 ‘The Changing

World’ Year 8

Overview

Learning Objectives To have an overview of the year 8 course Learning Outcomes – Be able to; All: KNOW KEY FACTS ABOUT

HOW BRITAIN CHANGED FROM

1200 TO 1750

Most: DESCRIBE AND EXPLAIN

KEY CHANGES IN BRITAIN

BETWEEN 1200 TO 1750.

Starter - Key questions to get pupils thinking - Classroom expectations Main - Guess the Monarch - Go over year 8 course -Discuss key changes 1200-1750 Plenary

Key concepts 1.3 Change and Continuity Keywords Change Continuity Monarchy Tudors Stuarts Industrial Age PLTS Independent enquirers

Quick Quiz on topics and Monarchs covered in the lesson. -Peer assessed

Resources - Power Point - I pads (you will need to book them

Most Able: EXPLAIN WHAT

CHANGED THE MOST IN BRITAIN

BETWEEN 1200 TO 1750 AND

REACH A SUPPORTED

CONCULSION.

-QUIZ ON TOPICS

COVERED DURING THE

LESSON –

COMPLETED IN THE

BACK OF THEIR

BOOKS.

Exploring a period of History

2

How important

was the Medieval Church?

Lesson Objectives -I can describe the role of the Church in the Medieval period. - I can explain why the Church was important to Medieval society. Lesson Outcomes – Be Able to; Few – You can describe the role of the church in the Medieval period using key words. Most – You can explain the role of the church in Medieval society and assess its importance in people’s lives. All – You can describe the role of the church in the

Starter -What can you learn from the image Main - Place the statements on the significance line to show the importance of the medieval church -Extended writing -Peer assessment Plenary -MATCH KEY

WORDS

Key Concepts 1.2 Religious Diversity 1.5 Significance Keywords Archbishop Excommunicate Tithe Monastery PLTS Independent Enquires Make personal judgments about the relevance and value

Extended writing on the importance of the church - Peer assessed using literacy code

Resources -Power Point -Stain glass window

Medieval period using key words.

3

Was Becket a Saint or a Sinner?

Lesson Objectives Explain the difference between fact and opinion. Judge if Thomas Becket was a saint or a sinner. Lesson Outcomes - Be able to; Few – Explain the character of Becket and reach a supported judgement. Most – Evaluate evidence and explain the difference between a fact/opinion. Begin to compare and contrast evidence. Reach a judgement on Becket. All – Know the different between a fact and an opinion. Select information

Starter List 4 reasons why the medieval Church was important Main What skills do you need to be a good historian Read through text on Becket – colour code Compare two interpretations Plenary Reach a judgement on Becket

Key Concepts 2.2 Historical evidence What can we learn How does it compare Keywords Fact Opinion Excommunicate PLTS Independent learners Explore historical issues Make a personal judgement

Comparison of sources exercise

Resources -Power Point -Text about Becket

from a source to describe the character of Becket

4 & 5 Why did

Henry II and Thomas

Becket fall out?

Lesson Objectives To conduct a historical enquiry and to understand why Thomas Becket was murdered. Lesson Outcomes - Be able to; Few – Be able to make links between Beckets murder and its effect on the relationship between the church and the state in medieval England. Most – I can select and combine information from sources to produce a structured answer on the murder of Thomas Becket All – Be able to explain why Thomas Becket was murdered giving a few reasons

Starter What do all the people have in common – discuss word martyr Main What can you learn from the source Can set up a murder scene in classroom and place tape and objects – gets class to investigate Show youtube clip of events of Beckets murder Tell the story – get pupils to complete story board

Key Concepts 2.1 Historical Enquiry Keywords Martyr Religion Murder PLTS Creative Thinkers Investigation

Story Board with detailed captions outlining the story.

Resources Power Point YouTube/BBC bite size Video

6 Good King

John?

