# data[].attributes.body
This unit aims to get pupils engaging with the history in their local environment by exploring the story of a single street. Pupils should be encouraged to see that history is not something which resides only in museums or famous buildings but in the world right on their doorstep. In looking at this history pupils will be able to connect their local area to bigger stories of change, movement, empire, migration, and so on.

By the end of the sequence, pupils will have worked in groups to create a history of a single house on the street over time. These can then be used as part of a historical exhibition or even digitised and put online.

Second order concepts

The main disciplinary / second-order focus is on understanding how a wide range of source materials can be used as historical evidence to make tentative historical claims. The unit asks pupils to look at maps, census data, newspaper clippings and other traces to make claims about change and continuity, similarity and difference, and other relevant historical concepts.

Substantive knowledge

Key substantive content will include: the changing demographics of the street (with connections to industrialisation, class systems, migration and empire); changes in work patterns and roles (again with strong connections to industrialisation); changing fashions; and wider developments 1871-1891 (empire, colonialism, educational changes).

# data[].attributes.body
Planning outline document

# data[].attributes.attachment_link.title
2024 - A Street Through Time Outline Plan

# data[].attributes.headline
How does the content link with one or more of the Ethical Principles?

# data[].attributes.subject
How does the content link with one or more of the Ethical Principles?

# data[].attributes.body
This unit aims to get pupils to see the ways in which their locality has been shaped over time, as well as how their town has been shaped and continues to be shaped by forces both local, national and international. It seeks to make history something pupils inhabit and walk through every day, not just an abstract idea for history lessons (Principle 1 & 3).

There is a specific focus on getting pupils to explore the historic environment as an historical source in its own right. Pupils will be encouraged to compare the environment they can see with historic images and maps and begin to drawn tentative conclusions about the nature and scale of change (Principle 2 & 4).

Pupils will also have opportunities to explore census data and historical newspaper clippings to get a better sense of how peoples' lives in their towns were shaped by local, national and international events. They will also begin to explore how different people might have experienced change in the past (Principle 2 & 3).

# data[].attributes.headline
How do the pedagogical choices link with one or more of the Ethical Principles?

# data[].attributes.subject
How do the pedagogical choices link with one or more of the Ethical Principles?

# data[].attributes.body
Throughout this unit, pupils will be encouraged to work in small teams to explore, discuss and synthesise evidence. They will be given significant opportunities to ask their own questions and explore their own conclusions about the experiences of people living in their town in the past (Principle 1, 2 & 7)

At various points, pupils will be asked to share their findings and thinking with their peers and have opportunities to help refine their work (Principle 7).

Where possible, the unit will also involve physically visiting the street and comparing it with photographs, building pupils' fascination with the history around them (Principle 7)

# data[].attributes.headline
How do the outcomes / pupil responses link with one or more of the Ethical Principles?

# data[].attributes.subject
How do the outcomes / pupil responses link with one or more of the Ethical Principles?

# data[].attributes.body
A major part of this unit will be for pupils to prepare a history of one house within the street. They will explore its changing demographics and begin to consider how its inhabitants might have experienced events at the turn of the century. This will also enable them to focus in on the lives of people often forgotten in history and promote agency in allowing pupils to tell the stories of their house in their own way (Principle 2, 3 & 7).

Pupils will share their work with parents at a special exhibition and QR codes will be put along a virtual street. In this way we hope pupils will see themselves as taking an active part in the process of historical construction (Principle 2 & 7)

# data[].attributes.body
Full details on each Ethical Principles can be found at the end of this section

# data[].attributes.body
This is a copy of the SHP Curriculum PATHS Ethical Principles to help guide you in your responses in this section.

# data[].attributes.body
This unit is an adaptation of an approach taken by Amy Hughes and Heather De Silva (2013) ‘One street, twenty children and the experience of a changing town: Year 7 explore the story of a London street.’ In Teaching History, 151. https://www.history.org.uk/publications/resource/6498/year-7-explore-the-story-of-a-london-street . It is worth reading that article for more context (and to adapt to other localities).

# data[].attributes.attachment_link.authors[].name
Amy Hughes and Heather De Silva, published 20th June 2013

# data[].attributes.attachment_link.title
Year 7 explore the story of a London street

# data[].attributes.attachment_link.description
One street, twenty children and the experience of a changing town: Year 7 explore the story of a London streetMichael Wood and others have recently drawn attention to the ways in which big stories can be told through local histories. Hughes and De Silva report a teaching unit through which they aimed to help Year 7 pupils make history come alive by exploring the history of a local street and the people who lived in it using census materials, the physical environment, maps, old photographs and many other resources. Each group was allocated a house and asked to explore its history, developing both their understanding of historical enquiry and their historical imaginations. Using the history of one locality as a lens, they examined big themes, such as migration, important in both urban and national history…

# data[].attributes.attachment_link.readable_text
Ordnance Survey maps

Maps published by Ordnance Survey and related bodies, including the War Office (ca. 1840s-1960s). The maps are ordered below by country, from larger scales (most detailed maps) to smaller scales (less detailed maps), followed by indexes and characteristics sheets (symbols and legends).

