MEDIUM TERM PLANNING Class: Y3 Term: Autumn 2 Topic: Invaders and Settlers - Romans Subject: History Differentiation and support SEN: Simplify tasks to focus on collecting less information. Provide with templates and writing frames. Work in mixed ability groups when dealing with sources and brainstorming. GT: require opinions to be justified, and supported by historical evidence. Cross curricular links Curriculum links: Literacy reading for information and understanding, writing from different characters viewpoints, speaking and listening, finding synonyms, drama, looking at Roman myths and legends in Literacy. Geography Map work and idea of resettlement Numeracy: Use of tables, surveys, tally and frequency charts, ordering dates, ICT: IWB resources, use of PowerPoint, use of internet to research Art: designing posters PSHCE: immigration and emigration, democracy and voting Need to give children homework project before half-term. Wk LO Lesson Resources Success criteria Evaluation 1 Present information they have researched, using the terminology appropriate to the period Make notes on the Romans Children present the posters they created for their half-term homework project. When one child is presenting the rest make one or two notes on what the presenter is saying. Model / revise how to make a mind map, with Romans in the middle. Revise how to make presentations interesting: speak clearly and loudly refer to the poster as you talk use hand gestures make eye contact with the audience Posters MUST: present information they have researched make a mind map on Romans COULD: organise their mind map logically and make links
2 Identify and draw migration routes that people have taken Know that people move either because they have to or because they want to Understand the terms emigrate and immigrate Explain that our history topic for the year is going to be Invaders and Settlers. Explain that both these types of people are people who move permanently from one place to another. Discuss why people might move from one place to another and record children s suggestions e.g. war, famine, economics, lifestyle change etc. Do a class survey of where children have come to London from (if they have not come from a foreign country can ask them where their parents, grandparents, any relative or neighbour came from) Record each response on the IWB next to the child s name, with the reason the family / person moved (be sensitive that some children may not want to share this information). Classify reasons people moved under heading of Had to move and Wanted to move Explain terms immigrate (to move in to a country) and emigrate (to move out of a country. Explain task children will have a blank world map and an atlas / interactive map of the world. On their blank map they need to draw the migration routes of the people in the class, labelling each route with the name of the child who made that journey. Record sheet Blank world map Atlases Interactive world map people travel from other countries to live in Britain accurately label the migration routes that class mates have taken COULD: understand the terms immigrate and emigrate, and use them in context Children to write 1 or 2 sentences on the back of their map saying (child s name emigrated from (country) and immigrated to (country). Display Blank world map on IWB and children draw on their migration routes. Discuss how this shows that people are still coming to settle (though not to invade) Britain. Revise difference between emigrating and immigrating.
3 Use the terms invade and settle, and understand the difference between them Introduce the terms invade and settle. Explain how invaders are people who conquer (take over by force) and settlers are people who move to a place without trying to take it over by force. Establish that groups of people have been visiting, invading and settling in Britain for a very long time and that we are going to be learning about some of them over the year. Explain task to children placing words in a Venn diagram with the headings of Invaders and Settlers. Explain that some words can be used for both e.g. stay. Children need to cut and paste (or just write if laptops are taken) words from a list into the section of the Venn diagram that they think the word belongs to: words that are only relevant to invaders go in the invaders circle words that are only relevant to settlers go in the settlers circle words that could apply to both invaders and settlers go in the crosssection in the middle words that have nothing to do with invaders and settlers go outside the circles Model how to do this task. Model how to create new text boxes, type words in to them and use the synonyms function by right-clicking on a word and clicking on Synonyms Extension: children to add their own words to the Venn diagram by thinking of them on their own, using a thesaurus or using the Synonyms function in PowerPoint Venn diagram, with words to classify Laptops / PCs there is a difference between invaders and settlers demonstrate understanding of the differences between invaders and settlers by classifying relevant words in a Venn diagram COULD: add their own examples of relevant words Children compare the answers they came up with, with the answers their neighbour came up with and discuss any differences.
4 Use the time conventions BC and AD to locate the dates of the Roman invasions and occupation Introduce the idea of a timeline and explain that these are used a lot in history to show when different events happened and how they relate to each other. Explain how in the Western world the calendar starts from the year Jesus was born the year 0 BC (Before Christ) / AD (Anno Domini). Draw a timeline and explain how the bigger the number a BC year is, the longer ago it was e.g. 800BC is longer ago than 200BC. Explain how the bigger an AD year is, the more recent it is e.g. 2000AD is more recent than 1500AD. Explain how the Roman Empire began hundreds of years before Jesus was born and ended hundreds of years after he died. Explain task to children to arrange several key dates in Roman history on a timeline starting with the earliest date and event at the top, and ending with the most recent date and event at the bottom. Explain that the dates should fit together to form a signpost, with the date always in the middle. Cut out a couple of dates and arrange them to demonstrate this. Emphasise to children that they should not stick any dates down until they have arranged all of the dates in the correct order. Children to cut out dates and stick them in the correct chronological order. During lesson assess children s understanding, labelling their work with an I for independent, SS for some support and AS for a lot of support (but don t tell them what the letters mean) To make it easier for the LA could arrange some of the dates for them so that they only need to fill in the blanks Dates and events for children to cut and stick Scissors Glue Dates and events on IWB for children to move around BC and AD are used to show dates understand that BC times are longer ago than AD times COULD: arrange events with both BC and AD dates correctly on a timeline Ask children to arrange the dates on the IWB. Recap the meaning of BC and AD and how the bigger the number a BC year is, the longer ago it was, whereas the bigger an AD year is, the more recent it is.
