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The Units and their Resources
Unit 1 How have parties changed since our parents were our age?
This unit looks at similarities and
differences between birthday and other parties today and one past period the
1970s. Children use true stories,
photographs, artefacts and music to distinguish now and then. They learn about an event from the 1970s.
The unit links to Units 2 and 3 by introducing the children to an aspect
of the past within living memory. Resources: Memorabilia from the 1970s available from
families, charity shops and car boot sales. Video film of events in the news in the
1970s: 1977 A Year to Remember Telstar,
£9.49; Memories of 1977 Memories, £4.99
both from WH Smith. Unit 2 What games did children play at school?
This unit looks at similarities and
differences between playground games today and in two past periods the 1970s and
1950s. Features of schools, objects
and stories about school life help the children to distinguish past from
present. Resources: Pictures of schools from the 1970s and
1950s in stories or possibly from your school’s collection of photographs of
school events; playground toys – marbles, hoops, skipping rope, Jacks, rubber
ball. Unit 3 How are our toys different from those in the past?
This unit looks at similarities and
differences between toys and having fun today and in the 1970s and 1950s.
It could be used as an alternative to Unit 1 as it introduces all the
elements of history. The children
learn about an event from one of the periods, eg
Coronation 1953, Silver Jubilee 1977. Resources: Suffolk Humanities Guidance Booklet No 63
Indoor Toys and Games costs £4.00
from Suffolk Advisory Service. Telephone
01473 584 735. Video film of events in the 1950s: 1953
A Year to Remember Telstar, £9.49 from WH Smith. Unit 4 What were seaside holidays like in the past?
This unit compares seaside holidays in
the recent past with those taken about 100 years ago.
It builds on children’s understanding of chronology by comparing three
past periods with today. Resources: Story books
Lucy and Tom at the Seaside
Shirley Hughes, Puffin Books, £3.50
A Day at the Sea Stories from
History, Oxford Junior Readers No.2 Reference books The
Seaside Wightman, Pictures from
the Past Try
Schools’ Library Service for recent titles.
Suffolk Humanities Guidance Booklet No 66
Highdays and Holidays: The Railways come
to Suffolk costs £4.00 from Suffolk Advisory Service.
Telephone 01473 584 735 Suffolk Source No 7 Victorian Railways and Holidays Suffolk Source No 8 Victorian Lowestoft and Felixstowe both available from 01473 584735,
Anglian Railways: Peter Meades,
Communications Manager Telephone 01473 693 224 To discuss visits to stations and
cheap travel on a train. Unit 5 What was life like in a castle a long time ago?
This unit compares homes today with life
in a castle 800 years ago. Children
are introduced to the idea of buildings as a source of information about the
past; Orford Castle. This unit
builds on work within living memory as it takes children to the distant past.
They learn about an event and significant individuals from the period. Resources: Literacy resources linked to The Castle by Anne Rowe, Ginn History Stories are available from Val
Seaman, WSPDC Telephone 01284 352 708 English Heritage Looking at Castles Poster Pack, £3.95
Castles cut-away drawing £3.95 EH Education Officer, Hazel Courtley,
01223 582 715 Life
in a Medieval Castle £8.95, English Heritage Unit 6 Why do we remember St Edmund?
This unit looks at the life
of King Edmund, why he fought the Danes, and what happened as a result of his
death. The approach could also suit the study of other famous people with
Suffolk links, eg Morton Peto, Mary
Tudor, George Tomline, Duleep Singh, Margaret Catchpole. This unit could
contribute to a study of the locality of the school. Resources: The story of St Edmund, pictures and
symbols associated with the story. Unit 7a Why have people invaded and settled in Britain in the past? A
Roman case study.
In this unit, children are
introduced to the idea that people from other societies have been coming to
settle in Britain for a long time. They consider the effects of the invasion and
settlement of the Romans on Britain. There is emphasis on historical enquiry
using artefacts and Roman sites and interpretations of history. Children build
on their work in Key Stage 1, particularly using pictures and written sources to
find out about the past. This case study encourages
the use of Roman sites and artefacts and will be a good choice for schools with
easy access to a Roman settlement site such as Colchester Castle, Gosbecks Park,
Burgh Castle. Resources: Suffolk Guidance Booklet No 59 Invaders
and Settlers: Romans £4.00 available from Suffolk Advisory Service 01473
584735 An
Historical Atlas of Suffolk by David Dymond
& Edward Martin, £10 from Record Offices and Suffok Connexions outlets
The
Archaeology of Roman Suffolk Suffolk CC
publication available from Suffolk Archaeological Unit
English Heritage Real Romans – digital time traveller book and CD-ROM, Windows 95
or 98. £17.61 Roman
Britain: Recounts Nicolas Roberts Publications, Tel: 01945 410 648.
