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The Great, The Bold And The Brave
Classical civilisations: Greece, Rome and beyond
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The Great, The Bold And The Brave
Contents
Contents
2
Basic Information
4
Learning Goals
5
Assessment for Learning
8
The Entry Point
11
Knowledge Harvest
13
The Big Idea
15
Explaining The Theme
15
The Big Picture
17
History Learning Goals
28
History Task 01
29
History Task 02
32
History Task 03
35
History Task 04
38
History Task 05
42
History Task 06
46
History Task 07
49
History Task 08
52
History Task 09
55
History Task 10
58
History Task 11
62
History Task 12
65
History Task 13
68
History Task 14
72
History Task 15
76
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The Great, The Bold And The Brave
History Task 16
79
History Extension Task
84
Music Learning Goals
86
Music Task
87
Music Extension Task
90
Art Learning Goals
92
Art Task 1
93
Art Task 2
96
Art Extension Task
99
International Learning Goals
100
International Task
101
International Extension Task
103
The Exit Point
105
Resources
107
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The Great, The Bold And The Brave
Basic Information
This section details the time allocation for this unit of work, links to other subjects and Assessment for
Learning opportunities.
Timings
This unit of work is intended to last about 8 weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
Entry Point, Knowledge Harvest, Explain the Theme
History
Music
Art
International
Exit Point
No of Hours
4
42
4
6
4
4
No of Weeks
½
5¼
½
¾
½
½
Links to other IPC subjects
ICT & Computing learning goals are included in the above subject learning. Links to ICT & Computing,
international, technology, physical education and geography are provided at the end of tasks where
appropriate.
Language Arts links
Suggestions of how to include links to Language Arts are provided where appropriate at the end of tasks.
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The Great, The Bold And The Brave
Learning Goals
Art Learning Goals
Children will:
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.02 Know how artists, craftspeople and designers from a variety of traditions - including those of
their home country and the host country - use materials, forms and techniques to express their
emotions, observations and experiences
3.03 Be able to use a wide variety of materials, forms and techniques to express their emotions,
observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.06 Be able to make judgements about works of art, showing understanding, appreciation, respect
and enjoyment as appropriate
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
History Learning Goals
Children will:
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
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The Great, The Bold And The Brave
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.19 Be able to communicate their knowledge and understanding of history in a variety of ways,
making appropriate use of dates and historical terms
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
International Learning Goals
Children will:
3.03 Know about ways in which the lives of people in the countries they have studied affect each
other
3.04 Know about similarities and differences between the lives of people in different countries
3.05 Be able to explain how the lives of people in one country or group are affected by the
activities of other countries or groups
3.07 Understand that there is value both in the similarities and the differences between different
countries
Music Learning Goals
Children will:
3.01 Know that the study of music is concerned with musical expression and communication
3.03 Be able to sing songs in unison and in two parts
3.04 Be able to play tuned and untuned instruments with control and rhythmical accuracy
3.05 Be able to perform as part of an ensemble
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The Great, The Bold And The Brave
3.06 Be able to perform with an awareness of audience
3.07 Be able to compose musical pieces combining musical elements within a structure
3.09 Be able to listen attentively with attention to detail
3.10 Be able to make judgements about pieces of music, showing understanding, appreciation,
respect and enjoyment as appropriate
3.11 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
3.12 Understand that musicians use music to express emotions and experiences
ICT & Computing Opportunities
The table below shows you where you can cover the following ICT & Computing Learning Goals.
Task
History Task 1
History Task 10
History Task 2
History Task 3
History Task 4
History Task 5
History Task 6
History Task 7
History Task 8
History Task 9
Goals
3, 4, 5
3, 4, 5
3, 4, 5, 7, 13
3, 4, 5, 6, 7, 13
3, 4, 5, 7
3, 4, 5
3, 4, 5, 7, 13
3, 4, 5
3, 4, 5, 6, 7, 13
3, 4, 5, 6, 7, 13
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The Great, The Bold And The Brave
Assessment for Learning
Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit – what improvements are being made to children’s learning as a result of
studying this theme?
There are three areas of learning to reflect on, and three types of learning to assess.
The Three Areas of Learning: Academic, Personal and International
The three areas include academic, personal and international learning. To reflect on these, you will need
access to the IPC Learning Goals for each subject (including International) and the IPC Personal Goals – a
list of these can be found in Appendix A of the IPC Implementation File. You can also find a full list of IPC
Learning Goals in the Assess section of the Members’ Lounge.
The Three Types of Learning: Knowledge, Skills and Understanding
The three types of learning include knowledge, skills and understanding. We believe that differentiating
between knowledge, skills and understanding is crucial to the development of children’s learning. We
also believe that knowledge, skills and understanding have their own distinct characteristics that impact
on how each is planned for, learned, taught, assessed and reported on. The implications of these
differences are therefore far-reaching and deserve proper consideration.
Knowledge refers to factual information. Knowledge is relatively straightforward to teach and assess
(through quizzes, tests, multiple choice, etc.), even if it is not always that easy to recall. You can ask your
children to research the knowledge they have to learn but you could also tell them the knowledge they
need to know. Knowledge is continually changing and expanding – this is a challenge for schools that
have to choose what knowledge children should know and learn in a restricted period of time.
The IPC does not provide examples of knowledge assessment (tests or exams) as the knowledge content of the
curriculum can be adapted to any national curricula requirements.
Skills refer to things children are able to do. Skills have to be learned practically and need time to be
practiced. The good news about skills is the more your practice, the better you get at them! Skills are also
transferable and tend to be more stable than knowledge – this is true for almost all school subjects.
The IPC supports skills tracking and assessment through the IPC Assessment for Learning Programme. This
programme includes Teachers’ Rubrics, Children’s Rubrics and Learning Advice.
Understanding refers to the development or ‘grasping’ of conceptual ideas, the ‘lightbulb’ moment that
we all strive for. Understanding is always developing.
The IPC units can’t assess understanding for you, but they do allow you to provide a whole range of different
experiences through which children’s understandings can deepen.
(Please note: as well as the IPC Assessment for Learning Programme, we also offer an online Assessment
Tracking Tool, developed in partnership with Classroom Monitor. Please email [email protected]
for more information on how to sign up to this tool.)
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The Great, The Bold And The Brave
Planning for Assessment
Once you have planned for the different IPC Learning Goals for each subject it is important to plan for
assessment opportunities within each unit of work. Assessment needs to be balanced but rigorous to
ensure that the children have learned what we planned for them to learn. The diagram below illustrates
the processes you may want to use to ensure this happens.
Helping Children Reflect on Their Own Learning
In addition to teacher assessment, it is also vital to include children in reflecting on their learning and
setting next steps for improvement. Ask the children to carry out self-assessments throughout each unit
(using the Children’s Rubrics to assess skills, and other methods chosen by the school for knowledge and
understanding).
They could use the following headings to list/make notes on their newly acquired knowledge, skills and
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The Great, The Bold And The Brave
understanding – ‘new things I now know’, ‘new things that I can do’ and ‘new things I am beginning to
understand’.
Ask the children to evaluate different aspects of their learning – what did they do well, what could
improve next time and how, what did they find the most/least interesting? How did they prefer to learn –
as an individual/in pairs/small groups/large groups/as a whole class? What was their preferred method of
researching and recording - writing/talking/making, etc.? This evaluation aspect will also support the
development of the IPC Personal Goals.
Further Information
For more information on assessment, and knowledge, skills and understanding, please refer to:
The IPC Implementation File
The Assessment for Learning Implementation File
The IPC Self-Review Process
Or contact the Membership Support team at [email protected]
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The Great, The Bold And The Brave
The Entry Point
For your entry point, the children will be taking on the role of ‘classical architects’ and will be recreating
some of the famous and most celebrated buildings from Ancient Greece and Ancient Rome.
Prior to the task, choose the buildings/locations that the children will be focusing on. Each group can be
assigned a different building project, so the number of buildings will depend on the size of the groups
(ideally around 4-6 members) and the time you have available.
For each building, provide one or two good reconstruction images of how they would have looked in the
past. An internet search will provide good examples – you may also find suitable images in books, which
may be photocopied for the purposes of teaching. Try and avoid providing any extra information, as the
children will be guessing who originally built these structures and what they may have been used for
later in the task.
Choices of buildings might include:
The Circus Maximus
The Coliseum
The Pantheon
The Theatrum Pompei
The Parthenon
The Erectheum
The temple of Athena Nike
The theatre of Dionysus
If possible, provide only sheets of plain card and strong paper for the children to use to make their
models. Also provide art materials for the children to construct and decorate their models – such as
paints and pencils, coloured art paper, glue, scissors, tape and so on. Some junk materials (such as boxes
and cardboard tubes) could also be provided for children to use if they wish.
On the day, divide the class into their groups. Explain that they are going to become architects and will
be working in their groups to make a model of a building from the past. Provide each group with the
image/s of their building. Tell the class how long they will have to create their model. You could also
announce that there will be a prize for the best model (another member of staff can act as a guest judge
– or perhaps two could be invited for the judging, one to judge the Roman models and one to judge the
Greek.)
Children should collaborate in their groups to create their model, working together to assign different
tasks and ensure the separate parts come together correctly at the end. You may wish to suggest that
each group chooses a ‘head architect’ to act as a project leader.
Once the models are complete (or time has run out), each group can present their model to the rest of
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The Great, The Bold And The Brave
the class. Invite each group to talk about how they approached the construction of their model, and the
details from their image that they focused on. Also ask them to talk about what they think their model
represents – what purpose might the building have had? Who do they think originally built it? The rest of
the class can also offer suggestions.
As you look at each model, draw out any comparisons in use (entertainment, worship) and style (pillars,
colonnades, tiered seating etc.). Do they think the same civilisation built all these different buildings?
Explore the children’s ideas, encouraging them to support their opinions by referencing their models and
the illustrations.
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Knowledge Harvest
Remind the children of the models that they made in the entry point and any conclusions that were
drawn as to who originally built these structures. Reveal that the buildings are examples from two
different civilisations – Ancient Greece and Ancient Rome.
In groups, ask the children to record what they already know (or think they know) about these two
civilisations; and to also think about what these two civilisations might have had in common. Explore
some of the ways that this information could be visually represented. For example, overlapping Venn
diagrams, drawing connecting lines between a list of features, and so on.
Provide large sheets of paper and marker pens for the children to record their ideas. Afterwards, ask each
group to present their diagrams to the rest of the class. Compare and contrast the different groups’
thoughts. If you wish, you could record these on a whole-class chart/mind map.
Focus on the features/facts that the groups listed for each civilisation – then look at the similarities. At
this stage, don’t challenge any of the children’s answers or misconceptions. Throughout the course of the
unit, the children will have opportunity to revisit their charts and update them with their learning.
However, groups should be encouraged to compare and question each other’s ideas if they are in conflict.
Spend time talking about how we know about these civilisations – such as through books, movies,
television dramas, sight-seeing holidays, museum visits etc. Invite children to share their experiences.
Display the final whole-class diagram so that it can be referenced easily during each task.
Throughout this unit the children will also bene fit from having a whole-class timeline that they can refer
to and use as a collaborative tool. Once you start to populate it with events and time periods, the children
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will be better able to make comparisons between events, and understand their cause and effect.
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The Great, The Bold And The Brave
The Big Idea
The history of western civilisation begins with the Greeks and the Romans. Their expanding empires
helped to spread ideas about architecture, food, entertainment, literature, science, medicine and politics
across the globe. As their empires ended, other cultures rose to prominence, absorbing and passing on
their own ideas and cultures – creating the world we know today.
Explaining The Theme
In History, we’ll be finding out:
About the Greek city-states of Athens and Sparta
How people voted in Athens and Sparta
How the Persian War brought the Greek city-states together
What the Parthenon can tell us about Athenian life
How to perform our own Greek play
About the life Alexander the Great and what he achieved
Why Rome had a republic and then an emperor
What daily life was like in Ancient Rome
What happened when the Romans invaded another country
Why the Roman Empire declined
What happened when the Anglo-Saxons invaded and settled in Britain
About the Viking invasion of Britain
About the life and legacy of Alfred the Great
How to use archaeological evidence to find out about the past
About the history of Britain, from the Roman occupation to the Norman Conquest
In Music, we’ll be finding out:
How to write and perform our own Greek chorus
In Art, we’ll be finding out:
About Ancient Greek and Roman art
How to create our own piece of art in a Greek or Roman style
In International, we’ll be finding out:
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The Great, The Bold And The Brave
About the effects of invasion on countries around the world
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The Great, The Bold And The Brave
The Big Picture
Greeks, Romans and beyond
In this unit the children will be learning about the civilisations of Ancient Greece and Rome, and the
impact of these classical civilisations on both the past and the present.
The history of Western civilisation begins with the Greeks. The Greek civilisation was responsible for
many ideas and advances in the fields of art, architecture, mathematics, literature, politics, sports and
science. Many of these were later adopted and spread further by the Romans.
For 600 years, the Romans ruled most of Europe, North Africa and the Middle East. Their legions
comprised the most well-trained and experienced soldiers that the world had ever known. Their military
dominance allowed Rome to expand and conquer new lands.
In doing so, they influenced the development of many countries; not only through war and invasion, but
the many customs and innovations their armies brought to the conquered peoples.
The fall of the Western Roman Empire was equally significant to the countries that it had conquered. The
legions were forced to return to the capital, to defend Rome from its many invaders. This left a power
vacuum in many countries, which would later be filled by new invaders and settlers, such as the AngloSaxons and the Vikings.
This unit concludes with a study of one of the countries that was impacted by Roman invasion and
withdrawal. Based on the sources that are available to historians, we know more about Britain during this
era than any other European country – due in part to the meticulous accounts that the monks recorded of
the period, known as the Anglo-Saxon Chronicles.
However, the activities that explore Roman Britain and its invasions by other peoples could easily be
adapted to focus on another country/region relevant to your setting. For example, children could look at
the Franks and their settlement of Gaul/France. This study could cover the rise of the Merovingian kings
and the conquests of Charlemagne (who was crowned holy Roman emperor by the Pope).
What follows is helpful background information to help support the tasks in this unit.
Ancient Greek city-states
Ancient Greece was not one country with a single capital and ruler. Instead, from the 8th Century BCE,
individual settlements developed into their own small states, each of them ruled by their own city. There
were also hundreds of Greek island states and colonies scattered around the Mediterranean sea coast.
Although these city-states shared a common language and culture, each one was independent and ruled
over by its own leaders. This often led to conflict and war between neighbouring states.
The two most powerful Greek city-states were Athens and Sparta.
Named after the Greek goddess Athena, Athens was one of the wealthiest and most influential of the citystates. It was also the only city-state to introduce and practice the very first form of democracy.
Athens is located to the north-east of the Greek mainland, in an area of mountains and hills known as
Attica. At its height, Athens became renowned as a centre for learning and the arts, and its great feats of
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The Great, The Bold And The Brave
architecture, such as the Parthenon and the Temple of Zeus, came to symbolise the Athenians’ pride in
their city, and also showcase the rich culture of the period.
Sparta was located in the south-east part of Greece, on a peninsula known as the Peloponnese. Sparta was
a militaristic society – its army considered the greatest in the ancient world. All male citizens had to
serve in the army. Boys were taken away from their families at the age of seven to endure harsh training
and discipline. Unlike Athens, Sparta did not have a system of democracy. Instead, the city was ruled over
by two kings and a council of nobles (known as an oligarchy).
Athenian democracy
Democracy means ‘rule by the people’ (the Greek word ‘demos’ means people).
An assembly was held every ten days in Athens, where Athenian citizens could vote on new laws and
important decisions. These would be put forward by a council known as the boule. The council was made
up of 500 members, who were drawn from a pool of all the citizens in Athens. Those 500 citizens had to
serve for one year. The boule was responsible for the running of the city, and for ensuring that the
people’s decisions were carried out.
There is much debate as to how ‘democratic’ this system really was. It did provide the chance for ordinary
citizens to vote and make their opinions heard, however it wasn’t truly representative of ‘all’ the people.
Only adult male Athenian citizens could vote or become a member of the boule (approx. 20% of the
population). Women, children and slaves were not allowed to vote and were excluded from attending
assembly meetings. Also, out of the adult male citizens who could attend, it is believed that only a small
proportion would take an active part in assembly meetings. Nevertheless, from 508 to 267 BCE, this
system of government represented the longest-lived democracy which has yet existed.
Spartan oligarchy
Oligarchy means ‘rule by the few’ (the Greek word ‘oligoi’ means few).
While Athens had an assembly and a boule, which allowed citizens to take an active role in politics,
Sparta was governed by a small group of people. At the top of the hierarchy were two kings, who passed
their crown (and title) to their sons. One king always stayed in Sparta to rule at home, while the other
would lead the armies and be away at war.
The kings’ power was kept in check by five ephors, who were elected annually. They were advisors and, in
many ways, had the most power in Sparta as they could influence the kings’ decisions.
Below the ephors was the Gerousia, a council of 28 elders (they had to be 60 years old or over), who were
elected by the people. The Gerousia were always from the highest social class, and would be military
veterans who had served in the Spartan army.
Whilst the ephors and Gerousia were responsible for the important decisions and the day- to-day running
of Sparta, there was some opportunity for the general population to make their thoughts known. At the
time of each full moon, an Apella (assembly) meeting would be held, which male Spartan citizens over
the age of thirty could attend. They would be allowed to show their support (or disapproval) for a decision
by voting yes or no – however, the Gerousia and ephors had the power to veto any decision.
