A resource pack for Secondary teachers SUSTAINABLE WORLD HERITAGE NIO M O UN M D RI T IA A L ¥ P ¥ W L O A I R D L D N H O E M R I E T IN AG O E ¥ PATRIM Bath Preservation Trust This pack has been produced by The Trust receives no statutory the Bath Preservation Trust. The funding and is supported by Trust was set up in 1934 to donations, grants, and income safeguard the historic city of Bath. from visitors to its museums, as well as 1400 members who share Bath is a UNESCO World Heritage a passion for their city. Site, and the only complete city in the UK afforded World Heritage As well as being a campaigning Status. The purposes of the organisation, the Trust runs four Trust are: museums: No 1 Royal Crescent, the Museum of Bath Architecture, • to encourage and support the the Herschel Museum of conservation, evolution and Astronomy and Beckford’s Tower enhancement of Bath and its environs within a framework This project was originally appropriate both to its historic supported by MLA South West & setting and its sustainable the MLA Partnership, with funding future; from DCMS and DCSF. • and to provide educational Education activities at the Bath resources which focus on the Preservation Trust are supported architectural and historic by the Medlock Charitable Trust importance of the city. and the Ernest Cook Trust, the Heritage Lottery Fund and Arts Council England. What is Sustainable World Heritage? Sustainable World Heritage is a Relevant links to the aims of project designed to engage different subjects are given below. students in Bath and North-East Somerset in the debate over the Geography: Citizenship: future of our heritage. The purpose is to help schools deliver All pupils “develop contextual All pupils “develop an interest in, the Geography, History and knowledge of the location of and commitment to, participation Citizenship curricula. globally significant places – both in volunteering as well as other terrestrial and marine – including forms of responsible activity, that This resource can also be used for their defining physical and human they will take with them in to a humanities off timetable day with characteristics and how theses adulthood; are equipped with the special reference to Spiritual, provide a geographical context for skills to think critically and debate Moral, Social and Cultural understanding the actions of political questions.” education. processes.” This online resource will suggest a History: whole day format and it provides All pupils “gain historical lesson ideas and supporting perspective by placing their resources. growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-and long-term timescales.” Background information 4 Structuring your day 6 Lesson ideas 8 Resources 13 Further information 18 4 sustaINABLE WORLD HERItage Background information The City of Bath World Heritage Site In 1972 UNESCO (the United These criteria are: Criterion (iv): Be an outstanding Nations Educational, Scientific example of a type of building or and Cultural Organisation) Criterion (i): Represents a architectural or technological adopted the Convention masterpiece of human creative ensemble or landscape which concerning the Protection of the genius illustrates (a) significant stage(s) in World Cultural and Natural human history. Heritage which allowed for the Criterion (ii): Exhibits an important creation of a list of natural and interchange of human values, over cultural sites which are of a span of time or within a cultural outstanding universal value. area of the world, on developments in architecture or The City of Bath was inscribed on technology, monumental arts, the World Heritage List in 1987 town planning or landscape because it met three of the six design. criteria for the selection of cultural world heritage sites. 5 sustaINABLE WORLD HERItage Background information The City of Bath World Heritage Site The City of Bath is of outstanding • The Georgian city reflects the • The individual Georgian universal value for the following ambitions of John Wood the buildings reflect the profound cultural attributes: Elder, Ralph Allen and Richard influence of Palladio, and their “Beau” Nash to make Bath into collective scale, style and the • The Roman remains, especially one of the most beautiful cities organisation of the spaces the Temple of Sulis Minerva and in Europe, with architecture and between buildings epitomises the baths complex (based landscape combined the success of architects such around the hot springs at the harmoniously for the enjoyment as the two John Woods, Robert heart of the Roman city of of the spa town’s cure takers. Adam, Thomas Baldwin and Aquae Sulis, which have John Palmer in transposing remained at the heart of the • The