History for All the new ASDAN History Module

‘History for All’ the new ASDAN History Module • Available to teach from September 2012

All ASDAN programmes: • are learner-centred with a modular and activity-based curriculum • encourage young people to take responsibility for their own learning • are relevant to a wide range of settings such as schools, colleges, youth and training • recognise, reward and celebrate achievement at all levels

• fits closely with the HA’s vision of history as ‘enquiry’ and provide genuine opportunities for students to ‘do’ history. • as a part of a full Co. PE award, offers a viable alternative to GCSE or entry level • as a stand alone unit for those students who may not have continued their study of history with the opportunity to do so in an accessible way.

• The six history modules have been designed to build into a coherent whole, offering options in Local, British, European and World history. • Each individual challenge also helps develop one of the concepts and/or skills introduced by the History National Curriculum. • They give scope for teachers and/or students to follow their own interests and ideas, yet enough guidance and support to make the activities ‘doable. ’ • Support materials and ideas for further work are available on the HA website at www. history. org. uk/go/asdanhistory.

Module 1 Local History Module 2 ‘Our Island Story’ Module 3 Britain and Empire Module 4 ‘History from Below’ Module 5 European History Module 6 World History

challenge Significance Chronology Images of a Monarch Chronology A united kingdom? Continuity & Change Britain & War Diversity Do people agree about the past? Interpretations Rebels & rebellions Significance Local site, national story Evidence Post 1945 conflict Section B Bank of England Banknotes Kings & Queens of England Section A Concept targeted Chronology Other agreed challenge History of Britain in 10 places Chronology Top trumps Chronology Greatest Britons Significance Timeline of British history Chronology Museum of British history Chronology Other agreed challenge

Section A: 5 challenges over 10 hours Section B: 1 or 2 challenges over 10 hours

ACTIVITIES Look carefully at the census data for part of Yorkshire Street, and try to answer the following questions: 1. How many of these people were born in Burnley? 2. Who lived at No 5 Yorkshire Street? Where did they come from? How long had they lived in Burnley? How can you tell? 3. Which house had two families living in it? How can you tell? 4. What evidence is there that there was a school in Burnley in 1851? 5. Can you suggest at what age children started school? By what age had they left school? 6. Why do you think Rupert Stevens might not go to school? 7. How many houses had lodgers? Why might this be the case? 8. How many servants were there? Who did they work for? 9. How can you tell that Burnley was a textile town? Remember, this is only a tiny part of the census for Yorkshire Street, let alone the whole of Burnley, yet we can still draw some valid conclusions from the evidence.

THE CENSUS AS EVIDENCE: What can the census tell us about life at the time of the census? What can’t the census tell us about life in at the time of the census? What else would you need to know before you can decide how useful the census is to a historian?

• accredit between 10 and 60 hours of activity; commonly they are managed as 10 -hour, 30 hour or 60 -hour Short Courses • are 100% Portfolio evidence based • carry nationally recognised accreditation, provided by an awarding body

• Support materials and ideas for further work are available on the HA website at www. history. org. uk/go/asdanhistory. [e] alf. wilkinson@history. org. uk [t] 01529 460553 21 Chapel Lane, Little Hale, Sleaford, Lincs, NG 34 9 BE