UKS2 Topic: Early Islamic Civilisation Block E: Everyday life in Baghdad
Ask questions about everyday life in Baghdad through hot seating; recreate scenes from everyday life in Baghdad through creating ‘tableaux’; find out about parallel aspects of life in London and Baghdad. Evaluate quality of life in those two cities; examine a range of sources of historical evidence relating to ancient Baghdad, evaluating their usefulness and reliability; collaborate as a group to plan and create an informative film to present to a wider audience.
Block E: Everyday Life in Baghdad[6 sessions] / Main outcome: History
Other outcomes: Computing:
By the end of this block you will have achieved the following outcomes: / · Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across the periods they study.
· Select and organise relevant historical information.
· Understand how our knowledge of the past is constructed from a range of sources.
· Address and devise historically valid questions about change, cause, similarity and difference, and significance.
· Be discerning in evaluating digital content.
· Select, use and combine a variety of software on a range of digital devices to create a range of content that accomplishes given goals, including presenting data and information.
Session 1: History
Who were the citizens of Baghdad?
Learn about the citizens of Baghdad and their daily life. Demonstrate their knowledge through role play such as ‘hot-seating’ and tableaux (freeze-framing). / Children will:
· Ask questions about everyday life in Baghdad through hot-seating
· Recreate scenes from everyday life in Baghdad through creating ‘tableaux’
Session 2 History
Dark Age or Golden Age?
Explore what life was like in both London and Baghdad c. CE 1000, then using the evidence uncovered decide which of the two cities they would have preferred to live in during this time. / Children will:
● Find out about parallel aspects of life in London and Baghdad, c. 1000 CE
● Evaluate quality of life in those two cities
Session 3: History
Believe it or not?
In this session, chn will learn about examining sources of historical evidence and then rate this information for reliability. / Children will:
● Examine a range of sources of historical evidence relating to ancient Baghdad, evaluating their usefulness and reliability.
Session 4: History and Computing
Movie-Makers 1
In this session, chn will take their knowledge that they learned during the previous sessions to plan an informative film about a chosen element of life in Baghdad c. CE 900. / Children will:
● Revisit jigsaw research from Block D, Session 1 and unanswered questions from KWL activity. Collaborate as a group to plan an informative film about a chosen element of life in Baghdad ca. 900CE. Assign team roles, then create a storyboard and begin sourcing images for the film.
Session 5: History and Computing
Movie-Makers 2
Continuing from the previous session, chn will source images and record commentaries for their film. / Children will:
· Continue to source images for their film and collaborate in pairs to write a commentary to accompany the images
· Begin to record commentaries and film ‘live’ pieces to camera
Session 6: History and Computing
Movie-Makers 3
The final session in this series, chn will edit together the images and sound recordings to produce the completed film, before presenting it to an audience. / Children will
● Edit together the images and sound recordings, along with on-screen captions, to create a finished film
● Present films to a wider audience
Resources
Session 1
Provided: PowerPoint presentation on Aspects of everyday life in Baghdad, c. CE 1000. Information sheets covering: Slideshow note-making grid & Suggestions for tableaux.
You will need: Access to the internet.
Session 2
Provided: Information sheet on Research notes on Baghdad and London, c. CE 1000.
You will need: Access to the internet; Computers, iPads or similar. Books, e.g. Daily life in Ancient and modern Baghdad by Dawn Kotapish; The Year 1000: What Life Was Like at the Turn of the First Millennium: An Englishman's World by Robert Lacey and Danny Danziger.
Session 3
Provided: Information sheets covering: Evaluating sources of evidence; Evaluating sources of evidence: suggestions for teacher guidance & Evaluating sources of evidence: ‘PLACT’ Checklist.
You will need: Access to the internet.
Session 4
Provided: Information sheets covering: Suggestions of film themes and formats; Teacher’s notes on making movies & The ‘Golden Age of Baghdad’ - Film Planning and Storyboarding.
You will need: Access to the internet. Digital recording devices, e.g iPads or cameras and laptops;
Movie creation software or app, e.g. Wndows Moviemaker (PC), MiniMovie-Slideshow Video Edit (Android), Magisto Video Editor & Movie Maker (iOS).
Session 5
Provided: N/A
You will need: Access to the internet.
Session 6
Provided: N/A
You will need: Access to the internet.
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust(being the operating name of the registered charity, William Rowan Hamilton Trust)and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may haveremoved such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.