FOR TEACHERS AND OTHER EDUCATORS MARCH 2011 ISSUE 44 FREE HOW WE LEARN FROM WHERE WE LIVE FREE TEACHING RESOURCES FOR INSIDE AND OUTSIDE THE CLASSROOM ACTIVITIES FOR KS1–3 EASY TO USE LESSON IDEAS See our website for more information and additional resources www.english–heritage.org.uk /learning PLUS FREE DOUBLE SIDED POSTER WITH TEACHING IDEAS INSIDE Welcome to our bumper spring edition of Heritage Learning, packed full, as always, with teaching and learning ideas, and more articles than ever! I hope that you all had a great start to the term and are now looking forward to the longer hours of daylight and better weather (we can hope!). It’s a perfect time to get out of the classroom and really focus on your local area, which is the theme of this issue. So, with lighter evenings looming and staying in the classroom looking more boring than ever, we start this issue by welcoming the Education Managers here at English Heritage who tell us more about English Heritage’s commitment to the local agenda. We continue the theme with Claire Thomas’s article on developing research skills within a school and community setting, which has some brilliant and easily transferrable ideas for use in any classroom. Meanwhile, Margaret Bunyard of Wessex Archaeology looks at travel and the evolution of roads, and Stewart Alexander of Storyline Designs talks about the evolution of place names and how they can be an important part of a local study on pages 10-13. Fran Lashmar gives tips for spotting evidence of immigration in your local landscape on pages 16-19 and Pippa Smith offers practical advice on setting up a local study and getting out of the classroom on pages 4-7. We’ve also got Claire White, who helped set up and run a local curriculum in Cornwall, talking about how you could do the same in your area. We’ve also involved teachers like you in our first debate article, opened by popular historian Michael Wood, who contributes his thoughts to our thoughtprovoking question. Find it on pages 14-15. Sadly, this is the last printed issue of Heritage Learning you will receive, due to spending cuts. However, we’re going to continue to produce the magazine as an online only version – we’d love to know what you think. We hope that you continue to enjoy the magazine in whatever format you receive it, and find it useful in your teaching. Please email me directly with any comments you may have, I’d be delighted to hear from you. Warmest regards, CONTRIBUTORS PIPPa SmITH Pippa trained as an archaeologist at the University of Sheffield and dug on sites in the UK and abroad before specialising in the identification of animal bones. This was followed by a period of teaching adult education courses and then undergraduates at Sheffield and Southampton. Wessex Archaeology then got Pippa developing school sessions before she joined English Heritage. CLaIRE THOmaS Claire L Thomas is Head of Humanities at Aberdare Girls’ School and Secretary of the Association of History Teachers in Wales. She has taught in numerous schools in South Wales since beginning teaching just over a decade ago. Her interests are nineteenth and twentieth century Welsh history. STEWaRT aLExaNdER Stewart has been helping children and adults to actively engage with heritage sites for over 20 years. Starting in wildlife conservation, he moved into the historical environment while working for the Norfolk Museums Service. Now freelance, he has led nearly 400 school Discovery Visits for English Heritage and is currently involved in interpretive training, planning and writing. Mich For thirty years now, historian and broadcaster Michael Wood has made compelling journeys into the past, which have brought history alive for more than one generation of readers and viewers. His most recent TV work is the ‘Story of England’, which sees one community through the whole of English history and with the help of the villagers themselves, explores the lives of the ordinary people against the backdrop of national events across more than a thousand years. FRaN LaSHmaR Hilary Jones Editor HERITagE 3ENgLISH gOES LOCaL English Heritage’s Education Managers give you a preview of some of the things they’ll be focussing on in their regions over the coming year. a LOCaL STUdy 4 English Heritage’s Head of Education, Pippa Smith, focuses on practical, transferable tips for doing your own local study, using Framlingham as an example, with activity ideas for inside and outside the classroom. HERITagE ON a PLaTE 8 Totally transferrable teaching ideas from 10 14 Claire Thomas that take the concept of a local study and integrate many curriculum elements. a PLaCE IN HISTORy Using place names to investigate past invaders and settlers, Stewart Alexander comes up with some inspirational teaching ideas for the classroom. THE BIg dEBaTE Michael Wood kicks off our debate on why studying your local area is important, with contributions from teachers around the country. [email protected] aNd 16 ImmIgRaTION OUR BUILT HERITagE Fran Lashmar looks at the history of immigration and our built heritage, and offers some activities to trace Jewish and Protestant immigration through buildings across the country. dISCOvERINg a SENSE OF PLaCE 20 Claire White from Azook in Cornwall tells us how she helped to set up and run a local curriculum for Cornwall and includes some tips if you’re thinking about doing the same in your area. THROUgH TImE 22 TRaCkS Under the guidance of Margaret Bunyard, we look at the evolution of roads and how they can help us find out more about our past. TaPPINg THE BEST 24 RESOURCE IN SCHOOLS Stephen Lockyer talks about how the whole school can be involved with a timeline project. NOTICES, NEWS & CONTaCTS 26 Information on Heritage Learning going digital and free new resources for teachers from English Heritage and the BBC. Fran originally joined English Heritage in 1990, and moved to work in the education team nine years ago. She develops resources and trains staff on site interpretation through our taught sessions (Discovery Visits) for learners. She feels very lucky to work at so many beautiful properties, and to share all the stories they hold with the next generations! CLaIRE WHITE Claire taught at secondary schools in Cornwall before becoming involved in the Sense of Place initiative. She runs Azook Community Interest Company designing innovative products which have social and economic benefits for communities and is a passionate advocate of place-based learning. M Margaret has been a teacher, a county advisor and a museum education officer before joining Wessex Archaeology as Education Manager. She visits schools and colleges and has written a scheme of work for QCA and learning resources for English Heritage, the South Dorset Ridgeway Project and the New Forest National Park Authority. STEPHEN LOCkyER Stephen is the Deputy Head at the Mead School in Tunbridge Wells. He has taught in a range of schools over the past eleven years, and recently qualified as a Google Certified Teacher, for his use of technology in the classroom. He based his MA on child collaboration, and is passionate about allowing children to share their knowledge and understanding of the world. FOREWORD HOW