Lesson Title
Unit 4 Speed’s map
of Newcastle, 1610
What was
Newcastle like
during the Civil
War?
Learning objectives
History
Key Concepts
1.1 Chronological understanding
Developing a sense of period through describing and analysing
the relationships between the characteristic features of
periods and societies.
Building a chronological framework of periods and using this to
place new knowledge in its historical context.
1.3 Change and continuity
Identifying and explaining change and continuity within and
across periods of history.
1.5 Significance
Considering the significance of events, people and
developments in their historical context and in the present day.
2. Key processes
Key Processes
These are the essential skills and processes in history that
pupils need to learn to make progress.
2.1 Historical enquiry
Pupils should be able to:
identify and investigate, individually and as part of a team,
specific historical questions or issues, making and testing
hypotheses
reflect critically on historical questions or issues.
2.2 Using evidence
Pupils should be able to:
identify, select and use a range of historical sources, including
textual, visual and oral sources, artefacts and the historic
environment
evaluate the sources used in order to reach reasoned
conclusions.
2.3 Communicating about the past
Pupils should be able to:
communicate their knowledge and understanding of history in a
variety of ways, using chronological conventions and historical
vocabulary.
Other Curriculum Objectives:
Functional skills
English
Speaking and Listening
•
be flexible in discussion, making different kinds of
contributions
Reading
•
read and understand texts and take appropriate
action
•
read and actively respond to different texts
Writing
•
use language, format and structure suitable for
purpose and audience
ICT
Using ICT systems
1.3. select and use software applications to meet
needs and solve given problems word processing,
spreadsheets, graphics, internet browser, email,
audio and video software
Mathematics
• solve problems requiring calculation, with common
measures including money, time, length, weight,
capacity and temperature
Geography PoS

1.3 Scale
a. Appreciating different scales – from personal
and local to national, international and global.

2.1 Geographical enquiry
e. find creative ways of using and applying
geographical skills and understanding to create
Resources
Speed’s Map of Newcastle,
1610
Template for sketch map
activity
4 Curriculum Opportunities
The curriculum should provide opportunities for pupils to:
investigate aspects of personal, family or local history and how
they relate to a broader historical context
appreciate and evaluate, through visits where possible, the role
of museums, galleries, archives and historic sites in preserving,
presenting and influencing people’s attitudes towards the past
Purpose:
To investigate
aspects of the
topography of 17th
century Newcastle as
drawn by Speed
Additional material
The Speed activities
can be downloaded as
Word documents and
completed on a PC or
printed and completed
as hardcopy
new interpretations of place and space
Starter Activity
Introduction
Development
Plenary
Link to the Chorgraphia activities
Activity 1
Activity 2
Activity 3
(Unit 5) by finding the seven main
Print out copies of the Speed
Speed’s 1610 map is the closet
Use the blank template to sketch in the
gates described by Gray.
map and work in pairs.
contemporary plan of the city to
route for travellers. If time allows ask
Matching the string to the
the Civil War period. Newcastle has pupils to present their routes using the
Possibly research and discuss the
medieval wall can be quite
barely moved beyond the
whiteboard while the rest of the class
impact of Speed’s work. The
fiddly. Small pieces of blue
boundaries of the medieval walls.
check their accuracy.
Theatre of the Empire of Great
tack can help if you can trust
Enjoy a tour of the world of
Britain was one of the first British
the class not to flick them at
Chorographia and perhaps take a
atlases. Bearing in mind that it was
one another.
fieldtrip to surviving buildings or
very expensive, consider who might
features e.g. Blackfrairs and the
use it and why? How do atlases help
nearby walls. Read extracts from
building a sense of nationhood?
Gray while onsite.
Definition from Wikipedia
A pace (or double-pace) is a measure of distance used in Ancient Rome. It is the measure of a full stride from the position of the heel when it is raised
from the ground to the point the same heel is set down again at the end of the step. Thus, a distance can be "paced off" by counting each time the
same heel touches ground, or in other words, every other step. In Rome this unit was standardized as five Roman feet (about 1.48m or 58.1 English
inches).