| Classwork |
| • |
Job of a historian (being a detective) |
| • |
What
is evidence? Understanding different types of evidence and whether
they are written, oral, visual or artefacts |
| • |
Understanding
why evidence can be unreliable/reliable |
| • |
Chronology
(BCE, CE, BC, AD) putting the past into the right order. Drawing
timelines for different historical periods |
| • |
Measuring
time (seasons, months, years, days, hours, centuries etc) |
| • |
Finding
out about the Romans: primary and secondary evidence |
| • |
Using
evidence for answers |
Homework (additional/different homeworks may also be
included) |
| • |
Revise for spelling test of key words and their meanings: chronology
centuries
eras
empire
sources
relevance
interpretations
usefulness |
| • |
Choose
an individual you studied in KS2 History. Explain why you chose
them and give reasons why s/he is important |
| • |
Draw
a timeline of your own life. Write down at least 10 things that
have happened to you (e.g. first day at school, learning to
swim, etc). Decorate your timeline with pictures/photos connected
to your events |
| • |
Watch
a news bulletin. Choose one story and explain what happened
in that story. (Who’s in it, what was going on, where was it
based, why was it happening?). Where would they get the information
to answer these questions? |
The Roman Empire
|
| Classwork
(Students will complete work in lessons for these topics)
|
| • |
What
is an empire? |
| • |
The
beginnings of Rome Monarchy and Republic |
| • |
Governing
the Republic |
| • |
Citizens
and non-citizens and slaves |
| • |
Julius
Caesar |
| • |
The
Principate |
| • |
The
Emperor and the state |
| • |
The
army and invasion |
| • |
Romanisation
towns |
| • |
Trade |
| • |
Travel
and transport Roman roads |
| • |
Roman
religion |
| • |
The invasion of Britain |
| • |
Boudicca’s
rebellion |
| • |
The
collapse of the Roman Empire |
| • |
The
Roman Legacy |
Possible Homeworks (Individual teachers may substitute
other homeworks to allow for differentiation) |
| • |
Types
of government worksheet |
| • |
Romulus
and Remus a storyboard for written account |
| • |
Spelling
tests for various historical words |
| • |
A
diary of a slave |
| • |
A
murder report for Julius Caesar |
| • |
A
front page newspaper article about the Ides of March |
| • |
The
Urge to Conquer worksheet |
| • |
A
booklet/project on the Roman army |
| • |
Draw a town plan for a Roman town |
| • |
Roman trade worksheet |
| • |
Design
a Roman mosaic |
| • |
Produce
a poster explaining about a Roman God of your choice |
| • |
Write a newspaper report about Boudicca’s rebellion from the
Britons’ point of view |
| • |
Assessed task why did the Roman Empire collapse? |
| • |
Create
a spidergram showing all the things the Romans have left behind
|
|
Medieval Realms
|
| Classwork
(Students will complete work in lessons for these topics) |
| • |
The
Norman Conquest
Edward the Confessor
The three claimants to the throne
The Battle of Hastings |
| • |
How did the Normans keep control? |
| • |
The medieval church |
| • |
Friction
between the church and state Henry II and Thomas Becket |
| • |
The
Crusades |
| • |
Magna
Carta and the development of parliament |
| • |
The
medieval life in the village and in the town |
| • |
Women
in medieval times |
| • |
The
Black Death |
| • |
The
Peasants’ Revolt |
| • |
England’s
relations with Wales and Scotland (Edward I to Edward III) |
| • |
The
Wars of the Roses |
Possible Homeworks (Individual teachers may substitute
other homeworks to allow for differentiation) |
| • |
A storyboard of the Norman Conquest |
| • |
Imagine
you are one of Harold Godwinson’s soldiers describe the march
to Stamford Bridge and the return for the Battle of Hastings |
| • |
How
could you attack and defend a castle? |
| • |
Write
a play script with three scenes explaining the visits of a Domesday
Book official |
| • |
Extended
piece of writing How did the Normans keep control over England? |
| • |
Describe
a day in the life of a monk or write a scary story designed
to make peasants repent and live a good life |
| • |
Write
a speech by either Henry II or Thomas Becket explaining why
they are arguing or produce a play explaining the argument |
| • |
Write
a diary for a crusader |
| • |
Produce
a Magna Carta scroll showing five things that are important
to the world and five points that are important to the student’s
own life |
| • |
Produce
a medieval street sign and research the meaning of six medieval
jobs or design a street map for a medieval town, putting in
all the shops and main features |
| • |
Write
a paragraph to explain what life was like for women in medieval
times and how it was different from the life of men and women
today |
| • |
Produce a leaflet warning people about the Black Death make
sure you only include information that would have been known
in medieval times |
| • |
Assessed
task What problems faced medieval kings? |
| • |
Design a shield using the rules of heraldry |
|
Year 7 History Website
Harold II, William the Conqueror, Battle of Hastings,
Norman Conquest, Bayeux Tapestry
|
www.britannia.com/history/monarchs/mon21.html
www.britannia.com/history/monarchs/mon22.html www.sjolander.com/viking/museum/bt/bt.htm
www.essentialnormanconquest.com www.bbc.co.uk/history/games/hastings/about/hastings.shtml
|