Lesson Objectives - TO DEFINE THE TERM

INTERPRETATION TO EXAMINE HOW

DIFFERENT

INTERPRETATIONS CAN BE

SUPPORTED WITH

EVIDENCE

Lesson Outcomes - Be able to; Few – COMPARE AND

CONTRAST HISTORICAL

EVIDENCE TO REACH A

JUDGEMENT. Most – Ask questions about historical evidence. Understand key terms such as biased/reliable/useful. All – BEGIN TO UNDERSTAND

THAT NOT ALL HISTORICAL

EVIDENCE IS ACCURATE. DESCRIBE TWO DIFFERENT

INTERPRETATIONS

STARTER WHAT CAN YOU

SEE MAIN EXPLAIN CONCEPT

OF INTERPRETAION COMPARE 2 VIDEO

CLIPS COMPLETE TABLE

USING DIFFERENT

INTERPRETATIONS READ A

JUDGEMENT PLENARY HOW CONFIDENT

ARE YOU?

Key Concepts 2.2 Historical Evidence Keywords Propaganda Bias Reliable Interpretation Useful PLTS Independent Enquirers Consider how valuable information is

Research on Good King John.

Resources -Power Point -Sources

7 Who does the

Lesson Objective Starter - STARTER

Key Concepts

Poster/ sheets of information on each

Resources -Power Point

Body belong too?

To describe the key features of the skeleton to work out who it is. To ask questions to find out more about the skeleton. To analyse sources to work out who it is.

Lesson Outcomes;

Few- Take a leading role in organizing the team and allocating tasks

Most- Work as part of a team and undertake an historical enquiry. Use ICT to research a suspect and communicate that lesson to the rest of the class.

All- Contribute to the team and begin to select evidence to support and create and argument.

Timed-pair-share explaining what they think about the picture. MAIN USING CLUES –

BUILD A PICTURE

OF WHO THE BODY

MIGHT BELONG

TOO USE

IPADS/LAPTOPS TO

RESEARCH WHO

RICHARD WAS AND

WHY THERE IS A

CONTROVERSAY PLENARY Progress check

Source work Key Words -Propaganda -Bias -Reliable -Interpretation -Useful PLTS Team Workers

suspect used for market place activity – Peer assessed

-Ipads -Teacher information sheet -Peer assessment/ Literacy sheet

8 LESSON OBJECTIVES LESSON PLAN Concepts Completed table •Power Point

Who was Richard III

TO EXPLAIN AND

EVALUTE DIFFERENT

INTERPRETATIONS

ABOUT RICHARD III

LESSON OUTCOMES - BE

ABLE TO; FEW – EXPLAIN WHY

HISTORIANS HAVE DIFFERENT

INTERPRETATIONS ABOUT

RICHARD. COMPARE

DIFFERENT INTERPRETATIONS

(LEVEL 6) MOST – BEGIN TO EXPLAIN

WHY THERE ARE DIFFERENT

INTERPRETATIONS ABOUT

RICHARD (LEVEL 5) ALL – DESCRIBE THE

DIFFERENT VIEWS ABOUT

RICHARD III (LEVEL 4)