Growing up in Athens
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The Great, The Bold And The Brave
Males were considered more important to Greek society than females. A woman’s role was as a wife and
mother. They learned from their mothers how to keep house in order to be ready for marriage (usually
around the age of fourteen). When married, the daughter would be expected to take a wedding gift or
dowry to her new family, which could be expensive for families. A married woman then became the
property of her new husband. Women did not have the same rights as men, and could not vote in the
governing assembly.
Men were expected to take a more active role in public life. They were also in charge of the home and
family. A father could decide whether or not to keep a new baby. An unwanted baby could be left to die
outdoors. These abandoned babies could be adopted and raised by another family. While men were able
to hold jobs and important positions, women were not expected to leave the home. They were not even
allowed to dine in the same room as men, and would eat in their own quarters with the children. Women
were only allowed to leave the home with their husband’s permission, mostly to perform religious duties.
Growing up in Sparta
By contrast, women in Sparta had more freedom. They could own property and slaves, and were often
responsible for many duties whilst their husbands were away serving in the army. They had a better
education than other Greek women and were also allowed to partake in physical training and exercise
(the Spartans believed a healthy and strong woman would produce similar babies).
All male Spartan citizens were expected to serve in the army. Boys were brought up to be strong and
fearless. Any child who was sickly or handicapped was considered weak and would either be abandoned
or killed. At the age of seven, boys would leave their families and join a military barracks, where they
would live and train in a group with other boys of their age. They were not allowed any contact with their
families – instead their lives became focused solely around harsh physical training and discipline. At the
age of 20, the men had to pass a test to be allowed to serve in the army. If they were successful, they
were given a plot of land to provide an income for them. They were also allowed to become citizens.
Those that failed became perioeci – a middle class of artisans and farmers. They could still serve in the
army but were not awarded citizenship or given the same rights and respect as the full-time Spartan
warriors.
The Persian War
Other civilisations were located around the Mediterranean. The largest and most powerful of these was
the Persian empire, which stretched from Egypt to India. The Greeks had colonies in Turkey, which were
conquered by the Persians. Athens tried to help these colonies gain their independence by sending
troops. King Darius, ruler of the Persians, was angered by this and sent his army to the colonies to stamp
out any resistance. After defeating the Athenian troops, he decided to invade the Greek mainland and
punish Athens for aiding the colonies.
None of the other city-states would help Athens. They were forced to fight the Persian horde alone.
However, despite being out-numbered, the Athenians were better trained and disciplined. The two
armies met at the Battle of Marathon, where a surprise charge by the Athenians surprised the Persians
and caused them to rout. The Athenians had been victorious and the Persians fled. A messenger called
Pheidippides, was immediately sent to Athens to deliver word of this great victory. The messenger ran all
the way (26 miles) and after arriving and delivering his message, he collapsed and died. His legend was
celebrated in the first Olympics Games in 1896, when a 26 mile running event (known as the ‘marathon’)
was first introduced.
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The Great, The Bold And The Brave
King Darius never returned to Greece, but his son Xerxes did. He amassed a huge army and fleet of ships
and invaded Greece ten years later, in 480 BCE. The Greek forces tried to stop the Persians’ advance by
defending a narrow mountain pass at Thermopylae. Despite fending off several Persian attempts to win
the pass, a Greek traitor changed the course of the battle by showing the Persians a secret route around
the pass. This enabled them to surprise the Greek army and attack from two sides. Three hundred
Spartans, led by the Spartan king Leonidas, valiantly defended the pass while the other Greek forces
escaped. The three hundred Spartans fought to the death, killing many Persians. This battle became
known as the Battle of Thermopylae.
The Persian forces poured into Greece and destroyed Athens. The Athenian people fled to the island of
Salamis, where their navy took on the Persian fleet. At the Battle of Salamis, the Athenian navy proved far
superior – their smaller and faster triremes, (meaning three-rowers in Greek) were more manoeuvrable,
allowing them to ram into the sides of the larger Persian vessels and sink them. The Persian army was
once again defeated and forced to return home.
When the Athenians returned to their ruined city, they rebuilt it and fortified it – and a growing pride in
what they had achieved led to a ‘golden age’ for Athens, best represented by the impressive Parthenon
temple, dedicated to the goddess of victory, Athena.
The Persians made one final attempt to invade Greece. In 479 BCE the Persian king Xerxes met a
combined force of Athenians and Spartans at Plataea. The battle itself was a series of individual
skirmishes, which finally led to a reckless charge by the Persians (who believed the Greeks were
uncoordinated and weak). Instead of routing the Greeks, they lost to the skill and discipline of the Spartan
hoplites, (heavily armed foot soldiers), who held rank and met the charge. This broke the Persian army,
who subsequently lost their camp to a surprise attack by the Athenians.
The Greek scholar, Herodotus, who is our primary source of information about the Persian invasions,
described the Battle of Plataea as ‘the finest victory in all history known to me.’
Greek achievements
The Greeks made many advances in the fields of literature, architecture, theatre, mathematics and
science. They also developed an entirely new way of thinking called philosophy. Socrates was one of the
most famous Greek philosophers, who encouraged his students to think about and question the world
around them. He believed that only through questioning and discussion could true wisdom be achieved.
What follows is a summary of the greatest of Ancient Greece’s achievements:
Theatres – plays were held every March as part of the festival celebrations for Dionysus, god of wine. As
the popularity of the plays grew, they started to take a more prominent role in the celebrations – leading
eventually to competitions between playwrights, which would last the whole day. Nearly every Greek city
had its own open-air theatre, some of which could seat up to 15,000 people. Greek plays were performed
by just three male actors, (women were not allowed to take part). Because the actors would often take on
many roles, they wore masks to switch between characters. Each performance would also be
accompanied by a chorus – a group of men who would help narrate the story, using song and movement.
Literature – as well as playwrights, the Greeks also produced the first history books. That is one reason
why we know so much about Greek life and culture. Herodotus was one of the most famous Greek
historians. Much of what he wrote focused on the growth and expansion of the Persian empire, and their
invasions of Greece. While his books provide us with a lot of information and detail of the time, there is
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some debate as to how reliable his accounts are – as he is likely to have favoured the Greeks and their
accomplishments over those of the Persians, who he referred to often as ‘barbarians’.
Art and architecture – Greece was famous for its skilful potters. Most cities had their own ‘potter’s quarter’
where bowls, jars, cups and pitchers would be made from clay. These pots would often be decorated,
showing pictures of gods, people and animals. These scenes are useful as historical sources as they tell us
a lot about everyday life in Greece, and the beliefs and customs of its people. The Greeks were also
expert sculptors, producing beautiful works of art in marble. Many of their styles and techniques
influenced later artists, such as Michelangelo. In architecture they developed three distinctive styles
(Doric, Ionic and Corinthian), which are best demonstrated in their stunning temples, some of which –
such as the Parthenon in Athens - are still standing today.
Science and mathematics – the Greeks were responsible for developing many different strands of
science. Physics, zoology, biology and physiology are all derived from Greek words. In medicine they
studied how diseases were spread and how the body worked. Whereas previously, the sick had relied on
prayers and magic to help cure their ills, illness. The Greeks also contributed to the field of mathematics,
taking many of the elements of Egyptian and Babylonian mathematics and advancing them further. One
of the most famous Greek mathematicians was Pythagoras, who was responsible for developing and
teaching many theories related to geometry and algebra.
Athletics – sports competitions were a feature of most religious events, the most famous being the
Olympic Games, which were held in honour of the god Zeus. Athletes would compete in many of the
same types of sports as we do today, such as running, javelin- throwing, discus and the long jump. The
Greeks also invented the pentathlon, a gruelling test of five different disciplines (discus, long jump,
javelin, sprint and wrestling). Prizes would vary depending on the games. At the Olympics, winners were
given a crown of olive leaves, cut from a sacred tree at Olympia.
Alexander the Great
Alexander III is the most famous warrior and military leader of ancient times. Through his many
conquests, he was responsible for spreading Greek influence and culture across most of the ancient
world. His vast empire stretched from Greece in the west to India in the east.
Alexander was born in Macedonia, a country to the north of Greece. The Macedonians were related to the
Greeks and shared their language, but the Greeks thought of them as barbarians. Alexander’s father was
King Phillip, who – with a large and well-trained army – set about taking over the Greek city-states one
by one. His goal was to unite all of Greece and then to lead them against the Persians, who had a rich
empire stretching from Egypt to India. Phillip died before he could complete his plan, but his son quickly
stepped into his father’s shoes, pacifying the volatile Greek city-states and proclaiming himself ruler of all
Greece.
Alexander had a deep love and respect for Greek culture. This was shared and no doubt encouraged by
his teacher, Aristotle, who was appointed by Alexander’s father to educate him. Aristotle was a great
philosopher and scholar, who had extensive knowledge of the sciences and the arts. His influence helped
shape Alexander into the great military leader and ruler he would become.
Alexander carried out his father’s plan to lead the Greeks against Persia. He launched his invasion when
he was only 21 years old. Alexander proved an able tactician, defeating the Persian king Darius at the
Battle of Issus, and claiming the entire Persian empire. Not satisfied with his victories, Alexander marched
onwards – through Syria into Egypt, and through Afghanistan into India. Many cities were founded by
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Alexander and named after him. The most famous was Alexandria in Egypt, which became a great centre
of learning.
Alexander was restless and never satisfied with what he had won. He would have continued to conquer
the entire known world, but his tired army refused to go any further. They convinced Alexander to return
home to Greece.
Alexander died in Babylon before he reached Greece. He was only 32 years old. At the time of his death,
he was undefeated in battle and had the largest empire that had ever been known. Although this empire
soon crumbled, his influence had helped spread the Greek language
The founding of Rome
Rome began as a few small settlements built around the river Tiber. Over time, these settlements grew
into a city. In 616 BCE, the city was seized and ruled by a group known as the Etruscans. Their kings and
nobles, who were very rich, ruled most of north-west Italy. They ruled Rome for over hundred years and
made it one of the wealthiest cities in their empire. However, in 534 BCE a new king – Tarquin the Proud
– rose to power. He was a cruel and brutal king and there was much bloodshed during his reign. This
eventually led to a rebellion by the citizens of Rome in 509 BCE and ended the Etruscan’s hold on the
city.
The Romans did not want to be ruled by another king, so instead they formed a republic.
Republic to empire
The republic was ruled by a group of nobles known as the Senate. They were elected for life and were
responsible for the laws and decision-making. The Senate was headed by two officials known as consuls.
They served for one year and, to ensure that neither dominated proceedings and became another
dictator, they had the power to veto each other.
Below the Senate was the Plebeian Council. Plebeian was the name given to the common citizens, who
were not of noble birth. They were able to attend this assembly to vote on important decisions and elect
new members of the Senate. Non-citizens (women, slaves and foreigners) were not permitted to attend
the Council and had no say in the running of the city.
As Rome conquered new territories, governors were put in charge of the land that had been seized.
These conquests made many of the army’s military generals into popular celebrities – this also gave them
considerable political power. One such general was Julius Caesar. He was renowned and respected as a
military leader, having led successful campaigns in Gaul and Britain. He had the loyalty of his army and
with their support he was able to take Rome and set himself up as a dictator. His rule only lasted five
years.
He was murdered by a group of senators who feared that he would abolish the senate and become a
tyrannical ruler. Caesar’s murder led to a civil war. The eventual winner was Octavian, who became
Rome’s first emperor. He changed his name to Augustus. Recognising that the Republic had failed – due
to its lack of overall leadership and the expanding size of the Roman empire, the emperor was given
supreme power. The Senate still remained to advise and assist, but the emperor had the final say. His
reign brought much stability to Rome and the empire.
Whilst the system worked well under Augustus, who proved a wise and benevolent leader, many later
emperors abused their power. Although they were meant to be elected, they were often an heir of a
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previous emperor or the winner of a political power struggle.
Expansion of an empire
The Roman army was one of the most successful armies in world history. By 117 BCE, the empire
encompassed the whole of the Mediterranean region, as well as Syria, Gaul displacing peoples,
supplanting their customs and beliefs, and causing considerable loss of life, most of the conquered
people welcomed Roman rule. They enjoyed a fair system of government, improved trade and commerce
with the rest of the empire, and also bene fited from the many innovations that the Romans brought with
them – from paved streets and aqueducts to central heating and indoor plumbing!
Roman invasion of Britain
In 55 BCE, Julius Caesar first invaded Britain. The people living there were Celts, who were made up of
different tribes and ruled by kings or chiefs. There were no towns or cities – instead, the Celts lived in
small villages or occasionally hill forts (fortified settlements built on hills, protected by wooden walls).
Caesar had already conquered Gaul (France) and was angry that some Celtic tribes from Britain had aided
the Gauls against the Romans. From Gaul he led his army across the Channel and into England. He met
fierce resistance from the Celts and was forced to abandon his campaign. The following year, he tried
again with a larger army and was more successful, marching to the centre of England where he captured
a Celtic hill fort. The campaign stalled however due to fierce storms, which wrecked most of the Roman
fleet. Caesar withdrew to the coast to repair his remaining ships, giving the Celts time to regroup and
offer a stronger resistance to the Romans once the campaign was resumed. The cost of the invasion,
coupled with the dogged resistance of the Celts, forced Caesar to make peace with his enemies and
abandon his campaign. He did not think Britain was worth a long and expensive war to conquer.
Ninety years later, in AD 43, Emperor Claudius decided to invade Britain. He was keen to prove that he
was an able emperor and desired the wealth that Britain would provide in farmland, taxes and minerals.
An exiled Celtic king, Verica, may also have played a part. He had travelled to Rome to ask Claudius to
help him win back his throne. News of the unsettled situation in Britain would have no doubt convinced
the Romans that the time was right to strike.
General Plautius and four legions invaded Britain. Despite early optimism for a quick campaign, it took
nearly 30 years for the Romans to gain control of the southern part of England. Some of the Celts were
pleased to have the Romans take over, and surrendered. They agreed to obey Roman laws and pay taxes.
In return they got the protection of the Romans and often got to keep their kingdoms. Others put up
fierce resistance, like Boadicea and Caratacus, but they were eventually defeated.
The Celts living in Scotland and Ireland continued to resist the Romans. In 122 AD, Emperor Hadrian
created a fortified border across the length of the British mainland, known as Hadrian’s Wall. It was
created to keep the Scottish tribes (known as the Picts) out of Roman occupied lands. They went on to
build a second wall further north, known as the Antonine Wall. Both eventually fell to disrepair and ruin
when the Romans withdrew from Britain.
The Romans had a huge impact on the countries that they conquered. As well as establishing many cities
and towns, linked by an excellent network of roads, they also introduced aqueducts, indoor-plumbing, the
Julian calendar, Latin, new building materials (cement, glass, bricks), foods (apples, turnips, cabbages, peas,
carrots, grapes), libraries, shops and a legal system.
Fall of an empire
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As the empire continued to expand, it became increasingly more difficult for the Roman governors and
the army to effectively manage the lands that they had conquered. Politicians and rulers became more
corrupt, leading to infighting and civil wars. Attacks from tribes outside of the empire, such as the
Visigoths, Huns and Vandals, forced Roman legions to withdraw from many areas to consolidate strength
and defend the capital.
In 285 BCE the empire was split into two by the emperor, Diocletian. He believed that the Romans would
be more effective if they had two emperors ruling separate parts of the empire. The western empire had
Rome as its capital and the eastern had Byzantium as its capital (and was known as the Byzantine empire).
The western part of the empire eventually fell to barbarian raids, but the eastern empire continued for
another hundred years.
In 476 AD the Germanic barbarian Odoacer took control of Rome and became king of Italy. This marked
the end of the western empire and ushered in the Dark Ages – a period marked by frequent warfare and
invasion.
The Anglo-Saxons
After the Romans withdrew from Britain in 410 AD, it was invaded shortly after by tribes from Germany,
Holland and Denmark (Angles, Saxons and Jutes – collectively known as the Anglo-Saxons). Their
homelands were often flooded and there was not enough good fertile land to feed everyone. With the
Romans gone, they saw Britain as a new home. They sailed to the mainland, bringing tools, weapons and
livestock with them; everything they would need to start a new life.
The Anglo-Saxons took control of most of Britain. They cleared space in forests for farmland and used the
wood to build their homes. Groups would usually be just a few families, but larger settlements were also
common, their houses built around a larger meeting hall. A few settled in the Roman towns and cities, but
they did not know how to repair the stone buildings, so most of these Roman sites fell to ruin.
Each Anglo-Saxon settlement would have its own leader. Some of these leaders became kings and would
rule a large area. By 600 AD there were five Anglo-Saxon kingdoms – Northumbria, Mercia, Wessex, Kent
and East Anglia.
The Anglo-Saxons were mostly farmers, but some were also craftsmen. There is evidence that they
worked with iron, wood and leather. They also used a runic alphabet, which was frequently carved into
precious objects – often to show the maker’s name. The Anglo- Saxons believed in many different gods.
They were also very superstitious and believed that charms would protect them from bad luck.
In 597 AD, the Pope sent a monk called Augustine to Britain to convert the people to Christianity. The
first Anglo-Saxon king to convert was Ethelbert of Kent. He built the first church in Canterbury.
Christianity then spread to other parts of Britain.
