Weeks 10–11 Enquiry question: How did the witchcraze develop in England? Week 10 Background to Evidence Evidence Step 5: Evidence Step 6: Evidence Step 7: * Outline of witchcraze * Crime and Target Step 5 Learners can Learners can use a Learners can make * Role of key prosecutors and punishment Stretch to Step 6 distinguish between small group of supported inferences trial pamphlets through time, information about sources together to about the past by c1200–present the past and evidence make simple using a source and that historians extract inferences and the detail contained from sources through present this as within it. Week 11 Background to Evidence a process of evidence. * Methods of Matthew * Crime and Target Step 6 interrogation in order Hopkins and John Stearne Stretch to Step 7 punishment to support their * Features of trials through time, claims, i.e. I can * Fate of Hopkins c1200–present suggest that X was important because of evidence Y and Z. Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. How did the witchcraze develop in British America? Weeks 12–13 Enquiry question: Week 12 Background to Evidence Evidence Step 5: Evidence Step 6: Evidence Step 7: * Puritan features of colonial * British America, Target Step 6 Learners may still Learners can make Learners can life 1713–1783 Stretch to Step 7 have confused valid comments on comment on the * War with the French King * Crime and notions of reliability the reliability of utility of a source as – War surrounding different sources in relation to well as its reliability, punishment William’s * Role of terror: fear of through time, types of historical a specific enquiry but they may be Native American attack c1200–present material and question. confused about how
Weeks 10–11 Enquiry question: How did the witchcraze develop in England? Week 10 * Outline of witchcraze * Role of key prosecutors and trial pamphlets Background to * Crime and punishment through time, c1200–present Evidence Target Step 5 Stretch to Step 6 Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Evidence Step 6: Learners can use a small group of sources together to make simple inferences and present this as evidence. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Week 11 * Methods of Matthew Hopkins and John Stearne * Features of trials * Fate of Hopkins Background to * Crime and punishment through time, c1200–present Evidence Target Step 6 Stretch to Step 7 Weeks 12–13 Enquiry question: How did the witchcraze develop in British America? Week 12 * Puritan features of colonial life * War with the French – King William’s War * Role of terror: fear of Native American attack Background to * British America, 1713–1783 * Crime and punishment through time, c1200–present Evidence Target Step 6 Stretch to Step 7 Evidence Step 5: Learners may still have confused notions of reliability surrounding different types of historical material and Evidence Step 6: Learners can make valid comments on the reliability of sources in relation to a specific enquiry question. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how
history-y8-3y-sow-autumn2-alternativeunit-witches.docx