Mrs Humanities

Because I'm married to the job


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History on TV

history on TV

Whilst I set up Geography on TV I thought I should probably set up a History on TV.

Since I do like a bit collaboration, I’ve set up a collaborative google doc might be useful. It’s pretty simple, if you know of a show or have watched a show add it to the week it will or was broadcast. Then other teachers can see what’s on or what will be on.

history template

If it’s already been broadcast well don’t worry, add it anyway. With the power of technology these days, it can then be searched for on one of the many catch up sites or channels. Simple.

Here’s an example for Geography for the week commencing the 12th June.

12th june

If you’d like to help create this it’s really easy to collaborate. Simply click here to be taken to the google drive folder. Find the relevant week, organised by week commencing and add the following details

  • name of show
  • time its on

If it’s on a channel not listed as the ‘core’ channels add it to the ‘Others’ row and all include the channel name.

Hope we can produce something useful for each other and our students.

Mrs Humanities

 


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Changing Role and Status of Women

Seeing as I’m no longer teaching history but have hundreds of resources, I thought I might start sharing them for others to make use of. So I’m starting with one of my favorite topics from the AQA Specification B (Final exam 2017) on the Changing Role and Status of Women.

AQA women.png

I loved teaching this unit so hope you can make use of the resources which can be found here.

 

mrs-humanities

 


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Resource – Spanish Armada Double Lesson

Today I’m sharing with you one of my favourite double lesson on the Spanish Armada and its defeat.

I particularly love it for two reasons; firstly I was observed teaching part 1 by Ofsted and received a glowing report from the inspector, secondly it enables students to demonstrate progress their progress very easily over the two lessons.

The resources are an amalgamation of my own ideas and that of others from resources I’ve collated the past few years.

Lesson 1 – The lesson starts with an empathy exercise – putting yourself in the image – and has 3 options for students to choose how to approach the task. Students imagine they are in the image which zooms in and out, I also put sound effects on as students enter the classroom.

starter
I’ve edited a few bits out that were relevant to the previous lesson so this resource follows on with a bit of information about the Navy Royal and some rather famous ships. It’s at this point I assess prior knowledge asking questions to obtain what students already know about the Spanish Armada (usually very little).

Next we watch a video and carry out a true or false exercise followed by self-assessment of the answers. To print off the tables off go to the end of the PowerPoint slides for a printable version.

After further discussion we move onto interpreting sources, starting with carrying out an example together.

Finally it’s on to the main task.

main task

This involves looking at sources to interpret why the Spanish were defeated. The activity has been differentiated into 3 bands of challenge.

Spice Level 1 = designed for the lowest ability

Spice Level 2 = designed for the middle range most students choose to do this one

Spice Level 3 =  designed towards the most able in the year group

bronzeSilverGold

Students have the opportunity to choose the level of challenge  so they can go above but not below their target level. e.g. students working toward previous level 4 in year 8, would have been aiming to complete the bronze criteria for the topic and therefore would have been guided towards the Spice Level 1 task but could choose to do the Spice Level 2 task, whereas a student working towards level 7 would have only be allowed to do the Spice Level 3 task.

Students make it progress to different parts of the task sheet, dependent on the level of the task they are working on.

To finish the lesson, students select the criteria they would like assessed by their peer assessment buddy. See the criteria on the slide below. Students are encouraged to pick their weakness for peer assessment. Students then swap books and using the peer assessment pens (green) they use the marking codes or highlight relevant text. Finally they provide a kind comment and a level up target for the student to focus on next lesson.

peer assessment.png

peer assessment 2.png

Lesson 2

Students finish off the work they started the previous lesson, however this time every time the do the level up target they write in pink pen to evidence their progression.

DIRT.png
I’ve found that when students use a different colour pen to demonstrate the their progress they work a lot harder at doing it correctly e.g. if in lesson 1 a student kept spelling Armada wrong, in lesson 2 they use the pink pen when they use the word in their work. For others it has been for example using punctuation, every time they did a capital letter and full stop it would need to be in pink, this approach made them more conscientious of their work.

Finally if time students self-assess and peer-assess their work using the feedback grid I would use to mark it. They would simply tick the criteria they felt they’d achieved.

When marking the work I would then highlight in one colour the achieved criteria and highlight in a separate colour the criteria they could improve on. For some classes I set improvements as homework others have time in a DIRT lesson later in the term.

feedback

If you’d like to download the resources click here.

Hope the resources can be of use to you.

Mrs Humanities

 


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Sharing Resources – TES

Evening.

Since I’m moving on from my current role and won’t be needing many of the units of work and resources I created over the past two years, I’ve decided to upload and share them for others to access and use freely.

Although I’m happy for the new Head of Department to have them, I also want others to benefit from the time and effort I’ve put into making them (and there’s been a lot).

So to view the full units of work and download any of the resources follow the links below

I will add more links to this post as I upload to the TES.

The Powerpoints are all my work, most of the resources are but some I’ve edited and reformed into pieces suitable for my classes. If I’ve failed to give credit where credit is due (more than likely) please let know and I will amend.

Feedback is always appreciated as I like to know how to improve my work, however please don’t moan about the use of Open Dyslexic font (yes, it’s happened).

You can find other resources of mine through my TES shop (although everything is free).

Hope you find the resources of use.

Mrs Humanities

suffragette protest and publicity visual hexagon


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Resource – Suffragette Market Place

Currently I’m teaching the suffrage movement, possibly my favourite historical topic.

Thought I’d share my most recent resource on the campaign tactics of the suffragettes.

The lesson focuses around a ‘market place’ activity.

Students start the lesson by being given an information sheet on a campaign tactic of the suffragettes. Start by taking notes in a simplified format on the Market Place Information Collection Sheet.

Next they share their information, filling in the rest of the sheet as they discuss the tactics with others. After class feedback, students complete the Visual Hexagon activity to demonstrate what they have learnt about the campaign tactics used by the suffragettes.

To download the resources simply click the images.

Market Place Information Collection Sheet

market place sheet

 

Visual Hexagon Task (inspired by Jivespin)

hexagon

Powerpoint

powerpoint

Information Sheetsinfo sheets

Source of images have been hyper-linked and a list of websites used to compile the information can be found at the end of the information sheet.

Hope they can be of use.

 

Mrs Humanities