Year 7Study Unit: CSU 1Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914& Government; Legacy of Imperial Rome
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksFinding out about the Roman Empire using historical sources / Primary
Secondary
Evidence
Latin
Romans
Greeks
Empire
Reliability
Bias /
- Who were the Romans & where did they come from?
- What evidence did they leave behind?
- What is a primary and a secondary source?
- What is fact and opinion?
- How can a historian check the reliability of a source and spot bias?
Heinemann
Living Through History, pp. to 9
Map: Early Rome
Map: Roman Empire
SEN: History Detective / A)Class brainstorm: What is a primary source?
B)What is a secondary source?
C)Class brainstorm: Who were the Romans?
D)Class reading: Heinemann, pages 4-5.
E)Activities, page 5:
F)Individual work: Questions 1 to 2.
G)Pair Work: Question 3.
H)Class discussion of results.
I)Class reading & discussion of page 8.
J)Activities: Pair work: questions 2a &2b on page 9. / Core
1 & 3 / English
Geography
Languages
The growth & extent of the Roman Empire / Etruscans
Myth
Legend
Republic
Empire
Gaul
Conquest
The Roman Army
Citizen /
- When was Rome founded and who were Romulus & Remus?
- What is the difference between a myth and a legend?
- Who were the Etruscans?
- What is a Republic?
- Rivals for Power
- How important was the Roman Army in the growth of the Empire?
- Why did Julius Caesar rise to power?
- What is a citizen?
- How to make video notes
pp. 10 to 11
Glue
Scissors
Video BBC:
Who were the Romans?
Heinemann,
pp. 14 to 15
SEN: Romulus & Remus
Republic Role Play
PowerPoint
Living Through History, pages 12 to 17. / A)Class reading & discussion of Heinemann, pp. 10-11
B)Pair work: Construct a Timeline which shows the growth of the Roman Empire.
C)Individual work: Arrange the 3 maps into Chronological order & stick them into book. Then using both the maps & the Timeline describe the growth of the Roman Empire.
D)Class reading & discussion of Living Through History, 12 to 13
E)Individual work: Activities 1 to 4.
F)Pair Work: Romulus & Remus jigsaw puzzle.
G)Individual Work: Using the jigsaw puzzle make up your own Romulus and Remus story. / Core
1 & 6 / Geography
Numeracy
English
Military
History
Archaeology
Citizenship
Drama
ICT
The Economy of the Empire: Transport / Transport
Economy
Provinces
Groma
Surveyor
Craftsmen
Slave
Mason
Celt
Military Crest /
- Why did the Roman Empire need good transport?
- How did these transport networks help the growth of trade?
- What is meant by the term PAX ROMANA?
- How did the Romans design & build their roads?
- What other forms of transport did the Roman Empire use?
Planning a Roman Road.
SEN: Roman Roads Network
Heinemann, pp. 10 to 11.
Graph of shipwrecks in the Western Med. / A)Class brainstorm: Why is Transport important?
B)Class reading: Roman Road worksheet.
C)Individual work 1-5
D)Pair work: Activity 2: Dot to Dot Roman Road Network
E)Group work: Worksheet: How to plan the route of a Roman Road.
F)Class reading: Heinemann, pp. 10 to 11.
G)Individual work: Activity 1a, 2a & 2b. / Core
1, 3 & 4 / Geography
CDT
Economics
EIU
Year Year
Year 7Study Unit: CSU 1Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksThe importance of stability for the growth of trade. / Pax Romana
Forum
Taxes
Basilica
Trade /
- How did the Roman Empire encourage the growth of trade?
- What part did the Roman Army play in the growth of trade?
- How far did goods travel within the Empire?
- What role did Roman towns play in the growth of trade?
Picture sources of Roman Life. / A)Class reading & discussion of worksheet.
B)Group work: Looking at the picture sheets & map: List the objects you can see in the group's picture.
C)Using the map try & guess where it came from.
D)Pair/Group work: Look at sources of Roman shops: Describe what is being sold in each source.
E)What each person is doing.
F)Where is a primary or secondary source.
G)Individual work: Activity 3. / Optional / Geography
English
Economics
EIU
Why was the Roman Army so Successful? / Auxiliary
Centurion
Citizen
Legionary
Tactics
Basilta
Conclusion
Introduction
Paragraphing
Propaganda
Modelling /
- How was the Roman Army organized?
- What armour, weapons and tactics did they use?
- What were the rewards for being in the Army?
- Was the Roman Army always successful?
- How did the army maintain discipline?
- How to make video notes and write an extended answer?
- How to use modelling to improve your grades.
Writing Non-fictional Writing - Nat. Literacy Pack
Roman Soldier Models
Power Point / A)Power Point Presentation: How to make video notes
B)Video: BBC video: Why was the Roman Army so successful
C)Class discussion: Video notes which headings.
