Download 4868 KS3 History 1012.indd - Pearson-Global

Inspire every pupil
to succeed in
History at KS3
An Introductory Guide
A course to fit
your needs
With the changes to the Programme of Study, we
have designed a course that will truly inspire both
you and your pupils.
Vibrant, relevant and clearly differentiated, History
in Progress is tailored to the new curriculum and
provides all the motivation your pupils need to
develop key historical skills and succeed in History
at Key Stage 3.
Key changes to the curriculum:
Increased flexibility: 7 key themes should be addressed,
selected from the medieval, early modern, industrial and
20th century periods.
Greater emphasis on developing chronological understanding.
Focus on delivering a balance between British, European and
World History.
Structure chart
Year 9
Year 8
Year 7
Pupil Book
Teacher Planning and Resource Pack
with editable CD-ROM
LiveText Whiteboard CD-ROM
Pupil Books
Maximise your pupils’ progression
History in Progress features clearly differentiated tasks that are designed to
support and encourage the progression of pupils of all ability levels.
Deals with key concepts, processes and content from the Programme of Study
to provide complete support.
A clear focus on chronology and a greater balance of British, European and World
History increases the relevance of the subject to the current generation of pupils.
All four required periods are covered – the medieval, early modern, industrial and
20th century – to ensure your pupils receive a complete grounding in history.
Carefully structured tasks teach pupils to think laterally and encourage them to
analyse, weigh-up evidence and draw their own conclusions.
Exciting and engaging
material supports key
themes from the new
Programme of Study.
Open-ended orange
tasks provide a
greater challenge.
History in Progress: Pupil Book Year 7
Differentiated, colour-coded tasks offer
well-structured progression to motivate every
pupil as they take ownership of their learning.
Stimulating activities
and accessible
information motivate
your pupils and fill
them with confidence.
Pupil Book Activities
Active learning and relevant History
Making Connections
Enables pupils to form links between events,
countries and time periods.
Skills Bank
Builds key historical skills across KS3 in
preparation for GCSE.
Assessment for Learning
History in Progress: Pupil Book Year 7
Assessment tasks at the end of each unit allow
you to track pupils’ progress.
The spider diagram reinforces the
5W rule giving pupils a step-by-step
approach to evaluating pictorial and
written sources.
Annotated images provide
hints on interrogating
sources and remind pupils
how they can use evidence
to support their ideas.
Level indicators in pupil-friendly
language remind pupils what
they should be aiming to cover
at each level.
Teacher Planning and Resource Packs
Easy to use for targeted teaching
Packed into the rich resources of the course are all the content and
learning tools you need to teach KS3 History.
Activities are focused on achieving lasting skills development so you can be
sure to be teaching the right material.
Yearly planning grids offer an overview of the different strands and key
historical skills in relation to the Programme of Study.
Historical background puts
the topic into context and
provides extra support for
non-specialists.
1 Ruling
1 Ruling
1.2 How did William I control England?
1.2 How did William
Worksheet 1.2a
1.2a Control by castle!
Where were Norman castles built in southern England?
I control England?
Learning objectives
ƒ To find out why Willi
am built castles.
ƒ To think about why
some Saxons co-opera
1 Using the map on page 14 of the Pupil Book, complete the table below to show where the
Normans
ted with the Normans
a
Norman castle.
and how others might
built castles in southern England.
have attacked
Castle
River
crossing
Crossroad
Gap
between
hills
Arundel
Bramber
Berkhamsted
The
coast
Historical backgroun
d
William won
Saxon
Royal
a decisive victory at Hast
ings but had yet to win
Berkshireorand
the kingdom. His bruta
not?
towns
Winchester ended up
l march through Kent,
with all the remaining
and his coronation on
figures of Haroldʼs regim
Christmas Day 1066.
e surrendering to him,
Early in 1067, William
Normandy, with booty
was confident enough
plundered from the chur
to return to
ches and halls of Engl
of revolts threatened his
and. But from 1067–107
fragile government. To
1, a series
underpin his occupatio
across the kingdom, garri
n
he
built
hundreds of castles
soned by armed, mou
nted troops. England was
under virtual military law.
