Why have people invaded and settled in Britain in the past? A Roman case study.
Find a description of Boudica in more than one book. Read to children and note similarities/differences (question why they might contradict eachother) and then children to draw Boudica and write a paragraph on what sort of person she might be... write it from two different points of view if more able, a centurians and a Celt being invaded.
Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study.
Present an artefact (photo/muddy a pot during lunchtime) and ask children to write questions that they would ask the owner. The artefact was found in the grave at Sutton Hoo, so it may tell us a lot about the Anglo-Saxons. If there were an AS in the room, what would they ask about the artefact, that would help them to understand further what life was like then. Most important here is historical enquiry, what 'could' we find out from these objects, make a list of questions. You can hot seat at the end pretending you're an AS and tell the children about your life if you're comfortable with the topic.
Why have people invaded and settled in Britain in the past? A Viking case study.
Explain that most religions state an obligation to help the poor and destitute. In Anglo-Saxon times, there lived monks, in monasteries. People gave treasures to the monks, and the monks stored food for the poor. Why would monsateries be a good place for Vikings to raid? Children to draw a cartoon strip of Vikings raiding a monasteries (monks do not fight back) including showing their 'loot'.
Why did Henry VIII marry six times?
Write an extract from Henry VIII's diary. He spent his days hunting, going to church, having huge meals with umpteen courses, listening to and performing music. Ask them then to write an extract from the diary of one of his servant's children (who would also be working in the palace!)
What were the differences between the lives of rich and poor people in Tudor times?
Explore reasons why some people were rich and others were poor in Tudor times, compare with why people are rich and poor today. Look at attitudes to rich and poor then and now. There were almshouses then, but laws against begging etc., the poor were punished.
What was it like for children in the Second World War?
Write a letter from a parent to an evacuated child, describing the Blitz, or write a letter to a parent from an evacuated child, describing the countryside (Goodnight Mr Tom etc., if there's a copy in the classroom)
What can we find out about ancient Egypt from what has survived?
Egyptians believe in life after death, and buried their people with objects that could help them in the next life, and would also show what their social standing was in this life - they are almost like time capsules of a persons life at one point in time. Draw/write about what you would put in a time capsule for your life/Daved Beckham's life (for example!) Be sensitive, some children may be coming to terms with a recent death.
What was it like to live here in the past?
Write open-ended questions that you would ask an elderly resident about life in your locality in the past. Go back further and write questions for people who have since died (Victorians etc.) How do these questions differ and why?
What was it like for children living in Victorian Britain?
Key influence on children's lives in Victorian times was Dr Barnardo. He raised over £3m to establish a network of Homes to rescue children from the streets, more than 60,000 in his time. Gave them care and life skills training. Homes has not existed before. Empathise with a child on the streets (orphaned, excluded from home because of poverty/disability) and write to Dr Barnardo thanking him and telling him what differences it has made to your life. Children lived in Homes with other children, and also went to live in Homes with families, like the foster care we see today. What legacy has Barnardo left for modern Britain?
How did life change in our locality in Victorian times?
Depends on your locality! If there's a major railway, then probably easiest to use that - how did the railway affect the wealth of the locality (trade.)
How has life in Britain changed since 1948?
Write extract from a diary of your mother/grandmother as a child, include passtimes and reference to music, then write your own typical diary entry for a night.
Who were the ancient Greeks?
Find information in a resource book on the Greek gods. Read aloud to children information on different gods, their symbols and their responsibilities in the world. Children to create a new Greek god specifically for modern day, draw and describe.
How do we use ancient Greek ideas today?
Look at Greek language origins, prefixes and suffixes geo-, -ology, photo-, phon-, tech-, and -phobia and their meanings.
How can we find out about the Indus Valley civilisation?
Children may be studying other non-European societies such as Aztecs. Ideograms: symbol in picture-writing representing idea of thing; any symbol universally recognised like emoticons they may use on MSN Messenger. Indus Valley people had an ideogram of a . Draw simple designs on board and ask children to vote for what they think it could represent. Look here: http://www.bl.uk/cgi-bin/ideogram1.cgi for ideas based on Chinese characters.
What were the effects of Tudor exploration?
Effects are positive and negative (tobacco, racism, war, potatoes, maize, more accurate maps.) Children could write a poem: Life Without Potatoes!
What can we learn about recent history from studying the life of a famous person?
John Lennon/Lady Diana what can we learn about music/the media/promotions/fashion/public sympathies from the lives of these people?
