Local History: Our Story Since 1066 · Summer Term

Changes to Our Site Over Time

Using maps, photographs, and records to trace changes to the site across different periods of history.

About This Topic

This topic shifts the focus from the physical site to the people who lived and worked there. Students use census data, parish records, and personal accounts to reconstruct the lives of both the 'famous' and the 'ordinary' people associated with the site. This unit addresses KS2 targets for social history and the use of primary evidence.

By investigating the diverse roles, from the wealthy landowner to the kitchen maid or the factory apprentice, students gain a deeper understanding of class, gender, and daily life in the past. This topic comes alive when students can physically model the patterns of social interaction through role play and 'hot seating' based on real historical figures.

Active Learning Ideas

Inquiry Circle: Census Detectives

Groups are given a copy of a 19th-century census page for the site. They must find out: How many people lived there? What were their jobs? Where were they born? They then create a 'social profile' of the household.

⏱ 45 min·Small Groups

Generate mission

Role Play: The Interview

One student plays a 'person from the past' (based on their research) and the others act as modern journalists. They must ask questions about their daily routine, their wages, and what they think of the 'new' inventions of their time.

⏱ 30 min·Small Groups

Generate mission

Think-Pair-Share: Whose story is missing?

Students look at the available records. They discuss in pairs whose voices are easiest to find (the rich/men) and whose are hardest (the poor/children/women), sharing ideas on how we might find those 'hidden' stories.

⏱ 20 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

Everyone in the past lived in a 'nuclear family' like today.

What to Teach Instead

Census records often show large households with servants, lodgers, and extended family. A 'household mapping' activity helps students see the different social structures of the past.

Common Misconception

Poor people in the past didn't have 'interesting' lives.

What to Teach Instead

Every person's life is part of the historical record. Peer-led research into local 'characters' or 'ordinary' workers helps students develop historical empathy and a broader view of social history.

Frequently Asked Questions

What is a census and why is it useful for history?

A census is an official count of the population taken every 10 years. It records names, ages, occupations, and birthplaces. For historians, it's like a 'snapshot' of a specific house or street on a specific night in the past.

How can I find out about ordinary people who didn't write books?

Look for 'non-narrative' sources: census records, birth/marriage/death certificates, workhouse records, or even old local newspaper reports about court cases or accidents. These provide clues to the lives of the 'silent' majority.

What are the best hands-on strategies for teaching about people in history?

Role play and 'hot seating' are the most effective. When a student has to 'become' a 12-year-old factory worker and answer questions about their day, they have to synthesise their factual knowledge into a personal narrative, which builds much deeper understanding than just listing facts.

Why did people move to our local area in the past?

Most people moved for work. By looking at 'birthplaces' on the census, you can see if people moved from the local countryside or from further away (like Ireland or Italy) to work in local industries or large houses.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU