History's HEROES?

Teachers' section

Curriculum links to KS3 History

"History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past. Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies."
DfE website, KS3 History curriculum

The range and content of the site covers the whole span of British history, which makes up the great majority of the National Curriculum coverage at KS2 and KS3.

1.1 Chronological understanding

a. Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.
b. Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.
c. Building a chronological framework of periods and using this to place new knowledge in its historical context.

Use the "Timeline", "Story" and "World" sections for the different "heroes" to build up a picture of their lives, and gain an understanding of the periods in which they lived.

1.2 Cultural, ethnic and religious diversity

a. Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.

The different heroes come from a variety social, ethnic and religious backgrounds, some with origins or much of their lives lived outside the UK. Use the "Story" and "World" section to explore how their beliefs and backgrounds influenced what they did.

1.4 Cause and consequence

a. Analysing and explaining the reasons for, and results of, historical events, situations and changes.

Use the "Story", "World" and "What he/she did" sections to study the range of influences upon the heroes, and the multiple results of their achievements.

1.5 Significance

a. Considering the significance of events, people and developments in their historical context and in the present day.

Use the "What he/she did" sections to explore the significance of individuals in history, and to think about how much an individual can change things. Look at the variety of ways in which individuals can make a contribution to history - as campaigners, military commanders, rulers, scientists, even spies.

Teaching ideas which specifically support this issue are:

Just how heroic?

Great National Heroes

1.6 Interpretation

a. Understanding how historians and others form interpretations.
b. Understanding why historians and others have interpreted events, people and situations in different ways through a range of media.
c. Evaluating a range of interpretations of the past to assess their validity.

Some of these heroes (Oliver Cromwell and Thomas Paine, for example) were heroes to some groups, and villains other, and their historical reputation depends on the accounts we read. Use the "Views and Opinions" sections to explore this issue.

Teaching ideas which specifically support this issue are:

Hero or villain?

Picture Teller

Great National Heroes

2.1. Historical enquiry

Pupils should be able to:
a. identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses
b. reflect critically on historical questions or issues.

Use the different sections, not forgetting the sources in the "Views and opinions" section, to benefit from opportunities for enquiry.

Many of the Teaching ideas support enquiry, including:

Hero or villain?

Your heroes

Great National Heroes

2.2. Using EvidencePupils should be able to:
a. identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment
b. evaluate the sources used in order to reach reasoned conclusions.

Use the sources in the "Views and Opinions"" sections, to benefit from the opportunities of using evidence, and to consider the reliability and standpoint of such evidence.

Specific periods commonly taught at KS 3 are covered by the following Teaching ideas:

The Civil War:

Hero or villain?

18th/19th centuries:

Elizabeth Fry

Thmoas Paine

Thomas Fowell Buxton

Harriet Martineau

Possibly Hero or Villain?

Possibly Great Campaigners


World War 2:

The Heroine and the Holocaust

All periods of English history:

How many ways?


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