THE ROMANS_
|HISTORY |Year 3 – Spring Term |
|The Romans | |
|LEARNING OBJECTIVES |SUGGESTED ACTIVITIES |RESOURCES |
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|To raise relevant questions about the life and times of the Romans. |Brainstorm what the children already know about the Romans. Set their ideas out in three |Flip charts / pens. |
| |sections; What they know / What they think they know / What they would like to find out. Use this|Internet |
| |as a basis for discussion. Write a list of ‘What we would like to find out’ on a flipchart. |Non-fiction books |
|To know the story of Romulus and Remus. |Display this in the classroom. Re-visit this list as the topic evolves to assess how many of | |
| |their questions have been answered. | |
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| |Give children a set of pictures relating to the story of Romulus and Remus. What can they tell | |
| |you about the story from the pictorial evidence? Can they sequence the key events of the story | |
| |from using just the pictures? Children to discuss ideas and justify opinions. Following this | |
| |exercise, listen to the story of Romulus and Remus / watch video of the story. | |
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| |Summarise the key points of the story within a storyboard. Children could act out the story of |Set of Romulus / Remus picture cards. |
| |Romulus and Remus. |Video – Romulus & Remus. |
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| |Watch the zigzag T.V. programmes on ‘The Roman Invasion’ and ‘What the Romans did for us’ | |
| |Explore the word ‘invasion’. What does it mean? What would it feel like to be invaded? How might | |
| |it change your way of life? | |
| |When do the children have to obey rules or orders? What is the difference between a ‘rule’ and an| |
| |‘order?’ Which rules or orders are fair? Do they ever challenge rules or orders? (from parents? | |
| |Teachers? the law?). | |
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|To be able to consider the Roman invasion from the perspectives of the |Discuss the statement ‘The Roman invasion was the best thing that ever happened to Britain’. |Roman invasion pack (Pictures & information about the Roman |
|Romans and the Celts. |How did the Celts feel about the Roman invasion? Study a range of information about how the Roman|influence) |
| |occupation changed and influenced life in Britain. Consider how you would have felt if you were a| |
| |Celt. Inform the children that some Celtic tribes fought against the Romans whilst others |Zigzag – |
| |welcomed them. |‘The Roman Invasion -What the Romans did for us.’ |
| |Drama opportunity – groups of children take on the role of different Celtic ‘tribes’ – analyse | |
| |information from the Roman Invasion Pack and each group have to make a decision- will they fight | |
| |against or welcome the Romans ? |Examples of newspaper reports: |
| |(Literacy link) Children could write a short newspaper report (with a partner to encourage |The Roman News (Walker Books) |
| |discussion of key issues). Some children write for ‘The Roman Echo’ and others write for ‘The |The Roman Record (Usborne) |
| |Daily Celt.’ Compare the differences between the perspectives. |Eureka (Romans and Celts) |
| | |What the Romans did for us. (Zigzag) |
| | |Eagle has landed (Romans and Celts) |
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| | |Roman Army Pack |
| | |Diary of a Roman Soldier Pack. |
| | |Legion XIV role play presentation. |
| | |Legion XIIII visit |
| | |Photographs (I.C.T. opportunity to use digital cameras |
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|To understand the terms AD and BC. |Discuss the terms AD and BC. Reflect upon the Roman invasion with reference to AD. Discuss the |BBC Romans in History DVD |
| |history of the Romans prior to invading Britain (eg Roman Empire, story of Christ.) |BBC Romans in Britain – Teacher’s Book Pgs 14-16. |
| | |Espresso |
|To know the story of Boudicca and understand it’s relevance to our local|(Literacy link) Retell the story of Boudicca in the format of a newspaper story | |
|history. |Role play, hot seating from Roman/Celtic point of view. | |
| |Watch the Eureka Romans and Celts series. (Eagle has Landed) | |
| |Discuss the relevance of the story of Boudicca to St Albans. Research key facts using the | |
| |Internet. | |
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| |Discuss the terms ‘civilised’ and ‘barbaric’ – come up with ideas or definitions. Children work | |
| |with partners or in small groups. Look at a variety of information from the ‘Were the Romans |Were the Romans civilized or barbaric?’ discussion pack. |
| |civilized or barbaric pack’. Use this as a stimulus for class discussion and debate. | |
|To be able to justify an historical opinion as to whether the Romans | | |
