Worksheets, Activity Sheets and Information sheets



Worksheets, Activity and Information sheets

supporting the

What is History?

Scheme of Work

Who belongs when?

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What belongs when?

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What belongs when?

What belongs when? - Other Objects

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4 5

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6 7

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8 9 10

What belongs when – Other Objects

Recording sheet

|Ancient Greeks | |

|The Romans | |

|Anglo-Saxons and Vikings | |

|The Tudors | |

|The Victorians | |

|Twentieth Century | |

What belongs when – Other Objects

Recording sheet

|Ancient Greeks | |

|The Romans | |

|Anglo-Saxons and Vikings | |

|The Tudors | |

|The Victorians | |

|Twentieth Century | |

Writing using Tentative Language

This is not intended as a definitive list – Just a few suggestions for sentence starters.

This MAY be….

PERHAPS he/she was….

It is POSSIBLE that…

This SUGGESTS that…..

This evidence SUPPORTS the suggestion that….

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Roman Cook

A cook was an important person in a Roman household that was fond of entertaining. In Rome, cooks were often slaves, but there is no evidence of slavery in Roman Corinium.

Britain was already an important agricultural area when the Romans invaded, and they also introduced several food sources. Amongst game animals they introduced pheasants, peacocks, guinea fowl and fallow deer. Fruits, vegetables and nuts include vines, figs, cabbage, lettuce and turnips, walnut and sweet chestnut. Our cook would be familiar with a range of new herbs and spices; parsley, borage, mint, rosemary and garlic, amongst others.

They also imported foodstuffs that could not be grown in Britain – olives, olive oil, dates, ginger and almonds.

Shellfish were highly prized additions to the diet in Roman Britain – many oyster shells have been excavated at sites around Britain, even far inland, as have cockles, scallops and mussels. A characteristic ingredient of Roman cookery was liquamen or garum, a kind of fish sauce, which was important in many recipes.

Snails were another delicacy. Snails were farmed and kept on islands to stop them escaping. They were fed on milk, wheat and the grape ‘mush’ left over from wine-making.

‘For their final fattening they were kept in jars with air holes. When they became so fat they could not get back inside their shells, they were fried in oil and garum mixed with wine.’

Roman cooking could be quite complex, and a range of sophisticated cooking equipment has been found in Britain, along with more simple and traditional utensils. Most of the cooking was done on a raised brick hearth, filled with charcoal, above which hung cauldrons suspended on tripods or gridirons, like this.

The Romans used ovens, shaped like low beehives in which wood or charcoal was burnt to reach the right temperature. Once that had been reached, the ashes were raked out and the food sealed inside until cooked. Built ovens have been found in Cirencester in a row of fourth century shops, possibly bakeries.

In a villa, the cook was responsible for feeding the family and estate workers on a day-to-day basis, but also for creating elaborate meals when the family chose to entertain.

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Tudor Schoolboy

John Coxwell, a local Cirencester man who made his money from the wool trade, would have been 13 years old in 1529, when Henry VIII came to the throne. As a boy in a merchant family, John may have gone to Cirencester Grammar School. Unlike many towns in England, Cirencester was a wealthy place because of the wool trade and had already got a grammar school, founded about 100 years previously.

John may also have been tutored privately. In either case, whether he went to school or was tutored, he would have received a similar education. There were very few textbooks, lessons were written on parchment with a quill pen, and all pupils were expected to use Latin, even when speaking. A boy may have had a ‘horn-book’, used to copy the alphabet and practise Latin grammar (hence the name of the schools)

John increased his family’s income from the wool trade as a ‘clothman’. In 1539, when John was 25, Henry VIII dissolved the monasteries, and the Crown confiscated all Cirencester Abbey’s properties. John was able to purchase some of the old Abbey lands later when Elizabeth I sold it off.

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John Coxwell, aged 98, on display at the Corinium Museum, Cirencester.