Teaching Activities and
Learning Outcomes
Canterbury
Homework
Carisbrooke
Locate the site of the near
est Norman castle to you.
Is there any evidence
your school/where you
of Norman occupation
live?
close to
(Remind pupils that hund
reds were built. Sometim
es just a motte – mound,
sometimes a full-blown
not moat! – was built;
motte and bailey castle
developed. Sometimes
sometimes a complete
just a grassy mound will
castle will have been exca
remain;
vated.)
Dover
Folkstone
Hastings
Hertford
Lewes
Pupils will be able to:
London
ƒ use the map to find
out information about
the castles William I built
ƒ make suggestions
in England
about why the Normans
built castles where they
ƒ solve the problem
did
of how to attack a Norm
an castle.
Oxford
Pevensey
Starter
Porchester
Quick-fire questions:
Ask questions round the
class, reinforcing know
Battle of Hastings. Then
ledge and understanding
Salisbury
focus on south-east Engl
of the
and and the reasons why
William built so many
Development
Southampton
castles.
ƒ Green task (task 1):
Tonbridge
Pupils work together to
iden
tify features on a map
ideas can be done in pairs
. (Worksheet 1.2a) Shar
Wallingford
, small groups or as who
ing
le-class oral work.
ƒ Blue task (task 2):
Pupils use the informati
Winchester
on
they
gath
ered
why the Normans built
in task 1 to making infer
castles where they did.
ence
s
about
Vary the approach. If task
Windsor
class exercise, then this
1 was done as a wholecould be small-group work
. Encourage pupils to
ideas with a partner. Are
share and compare their
their answers similar or
different?
ƒ Orange task (task
3): In pairs or small grou
2 a) What does the map tell you about the reasons why the Normans built castles?
ps, pupils gather all the
how to attack a Norman
ideas from this lesson
castle. The key to a succ
to work out
essful attack is fire (the
and, depending on time
castle is made of woo
/ability level of the grou
d)
ps, you could tell pupi
ls this in advance.
Plenary
b) Are you surprised that so many castles were built in this part of England?
Look at source b on page
15. Ask: How could this
castle be defended agai
fire as a weapon of attac
nst attack? Elicit the idea
k from those who have
of
done task 3. How wou
ld you defend against
fire?
ICT opportunitie
Rayleigh
s
History in Progress – Live
Text
© Harcourt Education 2008: History in Progress – Planning and Resource Pack 1
Fully customisable lesson
plans and worksheets make
preparing for lessons easier.
© Harcourt Education
CD 1: Where would you
2008: History in Progr
ess – Planning and Reso
History in Progress: Teacher Planning
and Resource Pack Year 7
build your motte and baile
y castle?
urce Pack 1
Full support for the
three-part lesson;
plenaries include
opportunities for
review, peer and
self-assessment.
Planning your Year 7 Scheme of Work
Teaching Year 7 in 39 weeks/lessons
Full support for the Programme of Study
What is LiveText?
Engaging, accessible and full of variety
LiveText consists of the complete Pupil Book in electronic format
for whole-class teaching, with additional assets, fun activities and
resources to support your lessons.
Stimulating, fun and engaging activities make pupils think about
what they have learnt and provide a good platform for discussion.
A Resource Bank giving you everything you need to deliver the
lesson: animations, maps, videos, activity notes, assessment
questions and model answers, and much more!
Stunning imagery, design and presentation entertains and
captivates pupils.
Page-selector
offers easy
navigation.
Enlarge, project and
zoom into every page
of the Pupil Book for
focused whole-class
teaching.
History in Progress: LiveText
Whiteboard CD-ROM Year 7
Links to an exciting
bank of multimedia
resources.
LiveText Activities
Stage 1
Interactive tasks make
pupils think about
what they have learnt
and provide a good
platform for discussion.
Use the information to
think about key factors
that might influence
where you decide to build
your castle.