|were civilized or barbaric. |Participate in a role play presentation ( eg by Legion XIIII.) | |
| |Collect evidence about the Roman army. Research the Roman army to confirm or challenge a series | |
| |of true/ false statements linked to the ‘Roman Army’ pack. | |
| |Watch the Romans in History DVD, discuss what it would be like to be in the Roman Army. Watch the| |
|To know the key strengths and achievements of the Roman army. |brief clip on | |
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| |Roman Armour in espresso. What were the most important areas for protection? Where was there | |
| |double-thickness protection? How was the face protected? How was the armour held together? Why | |
| |was the armour so special? Why did they not concern themselves with protecting the legs. Was this| |
| |a weakness? Could it be exploited? | |
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| |With reference to the Espresso clip, think of two other questions that you would like to ask | |
| |about Roman armour or weapons. Imagine that you were the film-maker and that you have another | |
| |minute of information to include. Re-play the clip for a third time and time it as a class. With | |
| |a partner, decide what information you would include if you had an extra minute of filming time. | |
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| |Research other areas of armour and weaponry | |
| |Imagine that you have been drafted into the Roman Army. Build up a ‘for’ and ‘against’ argument | |
| |for being in the army. Eg. It is good to be in the army because we are well protected, with | |
| |strong armour. It is hard to be in the Roman Army because of long marches. We wouldn’t be allowed| |
| |to marry etc… | |
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| |Undertake research on armour, collect pictorial evidence. Children to work in small groups, | |
| |studying pictures and suggesting three ways that they could attack the enemy if they were a Roman| |
| |soldier and three ways that they might defend themselves against the enemy. | |
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| |Look at pictures of roman gods/goddesses that they may not be familiar with. Use the pictorial | |
| |evidence to give the god a ‘title’ and to create a short story about the god. How might the | |
| |Romans worship their god ? Would there be any special festivals. | |
| |Children could work in partners or groups of three researching a particular god, with each giving| |
|To know that gods were important to the Romans. |a brief oral presentation, sharing three things that they have found out about their god. |Roman Gods pack, including sets of ‘god cards’ to order in terms|
| |Children should brainstorm in groups (or as a class) what additional information they would like |of ‘importance.’ |
| |to find out about the gods. A set of questions could be identified as a class ‘research | |
|To be able to make judgements about why particular gods were important. |challenge.’ |Range of non-fiction books. |
| |Read information about the gods and study pictorial evidence. (Roman Gods Information Pack). Work| |
| |with a partner or within a small group. Order the gods using the ‘diamond’ game or simply place |Internet. |
| |god cards in a vertical order (top to bottom) with the most important at the top. Ask children to| |
| |justify their choices. Why are some gods more important than others? Which is the most important | |
| |god? ‘Snowball’ from partners to bigger groups to stimulate further discussion and debate. | |
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| |Visit Verulamium Museum, Roman Hypocaust, Roman Wall. | |
| |Participate in a handling session of artifacts. | |
| |Give each pair of children the task of producing a page on Verulamium for a non-fiction book .The| |
| |page should include information/pictures or diagrams/title and subtitles etc…Different partners | |
| |could work on different themes..eg food/costume/coins/mosaic etc…They could then produce a class | |
| |book.(Use the areas identified within the museum so that part of the visit is dedicated to making| |
| |notes/ drawings on a particular theme for each pair. Follow this up back at school by additional | |
| |research to support their themes. Compile the children’s work in a class book about ‘Life in | |
| |Roman Verulamium.’ (Could use a blank ‘big book’) | |
|To know key information about everyday life in Roman Britain. | | |
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|To be aware of the local significance of the Roman occupation. | | |
| | |Verulamium museum. |
|To be able to consider what life might have been like in Roman | |Roman hypocaust. |
|Verulamium. | |Website for local museum. |
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| | |Internet. |
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| | |Blank ‘big book.’ |
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