STARTER WHY WAS A KING

OF ENGLAND LEFT

IN A CAR PARK? MAIN GO OVER

BACKGROUND

INFORMATION HIGH LIGHT

INTERPRETAIONS

FROM SOURCE

SHEET COMPLETE TABLE WATCH MODERN

DOC PLENARY WHAT IS VIEW

ABOUT RICHARD III

3:0 Interpretations PLTS Creative Thinkers

• Source Sheet Table

9 - 10 Lesson Objectives TO COMPLETE AN NEWS

LESSON PLAN STARTER

Key Concepts 3;0

Newspaper report

Resources -Power Point

Unit 1

Assessment

REPORT USING

EVIDENCE TO EXPLAIN

THE DIFFERENT

INTERPRETATIONS

REGARDING RICHARD III LESSON OUTCOMES - BE

ABLE TO; FEW – COMPLETE AN

NEWSPAPER REPORT ON

RICHARD III. EXPLAIN AND

EVALUATE A RANGE OF

INTEPRETATIONS REGARDING

RICHARD III. REACH A

SUPPORTED JUDEGEMENT MOST – COMPLETE A

NEWSREPORT ON THE

RICHARD III. BEGIN TO

EXPLAIN WHY PEOPLE HAVE

DIFFERENT VIEWS. ATTEMPT A

JUDGEMENT. ALL – DESCRIBE EACH OF THE

DIFFERENT INTERPRETATIONS

ON RICHARD III

RE-CAP ON

DIFFERENT

INTERPRETATIONS MAIN GO OVER

INTERPRETAIONS GO OAVER

ASSESSMENT

CRITIERIA GO THROUGH

ESSAY STRUCTURE PUPILS COMPETE

ESSAY – PLENARY WHAT LEVEL I AM

Interpretations Keywords Interpretation Bias Judgement

PLTS Self-Managers Organise time

-Writing frame for less able.

11-12 Self

Assessment

Learning Objectives -Peer assessment -How well have I done to evaluate what you could do to improve your essay Lesson Outcomes – Be able to; Few- Will understand the marking scheme and be able to evaluate the essay in order to improve their attainment Most- Will identify positives/weakness of their written work. Will be able to suggest changes to improve their essay. All - Will identify at least one change they could make to improve their

Starter -Q & A How well did you do on your essay. What would you do differently? Main - Read essay of peer (someone of similar ability) -Mark – using framework -Give level grade and set target -Feedback in pairs Plenary -Set Targets -Complete Assessment Watch Horrible Histories clips if finished.

Key Concepts -Reflect on learning Key words Evaluation Reflection PLTS Creative Thinkers Explore different views of history

Resources • Assessment forms • Horrible Histories Clips.

written work.

Year: 8 Unit 2 Unit of Study: Why did the Tudor and Stewart Monarchs fall out with their people? Key Question:

Week Learning

Objectives/ Outcomes

Teaching Activities

Key Concepts PLTs

Key Words

Written product

including

Resources

assessment 1-2

Why did Henry VIII marry so

often?

Learning Objectives -To know the different wives of Henry VIII -To explain reasons for Henry’s married -To know the impact of his divorce Lesson Outcomes – Be able to; FEW – Can explain and evaluate all the reasons for Henry VIII marriages and its impact on England. MOST – Can identify, explain and begin to evaluate most of the reasons why Henry married so

Starter -What can you learn from the painting Main -Key words -Show horrible history clip of henry Wives - Diary of Henry / Complete Facebook profile of a wife -Write a paragraph/peer assessment Plenary -TARGET SETTING

Key Concepts Causes – resources, why did Henry break with Rome Communication of knowledge in form of diary Keywords Henry VIII Reformation Divorce Excommunication PLTS -Creative thinkers -Think about the relationship of different causes Reflective learners

Facebook profile on Henry VIII and a paragraph discussing why he married so many times. – Peer assessed.

Resources Power point

often. ALL – Can identify and describe some of the reasons

3 & 4 Was ‘Bloody’ Mary really

bloody?

Learning Objectives -Know who Bloody Mary was - Use evidence to investigate if she really was ‘Bloody’. Lesson Outcomes – Be able to; FEW – Are able to evaluate the strengths and weaknesses of sources. Can use sources ot support an argument. Use sources to make an independent judgement. MOST – Are able to evaluate sources

Starter -Match picture with words. -Show open scene from film ‘Elizabeth’ – burning of Protestants. Main -Students undertake an historical enquiry using a range of sources. – group task sort cards -Headstone task. -Next lesson – recap everything then do

Newspaper report.

Plenary Horrible Histories – Mary Tudor song. How useful is this as a piece of evidence?

