Matravers History SoW
History Department - SCHEME OF WORK
|Unit |Food and Migration |
|Key question |What is the most important food to be brought to the British Isles in the last 1000 years? |
|Type of unit |Chronological |Number of lessons: 10 (+ optional) |
|Learning objectives |Knowledge: |Key words: |
| |Migration to Britain |Famine |
| |Life in England in 1000 |Crusaders |
| |The Crusades |Tuber |
| |Tudor explorers |Clippers |
| |The early British Empire |Transatlantic slave trade |
| |The slave trade | |
| |(Ted Heath and 1970s Britain) | |
| | | |
| |Skills: | |
| |Drawing an accurate timeline | |
| |Source skills – cross-referencing | |
| |Source skills – tackling difficult readings | |
| |Source skills – using sources to support an argument | |
| |Second order concepts – chronology of British history | |
| |Second order concepts – change and continuity | |
| |Second order concepts – evaluating significance | |
|Suggested activities |Skills |Resources |
| | | |
|Lesson 1 - What do we eat today? |Drawing a timeline |Geog1 textbooks |
|Starter: | | |
|Your diet | | |
|Identify where your food comes from | | |
|Most popular/common dishes | | |
| | | |
|Timeline of when different people arrived in Europe – Geog1 p54 | | |
| | | |
|Lesson 2: What did we eat in the year 1000? |Higher level reading |“The Year 1000” by |
|Starter: What is your favourite meal/food and what did you have for dinner last night? Now cross out | |Lacey/Danziger |
|anything containing any of these foods (list on slide). These were not available in 1000. |Making inferences from| |
| |sources | |
|Year 1000 Book. Pp.133-139 or see STH for photocopies. Read text and compile lists of what was eaten and | | |
|what is missing compared with today. Good small group activity – opportunity for training on reading |Change/ continuity | |
|difficult text. | | |
| |Group work | |
|How did people in Medieval Britain compensate for what they didn’t have? | | |
| | | |
|What are the advantages and disadvantages of the year 1000 diet? | | |
| | | |
| | | |
|Lesson 3 - Crusades |Map skills |Past into Present 1 |
|Starter: Which of these foods came to Britain thanks to the Crusades? (Organise words, using lists made | | |
|last lesson to pick out the ones that were already here) | | |
|Key learning is that all these foods came from HOT countries. | | |
| | | |
|Use maps in Past Into Present 1, p102, and in planners to identify the countries that Crusaders travelled | | |
|to. | | |
| | | |
|Find out where the Crusaders went and why – work from Past Into Present 1. | | |
| | | |
|Lesson 4/5 – How did Tudor Explorers change the world? |Tackling difficult |Potato article |
| |readings | |
|Starter: Reading about tobacco. | |Paragraph descriptors |
| |Mid-term assessment: | |
|One second picture challenge – students identify 5 things that came back from the Americas (potatoes, |Writing to explain |Questions |
|tomatoes, chocolate, sweetcorn, turkey) – pictures on slide, flash up for one second, see what they can get.|Analysing impact | |
| | | |
|Potato reading – Very difficult potato article. Begin by matching paragraph descriptors to the article. Then| | |
|answer questions. | | |
| | | |
|Mini-assessment: Describe/explain/analyse how the potato changed Europe (short answer: it got rid of | | |
|famine). | | |
| | | |
|Lesson 6 - What impact did tea have on Britain? |Grammar (starter) |Tea articles |
| | | |
|Starter: There/their/they’re sentences |Cross-referencing | |
| |sources | |
|Students read an article about tea in Britain. Feed back five key facts from that article. Cross-reference | | |
|the facts that appear in all three readings. |Using sources to | |
| |support explanation | |
|Write an answer to the lesson question, with support from the sources. | | |
| | | |
|Lesson 7 – How did sugar change Britain? |Grammar (starter) |Sugar reading |
| | | |
|Starter: Its/it’s sentences |Tackling difficult | |
| |readings | |
|Recap from Y7 study of the slave trade – make link between increasing demand for sugar and the Transatlantic| | |
|slave trade. | | |
| | | |
|Read article about sugar and apply skills developed during potato reading to it – summarise each paragraph, | | |
|then use information to write an answer to the lesson question, using feedback from mid-term assessment. | | |
|(Optional) | | |
|Rationing in WW2 | | |
|(Optional) | | |
|Where did fast/convenience food come from? | | |
| | | |
|Starter: | | |
| | | |
|Pasta, pizza, mcDonalds, supermarkets (Ted Heath) | | |
| | | |
|Assessment task: What was the most important food to be brought to the British Isles since 1000? |Drawing a timeline. |Assessment instruction|
| | |sheet. |
|Starter: Recap on foodstuffs studied |Evaluating change and | |
| |continuity. | |
|Assessment task is to create an annotated timeline. | | |
| |Assessing | |
| |significance. | |
|Literacy |Grammar starters |
| |Reading skills |
| |Writing with support from sources |
|ICT | |
|Independent learning | |
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