D)Modelling: Examples of other extended answers.
E)Class Discussion: the merits of each example E.g. Organization
F)Individual Work: Extend answer on: Why was the Roman
G)Army so successful?
H)Group Work: Collaborative Wall Display: Roman Army recruitment poster / Core 1 -8 / Literacy
English
Media Studies
Roman Society / Town
Insulae
Public
Gladiators
Hygiene
Architecture
Technology /
- What was life like in a Roman Town?
- How did the Romans spend their free time?
- Why did rich people put events on for the poor?
- Why were the Romans concerned about public & personal health?
- What is fact and opinion?
Worksheet:
Roman Medicine & Public Health
SEN: Worksheets based on Heinemann
Video: Roman Society / A)Class reading & discussion: Heinemann, 42 to 43.
B)Pair work: Activity 1.
C)Individual work: Activities 3b & 3c on page 43.
D)Class reading of worksheet on Roman Medicine.
E)Pair work: Match statements with the right source.
F)Individual work: Write up results in the form of a table.
G)Individual work: Activities 2 to 3.
H)Project work: Whole group. / Core 1 / English
Science
Personal Health
Citizenship
Rome's relationship with her provinces. / Farming
Tenants
Landlord
Estate
Provinces
Surplus
Archaeologist /
- What was life like in the countryside?
- What was an estate?
- How did the rich and poor live?
- What is the job of an archaeologist?
- How and why do people from different times & places interpret objects in different ways?
- How do we use sources to back up an argument or interpretation?
Roman Mosaic showing a thatched house.
Reconstruction of a Roman Villa / A)Class reading of Heinemann & teacher presentation of life in the countryside, pp. 44 to 45.
B)Pair work: List the differences between source C & D.
C)Individual work: Write a short paragraph on why sources C & D are different, pointing out that people from different times look at things differently.
D)Individual work: Activities 3 & 5. / Optional / EIU
Citizenship
Year 7Study Unit: CSU 1Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksDevelopment of religious beliefs in the Empire. / God
Temple
Church
Christianity /
- What Gods did the Romans pray to before Christianity?
- Who were the first Christians?
- What effect did they have?
- Who was the Emperor Constantine?
- When did Christianity become the official religion of the Empire?
pp. 48, pages 50 to 51.
SEN: Worksheets based on Heinemann
Living Through History, pp 48 to 49 / A)Teacher presentation on Roman Gods before Christianity, Heinemann, p.48.
B)Class reading & discussion of Heinemann, 50 to 51.
C)Individual work: Activity 1 + 3
D)Which of sources B & C would be most useful, if you were trying to find out why people became Christians?
E)Would this source be better than one written by a Christian leader? Explain your answer. / Optional / English
RE
Citizenship
Collapse of the Empire. / Collapse
Conscription
Foederati
Tetrarchy
Caesar
Inflation
Huns
Vandals
Invasion
Barbarians
Consequence /
- What problems faced the Empire before its collapse?
- What was conscription?
- What effect did mercenaries have on the fighting efficiency of the Army?
- Who were the Barbarians?
- What effect did the loss of Africa have on the economy?
- What was inflation & what effect did it have on the Empire?
PowerPoint / A)Class reading & discussion of Heinemann, 54 to 55.
B)Pair work: Give one consequence for the Roman Empire for each of the following:
C)Falling population
D)Loss of North Africa
E)Use of mercenaries
F)Inflation
G)Thinking skills: Which of these do you think had the greatest effect or consequence?
H)Individual work: Activity 3, page 55. / Core 1 / Economics
Military
History
English
ICT
What effect has the Roman Empire had on other civilizations? / Legacy
Architecture
Renaissance
Language
Art /
- What changes did the Romans make to
- What new building skills did they develop?
- How did Latin survive and influence
- Who invaded Britain after the Romans?
Heinemann, pages 62 to 63.
Invasions worksheet
PowerPoint
Living Through History, pages 60 to 61 / A)Class reading & discussion of Aylett, pp. 55 to 56.
B)Pair work: Activity 2.
C)Extension work if there is time
D)Class reading & discussion of Heinemann, pages 62 to 63.
E)Individual work; Activity 1.
F)Invasions Worksheet: Individual Work: Place names activity. / Core
1 & 2 / Art
English
Architecture
Language
Citizenship
ICT
Year 7Study Unit: CSU 2Focus: Development of the Medieval Monarchy & the
way of life of the people of Britain
Title: Medieval Realms: Britain 1066 - 1500
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksWhat & when were the Medieval Realms? / Medieval Knights Castles
Normans
Black Death Anglo-Saxons /
- What do the pupils already know about the Medieval Realms?
- Can they identify features of M.R.
- Where does the Medieval Realms fit into a wider chronology.
- How are timelines drawn?
"Skills in History", Shunter.
