Session Key Objective from skills listed above (What is it that you want the children to learn?)

Transcription

1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Chronology: We will learn the sequence of events using appropriate terminology making reference to previous learning and a timeline of events in history especially relating to the British Isles; we will compare different time periods to one another, especially comparing this time period to our own such as looking at clothing, food, buildings and transport Events, People and Changes: We will look at some of the ways in which peoples lives have shaped the British Isles and the effect of the wider world on Great Britain understanding the significant aspects of some parts of history on the way we live today Communication: We will use historical terminology to present our information in a variety of ways, showing connections when they exist and sharing our sources of information, asking relevant questions to support our learning Enquiry, Interpretation and Using Sources: We will understand different ways to find out about the past and how by asking relevant questions, we can find evidence which can be used to help us find answers to our questions We will find evidence to support or oppose our thoughts and hypotheses about history, and consider why some historical evidence may be represented by different viewpoints and give different accounts of the same event and how this was used throughout the period we are studying Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Newspaper story on the War of the Roses or the Princes in the Tower Mathematics links Roman Numerals consolidate understanding of notation of numbers of Monarchs. Finding the difference to establish period of life and/or reign of a monarch. Computing links Make a ppt, word doc or podcast to share information from a research project. Other links Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Kings and Queen dressing up costumes to role play as some of the warring factions of the period. Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Re-create the Tower of London, as it was in the 1400s, to support the story of the Princes in the Tower

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 We will learn the sequence of events using appropriate terminology making reference to previous learning and a timeline of events in history especially relating to the British Isles; we will compare different time periods to one another, especially comparing this time period to our own such as looking at clothing, food, buildings and transport Possible Activities including use of Computing and other Outcomes/Evidence of what technologies, and showing at least 3 differentiations they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? What did you learn last time in History? Scribe a compilation of the chn s understanding of the Plantagenets on IWB as an AFL/introduction to the next activity. Who were the Plantagenets? Establish that this was the surname of the ruling monarchs between then years. Establish that we learn about history at Trumacar by looking at the ruling powers of Britain throughout our history such as the Roman, Vikings, Normans, Plantagenets etc. and this is done in Chronological Order the order in which they happened over time. i) Provide each table with a set of cards mixing the names of periods of British history and dates and ask chn to arrange the correct period with the corresponding date and place these in chronological order from the earliest date to the present day. Who were the Lancasters and the Yorks? Why do you think these Kings and Queens had these names? What does that tell you about Lancaster as a place during the Middle Ages? HA: Using information from Woodlands Junior website chn will draw an accurate Houses of Lancaster and York family tree. Use this to establish the age of each family member upon death and also the length of reign where relevant. MA: will complete an accurate Houses of Lancaster and York family tree by adding dates of life and, where relevant reign using information from Woodlands Junior website. Extend to calculate ages upon death and length of reign where relevant. LA: will label a template family tree for the Houses of Lancaster and York with the relevant family members and their active years. Use family tree to establish that the House of Lancaster took hold of the crown in 1422 under Henry VI followed by Henry VI in before an intervention as Edward IV took the crown between only for the crown to go back to Henry VI from and back again to Edward VI from What do you think the reasons might have been for this to-ing and fro-ing of the crown? A timeline or family tree of ruling Lancaster and York Monarchs between the years Possible extension into homework if appropriate to enhance and deepen learning Find out about your own family tree how far can you go back? What information can you find out about from parents/grandparents? Draw it out 2 Communicate geographical information through a range of methods including sketch Where is York and how is it similar and different to Lancaster? What is a settlement? Discuss and establish that this is a community or place in which people live. Chn will have produced a land-use map of York including many of the main features including housing, How long would it take to get to York? Use the internet or a map at home to plot a route from

3 maps, plans, graphs and presentations. Refer back to the following questions that were used to analyse our local area in the geography unit. We will be carrying out the same analysis of York, finding out: What is the name of this place? Where is this place and which other places are near it? Is it a village, town, suburb or part of a city? What types of buildings can we find and what are they used for? Are there any green spaces and what are they used for? Are there any local landmarks? What types of transport links can we find? What evidence is there of connections to other places? What was this place like in the past? How and why is it changing? How is it similar or different to our local area? transport, industry etc and noted any similarities and differences. Lancaster to York. How long might this journey have taken in the 1400s? DigiMaps for Schools login: username: LA32ST password: lerged34 Guide chn through each question in mixed ability pairings and together they will complete a template including the questions. Model using the historical map slider to allow chn to discuss and answer the second to last Q. In mixed-ability pairs chn will complete an analysis of York and provide notewritten responses to each question. HA: Using notes gathered during analysis chn will create a land-use map of York with a key and symbols and annotated sketches or to record the information from their field notes. MA: Using notes gathered during analysis chn will create a land-use map of York with a key and symbols and annotated sketches or to record the information from their field notes. LA: Chn will annotate an image of York using information they have gathered in the settlement land-use pro-forma. Plenary: Compare the land-use map of York with those of our Local Area. As a class draw out a list of similarities and differences. Discuss that although the names of these Royal Houses was taken from these rival cities, the family members did not actually live in and around those places they had what are called Duchies which incorporated land, estates and castles etc that were actually spread throughout England and Wales so it is important to clarify that this was not a war between the respective inhabitants of Lancashire and Yorkshire.