WE LEARN FROM WHERE WE LIVE As this is our last printed issue, the team of Education Managers at English Heritage share some of the things they’ll be focusing on in the coming year, and their thoughts about connecting with your local heritage… who knows what may be on your doorstep? PIPPa SmITH | EaST OF ENgLaNd I’m really looking forward to working with a newly established teachers’ user group at Wrest Park. There is an exciting project going ahead to restore these wonderful gardens and I have the chance to set up an education programme from scratch. It is great to have the opportunity to work with local teachers and find out what will work for them. NaTaLIE gOmEz | LONdON In London, nearly 700 children from 15 local schools are studying five important paintings at Kenwood House including Vermeer and Gainsborough. Each week every class produces a piece of creative writing based on one of the paintings. This is then uploaded online, giving all the children an opportunity to respond to each other’s work. FRaN LaSHmaR | SOUTH EaST OF ENgLaNd In the South East, we are going to be piloting a trail around Deal Castle and its town with local schools, and inviting teachers to sample our new teacher kits for Lullingstone Roman Villa, Deal, Carisbrooke, Dover and Yarmouth Castles. Please look out for your e-invitation to your local site soon! WIN SCUTT | SOUTH WEST OF ENgLaNd We are lucky that Stonehenge will be standing for thousands more years to come. That’s possibly why some local school children don’t get around to actually visiting; it’s not going anywhere! Having consulted with family groups in the local community, we are now trialling ‘Stonehenge Explorer’ family backpacks so that you can explore the landscape armed with maps and a variety of objects including: binoculars, magnifying glass and a ‘mini beast’ key. D Our properties are only a small part of a rich, accumulated sense of place that makes us fantastically and diversely English. Getting to know them is like making a good friend. The more you know them, the more you appreciate and understand them. You learn from them, you love them. They become part of you and you start to understand your place within it all. For me the more people I can introduce to my friends the better. SaRaH BOWdEN | NORTH ENgLaNd This year I’m especially looking forward to launching a book and story bag at Warkworth Castle which has been designed as an interactive guide to aid children exploring the site. It’s a lovely book with a character called Percy the Lion - who guides people round, then there are fun quizzes and a bag full of exciting handling objects to bring the characters in the castle to life. It’ll be really great to see people using it for the first time and watching the impact it has on their visiting experience. Come to Warkworth and try it out! product Cover image View across Greenwich Park MARCH 2011 HERITAGE LEARNING 3 KEY STAGE 2 3 CURRICULUM LINKS | kS 2 & 3 History Geography Citizenship FRAMLINGHAM | SUFFOLK A LOCAL STUDY AUTHORS | PIPPa SmITH HEAD OF EDUCATION, ENGLISH HERITAGE based on information provided by maRy mILLS EDUCATION MANAGER, NMR IN THE CLaSSROOm This article shows how you could combine a visit to a property (in this case Framlingham Castle) with a longer ‘local study’, allowing you to combine learning inside and outside the classroom to give your class a real flavour of active historical investigation. There is a useful ‘how to’ guide and case study of how to start a local investigation here: www.heritage-explorer.co.uk/web/he/ howtoguidesdetail.aspx?crit=&ctid=45&id=1230 IN THE CLaSSROOm HOW TO dISPLay RESULTS Unfortunately, you are unlikely to find evidence in a nice, chronological manner so setting up a timeline to frame your research will help. Results can then be placed in the right position on the timeline and a chronological pattern gradually built up. You could also have a blank map and add dots to show where evidence was found – by colour coding these to link with the chronology on the timeline, and you will have a spatial picture to match the chronological one. 4 HERITAGE LEARNING MARCH 2011 Above Various images of Framlingham Castle and aerial photos. MARCH 2011 HERITAGE LEARNING 5 For further information Heritage Explorer www.heritage-explorer.org.uk Ordnance Survey www.ordnancesurvey.co.uk ON a vISIT IN THE CLaSSROOm IN THE CLaSSROOm 6 HERITAGE LEARNING MARCH 2011 Above Various images of Framlingham Castle, including documentary sources. Top left Engraving by Buck. Bottom left Reconstruction drawing as it might have appeared in the 13th Century, Alan Sorrell. Once you have finished your research, you will have a timeline and map of your area over time, as well as extensive documentation, aerial photos etc and an idea of how the place has changed in size and population throughout history. You will have met notable figures from the past, and possibly made connections right through to shops, residents, and street names today. You can see how history is everywhere around you. The project could be taken further to include current residents of the area talking about their memories, which could then be added to the timeline and the map, or recorded using video cameras for a multi-disciplinary approach to tackling local study. MARCH 2011 HERITAGE LEARNING 7 KEY STAGE 2 3 CURRICULUM LINKS | kS 2 & 3 HERITAGE ON A PLATE History Art Technology Case Study AUTHOR | CLaIRE THOmaS HEAD OF HUMANITIES, AbERDARE GIRLS’ SCHOOL THE SImPLE TaSk Using a number of teacher-prescribed sources as stimulus, pupils produce a commemorative plate of their locality and then explain their reasoning for doing so alongside the evaluation of sources they have used. If time constraints are abandoned, the enquiry could actually become more crosscurricular and link to art and technology areas, with pupils actually producing the plate in ceramic, rather than just a ‘paper’ version. The written part of the enquiry allowed the stretch and challenge of all pupils, and also significant enough challenge to allow pupils to access the very highest levels at Key Stage 3, show development ‘within and across historical periods’, and to reflect upon the work that they had produced. BaCkgROUNd In 2008 a new National Curriculum was introduced in Wales. The consequence of this revised curriculum was reduced prescription in terms of content and more flexibility for teachers to implement the curriculum in the way that best suits the circumstances and needs of their pupils. It also provided many history teachers/ departments with the opportunity to evaluate what was in their current curriculum map. STaRTINg OUT The opportunity to evaluate the curriculum made me question the experience I was providing them in terms of the often overlooked skill of historical enquiry. Given the rich, vibrant history of the locality of South Wales, the difficult task was deciding what aspect of our heritage should be investigated. This would obviously be the issue in many other regions within the country. The challenge was also to ‘engage’ students in what was on their doorstep and to look at the broad outline of the industrial period right up to modern day. No small feat then! As a result it was agreed that the Year 9 history curriculum would begin with a synoptic approach to ‘a community in change’, by pupils conducting a historical enquiry about the locality and evaluating evidence to decide ‘what should be included on a commemorative plate?’