"Medieval Realms", Spartacus. / A)The class will make a list of people & buildings they associate with the M.Rs. through a class Brainstorm on the board.
B)Design a title page for the unit using these ideas to describe different features of M.R.
C)Draw a timeline showing key dates & place in wider chronology.
D)Write a short paragraph on M.R. / Optional / Art
English
Maths
Why was England invaded twice in 1066? / Invasion Conquest Oath /
- What happened in 1066?
- Why did Harold Godwinson, William, Edgar and Harold Hardrada want to be King of England?
- What sort of qualities would the Anglo Saxons have looked for in a new King?
Spartacus page 6
Worksheet on claims to the throne
Booklet: Norman Conquest / A)Class Brainstorm on 'What makes a good King?'
B)Selective class reading to set background to the different claims.
C)Group/Class work: Using worksheet certain pupils can prepare a case for case for each claimant and present it in role.
D)Individual work: The pupils can draw up a table showing the different claims and then write a short paragraph on who they support. / Core 1 / Drama
Citizenship
Why did Harold lose the Battle of Hastings? / Bishop
Monk
Tapestry
Modelling
Dramatic Language
Bias /
- How did William & Harold Hardrada react to Harold being crowned?
- What happened at Stamford Bridge?
- What happened when William invaded England?
- How did Harold die?
- Why did William win the Battle of Hastings?
- What are the literary conventions of a newspaper article?
Spartacus, p. 7-11
Bayeux Tapestry of Harold's death
Booklet: Norman Conquest
PowerPoint
Examples of previous newspaper scripts for modelling / A)Through selective reading the class will learn about what happened at the Battle of Hastings & the events leading up to it.
B)They will then cut out & stick maps showing what happened in 1066.
C)Individual work: There are two versions of how Harold died. What are they?
D)Draw the Bayeux Tapestry of Harold's death.
E)Which version does the B.T. support?
F)H.W: Write a short paragraph on what happened in 1066.
G)Class Brainstorm: What are the conventions for setting out a newspaper report?
H)Power Point Presentation: How to write your own article on the Battle of Hastings.
I)Modelling exercise using both the examples from the national literacy pack on writing non-fictional writing, The Daily Mail and previous students’ work.
J)Individual Work: Draft: Write a newspaper article on the Battle of Hastings from either a Norman orSaxon perspective.
K)Pair work: Check spellings, Punctuation and paragraphing of neighbours work.
L)Final Draft: Copy up work into newspaper template on the school network or onto A3 paper. / Core 1 - 6 / Geography
Art
Military
History
ICT
Literacy - writing non fiction
Year 7Study Unit: CSU 2Focus: Development of the Medieval Monarchy & the
way of life of the people of Britain
Title: Medieval Realms: Britain 1066 - 1500
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksHow did William conquer the rest of Britain? / Curfew
Domesday Book
Decade
Rebel /
- Why did the Saxons rebel against William I?
- Why did William destroy the North, divide up all the land & give it to his followers?
- What was the Domesday Book and why did William have it made?
Domesday entry for Mexborough
Heinemann, Nigel Kelly, pp 14 to 19 / A)Selective class reading of text & sources.
B)Group/Class discussion of how William conquered the rest of England & kept it under control.
C)Individual work: Answer question 2.
D)Write a short paragraph on how William conquered the rest of England.
E)Design a Domesday record of your home.
F)Class reading: Heinemann, pages 14 to 15 - Why did the Normans build Motte and Bailey Castles?
G) Individual work: Activities 1- 4. / Optional / Citizenship
How did the Norman Conquest affect Britain? / Cathedral Norman Arches
Blind Arcading
Dog Tooth /
- Why did the Normans build castles?
- How did they change Cathedral and Church building?
- What evidence did they leave behind?
The Norman Conquest, by English Heritage / A)Class/group discussion of video presentation. The Video should be stopped at the appropriate points & the questions in the contents box discussed & answered.
B)After the Video has been shown it can be rewound to the points that show examples of Norman arches and Blind Arcading so that the pupils can draw them. / Optional / Media Studies
RE
Art
What was feudalism? / Feudalism
Barons
Knights
Villeins
Serfs
Peasants
Boon-work /
- What was the Feudal System?
- What duties did the different classes have to do for those above & below them?
- Who was the most powerful? Why?
- Why did people swear Oaths?
Worksheet F. Syst.
Burton, p. 16-18
Shutter, p. 92-93
Spartacus, 14-15
Heinemann, Nigel Kelly pp 12 - 13 / A)Class reading of Aylett & discussion of the power relationships & duties.
B)Class/Group drama role to play of Oath taking by different groups in the system.
C)Draw & label a diagram of the F.S. showing different duties. Aylett/Burton/Worksheet.