Stage 2
Next, click on the hotspots
to find out more about the
area. Then take a class
vote to see where you
would build your castle.
Stage 3
Receive feedback on your
decision that focuses
on the advantages and
disadvantages of where to
build your castle.
LiveText Planning
Everything you need for your lesson
Specially designed to make your task easier, LiveText includes a
Resource Bank to give you flexibility and choice in your lesson planning.
Lesson plans, worksheets, audio recordings, video clips and
more, to give you everything you need to deliver the lesson.
An array of additional assets, activities and interactive
resources that will motivate your pupils and make them want to
discover more.
Easy-to use filter
enables you to
sort the resources
by type.
Search tool
allows you to
find the topics
and resources
you need.
History in Progress: LiveText Whiteboard CD-ROM Year 7
Easy navigation
to enquiries and
lessons.
Contents
Contents Book 2 Year 8, 1603-1901
Ruling
• What did Civil War mean for England?
Contents Book 3 Year 9,
1901-present day
What was the world like in 1901?
• Who is in charge?
• Alone or together? The Act of Union
First World War
• How was the Chinese Qing Dynasty ruled?
• Why was there a war in 1914?
• Who wanted their liberty? The American and
French Revolutions
• Was it a world war?
• Why are the people protesting
• Peace but at what price?
• Who wanted the vote?
• Did women get the vote because of the war?
• Making connections
• Assessment
• Assessment
• Making connections
Living and working
Second World War
• What was life like in 17th century England?
• ‘A land fit for heroes’?
• What was life like for immigrants in Britain?
• Why were new ideas in ruling appealing?
• Were there any similarities between life in the
Qing Dynasty and life in Victorian Britain?
• What happens if you don’t fit in?
• Who were the Native Americans?
• How did British industry change with the
invention of new technology?
• How had law & order changed by the late 19th
century?
• What was it like to be poor in 19th century
Britain?
• Assessment
• Assessment
• Did democracy give in?
• Was everybody’s war the same?
• Assessment
• Why do people try to wipe out whole races?
• How do wars end?
• Making connections
• How had urban life changed by the end of the
19th century?
Post 1945
• Making connections
• Why did the allies fall out?
• Assessment
• How did people react to the Cold War?
• Assessment
Moving and travelling
• What was slavery?
• Why did so many people emigrate?
• Why do people want to change their worlds and
how do they do it?
• What was life at sea like?
• How have different people made their voice
heard?
• Why were mariners so famous?
• Assessment
• What was the impact of the railways?
• Medicine and technology
• How and why were the Native Americans’ lives
destroyed?
• Why is genocide still happening?
• Was the British Empire really a ‘force for good’?
• Economic migrants and the expansion of the EU
• Making connections
• Is the world a safer place?
• Assessment
• Making Connections
• Nationalism and devolution
Inspire every pupil
to succeed in
History at KS3
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Ordering Information
Evaluate
The Evaluation Packs contain:
- FREE Pupil Book
- Teacher Guide with editable CD-ROM
- FREE Course Guide and accompanying support material
Evaluation Packs
Evaluation Pack 1
Evaluation Pack 2
Evaluation Pack 3
978 0 435318 58 1
978 0 435318 97 0
978 0 435319 04 5
Year 7
Pupil Book 1
Teacher Planning and
Resource Pack 1
LiveText Whiteboard CD-ROM 1
978 0 435318 50 5
978 0 435318 51 2
978 0 435318 54 3
Year 8
Pupil Book 2
Teacher Planning and
Resource Pack 2
LiveText Whiteboard CD-ROM 2
978 0 435318 94 9
978 0 435318 95 6
978 0 435318 96 3
Year 9
978 0 435319 01 4
07SLC0343
Pupil Book 3
Teacher Planning and
Resource Pack 3
LiveText Whiteboard CD-ROM 3
978 0 435319 02 1
978 0 435319 03 8
) 01865 888033
4 01865 314029
7 [email protected]
8 www.heinemann.co.uk