4 3 We will understand different ways to find out about the past and how by asking relevant questions, we can find evidence which can be used to help us find answers to our questions The period of history of the Houses of Lancaster and York is noted for the War of the Roses. If I asked you to investigate the War of the Roses, what questions would you come up with before you began to investigate? **This line of investigation could be substituted for the events surrounding The Princes in the Tower if you wish or simply the character of Richard III** Ask chn to develop questions on post-it notes (using question hands to prompt question starters). Together, draw out that we need to know: Who (was involved) What (happened) When (it happened) Why (there was a war) Where (the battles took place) How (it ended) How will we find out this information? Internet, reference books, library, factfiles, ask people? In mixed ability pairings divide chn into two groups Internet researchers and book researchers. All 20 mins to establish what thet can find out (Mr S to support book researchers, TA to support internet users). Give chn a pro-forma with the questions and two columns to add their findings from each medium. Swap groups over and repeat the activity. *Gather photographic evidence of research methods at this point* As a class come together and establish the findings of their research and highlight any misconceptions at this point possibly with names/dates etc. Evaluate: Which research was the best method and why? What difficulties did you find when using the internet? Volume of resources, technical terminology etc. What difficulties did you find using textbook resources? Having the right books, manual search methods etc. Plenary: if you were to repeat this activity, what three top tips would you give yourself to help carry it out more successfully? Completed pro-forma of answers to questions relating to the War of the Roses (or Princes in the Tower). This could then be used to support a piece of writing. Rochard III was the last of the Plantagenet kings what happened to him? See what you can find out there has been a lot of news surrounding Richard in recent years

5 4 We will find evidence to support or oppose our thoughts and hypotheses about history, and consider why some historical evidence may be represented by different viewpoints and give different accounts of the same event and how this was used throughout the period we are studying Watch: The theme of family in Shakespeare s Richard III Was Richard III as bad as the character portrayed by Shakespeare? Was he a vile murdered that would mercilessly kill anyone in order to gain control of the British throne? Ascertain that Richard III lived between 1452 and 1485 and Shakespeare s play was written in approximately 1592 over 100 years after his death. There was no internet, no facebook no photographs, no television, no newspapers and much less was written down. Do you think someone would be able to accurately describe your life 100 years after you died without all of those records? Discuss and also ascertain that it is the job of the historian to evaluate the available evidence and use this to support their viewpoint. Opinions must always be supported by evidence in order to try and establish the truth. Chn will gather evidence to support a viewpoint on the character of Rihard II from the events we know about his life. Chn will discuss why differences arise between accounts of the same events. Ask people at home what their knowledge and opinions on Richard III might be. Could you tell them more to help their understanding? Activity: Do you think that Richard III was this awful character we have read about in Shakespeare or do you have reason to believe differently? HA Using the research techniques developed and evaluated in the previous lesson, you must gather at least three pieces of evidence to support your view about the character of Richard III. MA Provide chn with information cards regarding Richard IIIs character and reign. Chn should read and arrange these based on whether they support or oppose the view of him as a murdering tyrant. Chn will select these as evidence to support their view-point in the debate. LA Mr S will work with this group reading and evaluating the provided evidence surrounding Richard s character and then developing a case with it using evidence to support our opinions. Set up a court room style scenario at the end of the lesson. All chn will act as members of the jury the charge is that Richard II was a vile murderer intent on power. Allow chn from both for and against to present their arguments with evidence. Plenary why do you think we have differing views of the same events or character of an individual from history? Relate this to opinions people may have of us as individuals or of events that occur if there is an incident on the playground do we always get the same story from each party? Why might there be differences? Different people see things from a differing perspective. Refer to the saying that there is 3 sides to every story yours, mine and somewhere in the middle lies the truth. Over time especially these differences are more likely to be exaggerated. 5 We will use historical terminology to present our information in a variety of What have we found out about the Yorks and Lancasters so far? Generate a historical vocabulary wordbank from the chn s responses including: Before, after, then, now, past, present, Kings, Queens, Reign, Monarch, dates, A completed group presentation of information gathered in response to a line of enquiry. Can you find out more? Try carrying out your own research project at home on some aspect of

6 ways, showing connections when they exist and sharing our sources of information, asking relevant questions to support our learning throne, key dates, events, military, significant individuals, What eles would you like to find out about the Yorks and the Lancasters? Allow chn to develop their own questions about a particular aspect of the period of reign under these two houses. Activity: Chn will work in groups of 3 (mixed LA, MA and HA ability) researching their particular aspect of this period of history. They will gather information that answers their line of enquiry and present this in a format of their choosing (based on ability to use certain media): In a filmed news report, information poster, podcast (linked to Computing unit) ppt presentation, Word document etc. Each group should note the sources of each piece of information that they include this will be modelled by class teacher. Chn wil present their findings to the class. the Yorks and Lancasters that you would like to know more about.