Victorian Maid

In Victorian Britain there were many servants. Even modest lower middle class households would have at least a ‘daily help’. The status of a Victorian family could be judged by the number of servants they employed. In large country estates there were upwards of 40 people all working to ease the lives of the family that employed them.

To be ‘in service’ involved hard work, very little time off and was not well paid, but generally it was a secure job, and live-in servants could be sure of a roof over their heads and food to eat.

There was a strict hierarchy amongst the servants – the richest families employed a butler who was the most important. Next in line, or in less well off families, was the housekeeper. She would oversee all the female servants, hold the keys and have the power to hire and fire female domestic staff. The butler had the same power over male servants. The lady’s maid was also a most important servant, often staying with her mistress for years.

A young girl who went into service would start at the bottom. She may be a junior parlour maid or scullery maid. Scullery maids would be hoping to eventually become cooks, but to start with would be peeling vegetables, washing up, scouring pots and pans and doing the worst jobs the cook could think of. If the household was not wealthy enough to employ a junior parlour maid and a scullery maid, they may employ a ‘tweeny’. They were nicknamed 'tweenies' because they worked 'between stairs' in the basement helping the cook or upstairs in the family rooms with the parlour-maid. She would usually get a Sunday afternoon off but was expected to attend church in that time. She would get one week's holiday a year.

ARP Wardens

ARP wardens were volunteers who ensured the wartime blackout regulations were adhered to and warned people of air raids. They were the first at the scene when bombs fell, they reported potential dangers such as unexploded bombs and gas leaks and were on hand to help people after a bombing raid.

The blackout regulations were strict – no lights could be shown from the windows of houses, and only one dim headlight on a car.

ARP wardens sounded sirens to indicate when a raid was expected and also carried rattles to warn of gas attacks (which never actually took place) They carried out regular patrols and reported when bombs fell, and supervised public shelters. When necessary they called for help from the Ambulance Service, Fire Brigade and Heavy Rescue Squads.

In Cirencester, there were 17 wardens posts in all throughout the town. The staff of each section consisted of a Section Warden, Deputy Section Warden, a Senior Warden and a number of Wardens. These people still had their own jobs to do. Mr T Ovens, a warden for Stratton, owned a large furniture and furnishing store and auction sale room in Dyer Street, Mr Rawlins, a Section Warden, was a well known local solicitor, Mr Flexen, Mr Franklin, Mr Hockridge and Mr Miles were all teachers at Cirencester Grammar School.

Major Letts ran Oakley Hall private school and Miss Goodworth also had her own private infants school.

With thanks to Peter Grace for the local information.

How do we know about the past?

Look at the types of evidence below. They provide clues to the past. Not all of these types of evidence are available for all periods. Put a large tick (if there is a lot of evidence available from this period, a small tick( if there is a little, but leave it blank if there is no evidence of this type from this period. Put a question mark ? if you are not sure.

|Evidence |Roman |Tudor |Victorian |Your grandparents |

|Sound recording of people’s memories| | | | |

|Government records | | | | |

|Paintings | | | | |

|Diaries | | | | |

|Clothing | | | | |

|Books | | | | |

|Newspapers | | | | |

|Black and white photographs | | | | |

|Colour photographs | | | | |

|Video/digital film | | | | |

|Statues | | | | |

|The homes of the rich | | | | |

|The homes of the poor | | | | |

|Gravestones | | | | |

Simple Chronology

|Date |Century |

|2012 | |

|1348 | |

|1348 BC | |

|1066 | |

|35 BC | |

|3000 BC | |

|1882 | |

|1966 | |

|999 BC | |

|101 BC | |

|Century |A year in this century |

|19th | |

|21st | |

|21st BC | |

|6th | |

|1st | |

|22nd BC | |

|23rd | |

|11th | |

|2nd BC | |

|10th | |

Richard, Duke of Gloucester (later Richard III) comes on stage and describes himself and his reasons for choosing evil.

