Scheme Leaflet
1066 – 1601
Martin Collier
Series editors:
s
• Rosemary Ree
Martin Collier
s
• Rosemary Ree
1601 – 1901
Nichola Boughey • Steve Day • Sarah Webb
Series editors: Martin Collier • Rosemary Rees
1901 to Pres
ent Day
Reuben Moore
Series editors:
Mar
• Alf Wilkinson
tin Collier • Rose
Book 1
Book 2
Scheme
“History Leaflet
in Progress is
the best thing I’ve seen
in a very long time.”
Mr.Sharpe, Head of History,
Tapton School
Book 3
mary Rees
Maximise your pupils’
progression
To support you through the changes to the Key Stage 3
Programme of Study, we have History in Progress our brand new course designed to 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 Key Stage 3 History curriculum:
Increased flexibility: seven 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
1066 – 1601
1066 – 1601
Martin Collier • Rosemary Rees
Planning and Resource Pack
Series editors: Martin Collier • Rosemary Rees
Martin Collier • Rosemary Rees
Series editors: Martin Collier • Rosemary Rees
Year 7
Pupil Book
Teacher Planning
and Resource
Pack with editable
CD-ROM
LiveText
Whiteboard
CD-ROM
Teacher Planning
and Resource
Pack with editable
CD-ROM
LiveText
Whiteboard
CD-ROM
Teacher Planning
and Resource
Pack with editable
CD-ROM
LiveText
Whiteboard
CD-ROM
Book 1
Book 1
1601 – 1901
1601 – 1901
Planning and Resource Pack
Nichola Boughey • Steve Day • Sarah Webb
Series editors: Martin Collier • Rosemary Rees
Nichola Boughey • Steve Day • Sarah Webb
Series editors: Martin Collier • Rosemary Rees
Year 8
Pupil Book
Book 2
Book 2
1901 to Present Day
1901 to Present Day
Reuben Moore • Alf Wilkinson
Planning and Resource Pack
Series editors: Martin Collier • Rosemary Rees
Reuben Moore • Alf Wilkinson
Series editors: Martin Collier • Rosemary Rees
Year 9
Pupil Book
Book 3
Book 3
Pupil Books
History in Progress features clearly differentiated tasks which have been designed to
support and encourage the progression of pupils of all ability levels.
Deals with key content from the Programme of Study to provide complete support.
A clear focus on key concepts such as chronology, significance and interpretation.
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 to ensure your pupils receive a complete grounding in history enabling them to develop skills needed at GCSE.
Carefully structured tasks at differentiated levels enable pupils to work at their own pace as they take ownership of their learning.
Clearly defined objectives
so pupils know exactly
what they’re doing in
every lesson.
3 .2c
In this lesson
you will:
■ develop an historical
opinion using source
material
■ explain why slavery
changed the city of
Liverpool.
A range of source material adds
variety to lessons and develops
valuable skills for KS3 and beyond.
What was slavery?
b
Did slavery transform Britain?
? What helps a town grow into a city? List as many things as you
can think of that would make your town grow in size. Now look at your
partner’s list and add anything they have to your list?
Bristol
London
Liverpool
1771
20
58
107
■
Number of slave ships
registered in English ports
in the eighteenth century.
c
We are doubling our imports and exports. We have been doubling them since
1749 – about every sixteen years. By 1841 it was 2,425,461 tons.
During the eighteenth and nineteenth centuries, port towns like Bristol and
Liverpool began to grow very quickly. This changed the way the cities looked and
worked, but was it the slave trade that was responsible for a lot of these changes?
d
The source of much of Liverpool’s wealth at that time was the slave trade.
The growth of banking was closely connected with this trade. Most of the first
bankers were merchants themselves who owned slave ships.
Slaves were moved from Africa to be sold in the Americas. The profits from the
sale of the slaves bought goods like sugar, rum and tobacco that were sold in
Britain for a profit. Much of this profit was spent in the town where the goods
were traded, which helped to transform both the town and its people.
a
1710
20
24
2
e
■
■
Recollections of old
Liverpool by a 90 yearold in 1863.
