DO YOU THINK YOU ARE?

In this HLP we want you to identify a question, research the answer and produce a project on one of the aspects of History below. 1.Family History Ideas ~ The History of a relative or family friend, the History of a move or change in your family, an overview of your familys History. Example Questions ~ What is our story? How local is our Family? What was life like for (a relative) when they were my age? What impact has war had on my family? 2.Local History Ideas ~ The History of someone who lives near you, the History of a group of people in your community, the History of your village, the History of a building or monument close to your home (Corsham School, Avebury, Stonehenge) Example Questions ~ Who lived on my street in 1901? How has Corsham/Box changed? What was the most significant change in Corshams History? What is the History of Corsham Court? What is significant about Lacock? How has Corsham school changed? Steps to success: Identify a question that interests you and that you want to find out the answer to. Speak to family and friends to get ideas. Research the question you have chosen. Interview relatives/family friends, pay a visit, go to the local library, use the internet. Select the information that is most relevant to your question Dont just type it all out!!! Structure your project with an introduction, conclusion and bibliography. Include visual images Where to start looking: Your family/family friends/neighbours Local Library Local buildings/museums History club on Tuesday nights in H6/H27 www.bbcwhodoyouthinkyouare.com

WHO

www.freebmd.org.uk www.1901census.nationalarchives.gov.uk www.wshc.eu

Dont forget to attach the level sheet to the front of your project!

DO YOU THINK YOU ARE? In this project I am going to research: Questions I would like the answer to include: 1. 2. 3. I predict that I will find out: I am going to find out the answers to my questions by:

WHO

Please look at the levels below to see what you need to do

Assessment Focus 1 Thinking Historically Pupils: - Describe key events - Identify main changes Assessment Focus 2 Exploring interpretations Pupils: Assessment Focus 3 Historical Enquiry Pupils: - Use more than 1 source to find out about the past. - Include some key dates & historical terms.

Level 3 Criteria

Level 4 Criteria

Accurately describe events Identify causes of events & situations Identify consequences of events. Show detailed understanding of the past Suggest relationships & links between causes & changes. Begin to explain the relationship between causes. Confidently examine why events and changes happen. E.g. Explain at least 2 causes for an event or change. Analyse historical change/continuity and causation. Make links across time and/or place. E.g. Stonehenge was clearly important to the people who build it and it is still important today because..

- Identify or describe ways in which the past has been interpreted.

- Pursue investigations to find answers to historical questions. - Select information to answer questions. - Start to structure own work, using dates & historical terms correctly. Select information and sources for enquiry - Structure work independently, using dates and historical terms correctly. e.g. Introduction and Conclusion. - Carefully select and use a variety of sources to reach thoughtful conclusions e.g use quotes to support the points made. - Confidently structure their writing so it is relevant and uses historical terms correctly. - Make choices about the reliability of sources before using them to support their conclusions. - Organize their writing in the best possible way to include relevant information that supports the conclusions reached. -

Level 5 Criteria

- Suggest how the past has been interpreted differently.

Level 6 Criteria

- Begin to explain how and why different interpretations exist.

Level 7 Criteria

- Explains how and why people interpret history differently.