Lead Question: What did the Romans ever do for us?

Transcription

1 Lead Question: What did the Romans ever do for us? National Curriculum Driver: History By the end of the study, children will be able to identify what the Romans did for us. They will be able to discuss the success of the invaision. National Curriculum Chronology Develop increasingly secure chronologicalknowledge and understanding of history, local,british and world Put events, people, places and artefacts on a timeline Use correct terminology to describe events in thepast Historical terms Develop use of appropriate subject terminology, such as: empire, civilisation, invasion, resistance. Historical Enquiry Ask and answer questions about the past,considering aspects of change, cause, similarity anddifference and significance Suggest where we might find answers to questionsconsidering a range of sources Understand that knowledge about the past is constructedfrom a variety of sources Construct and organise responses by selectingrelevant historical data Continuity and Change Describe and begin to make links between mainevents, situations and changes within and acrossdifferent periods and societies How was life in Roman Britain different to life in the Stone Age? Causes and consequences Identify and give reasons for historical events,situations and changes Identify some of the results of historical events,situations and changes Similarities and differences Describe some of the similarities and differencesbetween different periods, e.g. social, belief, local,individual. How did these aspects differ between Stone Age and Roman Britain? Significance Identify and begin to describe historically significantpeople and events in situations

2 Chronology Develop increasingly secure chronological knowledge and understanding of history. Put events, people, place and artefacts on a timeline. Use correct terminology to describe the past. Historical terms develop use of appropriate subject terminology e.g. civilisation, chronological, period, Chariot, gladiator, Roman, Historical enquiry Ask and answer questions about the past considering different aspects of change, cause, similarity, difference and significance. Suggest where we might find answers to questions considering a range of sources. Understand that knowledge about the past is constructed from a variety of sources. Construct and organise responses by selecting relevant historical data. Interpreting history be aware that different versions of the past may exist and begin to suggest reasons for this. Find out how people s interpretation of the past has changed over time with developing technology. Continuity and change Describe and begin to make links between mainevents, situations and changes within and acrossdifferent periods and societies Causes and consequences - Identify and give reasons for historical events,situations and changes. Identify some of the results of historical events,situations and changes. Similarities and differences - Describe some of the similarities and differences between different periods, e.g. social, belief, local,individual National Curriculum Driver: History Rationale statement: End point: Children can contribute to a class display about the Romans including how and where they invaded and how Britain ( local area of Chester-Le-Street) changed after the Roman invasion. During the study, children will know when the Romans invaded and why Caesar s invasion was unsuccessful. Children will be able to explain the key changes in Britain as a result of the invasion as well as Boudicca s revolt. National curriculum Effects of Roman settlement: the Roman Conquest and occupation of Britain; Boudicca and resistance to Roman rule; the building of Hadrian's Wall, roads, villas and towns by the Romans; Roman settlement in the local area.

3 Q1: Who were the Romans? LO: To identify how and where the Romans came to power. Source: non-fiction books, internet Vocabulary: Fieldwork opportunities: Visit to Segedunum (Roman fort) History opportunity: Carry out a survey within the class to find out how long they have been settled in their present homes. Find out who has moved from another town, village or country since they were born. Who has travelled the longest distance? Who has travelled the shortest? Who has lived in the same house since they were born? Talk about the reasons for moving to another country e.g. Mara. Watch video on the invasion of Britain (1 st ) The Eagle has landed Zig Zag Discuss with children and show a world map detailing the Roman rise to power through the years and how it began from a small city. - Use piece of string to construct class timeline. Use pegs and images to set in context the Roman period with previous topics and prior knowledge Flo, Tudors, Gunpowder plot, Jesus - Discuss why the Romans wanted to come to Britain e.g. lead, minerals, wealth, trade, prestige etc. - Chn complete a sheet detailing why the Romans wanted to invade.

