History : Medium Term Plan Autumn Year 3 Stone Age to Iron Age

Transcription

1 History : Medium Term Plan Autumn Year 3 Stone Age to Iron Age NC13 : KEY ELEMENTS KEY SKILLS NC AIMS a f Chronological understanding Using Terminology a, f Ordering and Sequencing Knowledge and Understanding of events, Identifying, Describing, Explaining, a, b, d people and changes in the past Making links and comparisons Historical Interpretations Identifying, Interpreting, e Explaining events Historical Enquiry Enquiry, Using sources d, e Organisation and Communications Using Terminology, Selecting, c, f Organising, Communicating Week Activity/Task Learning Objective Resources 1 How does Prehistory fit into British History? Using a ball of coloured string see how Prehistory relates in time to C21st and other key periods of time. Discuss BC and AD and key chronological events through history. Cut up and place key British Periods into chronological order. I can order key periods of British History in chronological order. To place key periods of British History in time/a chronological framework. To identify the distance in time and length of prehistory period in comparison to the 21 st century. To learn about and use dates and vocabulary relating to the passing of time. Vocabulary : prehistory, AD, BC (BCE, CE), timeline, century, decade, millennium, Palaeolithic, Mesolithic, Neolithic, Bronze Age, Iron Age. MUST : know some of the main periods in British History. SHOULD : order periods in chronological order. COULD : find out facts about each period and share with class. NC13 : Chronological Understanding Ball of coloured string divided in time lengths British Timeline sheets textbooks Glue sticks, scissors

2 2-3 What were the periods and key events of prehistory? Discuss what is prehistory, names of periods within, key events etc. Listen to Horrible Histories Stone Age song consolidate vocabulary etc. Create own timeline place times and events. I can place key events and periods of Prehistory in chronological order. To place periods and key events of Prehistory in a chronological order. To learn about and use dates and vocabulary relating to time and To learn about and understand change and continuity through To learn how humans and technology developed through MUST : know some of the major developments in human history from this period ie end of the ice age, development of farming etc SHOULD : order events in chronological order. COULD : research an event further and present to class. Rulers, colours, Key events sheet 4-5 What was it like in Stone Age times? Watch BBC History clip hands on history. Read Stone Age Boy and discuss. Go outside imagine with senses what Ascot would have been like in Write in sentences what they would have heard, seen, smelt and how they would have lived. Compare items from the 21 st century to items used instead in the Stone Age. NC13 : Chronological Understanding,Knowledge and Understanding of events, people and changes in the past I understand what it was like in the Stone Age and how people lived. To learn how the world was very different in Prehistory no technology. To learn and explore how Britain changed and developed over To consider causes and consequences such as end of last Ice Age led to rise of seas and Britain became an island etc. I can compare the 21 st Century to the Stone Age To make comparisons between what was available to people in the Stone Age and compare to technology today ie. clothes, boiling water, tools for digging, implements for drinking and eating, food, housing etc. X-curricula : The Big Write Stone Age Boy/Girl MUST : know some features of Stone Age Life. SHOULD : write in the first person about Stone Age Life. COULD : include some of their own knowledge of Stone Age Life. the past Stone Age Boy by Satoshi Kitamura textbooks Pencils, colours Pictures of everyday items from today.

3 6 How did Stone Age people develop art/express themselves artistically? To take a virtual tour of cave paintings at Lascaux. To discuss how art developed and materials use and consider what animals would have existed at that time. To sketch out some animals. I can use my knowledge of Stone Age Art to produce my own Stone Age painting To learn about the first artists and how art developed. To explore/consider what materials would have been available. To consider what was the purpose of the paintings. To consider what evidence about the past do these paintings give us/what do we learn from them. To consider how these paintings can be dated. Cross-curricula link Art Own Cave Paintings. MUST : create a stone age painting SHOULD : understand limited materials and compare to materials today. COULD : create painting in style of the time/research animals. Stone Age Boy by Satoshi Kitamura Sketch books Art pencils NC13 : Historical Enquiry, Knowledge and Understanding of events, people and changes in the past 7 What were the main achievements of prehistoric humans? Discuss how prehistoric people completed some great achievements. Discuss in small groups/partners how each achievement would have improved people s lives. Complete diamond nines activity. As a class compare ideas. I understand the main human achievements of prehistoric humans and can order them in importance To discuss and come to decisions in a small group (make clear no right or wrong answer). To rank achievements in terms of their importance in the shape of a diamond. Most important at top, least important at bottom. To consider why achievements were important and justify their reasoning. MUST : know some of the achievements of prehistoric people. SHOULD : justify why they think each achievement is more or less important. COULD : see links between the achievements eg without fire we could not us metals. the past, Historical Enquiry, Organising and Communicating Diamond Nines worksheets Glue scissors

4 8 9 What decisions did prehistoric people face? Discuss what choices people have to make today ie where to live, what job to do etc. Discuss choices that prehistoric people had to face. Using background information, write a sentence explaining which option they would choose and why. What Prehistoric sites are there and what were they for? Discuss famous Prehistoric sites in Britain where, why and how. Map prehistoric sites on map of Britain. Model own Stone circle using air dry modeling clay. I can make choices faced by prehistoric people To consider choices we have to make in life today. To consider choices people had to make in prehistoric times. To make own choices after suggestions from the class and small group/partners discussion. MUST : complete a writing frame to justify their choices. SHOULD : write sentences to justify their choices. COULD : think of some of their own reasons for their choices. NC13 : Chronological understanding, Knowledge and Understanding of events, people and changes in the past, I can map Prehistoric sites on a map of Britain and can create a stone circle. To learn what an ancient stone circle is and why they may have been used in prehistoric times. To learn some of the names of stone circles in the UK. To use planning and creative skills to create own stone circle. To work collaboratively with partner. MUST : know what a stone age circle is. SHOULD : know what a stone age circle is, name at least 4 and understand why they were important to prehistoric people. COULD : investigate how they were made and what of. the past, Historical Enquiry Writing frames for lower ability. PowerPoint with choices to make. Stone Age Books Maps of Britain from PowerPoint on Prehistoric Sites Air dry clay Paper plates Stone circle planning sheets

5 10 What are the meanings of some key technical terms used Look at various terms and discuss what they could be. Use Books and glossaries to create own Prehistory glossary. I can find out the meaning of historical terms related to prehistory To revise how the glossary of a book tells us the meaning of some of the key technical terms used in the book. To find out the meaning of some terms that historians use when they talk about the prehistoric period. To explain that we can use both glossaries and dictionaries. To write definitions in their own words. Possible words to use : knapping, henge, quern, pigment, torc, coracle, prehistoric, Neanderthal, Homo sapiens, mammoth, Neolithic, druid, smelt, forge MUST : find the meaning of some terms. SHOULD : find the meaning of all terms given. COULD : to write in their own words and research in other books to find other terms and meanings. Stone Age and Celts Books Dictionaries Other Stone Age and Celts books NC13 : Chronological understanding, Knowledge and Understanding of events, people and changes in the past, Organising and Communicating Caroline Harding August 2015 SEN : Provide with templates and writing frames. Place in mixed ability pairs/groups when sharing ideas/having discussions. GT : Encourage to add own knowledge and suggest their own ideas.