. However, in reality, the concept can be easily transformed into other formats; a plaque, an exhibition board, a tea towel, for example. ESTaBLISHINg BOUNdaRIES In the classroom, the concept of studying some 200 odd years of history appeared a little daunting, but given the synoptic approach, it was achievable. Pupils in Year 9 looked at the history of the locality from 1750 to present day encompassing the Chartist story, the process of industrialisation, the building of the village of Oakdale (including the Miners’ Institute), the impact of wars, life in the ’60s, the Miners’ Strike and the future of the community. 8 HERITAGE LEARNING MARCH 2011 OUTSIdE THE CLaSSROOm As the enquiry developed so did the opportunities it afforded pupils to investigate outside of the classroom. Investigating the democratic process and the area of Chartism provided the opportunity to invite the local MP into school. The fact that the village had a Miners’ Institute which had been removed to the National Museum at St. Fagan’s allowed a study visit and talk by one of the curators regarding why the museum had chosen that specific example, the process undertaken, and how and why it was interpreted in the way in which it was. This visit also provided one of the greatest opportunities in extending the traditional boundaries of learning as local residents, who lived in sheltered housing on the site of the former Institute, also accompanied the pupils on the study visit. This link was to prove invaluable, as the residents also allowed pupils to interview, record and transcribe the stories of their lives – hugely rewarding for both pupils and residents. PROgRESSION – LIvINg HISTORy Given the huge amount of research undertaken it was decided to disseminate it within the community to become a living heritage project. So alongside the creation of commemorative plates, a web blog was established, designed and populated by a group of 10 Year 9 students, which can be found at www.oakdalecomprehensive.com/history. The hard work of these pupils was also recognised by the Welsh Heritage Schools Initiative Committee in a nationwide competition. The group was awarded the first prize for their work and a £1,500 cheque for the department. Combining all of these strands together in an electronic format meant that our past had become a continually evolving learning forum for the twenty-first century, which would not have been possible without the interest and enthusiasm of the pupils and the involvement of the community. Above Various images from Claire’s projects at Oakdale and Aberdare © Claire Thomas. FURTHER LINkS A It was also apparent that it was a model that could be applied to any community in the country. The transferable nature of the task is possibly one of its greatest strengths, and is achievable. TakINg THE mOdEL FORWaRd Having moved schools in September 2010 to Aberdare Girls’, all that was required was to chart a different path to the production of plates. This time the enquiry encompassed areas that were of more relevance to the community of Aberdare, and involved looking at the T. W. Rammel report of 1853 and the Suffragette movement. Aberdare was a community that saw the buy-out of Tower Colliery by the miners following the strike of 84/85, which provided another dimension to the learning pathway, and some interesting pupil/ community conversations. For further information Email the author [email protected] The possibilities for making further links with the project are infinite – examples include: interviewing the community inviting certain groups to come into schools and talk to pupils study visits of local museums or heritage centres developing historical skills or research evaluation justifying decisions developing media images, websites or blogs Reflecting upon the work and the process used are all byproducts. As well as the possibilities for cross-curricular links there are even opportunities for incorporating the concept of the ‘world of work’, with the possibility of asking pupils to think about the designs themselves and how they would market them if provided with the opportunity to do so. Essentially, the enquiry is not only restricted to Key Stage 3, but could be equally applied to a Key Stage 2 setting, where the pupil outcomes may possibly be of a lower standard, but equally valid for the age of the pupil. The transferable nature of the enquiry and its endless opportunities to involve various stakeholders within the community allow pupils to be provided with stimulating and enriching experiences within their communities, which allow them to broaden their historical understanding and skills to engage with firstly, what is around them, and hopefully, to enthuse them with a desire to discover more of the rich heritage that is theirs. MARCH 2011 HERITAGE LEARNING 9 KEY STAGE 1 2 CURRICULUM LINKS | kS 1 & 2 TRE BY WIC kS 1 English Geography History kS 2 History Citizenship BURY EIK DON HOLT CROMER Research reveals how our ancestors named habitations and natural features. thwaite Whether Celt, anglo-Saxon, viking or Norman, places were named using one, or a combination of, three main criteria. TOPOgRaPHICaL NamES These are the largest group of names that were given to natural and manmade features in the landscape. These included moors, woods, trees, clearings, rivers, streams, hills, springs, lakes, valleys, tracks, fords, cliffs, springs and wells. Examples include: Liverpool – pool or creek with thick muddy water Oxford – ford used by oxen Cromer – lake frequented by crows HaBITaTIvE NamES These are places that were inhabited by people including: farms, homesteads, enclosures, cottages, fortified strongholds, villages and hamlets. Examples include: Derby – farmstead or village where deer are kept Rotherham – homestead or hamlet on the River Rother Taunton – farmstead on the River Tone FOLk NamES Originally the names of inhabitants of a district or place. Examples include: Darlington – estate associated with a man called Deornth Worthing – settlement of the family or followers of Weorth basingstoke – secondary settlement or outlying farmstead of a man called basa AUTHOR | STEWaRT aLExaNdER STORYLINE DESIGNS Take a moment to consider the place names that are local to you. The names of towns and villages that are so familiar to us are an enduring link to the past. They hide fascinating and unusual pieces of information. If you want to discover more about the past, then one of the best places to start is with the names of places. Obscure, curious and intriguing connections to our cultural past can be discovered through researching these names. For instance, they can provide clues to features of the landscape which are no longer apparent and give us a glimpse of the people who once lived there. In this way, they reveal a link to our ancestors spanning 2000 years or more. Successive invaders and settlers throughout British history have left traces of their lives, language and culture in place names which have become part of our everyday lives. Place names contain a vast array of linguistic elements including, Anglo-Norman, British, East Frisian, East Saxon, West Saxon, Flemish, German, Gaulish, Greek, Old Breton, Norwegian, Old Dutch, Old Danish, Low German, Old English and Latin. 