Autumn Term – Romans & Transatlantic Slave Trade
Homework / E
P4 / G
P3 / S
P2 / U
P1
Autumn 1-Task 1:Glossary and source analysis
To improve you need to:
Autumn 1-Task 2:Local Study
To improve you need to:
Autumn 1-Task 3:Roman London
To improve you need to:
Autumn 1-Task 4:What did the Romans do for us?
To improve you need to:
Autumn 2-Task 5: Africa before the slave trade
To improve you need to:
Autumn 2-Task 6: Slave auction
To improve you need to:
Autumn 2-Task 7: Abolition of slave trade
To improve you need to:
Autumn 2-Task 8: Create a crossword
To improve you need to:
Student reflection:
I have completed some most all of the homework tasks to an unsatisfactory satisfactory good excellent standard.
Next term I need to (pick three of the following):
- Hand homework in on time.
- Spend more time on my history homework
- Use more facts in my explanation
- Correct spelling mistakes (write the spellings here) ……………………………………………………………………………………
- Read more about the topic to help my understanding.
- Other………………………………………………………………………………………………………………………………………………………………………
Task 1: Roman Army (Glossary & source analysis)
Key word glossary
/ army / an organized group of men equipped for fighting on land.
/ different / not the same as another or each other.
/ Evidence / that which tends to prove or disprove something; ground for belief; proof.
/ Fact / something that actually exists; reality; truth:
/ Londinium / The Roman (Latin) word for London.
/ Primary source / A primary source is a document or physical object which was written or created during the time under study e.g. Roman coin.
/ Secondary source / a secondary source of information is one that was created later by someone who did not experience first-hand or participate in the events or conditions being researched.
Picture is a Roman re-enactment – see car in background.
/ Similar / The same as another or each other.
/ soldiers / A soldier is one who fights as part of an organized land-based armed force.
/ Source / A source is anything that has been left behind by the past. It might be a document, but it mightalternatively be a building or a picture or a train ticket perhaps or a plastic cup.
/ Timeline / A timeline is a way of displaying a list of events in chronological order.
Task 1: Roman Army (Glossary & source analysis)
Source A: A painting of Roman soldiers practice-fighting.
Label the picture above with the words from the box below.
Source A is a primary/secondary piece of evidence.
What does Source A show us? Use words from the key word box below.
Source A shows me Roman………………………………………………………………………………………….
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Task 2: Local Study(research)
- Read through the local sites where Roman historical evidence has been found. Look at what was found, where and when.
- Answer the questions below:
List at least three (3) pieces of evidence found in Enfield.
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………………………………………………………………………….. / What type of evidence is this? Primary or secondary?(look at the glossary in Task 1). …………………………………………………………………………..
What do the words‘primary evidence’ mean?
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ENFIELD
/ Broomfield: In 1816 Roman urns and coins were found in this gravel-pit and some skeletons.
/ CarterhatchLane: 70 Roman silver and bronze coins ploughed up in a field and sold in 1820.
/ Forty Hill, probably nr. Clock House: Roman glass bottle found a few years before 1873 during excavations.
Words to look up in your dictionary:
Urn = ……………………………………………………………………………………………
Bronze = ……………………………………………………………………………………..
Plough/ploughed = …………………………………………………………………….
Excavations = …………………………………………………………………………………
Task 3: A tour of Londinium(research)1. Look at source A. What does this source show you about the Romans in Londinium?
Source A shows me ……………………………………………………………………………………………………………….
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A Tour of Londinium – Fill in the gaps
Londinium was a settlement built on the current site of the City of ______around AD 50. It served as a major centre of trade for the ______until the Romans left during the 5th ______. During the later decades of the 1st century, Londinium expanded and quickly became Roman Britain's largest ____. Londinium was built at the point where the ______Thames was narrow enough to build a ______, but deep enough to handle ships.
What do you think people who lived here did every day?
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How do you think life was different to today?
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………………………………………………………………………………………………………………….. / Fill in the gaps word list:
Century
city
Roman Empire
bridge
river
London
Words to look up in your dictionary:
Empire = ……………………………………………………………………………………………
century = ……………………………………………………………………………………..
Task 4: What did the Romans do for us? (comprehension)/ Invention 1: Aquaduct
The Romans constructed many aqueducts in order to bring water from distant sources into their cities and towns, supplying public baths, latrines, fountains and private households. / What were aquaducts used for?
Aquaducts were used to …..
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/ Invention 2: Public baths
The Romans were concerned about health and cleanliness. A network of pipes brought clean water into the city of Rome and removed waste.
The public bath house was the place where people went to socialise and do business as well as getting clean. / Why did the Romans use public baths?
The Romans used public baths because………………………….
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/ Invention 3: Roads
Paved roads were built on a massive scale by the Romans. In fact by the end of the Roman Empire over 400,000 kilometres of roads were built by the Romans, spanning from Egypt to Britain!
The main aim of building roads was to help soldiers move quickly around the empire. / What was the main aim of building Roman roads?
The Romans’ main aim……
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Check you can spell: Aquaduct, invention, soldier, roads, socialize.
Word to look up in your dictionary:
invention = …………………………………………………………………………………………
Task 5: Africa before the slave trade(research)Research ten facts about Africa before the slave trade and link them to the map below.
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The peoples of West Africa had a rich and varied history and culture long before European slavers arrived. They had a wide variety kingdoms, each with their own languages and culture.
The empire of Songhai and the kingdoms of Mali, Benin and Kongo were large and powerful with monarchs heading complex political structures governing hundreds of thousands of subjects.
Art, learning and technology flourished and Africans were especially skilled in subjects like medicine, mathematics and astronomy. As well as domestic goods, they made fine luxury items in bronze, ivory, gold and terracotta for both local use and trade.
West Africans had traded with Europeans through merchants in North Africa for centuries. The first traders to sail down the West African coast were the Portuguese in the 15th century. Later the Dutch, British, French and Scandinavians followed. They were mainly interested in precious items such as gold, ivory and spices, particularly pepper.
From their first contacts, European traders kidnapped and bought Africans for sale in Europe. However, it was not until the 17th century, when plantation owners wanted more and more slaves to satisfy the increasing demand for sugar in Europe, that transatlantic slaving became the dominant trade.
Task 6: Slave auction(source analysis/empathy)
Below create an acrostic poem about a slave auction. Read as much information as you can about slave auctions to help make your poem as factual as possible.
S……………………………………………………………………….
L………………………………………………………………………….
A………………………………………………………………………….
V………………………………………………………………………….
E…………………………………………………………………………. / Word to look up in your dictionary:
Woodcut = ……………………………………
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Auction = ………………………………………
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Empathy = ……………………………………
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Task 8: Create a puzzle about what you have learnt this term.
go to the website
Follow Step 1,2,3 and 4 and click ‘create my puzzle’.
Print and stick your crossword with questions in.
Useful websites
Roman Army
Roman Enfield/local history
Roman Londinium
What did the Romans do for us?
Africa before the European slave trade
Slave Auction
Abolition of the slave trade
The rise and fall of the British empire
Extension exercises:
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