D)Extension work: Heinemann, pp - 12 - 13 / Core 1 - 4 / Politics
Economics
Citizenship
Sociology
What was life like in a Medieval Village? / Crop Rotation 3 Field System /
- What was life like in a Medieval Village?
- What was the 3 field crop rotation system?
- What were living conditions like for the Villeins?
- What role did Medieval women play in family & village life?
Heinemann, Nigel Kelly, pages 44 to 45 & pages 48 to 49 / A)Class reading & discussion of Buxton, pages 4 to 7.
B)Individual work:
C)Complete Activities 1 to 4 on page 7.
D)Draw map of the medieval Village, page 4.
E)Class reading: Heinemann, pages 44 to 45.
F)Pair work: Tasks 1-2. Report Back for Class discussion.
G)Individual work: Task 3.
H)Class reading: pages 48 to 49: Women in Medieval Times.
I)Debate: Why is there so little evidence left behind of Medieval women? Write up results.
J) Individual work: tasks 1- 3. / Core 1 / Art
Sociology
Geography
Equal Opts
Year 7Study Unit: CSU 2Focus: Development of the Medieval Monarchy & the
way of life of the people of Britain
Title: Medieval Realms: Britain 1066 - 1500
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksWhat was life like in a Medieval Town? / Mark
Trade
Fair
Crafts
Apprentice
Tanner
Fletcher
Thatcher
Carter / 1.What were conditions like in a Medieval town?
2.What function did they serve?
3.How were Medieval crafts organized? / Aylett, p. 34 to 35
Pictorial evidence from Spartacus
Heinemann, Nigel Kelly, pages 46 to 47 / A)Selective class reading of text sources.
B)Pair work: Look at scene of a Medieval Town and try & spot ten historical mistakes.
C)Class/group discussion of source C. 'Do you think that all streets were like this?
D)Individual work: Q3.
E)Class reading: Heinemann, pages 46 to 48
F)Individual Work: Tasks 1-3 / Core
1 & 2 / Geography
Art
EIU
How did the Black Death affect Britain? / Plague
Black Death
Contagion
Blasphemy / 1.What was the Black Death?
2.How could you tell if someone had the Black Death?
3.What are the conventions for setting out a doctors report?
4.Where did the Black Death come from?
5.What caused it to spread?
6.How did Medieval people believe it was spread?
7.What are the conventions for setting out a newspaper report?
8.How do you access the newspaper template off the school network? / Assessment: Task 2:
The Black Death resource booklet
Worksheet: How to use the CD ROM?
Role Play
Heinemann. Nigel Kelly, pages 54 - 57 / A)Teacher introduction of the aims of the assessment task & the links with I.T. etc.
B)Class/paired reading of the different activities.
C)Individual/pair work: Complete the activities in the resource booklet.
D)Class brainstorm: What does a newspaper report have inside a story.
E)Class work: How do we use the CD ROM.
F)Individual work: Write a newspaper report on B.D.
G)ICT: Use the newspaper template on the network to type up draft copy and import pictures. / Core 1 - 6 / I.C.T..
Library
Personal Health
English
Citizenship
What were the relations between King and people? / King
Parliament
Law
Magna Carta /
- Who was King John?
- Why is Magna Carta important?
- How important is Magna Carta in the development the political rights?
- What was the Poll Tax?
- Why was it necessary to raise taxes?
- Why did the peasants rise up?
- Who was Watt Tyler and what role did he play in the Peasants Revolt?
- What are the conventions for setting out a newspaper report?
- What are your rights & responsibilities as a British citizen?
Buxton, p. 24-27
W. Tyler
Newspaper Task
Heinemann. Nigel Kelly, pages 58 – 62
Peasants Revolt booklet. / A)Thinking Skills: List five human rights in the back of your book.
B)Class discussion: Which human right is the most important?
C)Thinking Skills: List 5 things you know about Robin Hood & King John.
D)Feedback to a class discussion
E)Class reading of Aylett, 33 – 34.
F)Individual work: Complete Activities.
G)Group Work: Design a Magna Carta Poster for children’s rights.
H)Thinking Skills: What responsibilities do you have to your family, school, friends & community?
I)Feedback: Class discussion.
J)Literacy: Newspaper Report on the Peasants Revolt. / Core 1 - 7 / Politics
Citizenship
ICT
Literacy
What were relations like between the King and Church? / Archbishop
Excommunicated / 1.Why did relations between Church and state change?
2.Who was Thomas Becket and how and why was he murdered?
3.How can we detect bias in a historical source? / Heinemann, Nigel Kelly, pages 22 to 23 / A)Class reading: Heinemann, pages 22 to 23.
B)Class Debate: did Becket deserve to die?
C)Individual Work on reliability of evidence: Tasks 1- 3. / Optional / RE
Year 7Study Unit: CSU 2Focus: Development of the Medieval Monarchy & the