4 Q2: Why did Claudius want to invade Britain and did he get what he wanted? LO: To understand the chronology of the Roman invasion. With the help of the children, go over the reasons why the Romans wanted to come to Britain. wool, lead, silver. Discuss the fact that the Romans had a large empire and wanted to take over places that could give them something that was useful to them. show map of extent of empire. Role play as a Roman soldier and a Celt. Draw out some of the reasons the Roman army defeated the Celts. Lead children to. 1. Better armour 2. Better organised turtle, discipline, tactics 3. Clever inventions spear 4. Divide and rule 5. Forts Give children a copy of a Roman soldier and a Celtic warrior side by side. Children annotate each with reasons why they were victorious (Roman) and reasons why they were defeated (Celt) Vocabulary: The Romans defeated the Celts because they were better organised

5 Q3:How did the Celtic way of life differ from that of the Romans? LO:To select and record info about the Celtic and Roman way of life. To make comparisons between lifestyles. Source: QR codes, internet research Vocabulary: lifestyle Fieldwork opportunities: History opportunities: Remind children of why the Romans wanted to come to Britain in the first place and the reasons why they were successful in subduing the Celts. Tell the children that the ways of life of the Romans was quite different from that of the Celts and they must have had to change some of the things that they had done when the Romans invaded Group research try to find out similarities / differences between the Roman and Celtic way of life Look at. 1. Houses 2. Clothes 3. Beliefs 4. Towns 5. Art 6. Technology 7. Language

6 Q4: Who was Boudicca? LO: That sources about Boudicca contradict each other. To make a comparison of these accounts which give different viewpoints History opportunities: Read a roman description of Boudicca (but don t refer to her name). With help of the chn write up key words on the board to help us describe her.chn use the key words to draw her as she is described. Now read a Celtic (make one up if none available) account of Boudicca (again not referring to her name). Children again, but next to the Roman influenced picture, attempt to draw what they have heard. Now show the children real images of Boudicca (her fierce on chariot would be a good pic). Tell them that both accounts were describing the same person. Why do they differ? Who is telling the truth? Why don t we know? Children write a brief description of Boudicca bearing in mind both accounts (T24 link). Source: secondary sources of information (artefacts) Vocabulary: primary, secondary, artefact, reliable, interpret, information. Q5: Why were the Romans so keen to take a bath? LO: To select info about life in Roman Britain from a range of sources. To present info to show understanding of impact of Roman settlement in Britain History: Use the interactive Roman town animation on the BBC site. Tell children that we are going to be finding out what the Romans did for fun. Visit bath houses. Go through importance of ritual of bathing and some of the different rooms you would expect to get Chn label and explain a plan of a bath house and include a way of remembering each room e.g. Fridgidarium Fridge = cold Caldarium cauldron = hot Challenge chn to invent a way of heating the floor Vocabulary: caldarium, fridgidarium, compare, contrast, ritual, bath house, rooms.

7 Q6: Could you be a gladiator? LO: To select information about slavery and gladiatorial entertainment in Roman society. Source: Images of Stone Henge, Horrible Histories, Non fiction text Vocabulary: build, construct, pre-historic, ceremony, burial ground, mystery, History opportunities: Remind children about the importance of slavery in Roman society as identified on visit to the Baths. Tell them that the bath house workers were the lucky ones. Some slaves were bought to fight each other. Tell children about gladiator fights and show examples of pictures. Investigate which weapons would be most effective. Independently: Children to design and make their own gladiator weapon in order to survive in the arena. Question 7: How did our area change during the Roman period? LO: To understand physical changes in the local area ( Hadrian s wall, Chester-Le-Street, forts) during the Roman period. History opportunity: Discuss with children how the Romans may have travelled and protected their settlements. Talk partners to discuss how we get around now; was it different during the Roman period, do we protect ourselves differently now? Show children pictures of Hadrian s wall, local forts and some existing Roman roads. Class discussion about the value of straight roads, take children outside and show them different journey s they could make between two points and how logical it was to build straight roads. Show children images of the forts the romans built and explain the value of these. Independent activities: Children annotate a map of the local area to include Hadrian s wall, local fort and some roads for travel.

8 Links to other subjects: English Maths Computing Art D & T As writers we will:investigate the founding of Rome through Romulus and Remus Write a newspaper article about a chariot race Write and perform a motivational letter or chant As readers we will: Research secondary sources for information, complete reading comprehensions about the Romans As speakers we will: Conduct role-play on Romulus and Remus As mathematicians we will: Learn how to read roman numerals As computer users we will: Research information safely using the internet (Digital literacy) Scratch animation on a Roman market scene (link to English work) Roman Mosaics repeating patterns on Textease Paint Design and make mosaics for a Roman Bath for the local area Making weapons for life as a gladiator Curriculum drivers: World of Work My Place in the World Live Well, Live Long Safety Net To know the job of a builder Changes in the local area Where are we in relation to Italy Gladiators Roman sport Safe searching online. Trips: St Mary and St Cuthbert church Segedunum