‘But I – that am not shaped for sportive tricks

Nor made to court an amorous looking glass

I that am rudely stamped, and want love’s majesty

To strut before a wanton ambling nymph

I that am curtailed of this fair proportion

Cheated of feature by dissembling Nature

Deformed, unfinished, sent before my time,

Into this breathing world scarce half made up

And that so lamely and unfashionable

That dogs bark at me as I halt by them

Why – I, in this weak piping time of peace,

Have no delight to pass away the time

Unless to spy my shadow in the sun

And descant on mine own deformity

And therefore-since I cannot prove a lover

To entertain these fair well spoken days

I am determined to prove a villain

And hate the idle pleasures of these days’

William Shakespeare

Which means – roughly (apologies to WS)

‘My physical features are not suited to flirting

Romance is the last thing on my mind when I see my reflection

I am ugly, and not attractive to beautiful women

I have been denied handsome features

Cheated of them by false Nature

I am deformed, unfinished, born prematurely

Before I was ready

And I am so distorted and misshapen

That dogs bark at me when I am near them

I am bored in these peaceful years

I can think of nothing to do

Except to look at my own shadow

And moan about my distorted body

And, therefore, because no-one could ever fancy me

(Which I would have enjoyed)

I am determined to demonstrate that I will be evil

And hate all ordinary pleasures’

Teacher Information

Starters and Plenaries

A-Z

Create alphabet on board or each pupil creates one in back of book. Once a letter is guessed, no more words allowed using that letter. Vocabulary from that lesson or that topic.

I have learned….what have you learned?

Use SOFT object or paper ball to throw to a pupil, and say what you have learned, they must then think of something they have learned and pass it on.

Traffic Light cards

One set of red, yellow and green cards for each pupil – to be used to say how certain they are of an answer. Gives good feedback to teacher of class understanding

Odd One Out

This is a versatile starter – adaptable for any topic – put 3 or 4 keywords on the board, one of which is an odd one out. Pupils must select the OOO and give a reason. Two or three lines can be used to extend the game. It is often illuminating as to why pupils pick others to the one which is ‘correct’

Story for Oral evidence

The story can be anything you chose, but should consist of at least 6 parts, with use of names, numbers, colours locations and times, but not too long. E.g.

Mrs Fisher asked Mr Hargreaves to bring all Year 7 boys and Year 8 girls to the dining room after Year 9 assembly in order to move all the grey chairs to the sports hall and the brown chairs into the library and to set up the benches and screens ready for the photographer who will be coming from Bristol during the second half of lesson 4.

The message must be repeated only once, and they must not talk to each other about it.

Baseline Assessment for History Year 7

1. Draw lines to match up Heads and Tails

|Heads | |Tails |

|Chronology | |Anno Domini (Latin for in the year of our Lord) After the|

| | |birth of Jesus |

|Artefact | |A version of history or opinion about a person or event |

|AD | |Something that is out of place or sequence in time |

|Decade | |A period of 100 years |

|Interpretation | |A possible answer to a question that needs answering |

|Hypothesis | |Period of ten years |

|Source | |A document or artefact from the past |

|BC | |Putting people, events and periods into the correct |

| | |sequence of time |

|Century | |Before Christ |

|Anachronism | |An object such as a bowl or skeleton |

2. In which century are these dates?

a) 1924 ___________________

b) 236BC ___________________

c) 2020 ___________________

d) 1345 ___________________

e) 45 ___________________

3. Match up the correct century to these sequences of dates

|18th Century | |01-99 BC |

|2nd Century BC | |300-399 |

|1st Century BC | |1600-1699 |

|4th Century | |1700 – 1799 |

|17th Century | |01-99 |

|1st Century | |100-199 BC |

Bonus point: Explain why there is no year 0. __________________________________________________________________________________________________________________________________

4. What questions can you ask about a written source to help understand what it means?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. This source gives you one interpretation of Richard III.

a. Underline all the words that tell you the writer does not like Richard.

b. Extension – in a pencil or another colour, amend the story so it shows a different point of view.