Key Concepts 2.2 Using evidence. Select information from sources in order to reach a conclusion Key Words Martyr Catholic Protestant Reformation PLTS Independent enquirers Explore events and reach a judgement

Newspaper report about ‘Bloody’ Mary, using sources and information from previous lesson.

Resources -Film Elizabeth. -You tube clip – horrible histories. -Power point. Card sort

and identify which sources are useful for the investigation. ALL – Are able to select and combine information from sources and use appropriate quotations.

5 & 6 Why was

Spain Defeated in

1588?

Learning Objectives -Know events of Spanish Invasion -To explain and evaluate the reasons for their defeat Lesson Outcomes – Be able to; FEW – Provide a detailed explanation of why Spain failed and

Starter -Match key words – show understanding of reasons for attempted invasion Main -Complete map activity to understand chronology -Show clip from Elizabeth – The Golden Years -Discuss why different historians have different views -Complete notes from

Key Concepts 1.4 Causation Keywords Armada Fire Ships Navy PLTS Independent enquirers Explore events and reach a judgement Self Managers Organised their time

Resources -Film Elizabeth – clip of defeat -You tube clip -Cards for events Writing frames

evaluate the various reasons. Begin to examine the significance of the failure of the Armada on Elizabeth’s reign. MOST – Explain why happen and begin to evaluate the reasons for Spain’s failure. ALL – Describe the invasion and key reasons why Spain failed

video clip (lesson 8) -Plan essay Plenary WHERE ARE YOU ON THE

LEARNING LADDER

7 & 8 Why did

‘someone’ try and blow up James I?

Learning Objectives -Use evidence to reach a supported judgement -Work as part of a team Lesson Outcomes – Be able to;

Starter -Show picture of bonfire night -Why do we celebrate November 5th? Main -Show Nick Knowles’ film – you tube. - Pair work – examine

Key Concepts -Historical Enquiry -Investigate historical question -Using evidence -Reach a supported conclusion Keywords Plot

Notes and planning used for presentation.

Resources -Nick Knowles Gunpowder Plot – YouTube 25 mines -Sh8 U1L2.ppt -Sources for/against

FEW – Explain in detail the events leading up to the Gunpowder Plot. Using a wide range of sources. Reach an overall judgement and support with evidence. MOST – Describe most of the events leading up to the Gunpowder Plot. Use a range of sources. Reach an overall judgement. ALL – Know the events that lead to the Gunpowder Plot. Use pieces of evidence to investigate an historical enquiry. Attempt an overall judgment.

range of evidence -Group work to produce presentation on who was responsible – go or catholic conspiracy Plenary Presentation and peer feedback

Treason Conspiracy theory PLTS Teamwork Research

9 Why did Charles make so

many poor choices?

Learning Objectives -Use prior knowledge of monarch -To know what choices the king made and the consequences of his actions Lesson Outcomes – Be able to; FEW – Begin to be able to make links between the events of Charles I and the story of his predecessors. Assess the significance of the mistakes of Charles I. MOST – Describe most of the decisions made by Charles I. Begin to evaluate his competence as a

Starter -What makes a good king? Main -Complete multi-choice on Charles’ choice -Class discussion on how good Charles was as a king -What advice would you give him? -Watch first 15 mins of Film Cromwell. Plenary Give Charles 2 targets to improve as a king.

Key Concepts 1.4: Consequences of Charles I choices 1.1 Building chronology framework for Civil War. Keywords Fair Ship Tax Puritan PLTS Creative thinkers Link ideas between cause/consequence Evaluate alternative solution

Task where students write a piece advising Charles on how to improve as King.

Resources -Worksheet on Charles’s choice -SH8 U2L2-4.ppt -Cromwell Film first 20mins.

monarch. ALL – Identify some of the choices made by Charles. Begin to link some of the mistakes made by Charles to the English Civil War.

10-12

Why do historians

disagree on what caused the English Civil War?