10 HERITAGE LEARNING MARCH 2011 Far left Reconstruction drawing by Peter Dunn, English Heritage Graphics Team of a Roman man and woman. Left Anglo Saxon reconstruction by Judith Dobie, English Heritage Graphics Team. WHO NamEd WHaT? COmmON PLaCE NamE ELEmENTS Looking at a road map of England many thousands of different place names can be identified. Closer scrutiny will reveal that many names include a number of repeated words or elements, usually found at the end of place names. These are terms which describe the same type of place, such as farmsteads, hamlets or hills. Each successive wave of settlers and cultures has added their own specific terms to describe the many similar places in the landscape. CELTIC ROmaN These are words that have their origins in the Iron Age and are found mainly in the west of Britain, including Wales and Cornwall. The Romans gave their own distinct names for places, but when the empire fell into decline, Roman place names were replaced by Anglo-Saxon or Viking words. Porth – port Pen – hill Ros – promontory, moorland or wood Tre – farmstead, homestead, hamlet, village Ced – forest Examples Porthleven, Tremaine and Upper Penn. Ceaster – although an Anglo-Saxon word, refers explicitly to a Roman town or city Strata or Strett – road Examples Chester, Cirencester, Leicester, Winchester and Worcester and Stratford, Streatham and Stretford. MARCH 2011 HERITAGE LEARNING 11 An Ham – homestead. Vi Me UPPER, LOWER, BROad aNd LONg Medieval place names comprise of a number of Latin words. As more settlements developed, it became important to differentiate between places that had similar or identical names. Extra words that described size, position or individual features were added to a place name to provide a unique identity. Words added include; north, south, west, east, long, upper, lower, broad, church, steeple, great, much (large), high, over, little, market and castle. Bury – manor or manor house Forum – market magna – great Regis – of the king Examples Bury St. Edmunds, Blandford Forum, Chew Magna and Lyme Regis. WHEN IS a CROW NOT a CROW? NORmaN/FRENCH In some locations the Normans linked their own family names to the manors that they owned. This renaming asserted their rights and ownership of land previously owned by the Anglo Saxons. mont, mond – hill or mount Beau and Bel – beautiful or fine Examples Richmond, Egremont, Beaulieu and Beaumont. Places connected to Norman/French family names include: ashby de la zouch from the La Zuche family Stanstead mountfitchet from the Muntfichet family Newport Pagnell from the Paynel family kingston Bagpuize from the de bagpuize family Other scraps of Old French appear in a number of place names Examples Chapel-en-le-frith and Chester-le-street. Place name meanings are often far from straightforward in their interpretation. Sometimes the same words contain dissimilar meanings in different localities. A combination of spellings, modification though local dialects and selective pronunciation can alter the original meaning completely. Therefore place name researchers are careful to view the earliest documents to find how the words were originally spelt. An example of multiple meanings is the term ‘crow’: Crowhurst, Surrey – 12th Cent From Crouhurst, ‘wooded hill frequented by crows’, from the old English word ‘crawe’ meaning crow. Activity 1 Plotting our ancestors Examples Great Walsingham and Little Walsingham in Norfolk and West Harting and East Harting in Sussex. RECENT addITIONS Very few new place names have appeared in the last three hundred years, apart from some notable name types. Some recent names honour notable people like Thomas Telford the engineer in Telford new town and the Durham miners leader Peter Lee in the new town, Peterlee. Other names reflect cultural aspects including Westwood Ho! in Somerset, named after Charles Kingsley’s book of the same name. Other names celebrate famous historical events, including Waterloo and Peacehaven in Sussex which commemorates the end of World War One. Other names are based on new features in the landscape such as Ironbridge in Staffordshire. Crowland, Lincs – 8th Cent From Cruwland, ‘at the river bend’ from Old English ‘cruw’ meaning bend or nook. Crow, Hants – 11th Cent From the Celtic, ‘criw’ meaning ‘fish trap or weir.’ Activity 2 Personal maps and renaming Activity 3 Visual place names For further information Oxford Dictionary of British Place Names by A.D. Mills – Oxford University Press 12 HERITAGE LEARNING MARCH 2011 Far left Reconstruction drawing of Celtic Iron Age by Karen Guffogg. Left Anglo-Saxon settlement reconstruction by Judith Dobie, English Heritage Graphics Team. MARCH 2011 HERITAGE LEARNING 13 WHY IS TEACHING ABOUT HERITAGE IMPORTANT AND WHY SHOULD YOUR PUPILS CARE? 21st century schools must teach the knowledge and skills to equip children for a successful future; within that education we need to teach our young people to appreciate their environment. Studying our local history gives us all a strong sense of belonging within our own community, wonderment about how people of the past have influenced our modern lives and an understanding of our identity. SaNdIE JOHNSON DEPUTY HEAD, QUEENSGATE FOUNDATION PRIMARY SCHOOL Being based in Bristol, there’s so much on our doorstep. Our whole school studies the local area in all topics and year groups – to give the children a wider perspective of who they are and where they are from. So they’re not just seeing things on interactive whiteboards, they’re experiencing them first hand. We go out into the community, and further afield, learning from local residents, community members, buildings and attractions which are part of their daily lives and the city that they live in – and that act as windows into national stories and topics like Brunel, the Victorians, Second World War and remembrance. When you start with a local hook, the children can really begin to engage with heritage on a national level. WILL EWENS YEAR 3 TEACHER, WESTbURY PARK THE BIG DEBATE With this being the last printed issue of Heritage Learning, we wanted to do something different. We asked michael Wood, presenter of the BBC programme ‘The story of England’ and teachers and home educators like you for their views on the following question. Here are their responses. you can join the debate on Twitter, using the hashtag #ehlocal debate, or talk to us on facebook. We’d love to hear your thoughts. My initial reaction was ‘because it is where they are!’