BUILD · Humanities · Teesside History Studio · Week 4 of 8
People Who Shaped Britain
AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.
🎯 Learning objective: I can build an evidence-based impact profile that recognises agency, context and the limits of surviving records.
✅ Success criteria
- I can identify a change/impact supported by evidence.
- I can distinguish fame from historical significance.
- I can avoid reducing a person/community to a single label.
🕰 historian craft🔎 source provenance🧭 Impact Evidence Profile⏱ 40 min
📜
People Who Shaped BritainPLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAPInherited
Week 3 — multi-causal migration explanations and evidence.
Week 3 — multi-causal migration explanations and evidence.
→
Feeds next
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
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 3 — multi-causal migration explanations and evidence.
Week 3 — multi-causal migration explanations and evidence.
→
Feeds next
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
◆ Supported
Name one migration cause from last week and one person/group from history you think mattered.
▲ Standard
Explain the difference between fame and evidence of impact.
★ Stretch
Explain why surviving records can make powerful people easier to study than ordinary workers/communities.
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 evidence show why a person or community matters without reducing them to one story?
Opening question: If someone has a statue and another person left no portrait, does that tell us who changed history more—or who was more likely to be recorded?
FRAME 1/4
NAME THE PERSON / GROUP PRECISELY
Pause for evidence/question before advancing.
FRAME 2/4
SEPARATE CONTEXT FROM AGENCY
Pause for evidence/question before advancing.
FRAME 3/4
POINT TO THE IMPACT EVIDENCE
Pause for evidence/question before advancing.
FRAME 4/4
ASK WHOSE VOICE IS MISSING
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 Impact means a change we can evidence; significance is a judgement built from evidence and criteria.
STEP Attribution matters: say which person/group and which action rather than ‘they all…’.
STEP Agency means choices/actions; context means the conditions shaping what was possible.
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: Why might wealthy employers be easier to research than individual labourers?
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 Ask whose voice/evidence is missing before making a significance judgement.
STEP A community can be internally diverse; one example cannot stand for everyone.
STEP Use approved source packs and name the evidence base for each impact claim.
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.
👥 Impact Evidence Profile
CONTEXT
conditions around the case
AGENCY
choice/action
IMPACT
evidenced change
Ask whose voice is missing from the surviving record.
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 an Impact Evidence Profile for a teacher-approved person/community: context, agency/action, evidenced impact, source base, and one limitation/missing voice. Nominate whether the case should enter W5 significance comparison.
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 targetImpact profile + evidence references + pupil limitation/missing-voice observation.
◆ One evidence profile using picture/text prompts and one impact sentence.
Frame: ‘___ did ___. Evidence shows ___. This changed ___.’
Fade the first prompt no longer needed.
▲ Full profile + two pieces of evidence + one missing-voice/limitation note.
Context → agency → evidence → impact → limitation.
Fade the first prompt no longer needed.
★ Compare how the available sources may over/under-represent different people and qualify the impact judgement.
Ask ‘who recorded this and whose action is easier/harder to see?’
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 choose the case from an approved set; no personal identity/community disclosure is required.
AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.
INFLUENCE: Evidence-backed nominations shape the W5 significance comparison.
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 3 — multi-causal migration explanations and evidence.
Week 3 — multi-causal migration explanations and evidence.
→
Feeds next
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
Pupil nominations and evidence set the figures/groups compared for significance in Week 5.
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.