Learning Objectives -Understand the different causes of the Civil War - Categorise and evaluate the causes - Reach a supported judgement Lesson Outcomes – Be able to; FEW – Explains and evaluates all the different causes of the Civil War. Can make links between the different causes. Reaches a supported judgement. MOST – Explains most of the different causes of

Starter -Head/Tails – key words Main -Introduce what a Civil War is – link to other Civil Wars. -Re-cap over Charles’ choices and why the English might be unhappy -Card Sort – Political/Religious/Social -Essay – to be complete in lesson Plenary -Which was the most important cause of the Civil War. Read each others’ essays and make suggestions for improvement

Key Concepts 1.4 Causation 2.3 Communication Keywords Political Economic Religious Causation PLTS Reflection – Peer Assessment

Essay discussing the causes of the English Civil War.

Resources -Ppt -Card sort -Writing frame Sources for G & T

the Civil War. Begins to link causes together. Reaches an overall judgement. ALL – Describe some of the different causes of the English Civil War. Begins to categorize the different causes of the Civil War.

Year: 8 Unit 3 Unit of Study: Disaster, Death, Doom and Destruction Key Question:

Week Lesson Objectives/ Outcomes

Teaching Activities

Key Concepts PLTs

Key Words

Written product

including assessment

Resources

1 Why did

people in the 17th Century

still believe in witches?

Learning Objectives -To understand that belief in Witches persisted into the 17th century. -.To understand factors that led to the continuing belief. Lesson Outcomes – Be able to; Few – Understand that there were a complex range of factors that led to continuing belief in

Starter -Pupils to sketch what they think of when they hear the word Witch. Main -PowerPoint Pupils to think about what we think of as Witches. -Compare with 17th century definition. Pupils to consider factors which led to witch scare of the 17th century.

Key Concepts -Cultural, ethnic and religious diversity. -Change and Continuity -Cause and Consequence PLTS Independent enquiry.

Resources PowerPoint

witches. Most – Understand that there were some reasons why witches still concerned 17th century people. ALL – Understand that Witchcraft was still an issue in the 17th Century.

Plenary Pupils to recall factors and begin to rank their significance.

2 & 3 Witch Finder

Learning Objectives -To understand why witchcraft was so widely believed in. -To develop knowledge of the types of people accused of Witchcraft. -To analyse some sources from Stuart times. Lesson Outcomes – Be able to;

Starter Sheet on Swimming a witch. Ask pupils to consider good and bad points of this as a test. Main Use the textbook p.90-91 and ask pupils to complete task 3 on p.91. Plenary WHY WERE PEOPLE

SO READY TO BELIEVE

Key Concepts What made people accuse others of Witchcraft Why was there a witch craze? Keywords Superstition Assizes Witchfinder. PLTS Independent

Answers for the questions taken from the textbook.

Resources -Textbook -Resources sheets

Few – Understand that witchcraft was often used as a distraction for the masses in time of crisis. Most – Understand that medieval beliefs were still widespread despite the Scientific Revolution. ALL – Understand that even though there had been many discoveries and developments the people were still deeply superstitious.

IN WITCHES IN THE

SEVENTEENTH

CENTURY

enquiry

4 & 5 Witches trail

at Pendle Hill

Learning Objectives -To understand that

Starter Pupils to consider the superstitions we still hold today.

Key concepts Cultural, ethnic and religious diversity. Change and

A report comparing the 17th century definitions to the events at Pendle

Resources •PowerPoint •Homework sheet •Defence template

belief in Witches persisted into the 17th century. -.To understand factors that led to the continuing belief. Lesson Outcomes – Be able to; Few – Understand that there were a complex range of factors that led to continuing belief in witches and that these had declined by the late 17th century. Most – Understand that there were some reasons why witches still concerned 17th century people. Idea of scapegoats. ALL – Understand

Main PowerPoint Pupils to think about the evidence presented at Pendle. Produce a report or work as a group to show events at Pendle Compare with 17th century definition. Pupils to consider factors which led to continuance of the witch scare of the 17th century. Why did it end Plenary PUPILS TO COMPLETE

HOMEWORK

ASSIGNMENT SHEET.