The Sutton Hoo burial site is one of the most famous archaeological discoveries of the period. It is
believed to have belonged to a 7th Century king who was buried with many of his belongings, including a
sailing vessel. The treasures that were unearthed at this site (discovered in 1939) have taught historians a
lot about the culture, beliefs and skills of the people who lived in Anglo-Saxon Britain.
The Vikings
The Vikings were tribes of people who came from Scandinavia (Denmark, Norway and Sweden). Their
homelands were rocky and heavily-forested, and did not provide enough good land for farming. The
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The Great, The Bold And The Brave
Vikings were expert sailors (the word Viking is old Norse for ‘pirating’ or ‘pirate raider’), and their
longships (which could in sail in shallow waters and be hauled quickly onto beaches and banks) were
ideal for quick hit-and-run raids.
The monasteries in Britain, which had spread following the Anglo-Saxons’ conversion to Christianity, were
easy targets for the Viking raiders. The monasteries were poorly defended and had many valuables and
treasures that the Vikings could steal. Their raids on monasteries gave the Vikings the fierce and bloodthirsty image that is still prevalent today. The attack on the monastery at Lindisfarne is famously recorded
in the Anglo-Saxon Chronicles – a history book written and compiled by the Christian monks. Inevitably,
their accounts of this period would have been coloured by their early experiences of these cruel and
brutal raiders – whom they called ‘the Danes’.
However, not all Vikings were interested in plunder. Between 700 AD and 1000 AD, many Vikings left
Scandinavia and settled in other countries, such as Britain, France, Ireland, Greenland and Iceland. They
were seeking new homes and better farmland. Many were also experienced traders and merchants, and
were keen to have access to new materials and goods. In Britain they settled in northern Scotland and
eastern England. Conflict was common-place between the Anglo-Saxons and the Vikings; the latter would
drive out the Saxons from their homes and force them to re-settle elsewhere.
In 1866 the Vikings captured the northern city of York (known by the Vikings as ‘Jorvik’) and made it their
capital. They continued to spread south and west, looking to gain more territory. The kings of Mercia and
Wessex tried to resist the Viking expansion – even resorting to paying tribute to the Vikings to avoid
their lands being taken (later known as ‘Danegeld’ during the 12th century). It wasn’t until the time of
King Alfred of Wessex, known to his people as Alfred the Great, that the fortunes of the Anglo-Saxons
would change.
Alfred the Great
Alfred was born in 849 AD, the youngest son of Aethelwulf, the king of Wessex. Because he had four
older brothers (Aethelstan, Aethelbald, Aethelberht and Aelthelred), he was doubtful that he would ever
be king – as the position always went to the eldest son.
Alfred was a bright child. When he was four, his father took him on a journey to Rome where he met the
Pope. There is no doubt that this visit would have left quite an impression on the young boy, who would
have been impressed with the learning, literature, music and other accomplishments of Rome. Later, his
mother set a challenge for her children. She had a book of poetry, which she promised to gift to the child
who could learn it the fastest. Alfred took the book to his teacher and proceeded to learn it all.
The Vikings were continuing to encroach on Saxon lands, raiding settlements and stealing plunder. By
870, the Vikings had conquered all the Anglo-Saxon kingdoms except Wessex. Alfred lost his brothers to
war and illness, making him the king of Wessex. He was already greatly respected by his people, after
helping to secure a victory over the Vikings at the Battle of Ashdown in 870 AD.
In 877 the Viking king Guthrum led a surprise attack against Alfred and his army, while the Saxons were
feasting. The fort of Chippenham was ransacked and many people killed. Alfred managed to escape and
went into hiding. A famous story recounts how Alfred took shelter with a farmer and his wife. They did
not know who he was. While they were out attending their chores, they left Alfred in charge of their
home – to watch the cakes cooking by the fire. Alfred forgot about the cakes and so they burned. When
the farmer’s wife returned home, she was so angry she hit Alfred over the head with a broom and chased
him from the farm.
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Alfred was able to gather another army and attack the Vikings. At the Battle of Edington, he defeated
King Guthrum and took back his fort at Chippenham. The Vikings surrendered and agreed to convert to
Christianity. They also signed a peace treaty which agreed that they would stay within their borders, on
the eastern side of Britain. Their lands were called the Danelaw.
Knowing that peace would be short-lived, Alfred immediately set about strengthening his kingdom. He
built forts and walls around many towns (known as burhs) to help the people to defend themselves. He
also built a navy of fast ships, which would be better able to fight off the Viking raiders at sea.
As well as strength of arms, Alfred also understood the strength of knowledge and wisdom. He had many
books translated from the Latin language into Saxon, so that more of his people could read them. He
founded schools and rebuilt many of the ruined monasteries. He also told the monks to consolidate their
knowledge and begin writing the Anglo-Saxon Chronicle – a history of the era. Alfred was also keen to
improve the way his kingdom was governed. A council was set up (known as the Witan) to help counsel
the king and choose future rulers. New laws were introduced to support a better national justice system.
Alfred died in October in 899 AD and was buried at Winchester, the capital of Wessex. His son Edward the
Elder succeeded him as king, and continued to exert Saxon dominance – defeating the Vikings in
numerous battles and regaining lost territory in the east of England. Alfred’s grandson, King Athelstan
would eventually go on to conquer the last Viking strongholds at York making him the first true AngloSaxon king of all of England.
The end of the Saxons
In 1066 the current king of England, Edward III, died leaving no heir. He had been known as Edward the
Confessor because he was a very pious man – and spent many of his last years focused on the building of
Westminster Abbey in London. Because he had no children, the Witan council (set up by Alfred to decide
on matters of the crown) did not know what to do. They ended up choosing Harold Godwinson as the next
king. Harold was the son of Earl Godwin, the most powerful and wealthiest noble in England. Harold was
already popular with the people, having won numerous battles for Edward. It was also believed that
Edward’s dying wish was for Harold to become king.
The day after Edward died, Harold was crowned Harold II – king of England. However, there were two
other claimants to the throne: William of Normandy and Harald Hardrada.
William was the Duke of Normandy, a region on the northern coast of France. William was a distant
cousin of Edward the Confessor and claimed that both Edward and Harold had promised him the throne.
Harald Hardrada was the king of Norway. He was related to the Norwegian king Canute, who had ruled
England from 1016 to 1032. Harald was renowned as a strong and fearless warrior, who commanded an
experienced army. He desired power and wealth, and saw England as another victory he could add to his
ever-expanding list of conquests.
Harald invaded England, leading an army of over 8,000 Norwegians. They quickly took York, the old Viking
capital, and declared Harald the rightful king of England. Harold II had no choice but to gather his army
and march north from London to face them. The two armies met at Stamford Bridge, outside York, on 25
September 1066 AD. Despite being outnumbered, the Saxons won a resounding victory. However, the
victory celebrations were cut short when Harold heard the news that William of Normandy had invaded
England from the south!
The English army was forced to march south immediately, where they met the Norman army outside of a
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town called Hastings. Harold chose to set up his defence on Senlac Hill, which would give him a tactical
advantage over the Normans. However, once again the Saxons were outnumbered – and also exhausted
from their long march south. The battle lasted a full day – the Normans’ strength in numbers eventually
securing them a victory. According to legend, Harold was killed during the battle, when he was shot
through the eye with an arrow.
The Norman invasion of Britain is famously illustrated on the Bayeux Tapestry, a linen embroidery
believed to have been stitched by nuns in England. The full work spans over 70 metres.
William of Normandy became known as William the Conqueror – and his victory at the Battle of Hastings
followed by his capture of London, won him the throne of England. This ended the Saxon rule of England
and ushered in a period of Norman rule.
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History Learning Goals
Children will:
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.19 Be able to communicate their knowledge and understanding of history in a variety of ways,
making appropriate use of dates and historical terms
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
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The Great, The Bold And The Brave
History Task 01
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.18 Be able to use dates and terms relating to the passing of time
3.19 Be able to communicate their knowledge and understanding of history in a variety of ways,
making appropriate use of dates and historical terms
Research activity
Begin by asking the children what, if anything, they know about modern Greece –
geography, climate, location, etc. If class members have visited Greece then they can share
their experiences and any photographs, souvenirs or information with the rest of the class.
Use modern maps/ globes to locate Greece. Note its key geographical features –
mountainous terrain, plateaus, surrounded by sea, etc.
Provide groups with a large map of Ancient Greece, with some of the city states
covered/blanked out. Provide the names of the city-states on separate labels with a series of
clue cards describing their position. (This detail will need to be tailored depending on the
map/s you are using.)
Explain to the children that, although the people who lived in Ancient Greece shared a
common language and religion, they lived in separate city-states. Ask the children for ideas
on what is meant by a city-state. (An area ruled by one central city.) What might be the pros
and cons of such a system? (A city can make its own rules. People more united to
support their city. Not understanding the rules and customs of those from outside.
Disagreement and conflict with other cities.)
Challenge the children to complete their maps by using the clues and labels to decide on
the locations of each of the missing city-states. Clues might include:
Argos – located on the east coast of the Peloponnese
Athens – located to the north-east of a narrow strip of land called the isthmus, in an
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area of mountains and hills known as Attica
Corinth – located on the isthmus that joins the Peloponnese to the mainland. Has two
seaports, one on the Saronic Gulf and one on the Corinthian Gulf
Delphi – considered the ‘centre of the world’ by the Ancient Greeks. Located near the
gulf of Corinth on the slopes of Mount Parnassus
Sparta – located in the south-east part of the Peloponnese near the river Evrotas
Thebes – located in central Greece, to the north of Corinth and Athens
Afterwards, ask groups to share their maps. Locate the correct positions of the city-states on
a whole class map. (You could display a map on the interactive whiteboard for volunteers to
drag and drop locations.)
Explain that Athens and Sparta were two of the most powerful city-states in Ancient Greece.
However, they were both very different in a lot of ways.
In pairs or small groups, challenge the children to find out more about what it would have
been like to grow up in Athens and/or Sparta. If you wish, groups could be assigned one
city-state to research in detail (for comparison later) or they could research both and
compare as they go along.
Ask the children to imagine that they are living right now in Athens and/or Sparta. Provide
them with a series of question prompts to consider:
What would your childhood have been like?
What would you be doing now? (Studying? Training? Learning a craft?)
What does your father and mother do?
Is there anyone else who might be important to you or your family?
What factors might influence your life and choices? (Male or female, rich or poor, etc.)
What profession/job might you hope to have when you get older? Provide a range of
resources for the children to use. Some useful website links include:
bbc.co.uk/schools/primaryhistory/ancient_greeks
The BBC Primary History website has an excellent section on the Ancient Greeks, supported by
videos and artefact images.
www.ancientgreece.co.uk/dailylife/story/sto_set.html
The British Museum has an Ancient Greece section exploring daily life in Athens and Sparta.
home.freeuk.net/elloughton13/episode1.htm
A Primary School website with simple but informative comparisons between different people
living in Sparta and Athens.
primaryresources.co.uk/history/powerpoint/Athens_V_Sparta.ppt
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Primary Resources has a useful PowerPoint presentation to download, looking at the key
differences between Sparta and Athens.
Recording activity
Children can choose their own method of recording and presenting their work. Some
suggestions might include:
A simple comparison table of facts related to men and women’s roles, schooling,
professions and jobs, attitude to women and so on.
A comparative timeline showing stages in a child’s/person’s life and how these relate to
other factors (family, military, crafts and professions, men and women’s status, etc.)
An oral presentation or slide-show, combining facts and visuals to answer the research
questions
Invite groups to share their work. Compare and contrast life in Sparta and Athens. The
following debate questions can be used to direct discussion:
Athens was famed for its arts and sciences, whereas Sparta was famed for its military
might. How do their state systems support this?
Compare the treatment of women in Sparta and Athens. Did Spartan women enjoy more
freedom? Do you think it is fair that men and women were treated differently?
What are the pros and cons of each state system? Which would you prefer and why?
Many of the city-states in Greece were constantly bickering and disagreeing with each
other. Often they were openly at war with each other. Why might this have been the
case?
Encourage the children to share their opinions and listen to those of others. Prompt them to
use what they have learned from their research and presentations to help support their
views. Work together to create a wholeclass list of comparisons between Athens and Sparta,
ready for the next session.
Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
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History Task 02
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.15 Be able to ask and answer questions about the past
3.19 Be able to communicate their knowledge and understanding of history in a variety of ways,
making appropriate use of dates and historical terms
Research activity
Begin the session by asking the children to think about the system of government in their
host country (or home countries). Prompt them to think about:
Who makes the important decisions for the country?
How is the system of government organised?
Who gets to vote? How are leaders/politicians chosen?
Should everyone be entitled to a vote?
Do they think it is a fair system?
Some children may be unfamiliar with the system of government in the home/host
countries, so talk through some examples, looking at the structures and hierarchy, and how
important decisions are voted on and made. Display the word ‘democracy’. Ask the children
if they know what itmeans. It is an Ancient Greek words which means ‘rule by the many’.
Do they think the modern-day systems in their host/home countries represent a democracy?
Explore the children’s ideas.
Explain that the idea of democracy was invented in Athens. Ask the childrento recap what
they already know about Athens from the previous session. Set up a simple voting
simulation for the children, to help them experience what democracy was like in Athens. For
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The Great, The Bold And The Brave
example:
Tell the class that they are representing the people living in Athens.
Explain that you represent the council (made up of 500 members) known as the boule –
you can wear a label/badge to show your position. You have been voted in by the class
for one year to help run Athens, along with the other 499 members. You get to decide
what issues the Athenians vote on.
Choose a topic/dilemma for the class to vote on, offering a number of different options.
For example, where they might go on the next school trip, what treat the class will
receive at the end of the session and so on. State that you wish for the Athenian people
(the class) to vote on what they think is the best option.
The children may start up a discussion between themselves. Halt the discussion – and
explain that voting can only be done at the assembly, where citizens are allowed to
gather. (Have an area of the classroom cordoned off for this purpose – perhaps using
red ribbon.)
Hand out shuffled cards to the male members of the class. Half of these cards should
have citizen written on them. The other half should have servant or foreigner. The girls
received no cards.
Explain that Athenian citizens can attend the assembly, discuss and vote on the decision.
Ask those who have citizen cards to enter the assembly area. The rest of the class are
not included (prepare for some upset faces!). Explain that servants, foreigners and
Athenian women were not considered citizens.
Allow time for the boys in the assembly area to freely discuss the choices you have
given and then take a vote on which one they prefer. The majority rules.
Afterwards, ask the citizens to re-join the rest of the class. Invite the children to give their
opinions on the process. Do they think it was a fair process? Who got to vote and who was
excluded? What are the pros and cons of such a system?
In groups, challenge the children to find out more about the system of democracy in Athens
– and to compare it with the system that was used in Sparta (considered an oligarchy – ‘rule
by the few’). Provide appropriate resources for the children to conduct their research. Useful
websites include:
ducksters.com/history/ancient_greece.php
Ducksters provides facts and images on a number of topics related to Ancient Greece. (Note: this
site does feature advertising.)
rangevoting.org/SpartaBury.html
Rangevoting.org features a clear and concise overview of the Spartan political system and how it
operated
pbs.org/empires/thegreeks/background/8b_p1.html
The PBS Empires website provides a concise overview of the Spartan system of government
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primaryresources.co.uk/history/powerpoint/Athens_V_Sparta.ppt
Primary Resources has a useful PowerPoint presentation to download, looking at the key
differences between Sparta and Athens
Recording activity
Children should choose a method of recording and present their findings to the rest of the
class. Methods of recording might include:
Diagrams/flowcharts visually demonstrating the two political systems (see ICT link)
A voting simulation/role-play to show the system of voting in Sparta, with comparisons
afterwards to the Athenian method
A debate role-play between Athenians and Spartans about the merits of their political
systems
Afterwards, compare the systems as a whole-class. Ask the class to consider whether there
are more similarities than differences. Which system do they think is the fairest/most
effective? How do they compare to our modern-day systems of government in the
host/home countries?
ICT link: Children can create a digital presentation using art and/or interactive software such
as Prezi (prezi.com), Windows Movie Maker (windows-movie-maker.org), PowerPoint
(office.microsoft.com) or Inspiration (inspiration.com/Inspiration). By dragging and
positioning shapes, children can make interactive flowcharts, which can be labelled and
annotated.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Task 03
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
Research activity
Look together at a map of the Persian Empire (around 500 BCE). Explain that, as well as
Greece, there were other civilisations around the Mediterranean sea. Persia was by far the
largest, stretching across the whole of Asia as far as the Indus River, and parts of North
Africa including Egypt and what is now modern-day Libya.
Remind the children of the work they have already completed on Ancient Greece. Recap the
city-state system and how Ancient Greece was a series of independent states that ran
themselves. Because of this, there was no common solidarity – the Greeks did not think of
themselves as “Greeks”. Instead they thought of themselves as Athenians or Spartans. It was
the war with Persia that was to bring Greece together.
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The Great, The Bold And The Brave
Explain that it is through a Greek writer, Herodotus, that we know about the war between
the Greeks and the Persians. Ask the children to consider the reliability of this source when
learning about this period. How might his retellings of the battles be biased towards the
Greeks?
In groups, ask the children to research the Persian War. Provide prompts to help the children
to focus their research. Explain that their research will be used for their own retelling of the
Persian War (see Recording Activity).
