Vee:
Hi, I'm Vee, and I'm a classical archaeology and ancient history student at the University of Oxford.
Adam:
I'm Adam, and I'm a Youtuber. And we're going to show you some of the skills that you'll need when you're out and about examining historical sites for GCSE history.
Adam:
So Vee, I thought we could escape the hustle and bustle of the city and come to my country pad.
Vee:
You wish. But this is spectacular, isn't it Adam?
Adam:
It sure is. And I love the black and white colour scheme.
Vee:
This building has been standing here in one form or another for at least 700 years. And it's changed a lot in that time, with different owners making changes, alterations along the way. And that's what I love most about it. It tells so many different stories.
Adam:
So, let's get to it.
Adam:
So, are we going to search for clues then?
Vee:
Definitely. This timber, for example, is a really defining feature. Some of these timbers have been restored, but many are original and have been here since the 14th century. This building tells us a lot about the building style and religious beliefs since the 14th century.
Adam:
So, you're the agent history and archaeology student. Just remind me what we need to look out for.
Vee:
Right. So we need to think about the overview. What is the site, and what is it for?
Adam:
It's a manor house in the country.
Vee:
Okay. We know it's a manor house because it was built for a very large household of people. And it has a great hall and a chapel. Next, we need to think about the motivation. Why was the building built, and why here? Then, the function and purpose. Why was it built in this particular way? And we need to look out for the design, the shape, and the layout of the building.
Adam:
And if I remember correctly, the next thing is key people, who built this building and who used it or lived here.
Vee:
Oh wow, Adam. You are a pro. The last thing we need to think about is whether or not this building is typical of its time period.
Adam:
So that's where all my history studying comes into play.
Vee:
Okay, well, we'll get to it then.
Adam:
After you, detective Vee.
Vee:
This building has so many clues from different eras in history. I'm so glad that someone had the foresight to preserve it.
Adam:
Yeah, it is interesting. Here, did you hear the story about the white lady who haunts this house by searching for her lost lover?
Vee:
Oh Adam, I'm a serious historian. I don't believe in all that hocus pocus. [SCREAMS]
Adam:
Oh really?
YouTubers Vee Kativhu and Adam Beales offer an overview of how to approach the exploration and interrogation of an historic site.
In this short film we see Adam and Vee exploring Samlesbury Hall, where they investigate the environment to see what clues they can find that tell them more about the history of the site.
They pose questions; Where is it located? Why was it built? Who built it, paid for it and lived there? When was it built? What purpose did it serve over time? How was it designed?
Teacher Notes
These films enhance the teaching of the new historic environment element of GCSE History. They can be used as part of a thematic or depth study. There is also application for a key stage 3 local study.
The films are designed as initial stimulus material to inspire curiosity and help students to refine and develop perceptive questions about their studies. The film format whereby clues are sought and questions posed should help illuminate how people lived at the time, their beliefs and how they were governed. They can act as a forerunner to study and familiarise students with methods of historical enquiry, helping them to understand how evidence is used to make judgements and reach conclusions about the past.
Different boards have different requirements in terms of the Historic Environment. In all cases, emphasising second order concepts is important: tracking changes, continuity cause and consequence, as well as the importance of the site as a source in its own right.
The approach taken encourages students to think for themselves and to make links, connections and pose questions.
The aim is to encourage essential study skills such as independence, self-direction and regulation as well as inspiring students to get out and about and apply these methods of historical enquiry.
Before Watching
You could ask your students to predict and discuss what clues Adam and Vee might uncover about life in a Tudor manor house then draw up a checklist and later see how they fared after ‘active watching’. Using this list, students could think about ‘bigger’ enquiry questions based around second order concepts of change, continuity, cause and consequence. e.g Explain what factors affected changes to the house in the sixteenth century? This approach can be applied to any location.
This film will highlight key features of Samlesbury Hall and generate wondering by posing questions to help students to make connections to the wider historical context. Key vocabulary and spellings will be reinforced appearing on screen. These could act as hooks for extended written responses. Adam and Vee will model the investigative approach that will be required when it comes to the student’s own site study.
Whilst the film focuses on physical features, it could be used alongside other historical sources to allow students to practice their skills and assess the relative value of different types of sources. How typical and representative are the features seen, is another angle that could be explored in this way.
Whilst the film focuses on physical features it could be used alongside other historical sources to allow students to practise their skills and assess the relative value of different types of sources. How typical and representative are the features seen, is another angle that could be explored in this way.
Students could draw inferences whilst watching. Key organising themes such as government, religion, economy and society, law and order and foreign affairs could be advertised in advance and students jot points down under these headings to make links to the site in context.
After watching
Students could be challenged to answer; ‘What surprised you?’ ‘What questions do you now have?’ ‘What further study would you under take to close these knowledge gaps?’ ‘Which other sources could be used to supplement the film?’ Students could create a mind map of the investigative approach to site study, how might this be applied to the site your students will be investigating?
Next Steps
Encourage the transference of this enquiry based approach to the site under study. The films should prepare students to look out for key details in order to make connections and reach reasoned judgements.
Curriculum Notes
This short film is suitable for teaching at Key Stage 3/4 and GCSE history in England, Wales and Northern Ireland and National 4 and 5 in Scotland.
ClueTubers: At a military site. video
Vee Kativhu and Adam Beales offer an overview of how to approach the exploration and interrogation of an historic site - Birdoswald Roman Fort on Hadrian’s Wall.
ClueTubers: In an urban environment. video
Vee Kativhu and Adam Beales are in York, where they explore the environment looking for clues around the theme of trade.
ClueTubers: Explore a castle. video
Adam Beales and Vee Kativhu are exploring Harlech Castle, where they investigate the environment to see what clues they can find that tell them more about the history of the site.
Introducing ClueTubers - A guide for teachers. video
Carmel Bones introduces ClueTubers - a suite of films that will help students get to grips with the skills required to investigate historic sites.
