BUILD · Humanities · Teesside History Studio · Week 1 of 8
The Big Timeline
AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.
🎯 Learning objective: I can place local-history events in a defensible order and explain which clue supports my placement.
✅ Success criteria
- I can use before/after and decade/century language.
- I can use a clue rather than guess from appearance alone.
- I can explain why my order is defensible even if a date is uncertain.
🕰 historian craft🔎 source provenance🧭 Chronology Evidence Lab⏱ 40 min
📜
The Big TimelinePLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAPInherited
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
→
Feeds next
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
Humanities source rule: a genuine pupil source needs what it is, who made it, when, where it came from and rights/use. Constructed/adapted material must not masquerade as an untouched historical source.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
One Lundy loop only. Humanities adds disciplinary interpretation, not a second closure system.
⏱ 3 min
🚪 Arrival · retrieve the historian moveInherited
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
→
Feeds next
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
◆ Supported
Put yesterday, today and tomorrow in order. Say what ‘before’ means.
▲ Standard
Put your birth, 2015 and today in order. State how many years are in a decade.
★ Stretch
Explain the difference between chronological order and a defensible estimate when an exact date is unknown.
Arrival rule: retrieve the previous historian move. Personal/family disclosure is never required.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Retrieve without requiring personal/family disclosure. A pause/refusal is information about Space.
⏱ 3 min
🌱 Starter · question before verdict🔍 Enquiry
How can clues help us place local events in a defensible chronological order?
Opening question: A photograph has no date. What clues could narrow down when it was taken without pretending we know more than the evidence tells us?
FRAME 1/4
PLACE THE FIXED CLUE FIRST
Pause for evidence/question before advancing.
FRAME 2/4
SEPARATE EXACT FROM APPROXIMATE
Pause for evidence/question before advancing.
FRAME 3/4
TEST FOR ANACHRONISMS
Pause for evidence/question before advancing.
FRAME 4/4
DEFEND THE ORDER WITH EVIDENCE
Pause for evidence/question before advancing.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil question/inference comes before teacher verdict.
⏱ 4 min
👩🏫 I Do · model the historian craft🧠 Model the historian decision, not just the answer.
STEP Start with the strongest fixed clue, not the overall ‘old-fashioned’ feeling.
STEP Separate exact dates from ranges: ‘after 1911’ is different from ‘in 1911’.
STEP Use anachronism carefully: one detail that could not belong can rule out a claimed period.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 3 min
🤝 We Do · evidence hingeCommit before reveal: A picture shows a structure known to have opened in 1911. What is the safest claim from that clue alone?
First attempt = evidence. Re-check the source/clue if needed.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 3 min
👩🏫 I Do 2 · connect and qualify🧠 Model the historian decision, not just the answer.
STEP Model a timeline as an argument: place card → attach clue → state confidence/uncertainty.
STEP ‘Defensible’ means another person can follow the evidence used, not that every placement is certain.
STEP Keep local-history clue cards separate from authentic sources unless provenance has been checked.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 4 min
🤝 We Do 2 · interactive historian labInteractive historian probe: response → evidence/source → adult genuinely receives → next historical question/scaffold changes.
🕰 Chronology reasoning board
1825
1850
1911
2015
Use these as lesson-date anchors, not primary sources. A real source still needs provenance.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 16 min
📜 Independent · build defensible evidence📜 Independent historian mission
Build a chronology strip from teacher-approved local event/clue cards. For at least three placements, attach the clue that supports the position and mark one as exact, approximate or uncertain.
16 minutes. Supported / Standard / Stretch are movable routes, not labels.
📚 HISTORY STUDIO READY
Source / materialsTeacher-prepared, locally cleared source pack or lesson clue/diagram materials appropriate to this week. Every genuine source carries item-level provenance/rights.
Care / accessPersonal/family disclosure is optional. Provide accessible source versions. Do not reduce a community to a single story.
Evidence targetChronology strip + clue annotations + pupil explanation of at least one uncertain/defensible placement.
◆ Order 4–5 cards with before/after anchors and explain one placement.
Anchor words: before · after · older · newer · decade · century.
Fade the first prompt no longer needed.
▲ Order 6–8 cards, use decade/century language and justify three placements.
Frame: ‘I placed ___ after/before ___ because the clue ___.’
Fade the first prompt no longer needed.
★ Include one ambiguous card, identify what extra evidence would improve confidence and explain an anachronism test.
Use earliest/latest possible date and confidence language rather than forcing certainty.
Fade the first prompt no longer needed.
1 · Historical decisionplacement, inference, cause, significance, selection, claim or route choice
2 · Evidence baseclue/source/map/account detail with provenance where it is a genuine source
3 · Pupil reasoningbecause / limitation / uncertainty / comparison / explanation in the pupil’s words
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil authors the historical judgement. Staff support access and fade prompts.
⏱ 4 min
🎫 Exit · receive, interpret, influence◆ Supported
Show or say the key historical decision you made and the clue/evidence behind it.
▲ Standard
Explain one judgement and one limitation/uncertainty using evidence.
★ Stretch
Transfer today’s historian routine to a new source, person, period, audience or representation.
🔁 BUILD Humanities ring close — one closure only
VOICE: Pupil may move cards, point to a clue, say the reason, draw an arrow or have exact words scribed.
AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.
INFLUENCE: Questions/gaps from the timeline determine which source types and vocabulary are foregrounded in W2.
No adult initial, second next-step line, receipt, upload queue or closure tracker is added here. Humanities uses the existing BUILD close; it does not create another one.
Inherited
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
Unit start — begin from before/after, living memory and visible dating clues; personal or family history is never required.
→
Feeds next
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
Pupil questions and chosen time periods set the sources and vocabulary prepared for Week 2.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
BUILD keeps the existing ring-style close: one response genuinely received, one Influence action. No second sign-off/receipt.