Weeks 24–25 Enquiry question: What drove people to migrate? Background to: Interpretations Week 24 Interpretations Step Interpretations Step Interpretations Step Interpretations * How big a factor was religion Target Step 5 5: Learners can 6: Learners can select 6: Learners may * Spain and the Chronology in causing migration to and from New World Stretch to Step select and describe and describe the key regard interpretations Britain? * British America, 6 the key features of a features of a variety of as simply opinions and * Jewish migration, expulsion historical interpretations (e.g. so be inclined to say 1713–1783 and return interpretation and visual, written, that they are either all * St Bartholomew's Day begin to talk about spoken) and explain valid or that none of massacre and the Huguenots the messages that it the reasons for their them hold historical * Puritans and the Mayflower might send to the construction (e.g. to purpose. people viewing it. entertain, to inform, to Evidence Week 25 They have a basic persuade). They will * The extent to which economics Target Step 5 understanding that understand that this is was a factor in causing migration Stretch to Step different linked to who made to and from Britain 6 interpretations (e.g. the interpretations, but * Treatment of Irish immigrants films, paintings, will not be able to go in 1840s songs) are made to beyond simple * Experiences of Windrush provide groups of statements. generation migrants people with a story Evidence Step 6: * Political reaction to migrants in about the past but Begin to frame their 1960s Rivers of Blood speech – cannot explain own historically valid purpose beyond this. questions about (Reinforced) sources or identify Evidence Step 5: appropriate sets of Learners make sources. generalised references to provenance (e.g. from ‘sources witnesses are more reliable’). (Reinforced 2)
Weeks 24–25 Enquiry question: What drove people to migrate? Week 24 * How big a factor was religion in causing migration to and from Britain? * Jewish migration, expulsion and return * St Bartholomew's Day massacre and the Huguenots * Puritans and the Mayflower Background to: * Spain and the New World * British America, 1713–1783 Interpretations Target Step 5 Stretch to Step 6 Interpretations Step 5: Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. They have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past but cannot explain purpose beyond this. (Reinforced) Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). (Reinforced 2) Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations, but will not be able to go beyond simple statements. Evidence Step 6: Begin to frame their own historically valid questions about sources or identify appropriate sets of sources. Interpretations Step 6: Learners may regard interpretations as simply opinions and so be inclined to say that they are either all valid or that none of them hold historical purpose. Interpretations Chronology Week 25 * The extent to which economics was a factor in causing migration to and from Britain * Treatment of Irish immigrants in 1840s * Experiences of Windrush generation migrants * Political reaction to migrants in 1960s – Rivers of Blood speech Evidence Target Step 5 Stretch to Step 6