. but more than that, history is about stories and detective work. Children love both. Local history is about piecing together information to find fascinating stories in everyday details that would otherwise pass us by. by studying their immediate environment children learn that history is everywhere. It channels children’s natural inquisitiveness into historical enquiry and understanding using the world they know best. COLIN SamBROOk HEADTEACHER, CRANbOURNE PRIMARY SCHOOL History starts at home doesn’t it? As a ’50s child I can remember hearing Mum talking about the blitz in Manchester, crouching in the doorway of a bank that night, unable to get to the bomb shelter while the city burned; Uncle Syd torpedoed off Tobruck swimming through burning oil; Uncle Bill waiting on the beach at Dunkirk; my Dad in the underground operating rooms at Haslar naval hospital with the casualties of D Day; the heat (it was June), the sounds, the salty smell of the sea in the soaked clothes of the wounded. Stories. Of just one very ordinary English family. But such stories make us aware of who we are. Anyone who has taught children knows this: they instinctively love finding out about the past, hearing about it, imagining it. We humans after all are story tellers, and there are few things a child loves more than a good story. But on a more serious level, history helps us find our bearings in the world; it gives us a sense of a shared past, an idea of our relation to past generations. As we get older that understanding spreads out to our neighbourhood and community, and then to a still wider world. It builds up our sense of empathy as we realise that people in the past felt just as we do; and that people of different cultures races and religions are at root like us. Realism about the world and ourselves then is another of the good gifts of history. These are valuable things to learn in life – and they are wonderful things to teach! mICHaEL WOOd HISTORIAN Blackfriars monastery, Hereford. a small ruined monastery just outside a city centre. ask the question as to what happened to the monastery, when it might have been knocked down and what sort of person knocked down that monastery. Immediately you are making links, almost unconsciously, with Henry the Eighth. So instead of starting off with Henry why not use the local example to set the scene before moving on to the national picture. It works! Our pupils are the next guardians of our heritage. Without learning their local history, they will not care about their heritage. If they do not care, the heritage will be lost. And why is this heritage vital? because it is our unique birthright, our very identity. And without an identity we are all rootless, lost. Oh, and the other reason is that pupils really enjoy it because they can see it, touch it and even change it. CRIS kEITH HISTORY TEACHER, MEDINA HIGH SCHOOL Og OWEN RETIRED TEACHER, HEREFORD You can continue the debate at Twitter use the hashtag #ehlocaldebate or join the discussion on Facebook The study of heritage is important as an understanding of the common background which all who live in this country share is essential. It helps in developing a common sense of citizenship, of belonging together as citizens, rather than as a mere collection of individuals who happen to live in one place. This does not mean that we should idolise our past: there are many actions by past British people about which we should feel shame. Nor is this relevant only to those of British ethnic heritage. We are where we are as a nation as a result of the actions of those who have lived here before us. In understanding their lives through the things they left behind we understand who we are as a nation: why we are rich, free, democratic but also unequal and divided in many ways. CRaIg WILkS HEAD OF HISTORY, ST bENEDICT’S SENIOR SCHOOL Simply search for the English Heritage page and then click on ‘discussions’ to the left. 14 HERITAGE LEARNING MARCH 2011 MARCH 2011 HERITAGE LEARNING 15 KEY STAGE 2 3 CURRICULUM LINKS | kS 2 & 3 kS 2 History/Local History kS 3 History Citizenship immigration ROmAnS They left us ‘Watling’ streets, painted houses (Dover), baths and villas, (for example Lullingstone Roman Villa in Kent, Fishbourne Palace in West Sussex and Bancroft Villa in Milton Keynes). They influenced trade, religion, farming and lifestyle and left behind place and street names. VIkIngS SAxOnS They changed our language and culture from Celtic to Anglo-Saxon or Old English, presiding over the introduction of Christianity, founding large scale religious settlements which have largely either become ruins as a result of historical events, or have been used for other purposes. St Augustine’s Abbey in Canterbury is one example. The Viking language also infiltrated ours but they held different belief systems, religion and culture. Few Viking buildings remain as they would have been largely wooden-framed structures which have either rotted away or been replaced by other building materials. AUTHOR | FRaNCESCa LaSHmaR EDUCATION MANAGER, SOUTH EAST REGION Y JEWISH BUILT HERITagE IN BRITaIN The 1290 Act of Expulsion of the Jews never repealed, but small groups who practiced Judaism secretly were tolerated in London, due to the financial services they provided to the Crown and business. Lending money and charging interest was not against the teachings of the Old Testament whilst it was prohibited by the Christian Church. In Lincoln, there is reputedly the oldest domestic house in England, which many sources claim was formerly the home of Aaron the moneylender, who died the second richest man in England in 1186. Only an extremely rich house-builder could afford to use the same stone as a king, and only one from whom a king borrowed money would be allowed to! The following mention of Jewish built heritage is given in “Lincolnshire – The King’s England” edited by Arthur Mee, published by Hodder and Stoughton, 1949. 16 HERITAGE LEARNING MARCH 2011 Above These timber-framed buildings on King’s Bridge were adapted in the 17th century for the looms of the Walloon weavers. The river was needed for finishing cloth. Fulling mills were later adapted for paper-making. Nor Led by William the Conqueror, from Normandy in France, the Normans beat the Saxon army at the Battle of Hastings in 1066. William was crowned King. The Normans were an enormous influence on life in this country, leaving behind cathedrals, castles and stonebuilt dwellings many regard as core to our built heritage today. PROtEStAntS JEWS Jewish immigration can be evidenced through built heritage at a similar time to the Norman invasion. It is entirely possible that settlers made Britain their home earlier than this, but no evidence in buildings remains. The Jews’ Court in Lincoln was actually built on the site of the earlier school or synagogue (mentioned in the extract to the right) and is of 17th Century construction. It is now the home of the Society of Lincolnshire History and Archaeology. The Jews’ House is currently a restaurant. Both are on ‘Steep Hill’ which, as you can see from the picture, is an accurate name for the road! Jewish emancipation in the 19th Century and 20th Century tolerance in the wake of World War Two saw immigration rise still further. You could visit local archives and records offices to research this further in your area, and follow up on Jewish integration into England from your local perspective. Immigration from France, Belgium, and the Low Countries started in the 17th Century, and can also be seen by some of the buildings still