Extract from the Museum
of Liverpool website.
f
Look carefully
1
Look at source a. What can you see
in the painting that helps you to
think it might be a wealthy city?
Towns that grew
rich from slavery
■
A painting of Bristol docks
in 1720, painted c.1760.
Bristol was not the only port town
that grew rich on the profits of the
Atlantic slave trade. Glasgow and
London had also benefited, but of all
the towns it was Liverpool that gained the most.
By the late seventeenth century, Liverpool had developed links with
towns in North America and the Caribbean. Local industries were able
to provide the types of goods that could be easily be traded for slaves
like leather and metals. It also had the advantage of a position on the
west coast of England, facing in the direction of the returning slave ships.
Businessmen were able to see that if they improved the docks, the town
would soon overtake Bristol as a trading port.
Write a clear account
2
142
As part of new tourist information scheme at Liverpool docks, you have
been asked to write a 100-word piece called ‘Changes to Liverpool’. You
have found sources b–f, but are only allowed to use three of them to help
with your piece. So you will have to select the ones that you think are most
important and link them together.
History in Progress!: 1603-1901
■
A painting of Liverpool in 1670.
■
A painting of Liverpool in 1813.
How towns expanded
As Liverpool grew, so the towns and cities that were close to the port also
grew. For example, cotton was grown in America and much of it was shipped
through Liverpool. From here it was sent to the new factories of nearby
Lancashire were it was spun and woven creating thousands of jobs for
working-class families there. The wages that these families earned enabled
people to enjoy some of the new pleasures in life, like chocolate and sugar.
In conclusion ...
3
The tourist information boards in the docks have been a success and
the council now wants an accompanying leaflet that can be given to
visitors. They have asked you to write a first person account from the
point of view of the 90 year-old in source c. It needs to look at how
people who lived at the time viewed the changes to Liverpool and
what they believe were the reasons behind.
Moving and travelling: 3.2 What was slavery?
Unit 3.2 History in Progress.ind142-143 142-143
Sample pages from History in Progress Pupil
Book 2 (Year 8)
143
7/4/08 06:57:39
Inspiring tasks give history a real
world context.
Pupil Books
2 .1c
Ta k i n g i t
fur ther!
Taking it further activities encourage
pupils to think in depth and offer
opportunities for stretch and challenge.
What frightened people
in the seventeenth century?
Great Fire of London: accident or arson?
In the middle of the night, in a bakery on Pudding Lane in London on
2 September 1666, a spark ignited a fire which soon became a roaring
firestorm. The fire’s flames reddened the sky for four days and reached
temperatures of over 1,000 degrees Celsius. The fire reduced the centre of
London to ash, destroying more than 13,000 houses and 87 churches. Was
the fire a terrible accident that spread quickly through the wooden buildings,
or was it arson? Use the evidence to investigate the causes of the fire.
a
■
70
The Great Fire of London, 1666, painted soon afterwards.
History in Progress!: 1603-1901
Unit 2.1 History in Progress.ind70-71 70-71
Sample pages from History in Progress
Pupil Book 2 (Year 8)
I like History in Progress – it has loads of
information but doesn’t look too much.
Ronnie Whittingham, 12, St Simon Stock School
A
Thomas Farriner owned the bakery in Pudding Lane. He said that ‘he had after
12 o’clock that night gone through every room and found no fire but one in
the chimney, where the room was paved with bricks, this fire he diligently
raked to embers’. He was sure the fire was started later on purpose.
B
The bakery had a large oven, above which was stored chopped wood ready for
the next day. All the houses were tightly packed together and were made of
wood that was particularly dry from months of drought.
C
On the night of 2 September there was a strong easterly wind. This may have
blown a spark from the fire onto the chopped wood. The gale blew for four
days, spreading the fire. Neighbours accused Thomas Farriner of returning
home drunk.