Helpful prompts might include:
Cause of the war (Persia invades Greek colonies. Athens sends troops)
Battle of Marathon (Athenians overcome the odds and defeat the Persians. A messenger
runs all the way to Athens to share the news – hence the Marathon running event)
Battle of Thermopylae (Three hundred Spartans hold off an invading army)
Battle of Salamis (The Athenian navy defeat the Persian army)
Battle of Plataea (Sparta and Athens join together to defeat another wave of Persian
invaders)
Aftermath of the war (The Greek city-states set up the Delian League. The Persians are
defeated and no longer invade. Athens (as treasurerof the Delian League) rises in power
and influence.)
Provide tailored resources and/or bookmarked websites for the children to conduct their
research. Offer assistance as necessary, visiting each group and talking through their
findings.
Some useful websites include:
ducksters.com/history/ancient_greece/persian_wars.php
Ducksters provides facts and images on a number of topics related to Ancient Greece, including
the Persian War.
socialstudiesforkids.com/subjects/persianwars.htm
Social Studies for Kids provides information, maps and links to further articles and resources
exploring the main battles and personalities of the Persian War.
eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_11_382_pwars/AC_11_382_pwars.html
Education Place features an interactive resource which uses animated maps to retell the main
events of the Persian invasion.
ancientgreece.co.uk/war/home_set.html
The British Museum has an Ancient Greece section, featuring the story of the 300 Spartans at
Thermopylae and a chance to explore the battlefield of Plataea.
ancient.eu.com
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The Ancient History Encyclopaedia is a searchable database, featuring entries on the battles of
the Persian War and the formation of the Delian League.
Invite each group to present their research. Work together to create a bullet-pointed list of
facts for each of the key moments of the Persian War. Display these so that the children can
reference them (alongside their own notes) for the recording session.
Recording activity
Using their research and the whole-class summary, ask the children to work individually or
in pairs to create their own story/retelling of the Persian War. They could choose to do this
in one of the following ways:
A comic strip – with images and panels describing the events and action. (This could
also be created using ICT – see ICT link.)
A storyboard for a film – children could decide the key scenes that they want to feature
and the dramatic moments that will retell the story of the Persian War
A written essay/journal – children could imagine they are a Persian historian, who is
retelling the events of the Persian War from his people’s perspective (as a contrast to
Herodotus’ version)
Children may wish to do additional research to help them with their retelling (such as the
Greek and Persian military) or what some of the characters (such as Xerxes) might have
looked like. You could prepare an image bank ahead of time for the children to access.
At the end of your session, allow time for some of the children to present their work. As a
whole-class, evaluate the work based on its chronology and accuracy. Note any areas where
events might have been invented or exaggerated. Do the children think this is okay, to make
the story more interesting? Do they think Herodotus might have thought the same when
he wrote his own history of the Persian Wars? Should we always rely on just one source for
information?
ICT link: Children can import their own drawings into a program such as PowerPoint or
Comic Life (plasq.com/products/comiclife3). Speech and thought bubbles can then be
added, as well as fact boxes, to help bring the action and characters to life.
Personal Goals
Communication
Enquiry
Morality
Thoughtfulness
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The Great, The Bold And The Brave
History Task 04
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.10 Be able to find out about aspects of the past from a range of sources
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
Research activity
In this session, the emphasis is on ‘what a building can tell us about the past’. Recap the
learning from the previous task and how the Greek citystates, such as Athens and Sparta,
banded together to drive away the Persian threat. The Greeks were victorious, but not
before Athens had been burnt and pillaged, many of its temples and buildings destroyed.
When the Athenians returned to Athens, under the leadership of the statesman Pericles,
they vowed to rebuild the city. The victory had given the Athenians a new sense of
confidence and pride in their city – and what emerged after the Persian invasion was a
‘golden age’ for Athens and Greece.
Look together at modern-day images of the Acropolis (the central hill in Athens) and the
Parthenon (the grand temple dedicated to the goddess Athena). Explain that one of Pericles’
most famous building projects was the Parthenon, which still stands in Greece today. The
Parthenon was a celebration of the Athenian’s beliefs and their myths. Compare the
modernday examples with reconstructed images of how the Parthenon would have looked
when it was completed, in 432 BCE. Some good images can be found on the following
website:
greeklandscapes.com/maps/ancient_greece.html
Greek Landscapes hosts a library of images, featuring reconstructions, cross-sections and floor
plans of the original Parthenon building.
If the children created a model of the Parthenon (see entry point) then the group who made
it could talk through some of the details and features of their model.
In groups, challenge the children to find out more about the Parthenon building and what it
tells us about the Athenian people. The following websites are excellent for supporting this
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task:
ancientgreece.co.uk/acropolis/story/sto_set.html
The British Museum has an Ancient Greece section, featuring an interactive resource in which
children can explore the Parthenon frieze.
mcah.columbia.edu/parthenon/flash/nfrieze1.htm
The Columbia University website provides an interactive tour of the Parthenon. Select ‘east,
west, north or south’ views then use the slider to view the frieze.
Alternatively, you could provide your own print outs and/or tailored resources for the
children to explore. As with previous tasks, a prompt sheet of useful words and phrases will
help to focus the children’s research and help guide them to relevant information. Useful
keywords might include:
Pediment
Metopes
Frieze
Athena
Peplos
Ionic columns
Centauromachy
Gigantomachy
The Sack of Troy
Panathenaic festival
Remind the children that the aim of the research is to interpret the evidence to reach a
better understanding of what the Athenians were like.
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Recording activity
Pair up groups so that they can share their findings. Ask them to draw up a list, based on
their research, of all the things that they have learned about the Greek/Athenian people
based on the Parthenon. Each claim should be backed up with evidence from their study.
Invite the groups to share their findings. Talk about what they have pieced together about
the Athenians and Athenian life from the physical evidence. Ideas might include:
A new sense of Athenian/national pride
Strong belief in the Gods and patron goddess Athena
Desire to celebrate the history/myths of the Greeks – show unity
Panathenaic procession – evidence of ritual and celebration, competition (such as the
chariot race), public holidays, sacrifice of animals, etc.
Skilled artisans/builders
Commitment to a project (took nearly 15 years to complete)
Consider the aspects of Athenian life that might have influenced life today? For example,
the architecture, the literature and stories (such as stories about Troy), festivals and games;
the Parthenon as a modern-day tourist attraction and so on.
ICT/International link: Children can build their own Parthenon and learn more about the
architecture of Greece by playing the challenge game on the British Museum website
(ancientgreece.co.uk/acropolis/challenge/cha_set.html) This could be extended by
asking children to design their own frontage for a temple to celebrate their host or home
country. This could feature various scenes or figures from the country’s history, displayed on
the pediment, frieze and metopes.
Language Arts link: Introduce the children to Homer, who is the most famous of the Greek
poets. Homer wrote two long poems called The Iliad and The Odyssey, which tell stories
about the Trojan War. (One of the metopes on the Parthenon depicts a scene from the
Trojan War.) The Odyssey tells the story of Odysseus’ journey home which he has many
strange and exciting adventures. A good overview of the story can be found
here: ducksters.com/history/ancient_greece/odyssey.php. Children could prepare their own
storyboards for a retelling of the story, which can be used to support History Task 6
and Music Task 1.
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The Great, The Bold And The Brave
Personal Goals
Adaptability
Cooperation
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Task 05
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.10 Be able to find out about aspects of the past from a range of sources
3.15 Be able to ask and answer questions about the past
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Research activity
Prior to this session, use a literacy session (or a linking IPC unit such as Myths and Legends)
to explore some examples of Greeks myths (such as Theseus and the Minotaur or Orpheus
and Eurydice). If you have completed the Language Arts link from History Task 4, then
children will have already studied Homer’s Odyssey. Children should create their own
storyboards for a retelling of their story, identifying the key scenes.
Display modern-day and reconstructed images of the theatre of Dionysus in Athens. If
children have made a model of the theatre as part of the entry point, then this could be
presented to the class. The group responsible can talk about the details and the making of
their model.
Explain that the world’s very first theatre performances were performed in Ancient Greece.
They took place during the festival of Dionysus, who was the god of theatre and wine. There
were two types of plays that were popular – comedies and tragedies (two genres that are
still popular today). Ask the children to think about the types of story that a comedy and a
tragedy would explore. (Comedies were often about ordinary people and everyday events,
tragedies were more serious and focused on the adventures of heroes and gods.) Do they
think their Greek myth would be performed as a comedy or a tragedy?
In groups, challenge the children to find out more about Greek theatre. Provide some
question prompts to help guide their research. For example:
When were the plays held?
Who could attend the plays?
How many actors were there?
How were plays performed?
What costumes, props and scenery were used?
What might have been the biggest challenges faced by the actors?
Some useful websites include:
bbc.co.uk/schools/primaryhistory/ancient_greeks
The BBC Primary History website has an excellent section on the Ancient Greeks, supported by
videos and artefact images.
ancientgreece.co.uk/festivals/explore/exp_set.html
The British Museum website provides opportunity to explore a Greek theatre. By clicking on the
actors, objects and the scenery, the children can discover further facts and images.
Invite groups to share their findings. Discuss how plays were performed (usually just three
male actors playing multiple parts; use of expressive masks; exaggerated gestures; the
chorus to narrate and provide background information and so on).
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Recording activity
Divide the class into groups of five or six, with three children becoming the actors and the
remaining children becoming the chorus to help narrate the action. Each group should
choose one of the Greek myths they have studied, using a set of their storyboards to plan
their own authentic Greek tragedy based on what they have learned.
If you have limited time, a single myth/story could be chosen (such as The Odyssey) and each
group could concentrate on rehearsing and performing a single scene.
Children should consider what they have learned about Greek theatre when planning their
scene. There can only be three actors, so for each scene the children will need to think
about the main characters that are needed and whether they will need to swap roles by
changing masks. (Girls can be allowed to play actors – although remind the children that the
charactersdon’t have to be of the same sex. Male actors in Greece played both male and
female parts!) They will also need to consider the emotions of those characters and how
they can be portrayed to a large audience through the use of masks and gestures (see
Technology link).
Ask each group to perform their play or scene to the rest of the class (ideally choose a large
space such as the hall, and seat the audience in a semi-circle around the actors like a Greek
theatre). Compare and contrast the children’s different approaches and how they retold the
story, both dramatically and in keeping with the theatre of the time. Talk about the
challenges of performing and telling a story in the Greek style (use of masks, projecting
voices to a crowd, reliance on body-language and exaggeration).
As a home learning task, children can find out more about one of the famous playwrights
from Ancient Greece, such as Sophocles, Aeschylus, Aristophanes and Euripides. Some of
their plays have survived and are still performed today.
Technology link: Collect and study images of Greek theatre masks. Using these for
reference, children can sketch out a design for a character from their scene/play,
considering how they will use facial characteristics to describe the character’s emotion.
Children can make their mask by applying papier-mâché strips to an inflated
balloon,carefully building up the nose area, and sculpting the lines and crinkles
of the face. Once dried, the mask can be removed from the balloon. Using scissors or a craft
knife (with adult supervision, if necessary), cut out the mouth and eye areas. The masks can
then be painted and decorated, with special consideration given to the areas that will
need to stand out to an audience.
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The Great, The Bold And The Brave
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
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The Great, The Bold And The Brave
History Task 06
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
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Research activity
Ask the children to think of examples of celebrities who they know about today. Consider
what makes someone a celebrity and the types of things they might be famous for. Also
think about the ways in which we learn about celebrities and their lives. (For example,
through magazines, television,newspapers, social networking sites, etc.) These forms of
media were not around in Ancient Greece – however there were great heroes and
leaders who would have been the equivalent of celebrities today.
Alexander the Great was one such hero – considered by many historians to be the most
famous warrior and military leader of ancient times. Through his many conquests, he was
responsible for spreading Greek influence and culture across most of the ancient world. His
vast empire stretched from Greece in the west to India in the east.
Tell the children they are going to imagine they are going back in time – with the media
they have today – to interview the famous Alexander and find out why he was considered
‘the Great’. The children will be creating these interviews with Alexander based on what
they have learned about him.
In groups, provide a range of resources for children to conduct their research. Provide a list
of prompts to help focus the children’s enquiry. For example:
His father – what did Alexander inherit from Phillip II?
His schooling – what influence did his tutor, Aristotle, have on Alexander?
His campaigns – what were Alexander’s achievements?
His personal qualities – what do you think Alexander was like?
His legacy – what did Alexander do for the Greek culture?
You may wish to provide some background information (see The Big Picture) before the
children perform their own independent research. Some useful online resources include:
ducksters.com/biography/alexander_the_great.php
Ducksters provides a basic overview of Alexander’s life and achievements; useful as a starting
point for further research.
primaryfacts.com/1292/alexander-the-great-facts-and-information/
Primary Facts offers helpful bullet-pointed facts about Alexander the Great. (Note: this site does
feature advertising.)
ancient.eu.com/Alexander_the_Great
The Ancient History Encyclopaedia has a detailed entry on Alexander exploring his early life,
military campaigns and achievements.
After the allotted time, bring the groups back together again to share their learning. Take
each of the prompts in turn and explore the children’s ideas. Create a whole-class list of
facts and opinions for the children to refer to during the recording activity.
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The Great, The Bold And The Brave
Recording activity
Revisit the original idea that Alexander the Great was a celebrity of his time. The children
have an opportunity to interview this famous person and find out all about them –
imagining that they are reporting for a modern audience. Recap some of the ways
celebrities are represented and reported about in the modern media.
Individually or in groups, children can work on their own presentation – either as a written
piece, an interactive display or as a role-play. Talk through some ideas beforehand. For
example:
A chat show role-play – between an interviewer and Alexander the Great. Other key
figures from his lifetime could also be brought on and interviewed, such as his tutor
Aristotle.
A press conference role-play – set up a press conference after a major event in
Alexander’s life (such as the Battle of the Issus) with questions being fired at Alexander
A newspaper interview or teenage gossip column – children could write a serious
article on Alexander’s life (perhaps Alexander looking back on his brief life and
considering his achievements and the things he might have regretted). Or the children
could imagine that they are creating a gossip-style piece for a teenage magazine,
treating Alexander as a pin-up poster celebrity.
Children should refer back to their research and the whole-class list of facts to help them
with creating their piece. These can then be presented at the end of the session. Evaluate
how well the presentations used the facts from Alexander’s life and used empathy to
imagine what he might have been like as a person.
End by considering his greatest achievement – spreading Greek culture across most of the
civilised world. The next civilisation we will look at, the Romans, who were heavily
influenced by many aspects of Greek culture – a legacy that continues to this very day.
ICT link: Children can use desk-top publishing software, such as Microsoft Publisher
(microsoft.com), PagePlus (serif.com) or Adobe Page Maker (adobe.com), to create their
newspaper article/gossip column. If possible, have some examples of similar articles for
children to study. Consider the use of images, colour, font style and layout to make the
articles interesting and eye-catching for their target audience.
Personal Goals
Communication
Enquiry
Thoughtfulness
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History Task 07
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
Research activity
Use maps and/or Google Earth to locate modern-day Italy and then Rome. Spend time
discussing with the children what they already know about Rome. Perhaps class members
have visited Rome/Italy and are able to share some of their experiences. You could also
refer back to the children’s mind maps from the Knowledge Harvest. Explain that in Ancient
times, Rome became the centre of a huge and a very powerful Empire, one that was to rival
and surpass that of the Greek Civilisation. Look together at a map of the Empire at its height
(around 120-110 BCE). Consider the different countries that came under Roman rule. Why
do they think the geographical location of Rome was well suited to being the capital of
this great empire?
Explain that Rome started out as just a small settlement on the River Tiber. Talk about how
Rome was ruled by a series of kings, the last of which was overthrown by the people for
being cruel and unjust (see The Big Picture). With the king removed, the Roman people
were determined not to have any more kings. Instead they came up with a new form of
government known as a Republic. It was loosely based on the governing systems that had
been successful in Ancient Greece.
Briefly, in pairs or groups, ask the children to think back to their work from History Task 2.
What do they think a Republic might have looked like? After group discussion, ask the
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children to share their ideas with the whole class. Draw up a diagram based on their
suggestions, comparing it with the Athenian and Spartan styles of government.
In groups, ask the children to find out about the republic system and how Rome was
governed. Explain that Rome had a Republic for over 500 years – and in that time, the
empire grew and became very powerful. However, the Republic did not last. Provide some
question prompts to help guide the children’s research. For example:
What did the Republic system look like?
Who (if anyone) had the power?
Was it a successful system? What were its pros and cons?
Which Greek system did it most closely resemble?
What happened to the Republic system? Why didn’t it last?
What system replaced the Republic?
Some useful websites include:
ducksters.com/history/ancient_rome_republic.php
Ducksters features a useful overview of the Ancient Rome’s Republic system.
rome.mrdonn.org/senate.html
Mr Donn’s educational site provides an explanation of the senate system and a comparative
table showing the different levels of power in the Republic. (Note: this site carries advertising.)
kidspast.com/world-history/0079-roman-government.php
Kids Past offers a concise overview of the Roman Republic. (Note: this site carries advertising.)
historyonthenet.com/Romans/romansmain.htm
History on the Net provides an excellent and comprehensive set of resources, exploring all
aspects of Roman life.
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Recording activity
Provide the groups with two or three cards – each displaying a different opinion about the
Republic system and the way Rome should be governed. In their groups, the children should
discuss the different opinions and decide who they agree with the most and why. For
example:
Opinion 1: Running an empire is more difficult than people think. It is only right that the
educated and wealthy should get to make the most important decisions.
Opinion 2: The Republic is only good for the rich and powerful. The common man doesn’t
get a say in anything anymore!
