Session 1: Session title
|Session 6: Set out your stall |
|National Curriculum |Geography: Describe and understand key aspects of human geography, including: economic activity. |
|Teaching Objectives |To synthesise and apply elements of learning from across the block. |
|Resources |Weblinks |
|Images of bazaars. | - Wide selection of Syrian dessert recipes |
| |with clear photo prompts; - Simple, easy to follow baklava recipe; |
| | - contains nuts - Relatively complicated method but a very |
| |typical sweet of the region; - Easy access free music archive, good sound |
| |quality. |
|Whole class: This is an opportunity for the children to have lots of fun sharing the fruits of their labours by planning and holding a mock bazaar. |
|Ideally, what the bazaar looks like and what goes on should be left for them to decide - under the teacher’s direction. Some images of bazaars and the |
|commodities for sale are given for inspiration (session resource). Ask the chn what impressions they gain from the pictures, e.g. the bazaars are colourful,|
|often brightly lit, with goods tastefully displayed (perhaps some of them have experienced this type of market on holiday). |
|It is hoped that the artefacts the chn have recently created will be available for sale or trade. The chn will enjoy creating an immersive experience by |
|decorating the classroom/ space where the bazaar is held - perhaps with lengths of bright fabric to simulate the silks that may have been on sale. If such |
|fabrics are not available, lengths of display backing paper/ sheets of coloured sugar paper might be used; bunting could be draped between stalls. |
|With the chn, consider the layout of the bazaar that best suits your school environment. Will all stalls be in one place, perhaps around the outside of the |
|hall or playground, with a central coffee/ tea shop? Perhaps ‘avenues’ of stalls can be created, with fabrics draped across the top to enclose them? Maybe |
|the school/ PTA has lots of gazebos that could be used for setting up stalls? Whatever you choose, encourage the chn to take ownership of creating an |
|enjoyable experience for their customers. Don’t forget to give parents/ the wider school community plenty of notice of the date and time for your bazaar! |
|Perhaps some advertising could be done in advance, linking with your persuasive writing learning in English? Consider asking some keen parents to serve in |
|the tea shop, with chn assisting, selling foods that the class has made in advance: Turkish delight, baklava, Ma’rouk Ramadan and Namourrah could all be on |
|the menu. |
|Hard/ Medium/ Easy |
|Once chn have decided on the layout, look and content of the bazaar, they set to work creating their stalls. Provide materials as agreed. Assign small |
|groups tasks - perhaps to find and download some ‘authentic’ regional music to play / cook for the tea shop/ hang fabrics, etc. Before opening the bazaar you|
|could prepare to ‘stage’ an incident of dishonesty among the merchants where the bazaar inspector (headteacher) has to arbitrate: perhaps one of the chn has|
|rigged their scales so that they out weigh less than stated or they could be using ‘fake’ coins. Parents could use real money for their purchases (donations|
|towards a class treat perhaps) or exchange a suftaja (letter of credit) that they have already been issued for plastic coins with which they can negotiate a |
|price. |
|Ensure the chn know how to haggle and barter and that the visitors are encouraged to do so! |
|Do take lots of photos to record the event in chn’s topic books/ folders and to send to the Hamilton blog. |
|As a final act, you may want one more person to ‘appear’ at the very end: the tax collector. Taxes on trade were a fact of life in early Islamic times, just|
|as they are now…! |
|Plenary |Ask the chn to compare their experiences at the bazaar with going shopping where they live. Which is more interesting? Why do they think we |
| |don’t/ can’t haggle in the supermarket? Ask the chn to think back to when the ‘silk road’ was first encountered. Chn to write a paragraph to |
| |accompany their photo(s) from the bazaar - what they have learned about trade across the early Islamic civilisation? Particularly how this flow|
| |of people across geographically distant areas resulted in the spread of Islamic ideas, traditions and knowledge. It would be good to use these|
| |observations to annotate the map that was used in Session 1. |
|Outcomes |Children will: |
| |Prepare for and hold a mock bazaar where some goods are traded, bought and sold. Chn carry out trades, while visitors to the bazaar |
| |(parents) buy products and the bazaar inspector (headteacher) watches out for dishonest merchants. |
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