D
In a cellar further down Pudding Lane twelve barrels of tar were stored which
when heated by the fire exploded like a bomb.
E
Men rushed to the church to collect buckets, but they found these either
stolen or damaged. Basic fire engines arrived but were ineffective because
at low tide there was not enough water in the pipes under the ground to
operate the water jets. Firehooks (which were used to pull down buildings
and stop fire by denying it the fuel to burn) were found, but the Lord Mayor
of London told people not to use them because he did not want to pay
compensation for the damage. The fire was halted four days later, partly
because houses were pulled down.
F
Rumours spread that fireballs were being thrown by foreigners and Catholics
(England at the time was a mainly Protestant country) because some houses
close to, but not directly next to, the flames caught fire. One witness said
he saw ‘a Frenchman in the act of firing a house in Shoe Lane’. At the time
England was at war with France and Holland. England also feared attacks
from Catholics.
G
The Frenchman Robert Hubert was hanged in October 1666 for starting the
fire. Hubert confessed that he came ashore in London on 2 September, went
to the baker’s house, placed a fireball on the end of a long pole and put it
through a window. Hubert made many confessions, all were slightly different
and he was most probably tortured.
H
Lawrence Petersen, a ship’s captain, said that Robert Hubert had been a
passenger on his ship. He remembered arriving in London and keeping
Hubert in his cabin until 4 September 1666, when he escaped. Petersen said
that Hubert had a weak mind, was mad, spoke no real English, and had a
paralysed right leg and arm.
•
Key words
Arson
The crime of deliberately
starting a fire.
Embers
The still hot, small pieces of
wood left over after a fire.
A range of topics grab pupils’ interest
and get them thinking.
What can we learn about the Great Fire?
1
Look at the stwatement below. Do you agree with it?
The fire was caused deliberately by foreign spies.
2
Give reasons to back up your opinion of this statement. Give examples to justify your view and explain
why you think the opposite view is incorrect. Remember to organise your answer into clear sections.
Living and working: 2.1 What frightened people in the seventeenth century?
71
7/4/08 06:53:48
Differentiated, colour-coded tasks offer
well structured progression to motivate
every pupil.
Like the look of these materials?
Order now!
See back page for details.
LiveText
LiveText consists of the complete Year 7, Year 8 or Year 9 Pupil
Book in electronic format for whole-class teaching, with additional
assets, fun activities and resources to support your pupils as they
develop the skills they learnt in Year 7.
Stimulating, fun and engaging activities motivate pupils as they get to grips with the key concepts and help them begin to evaluate.
Stunning imagery, design and presentation entertains and captivates pupils.
The Resource Bank provides a wealth of materials and everything you need to deliver lessons: animations, maps, videos, activity notes, lesson plans, worksheets and much more!
Interactive activities
invite pupils to really
engage with every topic.
Links to a real range of
multimedia resources.
Page-selector offers
easy navigation.
Enlarge, project and
zoom into every page
of the Pupil Book for
focused whole-class
teaching.
Sample activities from History in Progress: Live Text Whiteboard CD-ROM Year 8
Contents Book 1,
Year 7, 1066-1603
Contents Book 2,
Year 8, 1603-1901
Ruling
Ruling
1.1 Why and how did people invade England?
1.1 What was the English Civil War?
1.2 How did William 1 control Englad?
1.2 Who should be in charge?
1.3 Who had the power: the Crown or the Church?
1.3 Scotland and England: a popular union?
1.4 Could the barons control the king?
1.4 The Chinese Qing: a forgotten empire?
1.5 Were England,Scotland and Wales good neighbours
in the Middle Ages?