Opinion 3: We would be better off with a single ruler like the kings of old – someone who
is in complete control. Then there would be no more arguing and bickering.
Display each card and ask the groups who agreed with that opinion to explain why they
chose it. Compare and contrast the groups thoughts, and invite those who disagreed with
the opinion to share their views. Encourage lively debate on the pros and cons of the
Republic system based on their research – and ultimately, why it was replaced by a
dictatorship.
End the session by asking the class if they agree with the choice of a single
ruler/dictatorship (the Roman emperors). What were the pros and cons of having an emperor
in charge? Explore the children’s ideas, making reference to their research.
Language Arts link: Children can find out about the legend of Romulus and Remus, which
recounts how Rome got its name. The story could be retold in comic-strip format or as a
picture storybook for younger children to enjoy.
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
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History Task 08
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
Research activity
Through discussion or a simple PowerPoint presentation, explain the social hierarchy of
Ancient Rome. There were two main groups.
Citizens
Patricians – the rich nobles
Equites – the businessmen and bankers
Plebeians – the poorest
Non-citizens
Foreigners – the people who lived outside of the Roman Empire
Slaves – the property of their masters. Slaves would usually be people who had been
captured in war, found guilty of a crime or become bankrupt. Their children would also
become slaves.
Provincials – people who live in the Empire and paid tax to Rome
The citizens enjoyed more rights than the non-citizens, although there was a great divide
between the rich (patricians and equites) and the poor (plebeians).
People’s homes can tell us a lot about their social standing and the way that they lived their
lives. Tell the children that they are travelling back to Ancient Rome and are going to
become estate agents! They will be finding out about the homes of the rich and poor in
Rome – so that they will be able to sell these properties to new citizens and foreigners
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arriving in the city.
In groups, challenge the children to find out more about the different types of homes in and
around Ancient Rome, such as the insula (apartment blocks), the domus (town houses) and
country villas. They should consider each building’s key features, the types of people who
would live there, and what it tells us about their daily lives/social standing.
Some useful websites include:
historyonthenet.com/Romans/romansmain.htm
History on the Net provides an excellent and comprehensive set of resources, exploring all
aspects of Roman life.
bbc.co.uk/education/clips/z7k8q6f
The BBC Learning Zone features a video tour of a Roman villa and explains how the rich
Romans lived in luxury.
historylearningsite.co.uk/roman_houses.htm
The History Learning site has a section on Roman homes, describing the layout of a villa, how
they were decorated and the systems that provided water and heating.
youtube.com/watch?v=W4eF1tw8_nU
YouTube hosts this virtual tour of ancient architecture. The first minute of the video focuses on
a Roman domus, showing detailed views of each of the rooms.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the
‘safety’ tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’
option, then click ‘save’)
If you wish, groups could focus on researching just one of the building types, or they could
learn about all three and then choose one or two to explore further in the recording session.
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Recording activity
Remind the children that they are ‘modern day’ estate agents in Ancient Rome. Look
together at some examples of estate agent adverts and brochures. Talk through their
presentation (images, short and long descriptions, floor plans, etc.) and the use of persuasive
language to sell the property to a buyer.
In their groups (or working individually), challenge the children to come up with their own
brochure for one or more of the properties they have explored. Prompt them to think about:
Who is your target audience for this property?
Where is your property located?
What are its key features?
How is your property laid out?
What would sell your property to your target audience? (Think about size, location,
proximity to other services – such as the forum or baths.)
Those children who have chosen the insula will have to think creatively about how they can
make the stuffy one-room apartment blocks attractive to new buyers! How can the
downside of living in cramped, noisy conditions be turned into a positive?
As an alternative to creating physical brochures, children could practise and perform their
own role-play, imagining they are an estate agent showing buyers around the property for
the first time. The buyers could be yourself or other class members – who should ask plenty
of questions about the property to test the estate agent’s knowledge!
Have the children present their work at the end of the session. Ask the children to use what
they have learned to help describe the social hierarchy in Rome. Was there a clear division
between the rich and the poor? What evidence is there that their homes and lives differed?
ICT link: Children can use desk-top publishing software, such as Microsoft Publisher
(microsoft.com), PagePlus (serif.com) or Adobe Page Maker (adobe.com) to create their
brochures. If you wish, you could provide a ready-made template to make it easier and
quicker for children to import and position images and type in relevant text. These can then
be printed out and displayed.
Personal Goals
Communication
Enquiry
Thoughtfulness
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History Task 09
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.10 Be able to find out about aspects of the past from a range of sources
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
Research activity
Tell the children that they are going to be working together to create a tourist guide to
Ancient Rome – or a Roman site from the children’s host/ home country. Discuss ways that
the tourist guide could be presented (this could be a physical booklet or something more
interactive, such as a website or an app.) Decide on a format as a whole class.
For Ancient Rome, locations might include:
The Forum
The Circus Maximus
The Colosseum
The Pantheon
The Theatrum Pompei
Roman baths
The Appian Way
Provide appropriate resources for the children to perform their research. Some useful
websites for Ancient Rome include:
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The Great, The Bold And The Brave
historyonthenet.com/Romans/romansmain.htm
History on the Net provides an excellent and comprehensive set of resources, exploring all
aspects of Roman life.
romereborn.frischerconsulting.com/about-current.php
Rome Reborn is a digital project to create a complete 3D model of Ancient Rome. The site
features a video tour, exploring the many sights and features of Rome in 320 CE.
bbc.co.uk/schools/primaryhistory/romans
The BBC Primary History website features a section on leisure time in Ancient Rome.
italyguides.it/us/roma/rome_italy_travel.htm
Italy Guides features excellent sections on the Colosseum, Pantheon, Forum and Roman baths,
including interactive panoramas.
bbc.co.uk/history/ancient/romans/gladiators_01.shtml
The BBC History website hosts an excellent article on gladiators and the arenas in Ancient
Rome.
romancolosseum.org
Roman Colosseum provides good information on the Colosseum, Circus and other amphitheatres
in Rome. (Note: this site carries advertising.)
If the children are performing a local study, then most towns or cities will have a tourist
information office, library and/or museum that can provide resources, maps and other
information relevant to the history of the location. You may wish to research these yourself
ahead of time so that you have the necessary resources available. Alternatives to Ancient
Rome might include:
St Albans, Bath, Caerwent, Colchester, London, York (Great Britain)
Le Mans, Paris, Lyon (France)
Bonn, Cologne, Nida, Trier (Germany)
Aquae Flaviae, Pax Julia (Portugal)
Emerita Augusta, Carteia (Spain)
Palmyria (Syria)
Bergama, Ephesus, Patara, (Turkey)
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Recording activity
Children can use their research to create their own ancient tourist guide for their chosen
town/city. The finished guide could then be shared with and evaluated by another class, so
groups will need to think about how they will present their information to make it
interesting and accessible.
Allow time for groups to view and comment on each other’s approach. Talk about what they
have learned about the people of Ancient Rome. Compare and contrast with what they
know about life in Ancient Greece. How was Roman culture influenced by the Greeks?
ICT link: Children can use a desktop-publishing program to design their mock-up web or app
pages. Microsoft Publisher (micosoft.com) is ideal for this, as children can use the <-Insert
Hyperlink-> option to link different ‘screens’. By clicking on a link and holding down the
CTRL key, the linked document/page will open on screen. This also provides opportunity for
the children to think about site maps, menus and flow
charts, and how they will link their work to other different groups’ sections.
Personal Goals
Communication
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Task 10
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
Research activity
As a home learning task, challenge the children to find out about the Roman army and why
it was considered one of the best armies in the world. Begin your session by inviting
children to share what they have learned. Make a list or mind map of the children’s findings
– adding to their knowledge if necessary. Try and cover the following areas:
Organisation
Equipment/weapons
Training and tactics
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Other skills (road-building, camp construction, etc.)
Look back at the map of the Roman Empire from History Task 7. Explain that the expansion
of the Roman empire was dependent on the skill of its generals and its highly-efficient
army. By conquering new territory, they were bringing more wealth and trade to the empire.
In Rome’s eyes, the conquered territories also benefitted from Roman influence. However,
not all people and countries were happy to have the Romans invading their lands.
In groups, ask the children to find out more about the Roman invasion of a country such as
Britain or France (Gaul). Provide prompts to help focus their research:
Which generals/emperors invaded? (e.g. Julius Caesar, Claudius, Hadrian)
Why did they invade? (The glory of military victory, plunder and riches, etc.)
When did they invade? Was there more than one invasion?
Who was living there at the time? (e.g. Celts, Scots, Picts, Gauls)
Was there opposition to invasion and Roman rule? (e.g. Boadicea, Vercingetorix)
What were the key battles? (e.g. Battle of Watling Street, Siege of Alesia)
If possible, provide a wide range of resources for the children to explore – such as labelled
maps, images (artefacts, illustrations, portraits), websites and books. These could be arranged
on separate tables for groups to visit in turn – with children making notes and sketches as
they discuss and compare the available resources. Depending on the time you have
available, groups could be focused on researching one specific personality (Claudius, Julius
Caesar, Boadicea, Vercingetorix), a key battle (Battle of Watling Street, Siege of Alesia) or
general theme (the Celts, the Gallic tribes).
Some useful websites for background information include:
bbc.co.uk/schools/primaryhistory/romans/invasion
The BBC Primary History website features a section on Roman invasion.
resources.woodlands-junior.kent.sch.uk/homework/Romans.html
Woodlands Junior School website provides excellent resources on the Romans in Britain.
historyonthenet.com/Romans/romansmain.htm
History on the Net provides an excellent and comprehensive set of resources, including a section
on the Roman invasion of Britain.
history.parkfieldict.co.uk/romans/roman-invasions
The Children’s British History Encyclopaedia provides useful information on the Roman invasion
of Britain and the resistance by Celtic tribes.
classicsunveiled.com/romeh/html/conquestgaul.html
Classics Unveiled provides an overview of Caesar’s campaigns in Gaul – useful as a starting
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The Great, The Bold And The Brave
point for further research.
The whole class could focus on one country – or groups could be assigned different
countries to research, providing greater opportunity for comparison during the Recording
activity.
Recording activity
Retell the story of invasion by asking the groups to take turns to present their findings. As
each group presents what they have learned, decide on how you can record this information
– perhaps using a timeline to highlight the people, places and events that played a
significant part in the Roman invasion. You could also use role-play to draw out the key
moments and earning to create your own dramatic retelling of the Roman invasion. Scenes
and scenarios might include:
Claudius or Caesar discussing plans with his legates (reasons for invasion)
Caesar reporting back to the senate (success/failure of his campaigns)
Roman interrogation of Celtic/Gallic prisoners (tribal way of life, social organisation, etc.)
Celtic or Gallic kings decide if they should surrender or fight
Soldiers debate why they should build Hadrian’s wall
Boadicea or Vercingetorix rouses their tribes ready for war
Stories around a camp fire (re-enactment or retellings of the great battles)
If groups have focused on different countries, then use this opportunity to compare the
different invasions, using your timelines to understand the chronology of the events and
note any patterns.
ICT link: Children to record the history of the Roman invasion and occupation using Google
Earth (earth.google.com). Children should select and find relevant images, then use the <add image overlay tool-> to pin their image and description to the map. Locations can be
saved to the ‘my places’ menu (by right-clicking). Tick these locations and then use the
‘sightseeing’ tour to visit each in turn.
Physical education link: Children can use drama and dance techniques to explore what it
was like to be a Roman soldier. Practise walking and marching in formation, use shield props
to create the famous Testudo (tortoise formation), the wedge and the square formation (use
an internet images search for diagrams). Create your own drama narrative – soldiers
marching, creeping up on an enemy, then charging, forming
up to defend themselves and so on, setting each piece to music to match the mood.
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Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Task 11
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.18 Be able to use dates and terms relating to the passing of time
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Research activity
Briefly recap what the children learned in the previous session, using your timeline to retell
the story of the Roman invasions. Explain that, in this task, the children will be finding out
about the impact of these invasions. There are three key questions:
How did life change for the Celts or Gauls?
What did the Romans leave behind?
Is there evidence today of the Roman invasion?
Based on the previous task, ask the children to think about the types of sources they could
use to find out the answers to these questions. Based on their ideas, allow time for groups
to perform their research. In addition to the websites in the previous task, some useful
online resources include:
britishmuseum.org
The British Museum has a searchable database of artefacts, which the children can explore.
caerleon.net/history/index.htm
The Caerleon website is dedicated to the history and archaeology of this village in Wales, which
was the site of a Roman legion fortress.
britain-magazine.com/features/history/roman-legacy
Britain Magazine features an informative article looking at the impact of Roman occupation on
the Celtic people of Britain.
primaryfacts.com/1260/what-did-the-romans-bring-to-britain/
Primary Facts offers a basic bullet-pointed list of the ideas, laws, inventions and foods that the
Romans brought to the countries they invaded – useful as a starting point for further
investigation.
historvius.com/roman-sites/pe91
Historvius is a full-searchable database of historic sites, featuring excellent images and maps
showing roman remains/architecture in modern-day France and Britain.
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Recording activity
Ask the children to imagine that they are Celts or Gauls. Debate the question: ‘what did the
Romans ever do for us?’ Explore the children’s ideas, prompting them to support their
opinions with evidence and facts. (If you wish, children could be divided into two groups –
with one group in favour of the Romans and one group against.) Children can also draw
on their learning from the previous task.
End the session by considering whether Roman occupation ultimately had a positive or a
negative outcome for the countries that had been invaded. The Romans termed their
occupation as the Pax Romana (‘The Peace of Rome’). Discuss the pros and cons of being
part of the empire, referring back to the whole-class debate.
Personal Goals
Communication
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Task 12
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.18 Be able to use dates and terms relating to the passing of time
Research activity
Historians believe that there wasn’t just one, but many contributing factors to the fall of the
Roman Empire. Provide groups with six or more cards, each one detailing a different theory
for the fall of the empire. The following site provides useful background material for this
task:
ancienthistory.about.com/od/fallofrome/tp/022509FallofRomeReasons.htm
The About.com Classical History section features an excellent overview of the fall of the Roman
Empire. (Note: this site does feature advertising.)
The cards can be tailored to suit the ability range of your children, but could feature the
following broad themes:
Attacks from tribes
Barbarian tribes from northern and central Europe raided towns and cities in Rome. In
AD 476 the last Roman emperor was overthrown by a tribal chieftain, Odovacar.
Lead poisoning
Most of the wealthy and influential Romans were killed off by lead poisoning. Only the
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rich could afford expensive lead pipes, which would bring water into their homes. Lead
was also used in cooking utensils and women’s make-up.
Bankruptcy
The Roman Empire was quickly running out of money. The government was forced to
raise taxes to support its army. Many emperors had wasted money on lavish parties and
building projects that glorified their name.
Poor leadership
Emperors were often chosen through bribery and corruption. From 192 AD to 313 AD
Rome had as many as 42 different emperors. Many were removed from office by
assassination.
Division of the empire
The Roman Empire was too large to be ruled by one emperor, so it had been split into
two parts (Eastern and Western). Many civil wars and rebellions occurred because of this
division.
Christianity
Emperor Constantine converted to the Christian faith. Eventually, Roman society
replaced its old gods with Christianity – a religion that believed in forgiveness rather
than aggression.
Poverty
There were not enough jobs for all the people of the empire. Many farmers lost their
lands because they could not compete with wealthy slave owners. The poor flooded into
the cities, and were forced to live in dangerous and crowded insula (Roman tower
blocks).
Talk through each of the cards as a whole-class. Then ask the children to work in their
groups to explore these reasons in more detail to decide which they think was the most
important factor in the fall of the Roman empire.
Children could create a mind map to help record their thoughts (or use mind-mapping
software – see ICT link). They may find using sticky notes helpful for this task, as they allow
children to quickly rearrange their thoughts and ideas as their discussion develops.
For each of the factors, children should think about the possible consequences. For
example, increased poverty might lead to an increase in crime and lawlessness. In turn that
might lead to more money being spent on protection and policing – which links up with the
factor of bankruptcy. Children should look for the links and repercussions caused by each of
the factors – their mind-map gradually becoming a web of interrelated ideas. If time allows,
children could perform additional research, using books and websites, to add further detail
to their mind-maps.
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Recording activity
Ask the children to imagine that they are researchers for a new documentary programme on
the Fall of the Roman Empire. They should use their mind maps to work through the
patterns and links that they have researched, and put forward an argument for the key
reason (or reasons) that they think their programme should focus on.
You can play the role of the show’s producer. (If you wish, another member of staff could be
the director). Invite each group to present their pitch to you. Ask questions to prompt the
children to defend their opinions and demonstrate their learning.
Afterwards, compare and contrast the groups’ proposals, and debate any differences of
opinion. Which proposal/pitch did the class think was the most compelling?
ICT link: Children can use mind-mapping software such as MindGenius (mindgenius.com),
iMindMap (thinkbuzan.com) or Open Mind (openmindsoftware.tk) to create their mind-maps
or to create a final mind-map based on their paper versions to present to the class.
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
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History Task 13
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.18 Be able to use dates and terms relating to the passing of time
Research activity
Look back at the mind-maps from the previous session. Remind the children of the different
factors that contributed to the fall of the Roman Empire. Explain that, as Rome’s power and
influence waned, its legions were forced to withdraw from many areas of its empire. This
meant that those lands were no longer protected and governed by Roman rule.