Richard had always been selfish and ruthless. He used all kinds of tricks and plots to build up his own riches and power. He even used the royal army to take land in Scotland. In 1483 King Edward IV died, and his young son became Edward V. Richard tricked the young king and his advisors by pretending to be friendly. Soon Richard threw the advisors into prison. Richard now invented a story that the boy was illegitimate and so could not be king. Richard savagely executed anyone who opposed him. He imprisoned young Edward and his brother in the Tower of London. After 1483 the Princes were never seen again. Many people believed that the tyrant Richard had sent orders for them to be murdered.

Baseline Assessment for History Year 7

1. Draw lines to match up Heads and Tails 10 marks

|Heads | |Tails |

|Chronology | |Anno Domini (Latin for in the year of our Lord) After the|

| | |birth of Jesus |

|Artefact | |A version of history or opinion about a person or event |

|AD | |Something that is out of place or sequence in time |

|Decade | |A period of 100 years |

|Interpretation | |A possible answer to a question that needs answering |

|Hypothesis | |Period of ten years |

|Source | |A document or artefact from the past |

|BC | |Putting people, events and periods into the correct |

| | |sequence of time |

|Century | |Before Christ |

|Anachronism | |An object such as a bowl or skeleton |

2. In which century are these dates?

a) 1924 20th

b) 236BC 3rd century BC

c) 2020 21st

d) 1345 14th

e) 45 1st 5 marks

3. Match up the correct century to these sequences of dates

|18th Century | |01-99 BC |

|2nd Century BC | |300-399 |

|1st Century BC | |1600-1699 |

|4th Century | |1700 – 1799 |

|17th Century | |01-99 |

|1st Century | |100-199 BC |

Bonus point: Explain why there is no year 0. There is no year 0 because we count Jesus as having been born in the year 1, not 0 1 mark

4. What questions can you ask about a written source to help understand what it means?

When was it written? How long after the event?

Who wrote it? Were they prejudiced?

Why was it written? Who was the intended audience?

Did the person see the event or was it a second-hand account?

What, if anything, has been missed out? 8 marks

5. This source gives you one interpretation of Richard III.

c. Underline all the words that tell you the writer does not like Richard.

d. Extension – in a pencil or another colour, rewrite the story so it shows a favourable point of view towards Richard.

Richard had always been selfish and ruthless. He used all kinds of tricks and plots to build up his own riches and power. He even used the royal army to take land in Scotland. In 1483 King Edward IV died, and his young son became Edward V. Richard tricked the young king and his advisors by pretending to be friendly. Soon Richard illegally threw the advisors into prison. Richard now invented a story that the boy was illegitimate and so could not be king. He falsely imprisoned young Edward and his brother in the Tower of London. After 1483 the Princes were never seen again. Many people believed that the tyrant Richard had sent orders for them to be murdered. 10 marks

Many pupils will want to underline more words – use your discretion to award the marks you deem appropriate. The re-written story too requires discretion – many will not attempt this, and although it is a high level skill, only a maximum 6 marks are available – See marking notes.

Extension example:

Richard had always been determined and ruthless. He intelligently increased his personal wealth. He led the royal army in a successful campaign in Scotland. In 1483 King Edward IV died, and his young son became Edward V. Richard was not impressed with the young king’s advisors so he had them thrown into prison. There was a rumour that Edward was illegitimate, so he could not be king. Richard had to imprison Edward and his brother in the Tower. After 1483 the Princes were never seen again. Many people falsely believed that Richard had sent orders for them to be murdered.

Notes. Total marks are out of 40, but the last section IS very difficult and many will not attempt it, or if they do – will not do very well. If they do, but have not done so well in the rest of the test, use your discretion about their level – bearing in mind we have to genuinely show progression. However, it is good practice to provide opportunities for pupils to stretch themselves.

As a rough guide

35-40 Level 7

31-34 Level 6

24-30 Level 5

14-23 Level 4

10-15 Level 3

>10 Mark as below Level 3

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The

Ancient

Greeks

The Victorians

The

Twentieth Century

The Tudors

The Romans

The Anglo-Saxons and Vikings

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