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The Great, The Bold And The Brave Classical civilisations: Greece, Rome and beyond greatlearning.com/ipc 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 2 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 3 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 4 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 5 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 6 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 7 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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.) 8 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 9 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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] 10 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 11 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 12 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 13 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave will be better able to make comparisons between events, and understand their cause and effect. 14 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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: 15 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave About the effects of invasion on countries around the world 16 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 17 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 18 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 19 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 20 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 21 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 22 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 23 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 24 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 25 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 26 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 27 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 28 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 29 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 30 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 31 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 32 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 33 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 34 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 35 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 36 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 37 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 38 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 39 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 40 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave Personal Goals Adaptability Cooperation Enquiry Thoughtfulness 41 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 42 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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). 43 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 44 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave Personal Goals Adaptability Communication Cooperation Enquiry 45 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 46 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 47 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 48 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 49 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 50 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 51 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 52 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 53 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 54 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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: 55 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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) 56 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 57 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 58 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 59 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 60 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave Personal Goals Communication Cooperation Enquiry Thoughtfulness 61 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 62 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 63 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 64 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 65 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 66 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 67 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 68 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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?) 69 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 70 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 71 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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, 72 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 73 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 74 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 75 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 76 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 77 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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 78 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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) 79 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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? 80 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 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. 81 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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.) 82 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave Personal Goals Communication Cooperation Enquiry Thoughtfulness 83 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 84 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 85 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 86 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 87 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 88 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 89 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 90 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 91 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 92 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 93 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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? 94 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 95 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 96 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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. 97 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave Personal Goals Adaptability Communication Thoughtfulness 98 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 99 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 100 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 101 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 102 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 103 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 104 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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) 105 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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]. 106 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 107 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 108 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 109 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 110 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 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 111 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. The Great, The Bold And The Brave 112 Downloaded for use by West Denton Primary School on 20 July 2016. From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. From Fieldwork Education, a part of the Nord Anglia Education family. ©WCL Group Limited. All rights reserved.