What do the children think the effects of this withdrawal might have on these areas? (They
could be more vulnerable to attack by other tribes and peoples. The conquered people
might try to regain their own power and independence again.) Look together at a map
showing the movement of tribes/people during and after the fall of the Roman Empire. A
good image is available on the following website:
en.wikipedia.org/wiki/Migration_Period
Wikipedia features an excellent map showing migration of tribes during the fall of the Roman
Empire.
Explain to the children that this period is often referred to as the ‘Dark Ages’ because not
much that was written about it has survived. Why might this be the case? (War and upheaval,
migration of different peoples , destruction of buildings and property, lack of literacy, etc.).
One country where we do have good accurate records and evidence is Britain.
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The children will be studying what happened when the Anglo-Saxons (Jutes, Angles and
Saxons) invaded and settled in Britain. Depending on your school’s setting and the resources
you have available, you may wish to adapt these tasks to focus on other invaders/settlers
relevant to your host country and/or another country (such as the Franks who invaded
and settled in France).
If children have already studied the Roman occupation of Britain (see History Task 10 and
11) then look back at the work that was completed. Otherwise, provide background
information (see The Big Picture) on the main events related to the Roman occupation in
Britain. Work together to add these to your whole-class timeline.
Once the Romans withdrew from Britain (AD 410), another group of people, the AngloSaxons, invaded. They arrived in ships from Germany, Holland and Denmark. Ask the children
to think about why these people might have decided to invade and settle in Britain. Work
together to create a set of possible ‘push’ and ‘pull’ factors for an Anglo-Saxon.
Also consider the types of things they might have brought with them. Children can draw on
their previous learning of the Romans and Greeks, and their influence on the countries that
they conquered. For example, as well as belongings (such as metals, clothing, coins, etc.)
they may also have brought new ideas and traditions (architecture, art and crafts,
religion, social organisation and so on). Explore the children’s ideas.
Explain that much of what we know of this period comes from the archaeological evidence
that was left behind. Tell the children the story of the Sutton Hoo discovery (see The Big
Picture). Provide groups with images of the treasures and objects that were found at the
burial site. Ask the children to study the images to see what they can learn about who was
buried there – and the society to which they belonged. The following websites are a good
source of images:
britishmuseum.org
The British Museum features excellent images of the Sutton Hoo treasures. Type ‘Sutton Hoo’
into the search engine to access resources, including a PowerPoint slideshow.
earlybritishkingdoms.com/kids/sutton_treasures.html
Early British Kingdoms provides good background information and a list of the treasures that
were found at Sutton Hoo. Some links include photographs.
While studying the images, prompt the children to think about:
Who do you think the objects belonged to?
What do they tell us about the people who made them?
What do you think their beliefs were about death and the afterlife?
Invite groups to share their ideas. From these, draw up a list of questions that the Sutton
Hoo burial has raised about the Anglo-Saxon people. Try and organise these into the
following broad categories:
Who? (Who were the Anglo-Saxons?)
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Why? (Why did they settle in Britain?)
When? (When did they arrive in Britain?)
Where? (Where did they come from? Where did they settle?)
How? (How did they live their lives? How do we know about them?)
What? (What did they wear? What did they believe in? What were their homes like?
What jobs did they do?)
(See The Big Picture for background information on the Anglo-Saxons)
The children can then use available resources to research the Anglo-Saxons in more detail.
Useful websites include:
anglosaxondiscovery.ashmolean.museum/index.html
The Ashmolean Museum has a helpful resource on the Anglo-Saxons. Although its presentation
is aimed at younger children, there is a lot of information on the site – clearly presented and
useful as a starting point.
primaryhomeworkhelp.co.uk/saxons.htm
Primary Homework Help provides informative answers to a series of questions about the AngloSaxons.
bbc.co.uk/schools/primaryhistory/anglo_saxons
The BBC Primary History website has an excellent section on the Anglo-Saxons, including videos
and images of artefacts.
Provide assistance as necessary to help the children focus on finding relevant information to
answer each of their questions. Also prompt them to record the types of artefacts that help
support their learning of Anglo-Saxon life.
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Recording activity
Groups can record their findings using a mind-map for each of the key question categories.
Based on what they have learned, ask the children to imagine that they are a team of
modern-day archaeologists who are excavating the site of an Anglo-Saxon village. In their
groups, the children should decide what their village might have looked like, and the
objects and clues the archaeologists might find there.
Prompt the children to consider the materials that would survive and those that would have
decayed/rotted away (such as clothing, wood, etc.). Children can make a list of objects they
think would have survived – and consider what the archaeologists would be able to learn
from them.
Based on their ideas, the children can make a labelled poster or an interactive resource (see
ICT link) of their Anglo-Saxon dig site, with drawings of the artefacts and a sentence
explaining what they tell us about Anglo-Saxon life.
Groups should study and evaluate each other’s displays. Talk about the difficulty of piecing
together the past solely from physical evidence.
Consider the questions that artefacts can answer and those they can’t. What other sources
might be useful to historians in learning about how people lived? (For example, written
sources.) Explore the children’s ideas.
ICT link: Children can create an interactive resource using presentation software such as
PowerPoint or Prezi (prezi.com). These programs allow you to import images, sound files and
text, then connect them using hyperlinks, hot spots and mouse-over actions.
Language Arts link: Read the Anglo-Saxon poem ‘The Ruin’, which describes a deserted
Roman town in Britain (thought to be Bath). A good translation can be found at
lifeloom.com/MLTruinpoem2.htm. Explain that the Anglo-Saxons didn’t choose to live in the
citiesand towns that the Romans built, so these places became abandoned. Look together at
an illustration of a Roman town. Imagine how it might have looked during the time of the
Anglo-Saxons - a crumbling ruin, overgrown and empty. Children can then write their own
poem, describing how it might feel to explore the ruins of the town.
Personal Goals
Adaptability
Communication
Cooperation
Enquiry
Thoughtfulness
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History Task 14
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.18 Be able to use dates and terms relating to the passing of time
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
Research activity
Write the word ‘Vikings’ on the whiteboard. Ask the children to help you mind-map what
they know (or think they know) about the Vikings. Explain that the word Viking means ‘pirate
or raider’ and was used to describe the tribes of people who came from Scandinavia. Look
together at a map and locate the three Scandinavian countries of Denmark, Sweden and
Norway. Ask the children to share what they know about these countries. What are they like
in terms of climate and geography?
Explain that, like the Anglo-Saxons, the Vikings also left their homelands to invade and
settle in other countries. They were mostly farmers who lived off the land – but they were
also good seafarers, and would spend part of each year travelling at sea in their longboats.
Some would raid and steal treasure – others were interested in finding better land for
farming or goods that they could trade.
Britain was one of the countries that the Vikings chose to invade. (Others include Germany,
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France, Spain and the Netherlands.) Provide groups with a selection of cards, each outlining
a reason why the Vikings might have chosen to leave their homeland and travel to Britain.
Examples might include:
There are too many people in Scandinavia. Land is scarce.
The Saxon kings and monasteries in Britain have many treasures.
Britain has good land for farming. Our land is rocky and covered in forest.
The Saxons might have goods and resources we need. We can trade.
Only the eldest son can inherit the family farm. Younger sons have to go and find their
own land.
We are strong warriors. We should prove our strength by fighting others.
We should explore and discover new places.
Ask the groups to discuss each statement and sort them in an order of priority from the most
compelling argument to leave their lands to the least compelling. Groups can share their
lists afterwards. Discuss any differences of opinion. Consider the reasons that would appeal
most to a farmer – and those that might have more appeal to a raider/pirate.
Explain that the first Vikings came to England in 793 AD and raided towns and monasteries.
(Most of the Anglo-Saxons had converted to Christianity at this time.) The Vikings chose
monasteries because they were easy targets. The Christian monks were unarmed and had a
lot of treasure (gold, gems, bibles, chalices, crucifixes, etc.). The monks kept records of these
events; which are our only written records from this period in England’s history.
Ask the children to consider what the Anglo-Saxons would have thought of these Viking
invaders. How might the Vikings have been portrayed in the records of the time? Explore
the children’s ideas.
Later, Vikings came to settle in Britain, moving with their families and all their belongings to
start a new life. Again, ask the children for their opinions on how the Anglo-Saxons might
have reacted to the Vikings landing and settling on their shores?
Ask the children to imagine that they are Anglo-Saxon spies! Their village has sent them to
spy on a neighbouring settlement of Vikings to find out what these strange and fierce
barbarians are really like.
Briefly recap what the children have learned about Anglo-Saxon life (see previous task).
They are going to be comparing this to the Viking way of life.
Provide resources for the children to conduct their research. Some useful websites include:
bbc.co.uk/schools/primaryhistory/vikings
The BBC Primary History website offers an excellent section on the Vikings, with links to images,
artefacts and videos.
youtube.com/watch?v=zMzYj0PsKWs
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YouTube hosts this video which takes a look at the artefacts and exhibits at the Yorvik Centre
in York.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the
‘safety’ tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’
option, then click ‘save’)
resources.woodlands-junior.kent.sch.uk/homework/vikingsax.html
The Woodlands Junior School website features a good overview of the Vikings and their life in
Britain.
britishmuseum.org/explore/online_tours/europe/the_vikings/the_vikings.aspx
The British Museum website has a gallery of Viking artefacts for children to explore.
Provide assistance as necessary to help the children focus their research and make informed
comparisons.
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Recording activity
The children can present their work in a number of ways. Some suggestions include:
A comparison table – children can compare different areas of daily life (clothing,
buildings, crafts and trade, weapons and armour, beliefs and religion, etc.) using a table
format.
Role-play report – the children can imagine they are spies returning from their mission.
They could create an oral presentation, explaining what they have learned on their trip
– and comparing it with their own (Anglo-Saxon) way of life.
A narrative retelling – children could write about (and illustrate) their adventure,
recounting what happened and what they learned
Allow time for children to share their work. Consider the similarities and differences
between the Vikings and the Anglo-Saxons. Although they were enemies and often fighting
over land and resources, do the children think they were really that different?
Language Arts link: Children can create their own accounts of a Viking raid on a monastery
– one told by an Anglo-Saxon and one told by a Viking. They will need to consider how the
two sides would have seen the event differently. Why would the Vikings not care that the
monastery was an important religious place to the Saxons? (They believed in their own
Norse gods.)
Geography link: The place names of the towns and villages in England reflect the mixture of
people who invaded and settled there. Children can study maps and label their own version,
using a key and colour-coding to highlight the Celtic, Roman, Anglo-Saxon and
Viking settlements. (For more information visit: bsswebsite.me.uk and navigate to ‘a short
history of UK place names’.). Explore any patterns
and what place names can tell us about the migrations and history of Britain during this
period.
Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
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History Task 15
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
Research activity
Tell the children that they are going to be learning about an important Anglo-Saxon king. He
was born in 849 AD and was alive at the time of Viking invasions and settlement. His name
was Alfred and is often referred to as ‘Alfred the Great’ – the only English monarch to have
the title ‘the Great’.
In groups, ask the children to imagine they are Anglo-Saxons living in England. Using what
they have already learned about life at the time,challenge them to create a job description
for what they would consider a good king. Prompt them to consider the types of skills and
traits that a king would need (you could ask the children to think about their own
Personal Goals in relation to this) and the types of things he might introduce in order to be
considered ‘great’ by his people. Groups can then present and
compare their job descriptions.
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Provide the children with some background information on Alfred the Great. If possible,
view the following introductory video:
bbc.co.uk/schools/primaryhistory/anglo_saxons/alfred_the_great
The BBC Primary History site features a short video focusing on Alfred’s education and how this
helped him to become a great king and leader.
Alfred achieved many things during his reign. In order to consider the impact Alfred the
Great had on the people of England, provide groups with one or more of the following to
research in more detail:
Alfred’s early life and family, (Alfred’s father was king of Wessex. He learned to read
from his mother. His older brothers had each been king before him. When he was four
he met the Pope in Rome.)
The Danish/Viking leader, Guthrum, (Led the Viking forces against Alfred. When he was
defeated, Guthrum had to convert to Christianity – which had become the religion of
the Saxons.)
The Danelaw, (the land that was given to the Vikings)
The ‘Burhs’, (fortified towns with their own defence force)
The English Navy (Alfred built a new and improved navy to fight Viking raiders)
The Anglo-Saxon Chronicle (Alfred told the Christian monks to write a history of the
period)
Law and education (Alfred set up the Witan council and the Law Code.)
Provide access to books, internet and tailored resources to help the children find
information relevant to their investigation. Some useful websites include:
en.wikipedia.org/wiki/Alfred_the_Great
Wikipedia provides a detailed biography of Alfred the Great and his achievements – useful for
your own background information and preparation of resources.
ducksters.com/history/middle_ages/alfred_the_great.php
Ducksters features a biography of Alfred the Great, with a focus on his battles and victory over
the Danish ruler, Guthrum.
bbc.co.uk/schools/primaryhistory/anglo_saxons/alfred_the_great/
The BBC Primary History website provides a basic overview of Alfred the Great and also features
a video explaining the importance of the Anglo-Saxon Chronicle.
history.com/topics/middle-ages/videos/dark-ages-barbariansii-the-saxons---alfred
The History Channel features an excellent documentary explaining how Alfred fought
successfully against the Viking invaders.
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theschoolrun.com/homework-help/alfred-the-great
The School Run features a biography, timeline, facts and an image gallery to support a study of
Alfred the Great.
Recording activity
In their groups, challenge the children to create their own ‘this is your life’ chat show for
Alfred the Great. They should imagine that they are able to meet Alfred the Great at the end
of his life, and have opportunity to talk to him and share the highs and lows of his life.
Children can use what they have learned to help develop their role-play. This could take the
format of a Q & A interview or could be more creative, bringing in other characters, objects
and/or historical re-enactments to add interest – especially for an audience of AngloSaxons!
Invite groups to share their role-plays. Afterwards discuss as a whole class what you have
learned about Alfred the Great. Work together to create a whole-class list of his
achievements. Prompt the children to think about the changes he brought to England, his
reasons for doing so, and the outcome of those changes. Do the children think he deserved
the title ‘The Great’?
Personal Goals
Communication
Enquiry
Thoughtfulness
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History Task 16
Learning Goals
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.17 Be able to place the events, people and changes in the periods they have studied into a
chronological framework
3.18 Be able to use dates and terms relating to the passing of time
3.20 Understand how some aspects of the past have been represented and interpreted in different
ways
3.21 Understand that historical sources can be different from and contradict one another and that
they reflect their context of time, place and viewpoint
Research activity
Using a whole-class timeline, recap what the children learned about Alfred the Great (see
previous task). Look together at images of the Bayeux Tapestry – focusing on the scenes of
the Normans sailing in their warships, the Norman charge on their warhorses and the Battle
of Hastings. (A good source of images can be accessed at:
bayeuxtapestry.org.uk/bayeux20.htm)
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Ask the children to explore the images and consider:
What can we see on the tapestry?
What type of event is the tapestry telling us about?
Why do you think it was made?
Who do you think is being shown on the tapestry?
Explore the children’s responses. They may assume the tapestry is showing another Viking
invasion. Explain that the Bayeux Tapestry was created after a very famous battle that
occurred in 1066 – The Battle of Hastings. Add this to your timeline.
Tell the children that, in the years between Alfred’s death and 1066 there was still much
tension and fighting between the Saxons and the Vikings. The children are going to learn
about some of the key battles in this period – and the significance of the Battle of Hastings.
Divide the class into groups and assign an equal number of groups to research each of the
following battles:
The Battle of Brunaburh (Alfred’s grandson Athelred defeats the Vikings and takes over
Danelaw)
The Battle of Maldon (A small Anglo-Saxon army defend England from a Viking raiding
party)
The Battle of Stamford Bridge (The Saxon king Harold defeats the Danish King Harald
Hardrada)
The Battle of Hastings (Harold and the Saxon army are defeated by the Normans. Saxon
rule ends)
Provide the following research template for the children to organise their findings. Explain
that their challenge is to find out:
Who was involved with the event/battle – who were the key players?
Where did the event/battle take place?
What events led up to the battle?
What happened afterwards as a result of the battle?
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Provide a selection of resources (maps, images and bookmarked websites) for the children
to conduct their research. Provide assistance as necessary to help the children understand
and organise their findings – and make links between the cause and effect of the battle
they are studying.
Some useful websites include:
resources.woodlands-junior.kent.sch.uk/homework/bt.html
The Woodlands Junior School website provides useful information on the Norman invasion, the
Battle of Hastings and the Battle of Stamford Bridge.
news.bbc.co.uk/dna/place-lancashire/plain/A3483029
A BBC News research article on the Battle of Brunaburh, providing an excellent overview of the
who, why, when and where of the event.
academickids.com/encyclopedia/index.php/Battle_of_Maldon
Academic Kids offers an overview of the events of the Battle of Maldon as told in the poem of
the same name.
battleofmaldon.org.uk
The Battle of Maldon website features background information and a map of the battle site.
(Note: this site does feature advertising.)
historylearningsite.co.uk/edward_the_confessor.htm
The History Learning Site features biographies of Edward the Confessor (whose lack of heir led
to the Norman and Viking invasions) and William the Conqueror.
www.battlefieldstrust.com
The Battlefields Trust website provides information on all of the battles, with links to maps of
each of the battle sites.
