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Schools - KS 3 & 4 - History
The historical background to the period covered on Plant Cultures are described in Empires, starting with the Mughal period, continuing with the development of the East India Company, the British Empire and the Asian Diaspora. As such, the best links for the study of History at Key Stage 3 are at Year 8, with a lesser focus on the break-up of empire in the Year 9 World Study.
At GCSE level, the best links are with the Modern World elements of History courses, such as 'Multi-cultural Britain' and 'De-colonisation'. Some links exist with Social and Economic History courses in relation to British cotton production and its impact on the Indian cotton industry. The development of the OCR 'Hybrid History' GCSE will offer further links with museum and archive collections and supporting material will be developed when the course has been launched.
At GCSE level, the best links are with the Modern World elements of History courses, such as 'Multi-cultural Britain' and 'De-colonisation'. Some links exist with Social and Economic History courses in relation to British cotton production and its impact on the Indian cotton industry. The development of the OCR 'Hybrid History' GCSE will offer further links with museum and archive collections and supporting material will be developed when the course has been launched.
Key National Curriculum & QCA Links
General links
NC
2a. Describe and analyse the relationships between the characteristic features of the periods and societies studied including the experiences and range of ideas, beliefs and attitudes of men, women and children in the past
4b. Evaluate the sources used, select and record information relevant to the enquiry and reach conclusions.
5c. Communicate their knowledge and understanding of history, using a range of techniques, including spoken language, structured narratives, substantiated explanations and the use of ICT.
NC
2a. Describe and analyse the relationships between the characteristic features of the periods and societies studied including the experiences and range of ideas, beliefs and attitudes of men, women and children in the past
4b. Evaluate the sources used, select and record information relevant to the enquiry and reach conclusions.
5c. Communicate their knowledge and understanding of history, using a range of techniques, including spoken language, structured narratives, substantiated explanations and the use of ICT.
Mughal Empire
Use the website's search facilities to find pictures and information about the Mughals. The best place to start is in Empires but there are also Mughal sections under Gardens and Arts. Collect the information on the website's scrapbook facility, ready to interpret the research in another form such as a Word document, poster, PowerPoint presentation or an illustrated talk.See the Keystage 2 activities Paint it like it is and Mughal plants for more ideas.
Key National Curriculum & QCA Links
NC4a. Identify, select and use a range of appropriate sources of information including oral accounts, documents, printed sources, the media, artefacts, pictures, photographs, music, museums, buildings and sites, and ICT-based sources as a basis for independent historical enquiries
QCA
Unit 13 Mughal India and the coming of the British, 1526-1857: how did the Mughal Empire rise and fall?
Plant histories
Although many of the plants included on the website have played a part in the history of Britain's links with South Asia, two are particularly relevant - tea and cotton.
Use the website to research the stories of these plants, including plant descriptions, history, production and trade. Use the research to put together an illustrated 'plant history'. The questions below could give a focus to the research.
Tea
2c. Analyse and explain the reasons for, and results of, the historical events, situations and changes in the periods studied
2d. Identify trends, both within and across different periods, and links between local, British, European and world history
QCA
Unit 11 Industrial changes: action and reaction
Unit 14 The British Empire: how was it that, by 1900, Britain controlled nearly a quarter of the world?
Use the website to research the stories of these plants, including plant descriptions, history, production and trade. Use the research to put together an illustrated 'plant history'. The questions below could give a focus to the research.
Tea
- How did the British get enough tea for all the British tea drinkers in the 19th century?
- Cotton grows in South Asia but how did Britain come to sell so much cotton to India that the Indian cotton industry was almost destroyed?
Key National Curriculum & QCA Links
NC2c. Analyse and explain the reasons for, and results of, the historical events, situations and changes in the periods studied
2d. Identify trends, both within and across different periods, and links between local, British, European and world history
QCA
Unit 11 Industrial changes: action and reaction
Unit 14 The British Empire: how was it that, by 1900, Britain controlled nearly a quarter of the world?
Multi cultural Britain
Find out about Asian culture in Britain today from the stories on Plant Cultures. Search them by theme. Ask each student to find a different story and tell the others in the class about it. Prepare a class presentation or display on multicultural Britain.
2b. The social, cultural, religious and ethnic diversity of the societies studied, both in Britain and the wider world
4b. Evaluate the sources used, select and record information relevant to the enquiry and reach conclusions.
5c. Communicate their knowledge and understanding of history, using a range of techniques, including spoken language, structured narratives, substantiated explanations and the use of ICT.
Key National Curriculum & QCA Links
NC2b. The social, cultural, religious and ethnic diversity of the societies studied, both in Britain and the wider world
4b. Evaluate the sources used, select and record information relevant to the enquiry and reach conclusions.
5c. Communicate their knowledge and understanding of history, using a range of techniques, including spoken language, structured narratives, substantiated explanations and the use of ICT.
Schools
