Lesson overview
BUILD · Humanities · Teesside History Studio · Week 8 of 8

Where in the World?

AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.

🎯 Learning objective: I can interpret/map movement as evidence, recognise that maps make choices, and make a history recommendation that receives a real response.
✅ Success criteria
  • I can use key/route/scale or location language appropriately.
  • I can explain that maps select and simplify.
  • I can connect mapped movement to migration/identity without requiring personal disclosure.
🕰 historian craft🔎 source provenance🧭 Movement Map & Influence Lab⏱ 40 min
📜
Where in the World?PLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAP
Inherited
Week 7 — told account, audience response and pupil recommendation.
→
Feeds next
Unit closes when a named adult acts on, or gives a reasoned response to, a curriculum/cultural recommendation and reports the decision/deadline back.
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 move
Inherited
Week 7 — told account, audience response and pupil recommendation.
→
Feeds next
Unit closes when a named adult acts on, or gives a reasoned response to, a curriculum/cultural recommendation and reports the decision/deadline back.
◆ Supported

Say what a map key does and name one place from the unit.

▲ Standard

Explain why a world map and a town map show different detail.

★ Stretch

Explain one way map projection, selection or symbols can shape understanding.

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 does mapping movement change our understanding of migration, connection and identity?

Opening question: A map can make movement look simple: one line from A to B. What human decisions, stages and uncertainty can that line hide?

FRAME 1/4
READ THE MAP LIKE A SOURCE
Pause for evidence/question before advancing.
FRAME 2/4
A ROUTE LINE SIMPLIFIES
Pause for evidence/question before advancing.
FRAME 3/4
CONNECT PLACE TO CAUSE AND EVIDENCE
Pause for evidence/question before advancing.
FRAME 4/4
MAKE THE ADULT REPORT-BACK REAL
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 Read the map like a source: title/purpose, key/symbols, scale/coverage and what has been left out.
STEP A route line is a representation, not the journey itself; one line can hide stages, cost, delay, networks and choices.
STEP Use only locally cleared maps with item-level provenance/rights. The screen model is a schematic diagram, not a geographic source.
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 hinge
Commit before reveal: Why can two maps of the same migration tell different stories?
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 Connect mapping back to cause/source/significance/account: geography changes what questions become possible.
STEP Personal/family routes are optional; historical/general routes count equally.
STEP Influence must close: a named adult receives the recommendation and reports action/decision + reason/boundary + deadline.
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 lab
Interactive historian probe: response → evidence/source → adult genuinely receives → next historical question/scaffold changes.

🗺 Schematic Route Board

Not a real map/source: this is an abstract diagram for thinking about representation. Use only locally cleared maps for actual mapping evidence.
ABTEES
Ask what each representation makes visible and what it hides.
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

Use a locally approved map/source pack or the class schematic route board to map a historical movement studied in the unit. Annotate at least two route/evidence decisions and one limitation. Then submit a keep/change/add recommendation for future humanities/cultural provision.

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 targetMapped/diagrammed movement + annotations + map/source provenance record where applicable + pupil recommendation/report-back record.
◆ Trace/sequence one approved historical route with a key and one ‘this map cannot show…’ note.
Key · start · route · destination · one missing detail.
Fade the first prompt no longer needed.
▲ Map/annotate one route, connect it to two migration causes and note a source/map limitation.
Route → cause/evidence → what map shows → what it hides.
Fade the first prompt no longer needed.
★ Compare two scale/representation choices and explain how each changes the story an audience receives.
Analyse scale/projection/selection and compare audience effect.
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 use historical/general routes; no personal migration/family story is required.

AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.

INFLUENCE: Named adult acts on, or explains the boundary around, a pupil curriculum/cultural recommendation and reports back what will happen/by when.

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.

Week 8 Influence report-back

A named adult receives one curriculum/cultural recommendation. The adult reports back what will happen, or why a boundary prevents it, and by when. This is the adult’s voice reporting a decision—not a pupil statement and not a second closure record.

Inherited
Week 7 — told account, audience response and pupil recommendation.
→
Feeds next
Unit closes when a named adult acts on, or gives a reasoned response to, a curriculum/cultural recommendation and reports the decision/deadline back.
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.
🧑‍🏫 SUPPORT STAFF · THIS SLIDE

NOT A HISTORY SPECIALIST? SAY THIS

Say: “A route line is not the journey. What does this map make easy to see—and what human detail has it simplified away?”

Priority now

Move learning forward

Least prompt first
waitself-promptpoint/gesturevisual/source cuegeneral verbalspecific verbalmodeldirect support

Then fade back. Record adult support separately from pupil authorship if evidence is retained.

🔎 HUMANITIES · READ THE RESPONSE

Disciplinary prompts, not a second interpretation system

General instrument remains: LundyLoop/5_staff_training/Reading_the_Response_Card.html. Use the buttons below only as Humanities examples of what may be causing the response.

Receive the pupil response first.

BUILD Humanities · W8 · Where in the World?

Enquiry: How does mapping movement change our understanding of migration, connection and identity?

Learning objective: I can interpret/map movement as evidence, recognise that maps make choices, and make a history recommendation that receives a real response.

Inherited: Week 7 — told account, audience response and pupil recommendation.

Supported

◆ Trace/sequence one approved historical route with a key and one ‘this map cannot show…’ note.

Key · start · route · destination · one missing detail.

Standard

▲ Map/annotate one route, connect it to two migration causes and note a source/map limitation.

Route → cause/evidence → what map shows → what it hides.

Stretch

★ Compare two scale/representation choices and explain how each changes the story an audience receives.

Analyse scale/projection/selection and compare audience effect.

Independent historian mission

Use a locally approved map/source pack or the class schematic route board to map a historical movement studied in the unit. Annotate at least two route/evidence decisions and one limitation. Then submit a keep/change/add recommendation for future humanities/cultural provision.

Evidence target

Mapped/diagrammed movement + annotations + map/source provenance record where applicable + pupil recommendation/report-back record.

Source provenance used

What / maker / date / origin / rights-use: ______________________________________________

Historian response / Influence

Pupil historical decision:

Evidence/limitation:

Adult genuinely received: describe orally/in school workflow; no signature required here.

Influence: Named adult acts on, or explains the boundary around, a pupil curriculum/cultural recommendation and reports back what will happen/by when.

Print surface requires physical classroom checking before live use.