Map Series - Scotland

Ordered from larger scales (most detailed maps) to smaller scales (less detailed maps):

360 inch to the mile / 30 feet to one-inch (1:360):

25 inch to the mile (1:2,500):

Ordnance Survey, 25 inch to the mile, 1st edition - 1855-1882 - 14,735 sheets

Ordnance Survey, 25 inch to the mile, 2nd and later editions - 1892-1949 - 17,466 map sheets

Ordnance Survey, 1:2,500 National Grid maps, 1944-1973 - 116,111 sheets

1:20,000 / 1:25,000:

War Office, Great Britain 1:20,000, GSGS 2748 - 1923-1929 - 21 sheets

Ordnance Survey, 1:25,000 maps of Great Britain - 1945-1973 (Provisional - Coloured) - 5,102 sheets

Ordnance Survey, 1:25,000 maps of Great Britain - 1945-1973 (Provisional - Outline) - 4,139 sheets

Ordnance Survey, 1:25,000 maps of Great Britain - 1964-1973 (Second Series) - 188 sheets

Ordnance Survey / War Office, Great Britain and Ireland 1:25,000. GSGS 3906, 1940-43 - 840 sheets

Ordnance Survey, 1:25,000 Administrative Area Series of Great Britain, 1945-1968 - 1,130 sheets

Half-inch to the mile (1:126,720):

Ordnance Survey, Half-Inch to the mile, Scotland, 1908-1918 (hill-shaded) - 53 sheets

Ordnance Survey, Half-Inch to the mile, Scotland, 1908-1918 (layer-coloured) - 48 sheets

Ordnance Survey, Half-inch Ministry of Transport road maps, Scotland, 1923 - 37 sheets

Ordnance Survey / German Army, Karte von Schottland 1:100,000, 1939-40 - 34 sheets

Ordnance Survey, Half-Inch to the mile, Scotland, 1942 (Outline, Water in Blue) - 34 sheets

Ordnance Survey, Air Photo Mosaics of Scotland, 1944-1950 - 221 sheets

Ordnance Survey, "ten mile" Planning Maps of the United Kingdom, 1940s-1970s - 183 sheets

Ordnance Survey, small-scale maps of Great Britain, 19th to 20th centuries - 35 sheets

Map Series - England, Wales and Great Britain

Ordered from larger scales (most detailed maps) to smaller scales (less detailed maps):

12 inches to the mile (1:5,280):

Six-inch to the mile (1:10,560):

1:12,500:

1:20,000 / 1:25,000:

Ordnance Survey, 1:25,000 maps of Great Britain - 1945-1973 (Provisional - Coloured) - 5,102 sheets

Ordnance Survey, 1:25,000 maps of Great Britain - 1945-1973 (Provisional - Outline) - 4,139 sheets

Ordnance Survey, 1:25,000 maps of Great Britain - 1964-1973 (Second Series) - 188 sheets

Ordnance Survey, 1:25,000 Administrative Area Series of Great Britain, 1945-1968 - 1,130 sheets

Half-inch to the mile (1:126,720):

Ordnance Survey, "ten mile" Planning Maps of the United Kingdom, 1940s-1970s - 183 sheets

Ordnance Survey, small-scale maps of Great Britain, 19th to 20th centuries - 35 sheets

Ordnance Survey, Air Photo Mosaics of England and Wales, 1944-1950 - 6,173 sheets

Map Series - Ireland and Northern Ireland

Ordered from larger scales (most detailed maps) to smaller scales (less detailed maps):

Map Series - Channel Islands

Map Series - Belgium / France

Map Series of Hong Kong

Indexes of larger scale maps (at 25-inch and six-inch to the mile)

England and Wales:

Ordnance Survey, Indexes to the County Series maps, England and Wales, 1887-1897 - 36 sheets

Ordnance Survey, Quarter-Inch to the mile, County Diagrams. Showing Civil Parishes with tables of their areas - 1897-1913 - 54 sheets

Ordnance Survey, Quarter-Inch to the mile, Combined Index maps - 1879-1965 - 408 sheets

Ordnance Survey, Quarter-Inch to the mile, Couny Series Index maps - 1921-1924 - 175 sheets

Ordnance Survey, Half-Inch to the mile, County Diagrams. Indexes to County Series, 1932-1946 - 172 sheets

Ordnance Survey, 1:100,000, Indexes to County Series and National Grid sheets, 1966-1972 - 53 sheets

Characteristics Sheets

Early Digital Cartography

Missing maps

# data[].attributes.attachment_link.title
Ordnance Survey Maps - Map Images - National Library of Scotland

# data[].attributes.attachment_link.description
Historic maps published by Ordnance Survey, covering England, Scotland and Wales, 1820s-1970s

# data[].attributes.body
Olusoga talks about how the local newspapers were used to find out about the potential impact on residents: BBC Two - A House Through Time, Series 2, Episode 1, The case of the umbrella theft

This is maybe a better example of bombs being dropped during WW2 BBC Two - A House Through Time, Series 3, Episode 4, A bomb falls on Guinea Street – this does a nice job of connecting something we do know (the bombing) and something we don’t (how the residents reacted).

And another one – this time with a fire relating to a specific house. But how might this have impacted the neighbours: BBC Two - A House Through Time, Series 4, Episode 2, A catastrophic fire hits one of the residents

# data[].attributes.attachment_link.title
BBC Two - A House Through Time, Series 2, Episode 1, The case of the umbrella theft

# data[].attributes.attachment_link.description
David Olusoga discovers evidence of a theft from the house in Ravensworth Terrace.

# data[].attributes.body
Just to give you an idea of how I split up the census data

# data[].attributes.attachment_link.title
Lesson 4 - Bachelor Row House Details 1871-1901