Continuity Cause and Consequence Key words Familiar PLTS Independent enquiry. – case study investigation Creative Thinkers. Team workers – with role play activitiy

Pendle information sheet.

that Witchcraft was still an issue in the 17th

5 & 6 How did the Government deal with the

Plague?

Learning Objectives -Understand what it was like to live in plague-ridden London. -To produce a booklet to advise Londoners “How to survive the Plague”. Lesson Outcomes – Be able to; All – To describe methods used by the Stuarts to deal with the great plague

Lesson Plan Starter Slimy Stuarts 1665 Song Main PowerPoint and linked activities Plenary Diary entry.

Key concepts Why did people use such methods to control infection? What was their thinking based on? Keywords Plague Infection PLTS Research Independent enquirers. Communicators

Activities taken from the PowerPoint and diary entry

Resources •PowerPoint Activity sheets

Most – as above and explain reasons for the these changes FEW – As above and say why these changes were important.

8 & 9 Fire of London

Learning Objectives Lesson Outcomes – Be able to;

1 & 2 Life on the Isle of Man before 1750

Learning Objectives -To explain what life was like on the Isle of Man before 1750 Lesson Outcomes – Be able to; -Few Will be able to compare and contrast life in the Isle of man before 1750 to the present day -Most: Will be able to describe life in the Isle of man before 1750 using sources and their own knowledge -All – Will be able to recall some facts

Starter -Guess the date of the manx photo. -What can you see in the source Main -Museum Walk collect information about Cregneash -Complete A4 sheet – what have you learnt -More able can use extra reading Plenary -Comparison on life in Cregneash to pupils life today

Key concepts 1. a/b/c Chronology Change and Continuity Keywords Crofters PLTS Effective participators Considering Period of time and applying to local history

Completed sheet based on the lesson.

Resources • Power point with tasks •Power point with source Pdf with extra information about farming on the Isle of Man

Year: 8 Unit 4 Unit of Study: Phoenix rising from the Ashes Key Question:

about life in the Isle of Man before 1750.

3 & 4 Review of Industrial

Revolution

Learning Objectives -Know what the Industrial Revolution was and explain how it impacted Britain. - Evaluate the Industrial Revolution Lesson Outcomes – Be able to; -Few: Suggest in what ways life might be better, and worse from 1750 to 1900. Most: Explain in detail five differences between 1750-1900

Starter -Spot the difference on two pictures -Discuss major difference Main -Card sort to categories key changes in Britain -Complete diary entry on key changes -Discuss the positives/negatives of Industrial Revolution

Plenary -How did life Change on the Isle of Man 1800-1900

Key Concepts 2. Consequence Change/Continuity Keywords Industrialisation Revolution PLTS Independent Enquiries

Diary entries that discuss the changes caused by the industrial revolution.

Resources • Power point with tasks •Information Sheets •Pictures to compare Britain Table

All: Describe three main things that changed between 1750-1900.

5 & 6 Laxey Mines

Learning Objectives -To explain what life was like for Laxey miners -To link the invention of steam with developments in mining Lesson Outcomes – Be able to; Few Will be able to compare and contrast life in the Isle of man before 1750 to the present day Most: Will explain what it was like to

Starter -What do you use coal for? Main -Museum Walk collect information about -Using sources about conditions in mines -Source evaluation on incident in Laxey mines -What makes a useful source -Share source from homework -Watch DVD – A Bindley – Laxey mines -Complete diary

Key Concepts -1. a/b/c Chronology Change and Continuity 2.2 Using evidence Keywords -Natural resources -Mine -Lead -Iron Ore -Steam Power PLTS -Effective participators -Considering Period of time and applying to local history

Completion of the diary entry and source evaluation work.