5 Know about aspects of life in Celtic and Roman Britain Recognise that the Roman period was a long time ago Explain that we will be looking at Roman pictures (some of real Roman artefacts and some of historians artists impressions) to find clues that the Romans lived a long time ago. Do the first example of the amphitheatre and stadium together as a class. When discussing the images and writing about them we want to include: what differences we can see why there might be these differences what clues there are that the Roman images are from a long time ago Go through PowerPoint of images. For each pair give children hints about differences, give them a chance to discuss the images, and then they write about them, trying to include the bullet points above. As a table children share their observations so that they can pick up any that other people spotted / thought of that they didn t spot / think of PowerPoint with images MUST: realise that the Roman period was a long time ago spot the differences between the images from Roman times and the modern images COULD: spot and explain the reasons for the differences between the images from Roman times and the modern images
6 Use a range of information to ask and answer questions about events related to Roman Britain Identify some of the ways the Romans changed Britain Work effectively as a group Explain that we are going to pretend we are living in Roman settlements. Give children name tags and display the list of Roman names / children s names so that children can see what their Roman name is from now on we call each other by our Roman names. Explain scenario each settlement has 1,000 aureus to spend, but this is only enough for one project. Each group has a project they want completed. Read information on each project (aqueduct, road, temple, sewerage system and Hadrian s wall) as a class. (15 mins) Split children into settlements of five or six and give them a project each. As a group on an A3 piece of paper they need to come up with reasons why their project should be the one that the money is spent on. After this each person can present the arguments in favour of their project in one of the following ways: write a speech about why your project would be best perform a dram about the problems there will be if your project isn t the one chosen design a poster to show the benefits of your project think of questions to ask the other groups to show that their projects are not as essential / not needed at all (30 mins) A3 paper (for initial discussion and for posters) Descriptions of each project Roman names for each child Name tags the Romans brought many benefits to Britain think of reasons why their project would be beneficial COULD: think of reasons why other projects might not be so desirable Each group to present their work to the rest of the class, with each other group allowed to ask one question of the presenting group to try to pick holes in their case (30 mins) Have a class vote on which project to spend the money on. Children are not allowed to vote for their own project. Keep a record of the votes to see which project is chosen. Explain that the Romans actually brought all of these things to Britain (10 mins)
7 List, in order of importance, the reasons for and results of Boudicca s revolt Explain that the Romans weren t popular with all the people in Britain. One Celtic queen was Queen Boudicca who led a revolt against the Romans. As a class read Queen Boudicca s story available at http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/history/boudicca/ characters.htm Watch video from the History channel about Boudicca s revolt available at http://www.youtube.com/watch?v=p7rzhiwd3ck&feature=related Explain Diamond Nine activity to children: they will have nine reasons for Boudicca s revolt, with each reason on a card. They will need to rank the reasons in terms of their importance in the shape of a diamond Laptops / PCs or scissors and glue Diamond nine worksheet Boudicca led a revolt against the Romans understand some of the reasons for this revolt COULD: understand that some reasons were more important than other reasons Children to cut out cards and arrange them as above or to rearrange them by dragging them to different places on the computers / laptops Children compare how they arranged the reasons with how their partner arranged them. Discuss differences in partners and then as a class. Encourage children to explain and justify their choices by referring to the story.
8 Understand that historical events are interpreted in different ways Explain that different people interpret events in different ways depending on their viewpoint e.g. when two children have an argument, they never give the same version of events, they say what makes themselves look like the innocent party. Explain that this is also true in history and that we are going to be reading the story of Boudicca s revolt from her point of view and from the point of view of the Roman governor Suetonius (or at least a historian s guess at how they might have recounted the events) Explain how both Boudicca and Suetonius would have thought they were doing the right thing, but for different reasons and both would have seen each stage of the revolt differently Explain independent work (10 mins) Read one stage of the story at a time (available at: http://www.education.gg/gg/custom/resources_ftp/netmedia_ll/ks2/history/bou dicca/events.htm), from Boudicca and Suetonius points of view. After you read each stage ask children to write about one or more of these points: why each character thought they were in the right why each character thought they would win how each character might have felt anything else they think the characters Boudicca and Suetonius would have seen differently LA to do this on a writing frame with sentence starters. MA to do this on writing frame without sentence starters. HA to do this in their books, to give them space to write more. Story available at: http://www.educa tion.gg/gg/custo m/resources_ftp/ netmedia_ll/ks2/h istory/boudicca/e vents.htm Writing frames MUST: describe how each character would have thought and felt differently, with the help of sentence starters describe how each character would have thought and felt differently, without the help of sentence starters COULD: understand how and why the winners are usually the ones who write history Hot seating with children taking it in turns to be either Boudicca or Suetonius and ask questions of the character. Do this first in pairs, and then with one person at the front of the class. Explain how and why the winners usually write history. 9 Visit by CREW. CREW are a company that come in and bring lots of Roman artefacts (mock and real) with them. The children get to dress up as Romans e.g. emperors, senators, slaves, soldiers etc and the person who comes in from CREW stays in character, as a Roman, throughout the workshop.
Some children will not progress so far and will L2c-b demonstrate knowledge and understanding of why people leave their homeland to settle in another country use a range of information to ask and answer questions about events related to Roman Britain show knowledge and understanding of why Boudicca led a revolt, what happened and some of the results know that an event can be interpreted in different ways know about aspects of life in Celtic and Roman Britain present information they have researched, using the terminology appropriate to the period Assessment Most children will achieve: L2a 3b recognise that the Roman period was a long time ago recall some details about: Boudicca identify some of the ways the Romans changed Britain Some children will progress further L3a 4c use the time conventions BC and AD to locate the dates of the Roman invasions and occupation list, in order of importance, the reasons for and results of Boudicca s revolt explain why Boudicca and the revolt are interpreted in different ways