standing today in market towns and elsewhere. On the west side of the Strait is the Jew’s House, built about 900 years ago and now a shop with big windows instead of the loopholes, with which the lower storeys were originally lighted. Its round arched doorway has interlaced ornament, and from it springs the chimney shaft for the fireplace in the upper storey, which still has two round-headed windows. Here, it is said, lived Belaset of Wallingford, the Jewess hanged in 1290 for ‘clipping the king’s coin’; that was the year of the expulsion of the Jews from England, after which any Jew found was to be hanged, drawn and quartered. Adjoining the Jew’s House is a dwelling of late 12th century origin known as the Jews’ Court, which may have been used as a synagogue, or perhaps for a Jewish school. Extract from “Lincolnshire – The King’s England” edited by Arthur Mee, published by Hodder and Stoughton, 1949. Above left Formerly known as: Aaron the Jew’s House, Steep Hill. Includes: No.1 Christ Hospital Terrace. Also known as: Norman House, Steep Hill. House, now a house and 2 shops. c1170, with late C18 and C19 alterations. Above right No.15 Jew’s house GV I Includes: No.1 Steep Hill. House, originally with a first floor hall and shops below, now a restaurant and salon. MARCH 2011 HERITAGE LEARNING 17 Activity 1 Tracing Jewish immigration in your area Activity 2 The silk route Look around at the sky-line or roofline around you and you should be able to spot the older buildings by the pointed roof tops, or ‘wizard’s hat’ shape of the roof behind more modern building facades, particularly if there are older style roofing tiles being used. Look for large windows with leaded glass, in buildings of more than one storey where the first floor overhangs the ground floor, and proximity to water for use in whatever trade was plied. Google ‘Walloon’ or ‘Huguenot’ or students could research their own names to find out more about their own heritage and possible links to other parts of the town, country or abroad. PROTESTaNT ImmIgRaTION There is much evidence in the Tudor palaces in London, such as Nonsuch and Hampton Court, of the skills brought over by Flemish master plasterers and brick-makers in the 16th Century. As the Church of England became established, after Henry VIII broke from Rome, small communities moved over to practice their trades, and most were gradually assimilated into English society, enabling their new skills to be learnt and gradually anglicised to the benefit of the country’s work force and economy. France remained a Catholic country and, in 1685, King Louis IX revoked the Edict of Nantes, which had granted Protestants the freedom to worship in specified areas. Many Huguenots and Walloons (Protestants) fled France and the Low Countries to avoid the strict laws and severe punishment which followed. From 1670 to 1710, between 40,000 and 50,000 Huguenots sought refuge in England and it is estimated that about half of these settled around London; by 1700 there were nine Huguenot churches in Spitalfields, where in 1685 there had been none. The wealthier Huguenots built large houses in London and other towns and cities where they settled, both for their families and for the weavers they employed. There are French-sounding street names, and the elegant Huguenot houses on Fournier, Folgate and Princelet Street are well preserved. It has been estimated that even today a quarter of London’s population are descended from the Huguenots! Traces of the Huguenots’ stay are still visible in areas such as Spitalfields, despite succeeding waves of immigration. There had always been a silk industry of sorts in Spitalfields, but with the diligence and skills of the Huguenots this industry thrived, and it became known as ‘weaver town’. The increase in the availability of silk affected British upper class fashions, as new styles became popular incorporating more of the readily available material. As well as the specialist skills of silk weaving, the immigrants also brought other skills with them of cloth finishing, brick making, 18 HERITAGE LEARNING MARCH 2011 plasterwork and others, much prized in England. The house shown here is built onto the river in order to make best use of water power in ‘fulling’ which is the process of removing grease from the wool. It is extremely distinctive, with enlarged windows to let in the maximum light for the weavers. Visit your local archive website and research documents and primary sources which may be able to help you find out about a certain building in your area, or trace the movement of an immigrant family through church, voting or court records. You could even do this with your students to allow them to experience handling the records with gloves on (where appropriate). English wool was highly valued throughout Europe and had previously been exported to the continent for finishing. The immigrants brought the industry to England, bringing increased profits to the wool and cloth merchants who, in turn, swelled the coffers of towns and cities like Canterbury around the country. They built communities, leaving their houses and some meeting places behind in many areas of Britain, as part of the built heritage we can see today. At first the Huguenots kept their own distinct identity, speaking in French and defending their religious congregations. As with many immigrant groups, the Huguenot churches were central within the new community, providing welfare to the poor and support to new arrivals. Over time, however, the immigrants assimilated into English society. There was a drift towards the Anglican Church, and their names were anglicized – Ferret became Ferry, and Fouache became Fash – often due to mistakes made by English clerks! OUR BUILT HERITagE This piece has focussed on Jewish and Protestant immigration, which can be linked into study of WW2, Tudor or Stuart Britain. You may find that other buildings in your area can be used to show immigration and settlement from other parts of the world, or even Britain. If you are not able to find buildings to illustrate this, use your local cemetery as a teaching resource, as it may throw up family names which are unfamiliar or show an obvious link. Whatever method you use, there are plenty of ways to use learning outside the classroom to provoke discussion, encourage investigation of other sources, and promote understanding that we are less of an island nation than many might think. Above These timber-framed buildings on King’s Bridge were adapted in the 17th century for the looms of the Walloon weavers. The river was needed for finishing cloth. Fulling mills were later adapted for paper-making. Above left Late mediaeval timber framed building on the site of the C12 stone house of Jacob the Jew, externally completely refronted in the early C20. Exterior of 3 storeys. Above right Aylesford High Street. MARCH 2011 HERITAGE LEARNING 19 KEY STAGE 1 2 CURRICULUM LINKS | kS 1 & 2 kS 1 All subjects kS 2 All subjects Pippins, Sovereigns and Double Whites Case Study What grows in the market gardens of the Tamar Valley? COLLaBORaTIvE CURRICULUm | kEy STagE 1 Case Study Fish for the future What is happening to our fishing