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The Great, The Bold And The Brave
Recording activity
Once the groups have had time to research their event, ask them to briefly join up with the
other groups who have studied the same event:
Allow time for groups to share their findings – and help each other to clarify facts .If you
wish, children could work together to create their own reenactment of the battle using
diagrams, models or role-play. Afterwards, allow time for each set of groups to present their
battle to the rest of the class. These should be retold in chronological order from the Battle
of Brunaburh to the Battle of Hastings. Encourage children to ask
questions and to think about any links (where appropriate) between events. For example, if
Edward the Confessor had produced an heir would the Battle of Stamford Bridge and the
Battle of Hastings ever have happened? Would the Saxons have beaten William and the
Normans at Hastings if they hadn’t had to fight off the Vikings at Stamford Bridge?
Work together to add dates and events to a whole-class timeline. The Battle of Hastings was
the last time invaders conquered Britain. Look back at your timeline and the many conflicts
and events that have occurred in Britain throughout this period of invasion and settlement.
If children studied a different country in History Task 10 (such as Gaul or your host country),
you could look at events from that investigation and add these to the timeline, to compare
and contrast.
Ask the children to discuss the significance of some of these events. How has invasion,
settlement and conflict shaped the history of the country/or countries you have studied?
Work together to pin point the key moments of change. For example, Roman occupation,
Roman withdrawal, Viking invasions, Edward the Confessor’s lack of heir, and so on.
Britain is just one example of the many countries in Europe and the wider world who were
being invaded and settled during this turbulent period. End the session by considering
events and conflicts that have shaped your host country or the children’s home countries.
What were the causes and effects of these events? What is different as a result?
(See the Art Extension Task for suggestions on how this task can be further developed.)
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The Great, The Bold And The Brave
Personal Goals
Communication
Cooperation
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
History Extension Task
Learning Goals
3.01 Know that the study of history is concerned with the past in relation to the present
3.02 Know about the characteristic features of particular periods and societies
3.06 Know about the ideas, beliefs, attitudes and experiences of people in the past
3.07 Know about the social, cultural, religious and ethnic diversity of the periods studied
3.08 Know the terms associated with the periods they have studied
3.09 Be able to enquire into historical issues and their effects on people’-s lives
3.10 Be able to find out about aspects of the past from a range of sources
3.11 Be able to describe and identify reasons for and results of historical events, situations, and
changes in the periods they have studied
3.12 Be able to describe and make links between the main events, situations and changes both
within and across periods
3.14 Be able to describe how the history of one country affects that of another
3.15 Be able to ask and answer questions about the past
3.16 Be able to select and record information relevant to an historical topic
3.18 Be able to use dates and terms relating to the passing of time
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The Great, The Bold And The Brave
Extension activity
Children could extend their work by choosing a theme to explore in more detail.
For example:
Crime and punishment (e.g. laws, courts, methods of punishment, oaths)
Religion (e.g. gods and goddesses, myths, temples, worship, Christianity)
Death and burial (e.g. tombs, belongings, belief in an after-life)
Sports and entertainment (e.g. Olympic Games, Gladiators, Chariot racing, etc.)
Troops and tactics (e.g. army organisation, weapons, tactics, famous battles)
Children should study two or three civilisations/cultures (e.g. Greeks, Romans and
Anglo- Saxons) so that they can compare and contrast their chosen theme. At the end of the
unit, children can present their findings orally or through a mini-display. As a whole-class
talk about what the cultures have in common – and what sets them apart from each other.
Personal Goals
Adaptability
Communication
Enquiry
Thoughtfulness
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The Great, The Bold And The Brave
Music Learning Goals
Children will:
3.01 Know that the study of music is concerned with musical expression and communication
3.03 Be able to sing songs in unison and in two parts
3.04 Be able to play tuned and untuned instruments with control and rhythmical accuracy
3.05 Be able to perform as part of an ensemble
3.06 Be able to perform with an awareness of audience
3.07 Be able to compose musical pieces combining musical elements within a structure
3.09 Be able to listen attentively with attention to detail
3.10 Be able to make judgements about pieces of music, showing understanding, appreciation,
respect and enjoyment as appropriate
3.11 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
3.12 Understand that musicians use music to express emotions and experiences
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The Great, The Bold And The Brave
Music Task
Learning Goals
3.01 Know that the study of music is concerned with musical expression and communication
3.03 Be able to sing songs in unison and in two parts
3.05 Be able to perform as part of an ensemble
3.06 Be able to perform with an awareness of audience
3.07 Be able to compose musical pieces combining musical elements within a structure
3.09 Be able to listen attentively with attention to detail
3.10 Be able to make judgements about pieces of music, showing understanding, appreciation,
respect and enjoyment as appropriate
3.11 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
3.12 Understand that musicians use music to express emotions and experiences
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The Great, The Bold And The Brave
Research activity
Remind the children of what they learned about the Greek theatre and the performances
that they created. Explain that they are going to be extending this work by exploring the
role of the chorus in Greek theatre and developing an understanding of the history of music.
The Greek chorus would be a group of players who would act as the link between the
audience and the actors. They would describe and narrate scenes and also comment on the
characters’ actions, thoughts and feelings. In Greek theatre, scenes of violence (such as
battles) were never shown. Instead the chorus would describe or sing about the event.
Occasionally, the chorus would also move, forming part of a scene (perhaps a troop
of warriors, a crowd of onlookers, even becoming scenery if required).
Some useful online resources to support your planning, might include:
nationaltheatre.org.uk/video/antigone-the-ancient-greek-chorus
The National Theatre website features a number of videos on Greek theatre, including this
example of a Greek chorus. (Note: this production does not include singing.)
youtube.com/watch?v=8ppfsDlWdIE
YouTube hosts this video showing modern-day examples of Greek chorus in theatre and
entertainment.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the
‘safety’ tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’
option, then click ‘save’)
Choose one of the Greek myths that the children may already be familiar with (such as The
Odyssey or Theseus and the Minotaur). Work together to outline the main scenes,
highlighting what happens in each scene and which characters are involved. Once the
scenes are developed, start to consider the mood of each scene. Explore some initial
adjectives to help create a feeling for how the scene might be presented to an audience.
Divide the class into groups and assign a scene to each group. Explain that they are going to
be writing their own song to perform as a chorus to describe what is happening in their
scene or describing a character/ emotion. Groups should begin by writing out their scene
(based on the whole-class outline) and exploring words and phrases that relate to the mood,
setting and/or characters they want to explore. These could be recorded as a list or mindmap.
Once the children have mapped out their scene, they can start to consider a melody for
their piece. The best method for teaching melody is to get the children to listen to a melody
that they are already familiar with – humming and/or clapping to the beat. Provide lyric
sheets for your chosen song, so that the children can see how the words fit to the music.
Once they have the rhythm, the children can start to link their own words and phrases to the
melody, adapting as necessary to fit their ideas. By the end of the Research session, children
should have a set of lyrics that they can take forward into the Recording activity.
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The Great, The Bold And The Brave
Recording activity
After the groups have developed their lyrics, ask them to forget the original melody of the
song they used for inspiration and instead, think of ways they can adapt and perform the
lyrics that they have written into a differentsounding song.
If you wish, children could use their own graphical notation system to record their
compositions. These should demonstrate adequate use of symbols and structure to describe
their music.
Groups should rehearse their compositions, exploring pitch, volume and tone, and assigning
parts to solo and group performance. They should also think about how they will present
their piece – exploring movement and body positions to further convey the action and
mood of their piece.
Once complete, the class can perform their pieces in turn – the whole performance
gradually retelling their myth or legend through song and movement.
Personal Goals
Adaptability
Communication
Cooperation
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The Great, The Bold And The Brave
Music Extension Task
Learning Goals
3.01 Know that the study of music is concerned with musical expression and communication
3.04 Be able to play tuned and untuned instruments with control and rhythmical accuracy
3.05 Be able to perform as part of an ensemble
3.07 Be able to compose musical pieces combining musical elements within a structure
3.09 Be able to listen attentively with attention to detail
3.10 Be able to make judgements about pieces of music, showing understanding, appreciation,
respect and enjoyment as appropriate
3.11 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
3.12 Understand that musicians use music to express emotions and experiences
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The Great, The Bold And The Brave
Extension activity
Introduce the children to Holst’s The Planets Suite. Each of its seven movements are
named after a planet in our solar system. Holt was a keen astrologer and was fascinated by
the possible influence of the planets (and other heavenly bodies) on our lives. He
based each movement on what astrologers thought about the planets and their
associated Roman God.
Listen to two or three examples – and compare and contrast the composer’s approach
to each of the movements. For example, Mars (the God of War) has a militaristic
marchingstyle theme, whereas Venus (Goddess of Peace) features softer, gentler melodies.
Assign a different Roman or Greek god to each group. Challenge the children to
compose their own piece that will explore the character of their god. Children can use
tuned and untuned instruments, or compose their piece using a music program such as
Music Ace (harmonicvision.com) or Apple Garageband (apple.com/ilife/garageband).
When creating their pieces, children should experiment and explore different musical
techniques to help add interest to their music – such as pitch, tempo, repetition and
harmony. If using pitched instruments, children can score their music using staff
notation. Children may need to revisit the use of note durations, rests and dynamics when
writing their music.
Useful online resources include:
gorhamschools.org/~janellem/NOTATION%20GAMES.html
Gorham Schools website has links to a selection of interactive games to teach children about
notation and scoring.
makingmusicfun.net
Making Music Fun provides printable worksheets, practice charts and musical scores for use in
the classroom.
Once completed, the music can be recorded and played to the class. After each piece,
the groups can talk about their approach and interpretation of the character they were
given.
Personal Goals
Communication
Cooperation
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The Great, The Bold And The Brave
Art Learning Goals
Children will:
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.02 Know how artists, craftspeople and designers from a variety of traditions - including those of
their home country and the host country - use materials, forms and techniques to express their
emotions, observations and experiences
3.03 Be able to use a wide variety of materials, forms and techniques to express their emotions,
observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.06 Be able to make judgements about works of art, showing understanding, appreciation, respect
and enjoyment as appropriate
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
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The Great, The Bold And The Brave
Art Task 1
Learning Goals
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.02 Know how artists, craftspeople and designers from a variety of traditions - including those of
their home country and the host country - use materials, forms and techniques to express their
emotions, observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.06 Be able to make judgements about works of art, showing understanding, appreciation, respect
and enjoyment as appropriate
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
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The Great, The Bold And The Brave
Research activity
Explain to the children that they are going to be working towards producing their own piece
of artwork in a Greek or Roman style. For this task, children will be researching their chosen
civilisation, and collecting both visual andhistorical information in their sketchbooks to help
them understand the purpose, techniques and materials used by Greek or Roman artists.
Children can research this independently using books and websites, or you could provide a
selection of captioned/labelled images for the children to study and respond to. Useful
websites include:
britishmuseum.org
The British Museum has a searchable database of artefacts, which the children can explore.
ducksters.com/history/art
Ducksters features a helpful section on art history, with sections on Greek and Roman art and
artists. (Note: this site does feature advertising.)
slideshare.net/dbk87/greek-and-roman-art-history
Slideshare hosts a useful slideshow looking at the different styles and periods of Greek and
Roman art.
Prompt the children to think about:
What different examples of Greek/Roman art still exist? Pottery (beakers, cups, urns),
sculptures (portraits, statues, busts), architecture (buildings, frescos, mosaics, friezes)
What was its purpose? (Celebrating important events and people; retelling legends and
myths, etc.)
What does the artwork tell us about life in Ancient Greece or Rome?
What materials did Greek/Roman artists use? (e.g. clay, stone, coloured pigments)
How did Greek/Roman artists use shape, space, texture and colour?
What different art periods are there? (e.g. Archaic, Classical, Hellenistic)
Are there any famous artists and sculptors? (e.g. Skopas, Myron, Polygnotos)
What examples do we like the most/least?
How might your learning influence your own piece of art?
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The Great, The Bold And The Brave
Recording activity
Children should use their sketchbooks to record their learning. This could comprise:
Labelled sketches of Greek/Roman artwork they like
Notes on materials, styles and techniques
Information on famous artists from the period
Their own record of experiments to replicate and explore the artwork they have studied
Ultimately, their sketchbooks should communicate their journey from open investigation
into a more focused study of one particular area of Greek or Roman art (such as pottery,
sculpture, mosaic, jewellery, etc.).
Invite children to share their sketchbooks and talk about what they have learned. This could
be done as a whole-class discussion, or children could share their learning in small groups.
Children may wish to perform additional research and recording in their own time,
collecting further reference material in preparation for the next session.
Personal Goals
Adaptability
Communication
Enquiry
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The Great, The Bold And The Brave
Art Task 2
Learning Goals
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.03 Be able to use a wide variety of materials, forms and techniques to express their emotions,
observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
Research activity
Using their research and sketches from the previous session, children can plan a design for
their own piece of artwork, incorporating what they have learned. The children could
choose the theme of the piece themselves or a selection of themes could be provided. For
example:
An important sporting event (e.g. the Olympic Games, the Coliseum, etc.)
An important battle/victory (e.g. the battle of Thermopylae, the battle of Salamis, etc.)
Myths and legends (e.g. Romulus and Remus, the Odyssey, etc.)
A famous person (e.g. a Roman emperor, Alexander the Great, Leonidas of Sparta, etc.)
Children may need to research (or revisit previous work) in order to find out more about
their theme – and how they might interpret it into a piece of Greek or Roman style art.
Based on their ideas and research, children can create a final labelled sketch of their
proposed work.
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The Great, The Bold And The Brave
Recording activity
Children should create their artwork, choosing colours, materials and techniques appropriate
to their chosen style. They should be able to make informed decisions based on their
research – and understand the effect and message that the artists were originally intending
for their work, and how they might achieve the same.
For example, when creating a mosaic, Roman artists would have used coloured stones
(rather than paint) and therefore focused on natural colours. Most mosaics would feature just
two or three different colours; the background created from white/paler stone to provide
contrast. The Romans were very adept at using subtle shades of colour to add shading and
highlights to their figures. The children will need to consider their choice of tile material
and ensure that they are combining colours effectively to give their scenes a threedimensional effect. Again,sketchbook experiments will help the children to refine their
techniques.
When it comes to pottery, Greek potters would often use the coil method – taking lengths
of rolled-up clay and then coil them on top of each other to build up the shape. Once the
shape was crafted, the sides would be smoothed down – before decorating/painting.
Children could experiment by creating a smaller version before moving onto their final
piece.
When sculpting busts children will need to consider how to create a support and base for
their work. One idea is to have a wooden base with a dowel inthe centre. Take balled up
newspaper and tape it around the dowel to buildup a head shape. Then apply the clay on
top of the newspaper, sculpting features once the newspaper has been covered.
Alternatively, children could create a wire frame for their art and apply newspaper around it.
Once dry, the clay can be painted in natural colours to look like marble.
Once complete, set up a ‘museum gallery’ for the children to display their final pieces.
These can be captioned with a description by the artists, explaining to the viewer something
about the piece.
Allow time for the class to view each other’s work and comment on their favourite pieces.
Individuals can be asked to talk about their pieces, explaining their journey from initial
research to the final artwork – and the things they would change if they were able to repeat
the task.
The gallery could be photographed and turned into a virtual museum for other classes to
explore. (See ICT link.)
ICT link: Children can import photos into presentation software such as HyperStudio
(mackiev.com/hyperstudio/index.html), PhotoStory (microsoft-photo-story.en.softonic.com)
or PowerPoint (microsoft.com) and create their own virtual museum tour using
links, narration and transition effects.
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The Great, The Bold And The Brave
Personal Goals
Adaptability
Communication
Thoughtfulness
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The Great, The Bold And The Brave
Art Extension Task
Learning Goals
3.01 Know that the study of art is concerned with visual and tactile expression and communication
3.03 Be able to use a wide variety of materials, forms and techniques to express their emotions,
observations and experiences
3.04 Be able to communicate through visual and tactile forms
3.07 Be able to consider works of art in terms of meaning, design, materials, technique, place and
time
Extension activity
Remind the children of the work they completed in History Task 16. Look back at images of
the Bayeux Tapestry and talk about how the story of the Battle of Hastings has
been portrayed.
Tell the children that they are going to be creating their own ‘Bayeux Tapestry’ to create a
timeline of the events that they have studied over the course of this unit. These
events could include your learning from the Greek and Roman sections, or focus on the
events explored in History Task 16 (the fall of the Anglo-Saxons in England).
Assign a scene/event to each child. Allow time for them to think about how their scene
could be portrayed using fabric/collage. Demonstrate some techniques such as
stitching, layering (gluing or stitching one fabric on top of another) and quilting fabric
(adding padding between two fabrics and then stitching).
Provide a range of fabrics and other collage materials for the children to explore. Let
them choose their materials and then create their own scene based on the event they have
been given. Provide appropriate reference material as necessary, to help with ideas for
costume and other details.
Once completed, the scenes can be displayed together to create an exciting ‘timeline’
of events to retell the history of the cultures/civilisations you have been studying.
Personal Goals
Adaptability
Communication
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The Great, The Bold And The Brave
International Learning Goals
Children will:
3.03 Know about ways in which the lives of people in the countries they have studied affect each
other
3.04 Know about similarities and differences between the lives of people in different countries
3.05 Be able to explain how the lives of people in one country or group are affected by the
activities of other countries or groups
3.07 Understand that there is value both in the similarities and the differences between different
countries
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The Great, The Bold And The Brave
International Task
Learning Goals
3.03 Know about ways in which the lives of people in the countries they have studied affect each
other
3.04 Know about similarities and differences between the lives of people in different countries
3.05 Be able to explain how the lives of people in one country or group are affected by the
activities of other countries or groups
3.07 Understand that there is value both in the similarities and the differences between different
countries
Research activity
In pairs or small groups, ask the children to use books and the internet to find out about the
movements and impact of a past civilisation/culture in relation to either their host country,
their home country or another country that they haven’t already studied. This could be
focused on the Greeks, Romans, Vikings or another cultural group relevant to this time
period, such as the Franks, Vandals or Goths.