Resources -Power point with tasks -Power point with source -Video on Laxey Mines

be a miner working in Laxey. Will use a range of evidence to explain working conditions in a Mine. All – Will be able to describe key features of the life of a miner. Use simplistic sources to describe changes for the life of a miner

entry to show how life how -Life has changed Plenary -Would you cope as a miner?

7 – 9 Working in the mills

Learning Objectives - To use historical evidence to complete an historical enquiry Lesson Outcomes – Be able to; Few Can identify and evaluate which

Starter -How do the two sources differ -Where you would you like to work and why? Main -Source evaluation of child labour -Begin to question sources and their

Key Concepts 2.1 Historical Enquiry Keywords -Apprentice -Mill -Textile PLTS -Independent Enquiries

Using sources students write a piece discussing the conditions of working in a mill. –Peer assessed.

Resources - Power point with tasks -Sources on Child labour -Table

sources are most useful for explaining about working conditions in the mills (level 5/6) Most: Can select and combine information to produce a structured answer. (level 4/5) All – Can extract information from 3 sources to describe the life of children working in mills (level 3/4)

reliability -Reach a judgement on which is the most useful source -Complete a task choice to explain working conditions in mills using a variety of sources Plenary Who had it worse – children working in mines or Mills?

-Critical Thinkers

10-11 Urban Hell

Lesson plan same as previous lesson

1 & 2 Why did the Isle of Man become a

Tourist Hot Spot?

Learning Objectives -To know the reasons why the IOM became a Tourist Destination -To link the growth of Tourist Industry to the Industrial Revolution Lesson Outcomes – Be able to; -Few Will provide a detailed explanation and judgment about reasons why the

Starter -Why do People Visit Ibiza? Main -Class discussion – why come to IOM -Look after pictures to show changes -Watch happy holiday DVD -Complete scatter diagram from information sheet (get more information for homework) -Next lesson – complete mini essay and advert to

Key Concepts 1. a/b/c Chronology Change and Continuity 2a. Causation Keywords -Advertisement -Steam power -Population growth PLTS -Effective participators -Considering Period of time and applying to local history

Advertisement piece and essay explaining why people came to the Isle of Man for their holidays.

Resources - Power point with tasks -Power point with source -Video Happy Holidays

Year: 8 Unit 5 Unit of Study: Was Tourism ‘Golden’ for the Isle of Man Key Question:

Isle of man became a Tourist Hot Spot. (level 6) -Most: Will explain and begin to link the factors. (Level 5) -All – Will be able to describe and explain the reasons why the IOM became a Hoildiay Hotspot. (level 4)

sell the IOM Plenary -How would Tourism change

3 & 4 Development of Transport

Learning Objectives

-To explain the new forms of transport -To link the development of transport to tourism around the IOM Lesson Outcomes

Starter -What can the photograph tell you? Main -What problems would only travel by horse bring -Go through power

Key concepts 1. a/b/c Chronology Change and Continuity Impact Keywords Steam power Horse Tram Cable Car Electric Tram

The completed timeline on the progression of transport.

Resources -Power point with tasks -Power point with source -Transport DVD

– Be able to; Few Will provide a detailed explanation and judgment about the development of transport around the IOM and its impact on Tourism. (level 6) Most: Will explain and begin to link the growth of transport to tourism. (Level 5) All – Will be able to describe and explain the different forms of transport. (level 4)

point – children can -Make notes in the back of their books -Complete a time line on transport

PLTS -Effective participators -Considering Period of time and applying to local history

5

Hotels

Learning Objectives -To know the different jobs on the

Starter -What can the photograph tell you?