1.6 How successful were the English against the French?
1.7 Did the people have any power?
1.5 Who wanted their liberty and why?
1.8 Murder! Who killed the princes in the Tower?
1.9 How powerful was Henry VIII?
1.10 Creating an Image: How was Elizabeth Portrayed?
Making Connections
Assessment
Living
1.6 Why are the people protesting?
1.7 Who wanted the vote?
Making Connections
Assessment
Living
2.1 What frightened people in the 17th century?
2.2 What was life like for immigrants in Britain?
2.1 How did people live in England in 1000?
2.3 Was the Qing Dynasty educated, cultured
and equal?
2.2 How did life change under Norman rule?
2.4 Why did the American Indians move west?
2.3 What was life like in China?
2.5 How did British industry change with new technology?
2.4 What was life like in London?
2.6 What was it like to be poor in nineteenth century
Britain?
2.5 What did medieval people fear?
2.6 What was life like for women in the Middle Ages?
2.7 How did the printing press change the world?
2.8 Who looked after the poor in Tudor times?
2.9 How did people enjoy themselves in Tudor times?
Making Connections
Assessment
Moving and Travelling
3.1 What was the impact of Arab culture in the
Middle Ages?
2.7 How did urban life change in the nineteenth century?
2.8 What was law and order like in the eighteenth and
nineteenth centuries?
Making Connections
Assessment
Moving and Travelling
3.1 What were the real reasons Britain wanted an Empire?
3.2 What was slavery?
3.3 Why did people go exploring?
3.2 How did people travel in England?
3.4 Who had to leave?
3.3 Where and why did people go on pilgrimages?
3.4 Why was Jerusalem so important in the Middle Ages?
3.5 Why did some empires grow in the Middle Ages?
3.6 How important was trade?
3.5 What was the impact of steam on transport?
3.7 Why were the Jews persecuted in the Middle Ages?
3.8 What was life like for black people in the
sixteenth century?
3.6 How did the British Empire affect the world?
Making Connections
Assessment
3.9 Why did Europeans explore the world?
Making Connections
Assessment
Contents Book 3,
Year 9, 1901-Present Day
First World War
1.1 Why was there a war in 1914?
1.2 Was it a world war?
Assessment
1.3 Peace but at what price?
1.4 Did women get the vote because of the war?
Assessment
2.6 Why do people try to wipe out whole races?
2.7 How do wars end?
Making connections
Post 1945
3.1 Why did the allies fall out?
3.2 How did people react to the Cold War?
Assessment
Assessment
3.3 Why do people want to change their worlds and how do
they do it?
Making connections
3.4 How have different people made their voice heard?
Second World War
Assessment
2.1 A land fit for heroes?
3.5 Medicine and technology
2.2 Why were new ideas in ruling appealing?
3.6 Why is genocide still happening?
2.3 What happens if you don’t fit in?
3.7 Nationalism and devotion
Assessment
3.8 Economic migrants and the expansion of the EU
2.4 Did democracy give in?
3.9 Is the world a safer place?
2.5 Was everybody’s war the same?
Making connections
Inspire every
pupil to succeed
in History at KS3
3 easy ways to order!
1. Online:
You can save up to 15% on all orders through our website!
Visit: www.heinemann.co.uk/historyinprogress
2. Phone:
Call our friendly Customer Services team on: 01865 888033.
3. Local Sales Consultant:
Request a visit from your local Heinemann Sales Consultant via our website:
Visit: www.heinemann.co.uk/reps
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
978 0 435318 50 5
978 0 435318 51 2
978 0 435318 54 3
N667
Pupil Book 1
Teacher Planning and Resource Pack 1
LiveText Whiteboard CD-ROM 1
Year 8
978 0 435318 94 9
978 0 435318 95 6
978 0 435318 96 3
08SRM0059
Pupil Book 2
Teacher Planning and Resource Pack 2
LiveText Whiteboard CD-ROM 2
Year 9
Pupil Book 3
Teacher Planning and Resource Pack 3
LiveText Whiteboard CD-ROM 3
978 0 435319 01 4
978 0 435319 02 1
978 0 435319 03 8
) 01865 888033
4 01865 314029
7 [email protected]
8 www.heinemann.co.uk