BUILD · Humanities · Teesside History Studio · Week 3 of 8
Why People Came
AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.
🎯 Learning objective: I can explain migration using several interacting causes rather than one simple reason.
✅ Success criteria
- I can distinguish push, pull and network factors.
- I can distinguish a background condition from a trigger.
- I can combine more than one factor in an explanation.
🕰 historian craft🔎 source provenance🧭 Migration Cause Web⏱ 40 min
📜
Why People CamePLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAPInherited
Week 2 — source evidence, provenance, inference and corroboration.
Week 2 — source evidence, provenance, inference and corroboration.
→
Feeds next
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
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
Week 2 — source evidence, provenance, inference and corroboration.
Week 2 — source evidence, provenance, inference and corroboration.
→
Feeds next
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
◆ Supported
Define migration and choose whether a new job is more likely push or pull.
▲ Standard
Define push and pull, then name one source detail that could evidence a migration cause.
★ Stretch
Explain why two families experiencing the same condition might make different migration decisions.
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 several causes combine to influence migration to the Tees Valley?
Opening question: If a new industry creates jobs, is that one explanation for migration—or only one part of a bigger decision?
FRAME 1/4
SORT THE CAUSES
Pause for evidence/question before advancing.
FRAME 2/4
LINK, DON’T LIST
Pause for evidence/question before advancing.
FRAME 3/4
FIND CONDITION AND TRIGGER
Pause for evidence/question before advancing.
FRAME 4/4
LEAVE ROOM FOR DIFFERENT PEOPLE’S CHOICES
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 Push and pull are categories for causes, not complete explanations by themselves.
STEP Networks matter: information/support from people already elsewhere can change whether a move feels possible.
STEP Separate condition from trigger: long-term circumstance versus the event that begins a particular move.
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 family has faced low wages for years, then receives a letter offering a job elsewhere. Which best describes the letter?
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 Use causal links: because / which meant / made it more possible / combined with.
STEP Avoid ‘people moved because…’ as if one reason applied to every person or community.
STEP Personal/family disclosure is never required; use historical/general routes and teacher-approved evidence.
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.
🧭 Cause Web
PUSH
pressure away
PULL
attraction
NETWORK
connection
This is a concept model, not a historical source. Use the approved source pack for evidence.
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
Create a cause web from the approved evidence pack: connect at least one push/pull/network factor, identify a condition and possible trigger, then explain how two causes could combine.
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 targetCause web + source/evidence references + pupil explanation of interaction between causes.
◆ Sort 4–5 factor cards and complete one ‘because… which meant…’ link.
Push = drives away · Pull = attracts · Network = people/information/support link places.
Fade the first prompt no longer needed.
▲ Build a multi-cause web and explain two interacting causes using evidence.
Cause + evidence + link to another cause.
Fade the first prompt no longer needed.
★ Compare two plausible cause combinations and explain why shared conditions do not produce identical decisions for everyone.
Use condition / trigger / personal circumstances to resist single-cause stories.
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 can move cause cards, draw arrows, narrate a chain or choose from historical/general scenarios.
AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.
INFLUENCE: Cause judgements determine which people/communities and evidence are carried into W4.
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
Week 2 — source evidence, provenance, inference and corroboration.
Week 2 — source evidence, provenance, inference and corroboration.
→
Feeds next
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
Pupil cause judgements set which people/communities and evidence are prioritised for Week 4.
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.