industry? COLLaBORaTIvE CURRICULUm | kEy STagE 2 DISCOVERING ‘A SENSE OF PLACE’ AUTHOR | CLaIRE WHITE AZOOK CIC DIRECTOR AND EDUCATION CONSULTANT A “The school curriculum should contribute to the development of pupils’ sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain’s diverse society and of the local, national, European, Commonwealth and global dimensions of their lives.” Like most teachers I drew on textbooks, videos and education packs to help me deliver my lessons but 10 years ago I carried out an experiment in my classroom and abandoned the massproduced materials. The results changed the way I taught and changed the course of my career. I found that no matter what their ability, gender or age group, pupils were significantly more excited, curious and motivated by place-based learning experiences. I realised that national publishers were not going to produce materials about my locality but I had seen the impact of place-based learning in my classroom and I wanted to do more. 20 HERITAGE LEARNING MARCH 2011 Teachers across Cornwall have tackled this challenge together and have built a body of work designed to meet the needs of their students. The result is Sense of Place; an online library bursting with activities and resources designed specifically for children and young people in Cornish schools. Subscription to the initiative provides teachers with online access to: challenge-based activities with creative approaches rigorous cross-curricular planning high quality resources including stories, poems, photographs, films and audio recommended site visits and practitioners including storytellers, craftspeople and artists Cornish heritage is often the inspiration for Sense of Place units of work, and heritage sites have been generous supplying highquality resources to support the topics. This kind of collaboration helps heritage sites to meet their own educational purpose whilst enriching the curriculum with images, documents, workshops and loan boxes. Sense of Place is run by Azook Community Interest Company in partnership with Cornwall Council. The not-for-profit ethos means that membership is affordable (our smallest school pays £26 per year) and all teachers are encouraged to inform the direction and content of the initiative. The sheer volume of material in the Sense of Place online library is a consequence of a shared endeavour for over eight years. Above Various images relating to the Sense of Place units of work © Claire White. Do it yourself If you are keen to explore a ‘sense of place’ in your classroom why not make a start with these useful approaches: Each class is unique reflect on the needs of the pupils in your class and explore themes which build on their existing reference points Change the subject Things we can see, hear and touch look for opportunities to plan and deliver curriculum centre pupil learning around tangible coverage creatively across subject areas, well-chosen experiences of their locality topics will often take classroom learning in unexpected directions Make it big Start local but go global devise an exciting and meaningful help pupils to explore their key challenge for each topic which identity and culture and use as a involves making or producing stepping stone to facilitate a better something to benefit their understanding of others community or landscape MARCH 2011 HERITAGE LEARNING 21 Activity 1 Drovers’ Roads Choosing a route Drovers’ roads usually followed existing routes, avoiding towns and villages. Apart from Roman roads and modern motorways, few roads run straight. Why do you think that is? Look at a large scale road map of your area and search for any roads with names like ‘The Driftway’, ‘The Drove’, ‘Shepherd’s Way’, ‘Green Lane’. They are likely to have been used by drovers. As many as 300 or 400 cattle would spread out as they ambled along the route, so these droveways could be more than 20m wide. TRACKS THROUGH TIME Activity 3 As you travel by car or bus, keep an eye out for wide, grassy verges – they may be a clue that you are travelling along an old drovers’ road. Using the 1:25000 Ordnance Survey map of your area, choose a road and see if you can work out why it goes the way it does. Is there a hill, river or wood that would have made it deviate from a straight line? What other reasons might there have been for the bends in the road (marshy ground, land-ownership)? What colour is the road you looked at? What do the road colours mean? Do they help us choose our routes today? Activity 2 Find the Roman road AUTHOR | maRgaRET BUNyaRd EDUCATION MANAGER, WESSEx ARCHAEOLOGY Roads and tracks criss-cross the map of Britain, some of them thousands of years old. They were constructed, or simply evolved, for various reasons: for trade, control or communication. One of the earliest routes is the Ridgeway, running 137km from Wiltshire to buckinghamshire. Today it is a long-distance pathway, but 5,000 years ago it was an important trading route. Roman roads were built initially for military reasons, for the efficient movement of soldiers and equipment across the country. In the medieval period many routes simply evolved, following estate boundaries and linking villages to each other and to the nearest market town. Many of these tracks became the roads we use today, while others remain as footpaths or holloways (deep sunken paths). As well as carrying people, roads and tracks carried animals. From the sixteenth century large numbers of cattle, sheep, and even geese were driven all the way from Wales and Scotland to the Midlands, to be fattened up before being driven on to the markets of London. by the eighteenth century, better roads were needed to meet the needs of a rising population and industrialisation. These roads were constructed by turnpike trusts who recouped their costs from tolls levied for using the roads. The improved roads 22 HERITAGE LEARNING MARCH 2011 of engineers like jack Metcalf and john McAdam allowed mail and stage coaches to travel at an average speed of 16 kilometres per hour. Toll roads declined as the railway system developed and took over transportation of bulk goods. Many fell into disrepair and county councils, formed in the late nineteenth century, were given responsibility for the upkeep of major roads. Even today many of the motorways and ‘A’ roads linking cities across the country still follow ancient routes. The A5, A423 and M1 all trace their ancestry back to the Roman roads of 2,000 years ago. Surprisingly, road building can help us discover more about our past. before a road is constructed archaeologists must investigate its route, leading to exciting discoveries. From an unknown Roman fort in Somerset to bronze Age gold bracelets in Kent and Stone Age flints in Nottingham, new roads tell old stories. For further information Wessex Archaeology is one of the largest archaeological practices in the country. It is also a registered charity which aims to interest the public in archaeology and further our knowledge about the past. The website has a learning section and downloadable resources to use in the classroom www.wessexarch.co.uk/learning Above left Phil Harding and Cotswold Wessex Archaeology investigate flints left