Neo-classical style of the Palladio’s ideas to the scale of a City’s development ever since) public buildings (such as the complete city, situated in a are amongst the most famous Assembly Rooms and the hollow in the hills and built to a and important Roman remains Pump Room) harmonises with picturesque landscape north of the Alps, and marked the grandiose proportions of aestheticism creating a strong the beginning of Bath’s history the monumental ensembles garden city feel, more akin to as a spa town. (such as Queen Square, Circus the 19th century garden cities and Royal Crescent) and than the 17th century collectively reflects the Renaissance cities. ambitions, particularly social, of the spa city in the 18th century. 6 sustaINABLE WORLD HERItage Structuring your day This pack provides a number of The structure assumes a year The day will begin with an different resources that can be group of 240 students divided into introductory assembly introducing taken and adapted in any way you eight classes each with thirty the two separate ideas of ‘World choose. The following structure is students. It also assumes a typical Heritage’ and ‘Sustainability’ and based on taking a year group structure of a secondary school asking are these compatible? off-timetable for a day (for day with 5 hours of teaching time, Following this, each class will example Year 8) in order to focus plus an assembly in place of complete four lessons on Spiritual, Moral, Social and registration at the start of the day. investigating different themes Cultural education. relating to Sustainable World Heritage. These lessons could be taught as a carousel as shown below. The day will finish with a plenary session where all the classes will come together. Time Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 8.30 Introduction to day Registration (Assembly) 9.00 A B C D A B C D Lesson 1 10.00 D A B C D A B C Lesson 2 11.00 Break Break 11.20 C D A B C D A B Lesson 3 12.20 B C D A B C D A Lesson 4 1.10 Lunch Lunch 2.00 Prep Prep Prep Prep Prep Prep Prep Prep Lesson 5 1 1st /2 2.30 Plenary session Lesson 5 (Question time) 1 2nd /2 3.00 End of school day 7 sustaINABLE WORLD HERItage Structuring your day Introduction session – What is World Heritage? The PowerPoint What is World Heritage? can be used for the introductory assembly. Lesson A – World Heritage in danger This session involves research on the internet to find out about World Heritage Sites across the globe and the threats that they face. Lesson B – What does world heritage mean to Bath? This session will examines students’ existing views of their city and listen to a range of views expressed by local people. Lesson C – Does Bath need to change? This session will encourage students to discuss the future of Bath by focusing on a range of key issues that the city faces in the twenty-first century. Lesson D – Planning for the Future This session will empower students by encouraging them to plan for future development of the city. Plenary session – Is World Heritage Sustainable? The closing session provides an opportunity to bring together all the ideas raised during the course of the day. This session could involve inviting external speakers to take part in a ‘Question Time’ activity, with students preparing questions beforehand. 8 sustaINABLE WORLD HERItage Lesson A World Heritage in danger Learning outcome Students should learn why places have been put on the World Heritage Site list, what threats there are to World Heritage and how people are working to protect them. Please note: this lesson should take place in a location where students can access the internet. Resources required World Heritage Sites PowerPoint UNESCO Patrimonito films World Heritage in Danger Webquest (word document) World Heritage in Danger Webquest – SEN version (word document) World Heritage in Danger diamond ranking exercise (Lesson A resource, page 13) Starter Ask students to spend two minutes thinking of the most amazing place they have ever been to and why it was amazing. Share with class. Show World Heritage Sites PowerPoint on whiteboard – ask students to think what makes each place so special, then show the values identified by UNESCO. Step 1 World Heritage in Danger Using IWB, list class ideas for what could threaten world heritage sites (pollution, development, earthquakes, wars, litter, neglect etc). Using these ideas, ask students to complete a diamond ranking exercise – see page 13 for details. Step 2 Web Research In pairs, students complete the Webquest to find out more about which world heritage sites are in danger and the threats they face. Step 3 Persuading People Either: Create a poster or front page of a website to show why we need to protect our heritage.