Key Concepts 1. a/b/c Chronology Change and Continuity

Hotel description – peer assessed Completed plan for an entertainment

Resources -Power point with tasks -Holiday Isle DVD –

IOM -Through tourism -To link the development of tourism around the IOM to living standards Lesson Outcomes – Be able to; Few Will provide a detailed explanation and judgment about the development of tourism around the IOM and its impact on the Island. (level 6) Most: Will explain and begin to link the growth tourism to increase in various types of employment and increased living standards. (Level 5) All – Will be able to

Main -Describe your perfect hotel in 30 words -List types of accommodation -Source evaluation on CastleMona Hotel -Brief overview of types of accommodation -List the various types of employment through entertainment - Produce a plan for entertainment complex

Impact Keywords -Dance hall -Boarding house Theatre -Cunningham Camp Site -Douglas head White City PLTS -Effective participators -Considering Period of time and applying to local history

complex. part 2 & 3 – on apple TV -Information sheet on Entertainment complex – hard copy in file cabinet

describe and explain the different forms of employment. (level 4)

6 Jobs for all

Learning Objectives -To know the different jobs on the IOM through tourism .-To link the development of tourism around the IOM to living standards Lesson Outcomes – Be able to; Few Will provide a detailed explanation and judgment about the development of tourism around the

Starter -What can the photograph tell you? Main -Describe your perfect hotel in 30 words -List types of accommodation -Source evaluation on CastleMona Hotel -Brief overview of types of accommodation -List the various types of employment Through -

Key concepts 1. a/b/c Chronology Change and Continuity Impact Keywords Dance hall Boarding house Theatre Cunningham Camp Site Douglas head White City PLTS -Effective participators -Considering Period of time and

Resources • Power point with tasks •Holiday Isle DVD – part 2 & 3 – on apple TV Information sheet on Entertainment complex – hard copy in file cabinet

IOM and its impact on the Island. (level 6) Most: Will explain and begin to link the growth tourism to increase in various types of employment and increased living standards. (Level 5) All – Will be able to describe and explain the different forms of employment. (level 4)

entertainment - Produce a plan for entertainment complex

applying to local history

7 Negative

aspects of tourism

Learning Objectives -To know the different jobs on the IOM -Through tourism .To link the development of

Starter -What did the Victorians come to see here (Bear Pit) Main -Thought Shower – what problems do

Key Concepts 1. a/b/c Chronology Change and Continuity Impact Keywords Crime

Resources -Power point with tasks -Crime reports -Articles on problems associated with Tourists from 1900

tourism around the IOM to living standards Lesson Outcomes – Be able to; Few Will provide a detailed explanation and judgment about the development of tourism around the IOM and its impact on the Island. (level 6) Most: Will explain and begin to link the growth tourism to increase in crime and associated problems. (Level 5) All – Will be able to describe and explain the problems tourism brought to the IOM.

you associate with Tourism? (Guess the Date) -What can the sources tell you? (10 mins) -Pair Work – Go through the crime reports for 1895 (Class set in office – you will need to return to use next Year) Plenary - How good was Tourism for the IOM?

Morals Pickpocket Censorship Manx Gaelic PLTS -Effective participators -Considering Period of time and applying to local history

(for more able) -Hard copies in Office to be returned for next year.

8 Assessment

Learning Objectives -To explain both the positive and negative aspects of tourism. -To use and begin to evaluate a range of historical sources Lesson Outcomes – Be able to; Few Will provide a detailed explanation and judgment about the impact of Tourism on the IOM and use a range of sources. Will critically evaluate evidence in order to reach a judgement. (level 6) Most: Will explain the positive and negative aspects of Tourism on the IOM by selecting and combining

Starter Which famous celeb came to the Isle of Man Main Which source is positive/negative Preparation for assessment Plenary - How good was Tourism for the IOM?

Key Concepts 1. Impact 4. Use of Evidence Keywords Positive Negative Reliability Usefulness PLTS -Effective participators -Considering Period of time and applying to local history

Using sources explain the impact tourism had on the Isle of Man.

Resources -Power point

information from a range of sources. Will begin to question the content of sources. (Level 5) All – Will be able to explain the positive and negative aspects of touism on IOM. (level 4)