by Ice Age hunters. Picture from Highways Agency A46 Newark to Widmerpool Project in Nottinghamshire. Above right A roman road west of Housesteads. Top Exterior view of Whalley Abbey Gatehouse from the road. Bottom left Wheeldale Roman Road, North Yorkshire. View of remains of road. Bottom right Aerial view of Over Bridge, a single arch stone bridge spanning the River Seven. MARCH 2011 HERITAGE LEARNING 23 TAPPING THE BEST RESOURCE IN SCHOOLS Other curriculum ideas Case Study AUTHOR | STEPHEN LOCkyER, Deputy Head, The Mead School A Very often however, one of the best resources for the pupils are the pupils themselves. We encourage them to explore the world and discover things for themselves, but rarely treat this learning journey as a two-way process. At The Mead School, nestled 200 metres from Royal Tunbridge Wells, we have been focussing on enhancing our learning from the children. To this end, we have developed several strategies and philosophies we are working hard to put into everyday school life. One area of real strength at school is the Humanities – we are surrounded by historical buildings (Battle Abbey, Bodiam Castle), stories and legends (the Canterbury Tales) and geographical features (The Tunbridge Wells Springs). How could we exploit this? We came up with the concept of an ‘Open Timeline’ – that is, a timeline which was open and accessible to all. Each class was given an identical timeline, which was placed so that children could look at adding to it. The children continued their specific history lessons, and we asked them to send representatives to each class with a gift for their timeline. This could be a drawing of a Roman coin, a mocked-up ration book or even a photograph in Viking clothing! 24 HERITAGE LEARNING MARCH 2011 The visiting children presented their timeline gift to the class, explaining what it was, a little about their topic and took questions. The gift was put on the timeline, in the correct place. This creates an enormously personal timeline for all the children, which they can then access and understand. The whole school were encouraged to add to these timelines if they had been reading about another period in history. Our main goal was to encourage the children to bring and share their own history experiences. Pupils from all classes visit different historical venues at weekends and in the holidays, and by sharing what they have learnt and contributing to the ‘Open Timeline’, they are introducing a new area of history to some children. Likewise, there are some children with an absolute passion for a specific period in time, and this also gives them an outlet to share with others, even outside of their class or curriculum year. It is very early days for this project, but already we are looking at new opportunities to allow children of all ages to share their knowledge with others. It is an incredibly exciting time in education, and the ‘Open Timelines’ have certainly made history feel very alive! Stephen is happy to answer any questions on the OpenCurriculum project by email on [email protected] He writes a blog at www.classroomtm.co.uk and is on Twitter as mrlockyer Above Various images of the Open Timeline project at the The Mead School © Stephen Lockyer. Art Order some transparent pockets and have a ‘living gallery’, where children can adjust, add or remove postcard or photo-sized artwork.Galleries often sell postcards of their works for pocket-money prices. Geography Often we ask the children where they have been on holiday and find that on the map, but why not do the same for news stories? Perhaps children could use different coloured post-its for different types of events (green for weather news, blue for sport), and these could build into a fascinating resource of topicality which is regularly evolving. English BookCrossing is a website where people leave books they have read in public places, and track their travels. Why not have strategically-placed, themed bookshelves around the school, which encourage donations of that genre, and which the children can collect? Maths Plastic CD cases make fantastic micro display cases too! Cut card to size, and ask children to write maths problems on one side. Place the problems around school, and ask for answers on the other side of the card. New problems each week would keep interest fresh and alert, with the added bonus of a growing problem selection for the teachers too! Do it in your school! What to do… Activity Publicise in your classes and assemblies how welcome individual gifts are from the children. If you are able to afford the time, announce new gifts in assembly, or on the school website/newsletter. MARCH 2011 HERITAGE LEARNING 25 LEARNERS GO FREE NEWS & NOTICES Entry to all English Heritage properties is free for pre-booked learning groups. FURTHER INFORmaTION See our website for more information www.english-heritage.org.uk/education For more information about our educational activities, visit our website at www.english-heritage.org.uk/learning REgIONaL BOOkINg NUmBERS TEACHERS’ WEEKEND 7-8 MAY 2011 A HERITAGE LEARNING GOES DIGITAL! That’s right, as you may have noticed elsewhere in this magazine, this will be the last printed issue of Heritage Learning. We’d love to go on sending it out as a paper copy to all of you, but due to budget cuts, we simply can no longer afford it. 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Hopefully though, it will prove much easier to link directly to interesting websites, or information elsewhere on the internet. Thanks very much for your support. You can now download back issues of Heritage Learning from our website at www.english-heritage.org.uk/hl. Alternatively, you can order them via [email protected] or by ringing 01761 452966, quoting the relevant Product Code. BBC ANCIENTS NEWS ISSUE 38 | PC 39086 ISSUE 39 | PC 39097 ISSUE 40 | PC 39104 ISSUE 41 | PC 39113 ISSUE 42 | PC 39118 ISSUE 43 | PC 39121 REadER RESPONSE FORm COMPLETE AND RETURN THIS FORM TO ENgLISH HERITagE, FREEPOST Wd 214, PO BOx 570, SWINdON, WILTSHIRE SN2 2UR OR EMAIL [email protected] English Heritage experts are helping BBC Hands on History make the most of a new BBC Two Tv series, ‘a History of ancient Britain’, which aired on 9th February. All these can also be downloaded from the BBC Hands on History website where teachers, parents and students can also find events, a map of sites to visit, animations featuring the Hands on History mini-time traveller, Eric and more. 26 HERITAGE LEARNING MARCH 2011 NamE SURNamE addRESS Please add my name and address to your mailing list English Heritage policy researchers, archaeological investigators, surveyors and historians have all been keen to join forces, and others have helped to supply images, information and details for a series of popular, jointly branded learning resources as part of an ongoing partnership between BBC Learning and English Heritage Education. Resources on the Normans went down well at English Heritage properties last year and prehistory timelines and group activity guides are currently being handed out free of charge to families and learning groups visiting Stonehenge. 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