Weeks 36–37 Enquiry question: What drove people to migrate? Background to: Interpretations Week 36 Interpretations Step Interpretations Step Interpretations Step Interpretations * How big a factor was religion Target Step 5 5: Learners can 6: Learners can select 7: Learners are able to * Spain and the Chronology in causing migration to and from New World Stretch to Step select and describe and describe the key link the construction Britain? * British America, 6 the key features of a features of a variety of of different * Jewish migration, expulsion Stretch to Step historical interpretations (e.g. interpretations to the 1713–1783 and return 7 interpretation and visual, written, use of different * St Bartholomew's Day begin to talk about spoken) and explain sources. massacre and the Huguenots the messages that it the reasons for their Evidence Step 7: * Puritans and the Mayflower might send to the construction (e.g. to Learners can make people viewing it. entertain, to inform, to supported inferences Evidence Week 37 They have a basic persuade). They will about the past by using * The extent to which economics Target Step 5 understanding that understand that this is a source and the detail was a factor in causing migration Stretch to Step different linked to who made contained within it. to and from Britain 6 interpretations (e.g. the interpretations, but * Treatment of Irish immigrants Stretch to Step films, paintings, will not be able to go in 1840s 7 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 3)
Weeks 36–37 Enquiry question: What drove people to migrate? Week 36 * 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 Stretch to Step 7 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 3) 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 7: Learners are able to link the construction of different interpretations to the use of different sources. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Interpretations Chronology Week 37 * 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 Stretch to Step 7