They should find out about:
The extent to which the civilisation/s spread throughout their chosen country
The main ideas, technology or social organisation of the civilisation which were spread
When and how the civilisation had an impact on their chosen country
The trade of ideas, customs and goods that happened when the two cultures met
Both the positive and negative impacts of the invasion/movement
How aspects of the civilisation remain to influence present day society
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The Great, The Bold And The Brave
Recording activity
Ask the children to debate whether they think the movement of people/ideas was
ultimately a positive or a negative action for the country they have studied.
Children can begin by talking through their ideas with a partner, before joining up into
bigger groups to debate the pros and cons of invasion/ migration by a classical culture.
Prompt them to draw conclusions. For example:
Is there a strong case for suggesting that invasion/migration was crucial for spreading
ideas and culture?
Does one country/culture have a right to impose their identity on another?
Is it important for a country to protect its national identity?
The children’s responses can be recorded and used to support the following International
Extension Task.
Personal Goals
Communication
Enquiry
Morality
Thoughtfulness
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The Great, The Bold And The Brave
International Extension Task
Learning Goals
3.03 Know about ways in which the lives of people in the countries they have studied affect each
other
3.04 Know about similarities and differences between the lives of people in different countries
3.05 Be able to explain how the lives of people in one country or group are affected by the
activities of other countries or groups
3.07 Understand that there is value both in the similarities and the differences between different
countries
Extension activity
Throughout the course of this unit, the children have been studying the movement of
peoples – and what happens to places when new ideas and cultures are introduced.
Ask the children to think about their local area. What evidence is there of different
cultures – such as food, language, signs, religion, architecture, music, dress and so on.
Consider ways in which the local and school community represents a positive example of
different people and cultures coming together and working together.
In groups, ask the children to list all the reasons why someone (an individual or group)
might move or be displaced. (Prompt them to think of examples from their work during
this unit.) Explore these as a whole-class. Define the word ‘migrant’ (someone who
chooses to move) and ‘refugee’ (someone who is forced to move). If you wish, children could
watch one of the following videos where child refuges talk about their experiences and why
they were forced to move:
redcross.org.uk/What-we-do/Refugee-services/Refugees-true-stories
The British Red Cross website hosts a number of video diaries in which refugees talk about
their experiences.
youtube.com/watch?v=2N3ndNyuU2k
YouTube hosts this Teachers TV documentary, interviewing eight child refugees who are now
living in the UK.
(To watch a YouTube video in safe mode, scroll to the bottom of the page and click on the
‘safety’ tab which brings up the ‘Safety mode’ information. Under this section, select the ‘on’
option, then click ‘save’)
Consider any modern-day examples where conflict or natural disasters has led to the
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The Great, The Bold And The Brave
forced movement of people. The following websites provide a useful source of up-todate information:
unhcr.org
The UN Refugee Agency website has resources, news stories, videos and photo galleries,
charting international aid efforts across the world.
theirc.org
The International Rescue Committee website works in over 40 different countries, providing aid
for those affected by war or natural disasters.
migrationpolicy.org
The Migration Policy Institute provides news, analysis and other resources about migration
around the world.
actionaid.org
The Action Aid website has a good news and media section with up-to-date articles on world
events that would influence the migration of people.
Explore what the children already know about these events. Make parallels with some of the
events and peoples you have studied over the course of this unit.
End the session by asking the children to consider if border control is necessary and
important. Should people be allowed to move freely? What are the positive and
negatives outcomes for a country? Children can use their learning from the previous task to
help support their opinions – and also compare and contrast modern-day migration with
the migrations of peoples and cultures in the past.
Personal Goals
Adaptability
Enquiry
Morality
Respect
Thoughtfulness
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The Great, The Bold And The Brave
The Exit Point
Plan and set up a whole-class exhibition, to share your children’s learning with other classes and/or
families and friends. The children should view the exhibition as an opportunity to promote the
achievements of each civilisation – and the effects of expansion and invasion.
Children should be able to draw on the work they have already completed to create an exciting and
interactive exhibition. Ideas might include:
Building models – groups could revisit their original models from the entry point and spend time
improving them – adding extra details, models, figures and so on. These could form the basis for a
museum display on Greek and Roman architecture
Greek theatre production – combine acting with your choral performances to retell a Greek myth or
legend
Art gallery – children can display their Greek and Roman art or allow visitors to explore the
interactive versions on computer
Timeline – improve your whole-class timeline with images and extra facts. This canbe displayed
around the room, leading the visitors from one exhibit/section to the next
An archaeological dig – children could create objects/artefacts (or use images) and bury them in trays
of sand/soil for other children to ‘excavate’ and discover.
Tapestry – display your ‘Bayeux Tapestry’ showing the events from Alfred the Great to the Norman
Conquest. Create an ‘eye spy’ activity for visitors to try and spot various details in the tapestry
Written work – over the course of the unit, children will have completed many different examples of
written work, from estate agent brochures to teenage magazines on Alexander the Great. Work
together to provide background information to help visitors understand the context for these
activities.
Drama presentations – visitors can access videos of the various drama activities completed during
this unit – or groups could perform these live to an audience
Encourage the children to think about how they will present and organise their information (for example,
separate sections for Greek, Roman, Anglo-Saxon/Viking history) and how an audience will be guided
through the exhibits and presentations. Also consider the ultimate aim of the exhibition and what
message you want an audience to take away with them.
(For example: To show how our modern-day world has been shaped by classical civilisations and cultures.)
Children should consider how this message can be highlighted and communicated to the audience. For
example:
‘Did you know?’ thought bubbles next to each exhibit providing important facts related to the impact
of the achievement/event
‘What would have happened if…’ scenarios (if an event or victory had never happened)
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The Great, The Bold And The Brave
‘Then’ and ‘now’ visual aids to draw comparisons between the modern day and the classical period.
Provide opportunity for guest feedback at the end of the exhibition to help the children to evaluate the
effectiveness of their exhibition and how it might have been improved.
he IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please visit our Facebook
page at https://www.facebook.com/InternationalPrimaryCurriculum, tweet @The_IPC or email
[email protected].
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The Great, The Bold And The Brave
Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
Computers with internet access
Books, posters, DVDs and other resources related to Ancient Greece, Ancient Rome,
Roman Britain, Anglo-Saxons and Vikings
Maps and globes
Art and collage materials
Tuned and untuned instruments (optional)
Video camera/digital camera (optional)
Mind-mapping software such as MindGenius (www.mindgenius. com), iMindMap
(www.thinkbuzan.com) or Open Mind (http://openmindsoftware.tk/)
Presentation software such as Prezi (https://prezi.com/), Windows Movie Maker
(www.windows-movie-maker.org/), PowerPoint (http://office.microsoft.com) or
Inspiration (www.inspiration.com/ Inspiration)
Desk-top publishing software such as such as Microsoft Publisher (www.microsoft.com),
PagePlus (www.serif.com) or Adobe Page Maker (www.adobe.com)
Links
http://news.bbc.co.uk/dna/place-lancashire/plain/A3483029
A BBC News research article on the Battle of Brunaburh, providing an excellent overview of
the who, why, when and where of the event
http://home.freeuk.net/elloughton13/episode1.htm
A Primary School website with simple but informative comparisons between different
people living in Sparta and Athens
http://www.academickids.com/encyclopedia/index.php/Battle_of_Maldon
Academic Kids offers an overview of the events of the Battle of Maldon as told in the poem
of the same name
http://www.britain-magazine.com/features/history/roman-legacy/
Britain Magazine features an informative article looking at the impact of Roman occupation
on the Celtic people of Britain
http://www.classicsunveiled.com/romeh/html/conquestgaul.html
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The Great, The Bold And The Brave
Classics Unveiled provides an overview of Caesar’-s campaigns in Gaul - useful as a starting
point for further research
http://www.ducksters.com/history/middle_ages/alfred_the_great.php
Ducksters features a biography of Alfred the Great, with a focus on his battles and victory
over the Danish ruler, Guthrum. (Note: this site does feature advertising.)
http://www.ducksters.com/history/ancient_greece.php
Ducksters provides facts and images on a number of topics related to Ancient Greece
http://www.earlybritishkingdoms.com/kids/sutton_treasures.html
Early British Kingdoms provides good background information and a list of the treasures that
were found at Sutton Hoo. Some links include photographs
http://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_11_382_
pwars/AC_11_382_pwars.html
Education Place features an interactive resource which uses animated maps to retell the
main events of the Persian invasion
http://www.gorhamschools.org/~janellem/NOTATION%20GAMES.html
Gorham Schools website has links to a selection of interactive games to teach children
about notation and scoring
http://www.greeklandscapes.com/maps/ancient_greece.html
Greek Landscapes hosts a library of images, featuring reconstructions, cross-sections and
floor plans of the original Parthenon building
http://www.historvius.com/roman-sites/pe91
Historvius is a full-searchable database of historic sites, featuring excellent images and maps
showing roman remains/architecture in modern-day France and Britain
http://www.historyonthenet.com/Romans/romansmain.htm
History on the Net provides an excellent and comprehensive set of resources, including a
section on the Roman invasion of Britain
http://www.italyguides.it/us/roma/rome_italy_travel.htm
Italy Guides features excellent sections on the Colosseum, Pantheon, Forum and Roman
baths, including interactive panoramas
http://www.kidspast.com/world-history/0079-roman-government.php
Kids Past offers a concise overview of the Roman Republic (note: this site carries
advertising)
http://www.makingmusicfun.net/
Making Music Fun provides printable worksheets, practice charts and musical scores for use
in the classroom
http://rome.mrdonn.org/senate.html
Mr Donn’-s educational site provides an explanation of the senate system and a comparative
table showing the different levels of power in the Republic (note: this site carries
advertising)
http://www.perseus.tufts.edu/Olympics/sports.html
Perseus Digital Library has an excellent section on the Olympic Games, with facts and
artefact images for all of the main sporting events
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The Great, The Bold And The Brave
http://primaryfacts.com/1260/what-did-the-romans-bring-to-britain/
Primary Facts offers a basic bullet-pointed list of the ideas, laws, inventions and foods that
the Romans brought to the countries they invaded - useful as a starting point for further
investigation
http://http://primaryfacts.com/1292/alexander-the-great-facts-and- information/
Primary Facts offers helpful bullet-pointed facts about Alexander the Great (note: this site
does feature advertising)
http://primaryhomeworkhelp.co.uk/saxons.htm
Primary Homework Help provides informative answers to a series of questions about the
Anglo-Saxons
http://www.primaryresources.co.uk/history/powerpoint/Athens_V_Sparta.ppt
Primary Resources has a useful PowerPoint presentation to download, looking at the key
differences between Sparta and Athens
http://rangevoting.org/SpartaBury.html
Rangevoting.org features a clear and concise overview of the Spartan political system and
how it operated
http://romancolosseum.org/
Roman Colosseum provides good information on the Colosseum, Circus and other
amphitheatres in Rome (note: this site carries advertising)
http://www.socialstudiesforkids.com/subjects/persianwars.htm
Social Studies for Kids provides information, maps and links to further articles and resources
exploring the main battles and personalities of the Persian War
http://ancienthistory.about.com/od/fallofrome/ tp/022509FallofRomeReasons.htm
The About.com Classical History section features an excellent overview of the fall of the
Roman Empire (note: this site contains advertising)
http://www.ancient.eu.com/Alexander_the_Great/
The Ancient History Encyclopaedia has a detailed entry on Alexander exploring his early life,
military campaigns and achievements
http://www.ancient.eu.com/
The Ancient History Encyclopaedia is a searchable database, featuring entries on the battles
of the Persian War and the formation of the Delian League
http://anglosaxondiscovery.ashmolean.museum/index.html
The Ashmolean Museum has a helpful resource on the Anglo-Saxons. Although its
presentation is aimed at younger children, there is a lot of information on the site - clearly
presented and useful as a starting point
http://www.battleofmaldon.org.uk/
The Battle of Maldon website features background information and a map of the battle site.
(Note: this site does feature advertising.)
http://www.battle fieldstrust.com/
The Battle fields Trust website provides information on all of the battles between the
Vikings, Saxons and Normans, with links to maps of each of the battle sites
http://www.bbc.co.uk/education/clips/z7k8q6f
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The Great, The Bold And The Brave
The BBC Learning Zone features a video tour of a Roman villa and explains how the rich
Romans lived in luxury
http://www.bbc.co.uk/schools/primaryhistory/romans/invasion/
The BBC Primary History website features a section on Roman invasion
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/
The BBC Primary History website has an excellent section on the Ancient Greeks, supported
by videos and artefact images
http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/
The BBC Primary History website has an excellent section on the Anglo- Saxons, including
videos and images of artefacts
http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/alfred_the_great/
The BBC Primary History website provides a basic overview of Alfred the Great and also
features a video explaining the importance of the Anglo- Saxon Chronicle
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/the_olympic_ games/
The BBC Primary History website provides useful background information and images on the
Olympic Games
http://www.britishmuseum.org/
The British Museum features excellent images of the Sutton Hoo treasures. Type ‘Sutton
Hoo’- into the search engine to access resources, including a PowerPoint slideshow
http://www.ancientgreece.co.uk/dailylife/story/sto_set.html
The British Museum has an Ancient Greece section exploring daily life in Athens and Sparta
http://www.ancientgreece.co.uk/acropolis/story/sto_set.html
The British Museum has an Ancient Greece section, featuring an interactive resource in
which children can explore the Parthenon frieze
http://www.ancientgreece.co.uk/war/home_set.html
The British Museum has an Ancient Greece section, featuring the story of the 300 Spartans
at Thermopylae and a chance to explore the battle field of Plataea
http://www.britishmuseum.org/explore/online_tours/europe/the_vikings/ the_vikings.aspx
The British Museum website has a gallery of Viking artefacts for children to explore
http://www.ancientgreece.co.uk/festivals/explore/exp_set.html
The British Museum website provides opportunity to explore a Greek theatre. By clicking on
the actors, objects and the scenery, the children can discover further facts and images
http://www.caerleon.net/history/index.htm
The Caerleon website is dedicated to the history and archaeology of this village in Wales,
which was the site of a Roman legion fortress
http://history.parkfieldict.co.uk/romans/roman-invasions
The Children’-s British History Encyclopaedia provides useful information on the Roman
invasion of Britain, the resistance by Celtic tribes and what the Romans brought to Britain
http://www.mcah.columbia.edu/parthenon/flash/nfrieze1.htm
The Columbia University website provides an interactive tour of the Parthenon. Select ‘east,
west, north or south’- views then use the slider to view the frieze
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The Great, The Bold And The Brave
http://www.history.com/topics/middle-ages/videos/dark-ages-barbarians-ii- the-saxons--alfred
The History Channel features an excellent documentary explaining how Alfred fought
successfully against the Viking invaders
http://www.historylearningsite.co.uk/edward_the_confessor.htm
The History Learning Site features biographies of Edward the Confessor (whose lack of heir
led to the Norman and Viking invasions) and William the Conqueror
http://www.historylearningsite.co.uk/roman_houses.htm
The History Learning site has a section on Roman homes, describing the layout of a villa,
how they were decorated and the systems that provided water and heating
http://www.nationaltheatre.org.uk/video/antigone-the-ancient-greek-chorus
The National Theatre website features a number of videos on Greek Theatre, including this
example of a Greek chorus (note this production does not include singing!)
http://www.pbs.org/empires/thegreeks/background/8b_p1.html
The PBS Empires website provides a concise overview of the Spartan system of government
http://www.theschoolrun.com/homework-help/alfred-the-great
The School Run features a biography, timeline, facts and an image gallery to support a study
of Alfred the Great
http://rces.woodlands-junior.kent.sch.uk/homework/vikingsax.html
The Woodlands Junior School website features a good overview of the Vikings and their life
in Britain
http://www.richeast.org/htwm/greeks/theatre/actors.html
This site features articles on various areas of Greek life and history, including an explanation
of the costumes, props and techniques used in Ancient Greek theatre
http://en.wikipedia.org/wiki/Migration_Period
Wikipedia features an excellent map showing migration of tribes during the fall of the
Roman Empire
http://en.wikipedia.org/wiki/Alfred_the_Great
Wikipedia provides a detailed biography of Alfred the Great and his achievements - useful
for your own background information and preparation of resources
http://resources.woodlands-junior.kent.sch.uk/homework/Romans.html
Woodlands Junior School website provides excellent resources on the Romans in Britain
http://www.youtube.com/watch?v=8ppfsDlWdIE
YouTube hosts this video showing modern-day examples of Greek chorus in theatre and
entertainment
http://www.youtube.com/watch?v=zMzYj0PsKWs
YouTube hosts this video which takes a look at the artefacts and exhibits at the Yorvik
Centre in York
http://www.youtube.com/watch?v=W4eF1tw8_nU
YouTube hosts this virtual tour of ancient architecture. The first minute of the video focuses
on a Roman domus, showing detailed views of each of the rooms
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The Great, The Bold And The Brave
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©WCL Group Limited. All rights reserved.