Literacy resource pack using archaeological recounts.
Due out July 2000 Jane Carr, Archaeologist based in Bury St
Edmunds, will lead handling sessions in your school using pottery from the Roman
period. Telephone 01284 753 228 to
arrange a visit. Unit
7b Why have people invaded and
settled in Britain in the past? An Anglo-Saxon case study. In this
unit, children are introduced to the idea that people from other societies have
been coming to settle in Britain for a long time. Children find out about what
was discovered at Sutton Hoo. By investigating the finds, children learn about
the work of archaeologists and about the culture and way of life of Anglo-Saxons
who settled in Britain. This case study focuses on a
key archaeological site and will be a good choice for schools that can visit
Sutton Hoo or The British Museum, where the Sutton Hoo treasure is exhibited.
An excellent Visitors’ Centre and education facility will be opened at
Sutton Hoo in April 2002. Resources: Beowulf
translated by Seamus Heaney, Faber and Faber,
available form www.Amazon.co.uk
for £11.99 Jane Carr, Archaeologist based in Bury St
Edmunds, will lead handling sessions in your school using pottery from the Roman
period. Telephone 01284 753 228 to
arrange a visit. West Stow Anglo-Saxon Village and
exhibition at West Stow Country Park. Telephone:
01284 728 718 Unit 7c Why have people invaded and settled in Britain in the past? A
Viking case study.
In this unit, children are
introduced to the idea that people from other societies have been coming to
Britain for a long time. Children find out how Viking influence spread through
different parts of the world and how, over a period of years, the Vikings
eventually settled in Britain. Children will develop their
understanding of chronology, describe and identify reasons for and results of
historical events, situations and changes and consider different ways the past
has been interpreted. This case study encourages
the use of Jorvik or other Viking settlements and will be a good choice for
schools that have easy access to a place of Viking settlement. Resources: Guidance Booklet No 58 on the
Anglo-Saxons is available from Suffolk Advisory Service, Tel: 01473 584 735 Anglia Multimedia CD-ROM see http://www.anglia.co.uk
software shop for information about prices and licences (£50). Unit 8 What was it like to go to school here in the past?
In this unit, children are introduced to
an enquiry-based approach to a study of their school and education in the past.
Children can compare two or three periods of time. In a modern school an enquiry
into where children were educated before the school was built would be appropriate.
It gives opportunity for direct access to historical sources and is an
excellent chance to develop fieldwork and research skills. The unit also
provides an opportunity to consider citizenship issues such as planning for
change, conservation, local identity and social responsibility. This local study can provide links with
the QCA geographical local study, Unit 6 ‘Investigating our local area’. It
may also have links with one of the British history studies; Unit 12 ‘What
were the differences between the lives of rich and poor people in Tudor and
other periods’; Unit 16 ‘How did life change in Suffolk in Victorian
times?’ Unit 19 ‘How was the twentieth century special?’ and in this way
provide a local dimension to a study of national events. Resources: English Heritage Resources: Using Documents XP10654 £6.99; Using
School Buildings XP11510 £6.99 Unit 9 Who were the ancient Greeks?
In this unit children find
out about the daily lives of people in the ancient Greek states of Athens and
Sparta. They gain practice in
discriminating between time AD and time BC.
They consider a narrow range of reasons for the Greeks acting as they
did. They use a range of
archaeological and written sources, select and record information and interpret
the past in different ways. This unit builds on work that
the children may have done on the way of life of societies in the past, eg Celts,
Romans, Anglo-Saxons, Vikings in KS2, and Normans and Castles in KS1, by
focusing on an ancient European civilisation. This unit could be combined with
the Unit 10 ‘How do we use ancient Greek ideas today?’ Resources: Jane Carr, Archaeologist based in Bury St
Edmunds, will lead handling sessions in your school using pottery from the Roman
period to demonstrate interpretation of Greek life from archaeological evidence.
Telephone 01284 753 228 to arrange a visit. Myths
and Legends From Ancient Greece Nicolas Roberts
Publications, Literacy Pack. For
special price of £55 telephone
Suffolk Advisory Service; 01473 584 735 Unit 10 How do we use ancient Greek ideas today?
In this unit children use
their own experience, particularly of being at school, as a springboard to find
out about the influence that the ancient Greeks continue to have on our lives.
Children use a range of sources, including archaeology and pictures, to find out
about the ancient Greeks and compare a past society with society today. This unit builds on others
that have focused on archaeological evidence, Units 7a, 7b, 7c, and complements
Unit 9 ‘Who were the ancient Greeks?’ It provides an opportunity for a
guided and structured comparison of the modern and ancient Olympic games. Resources: Copies of the teaching notes and
resources for the Elgin Marbles role play can be ordered from Val Seaman, WSPDC,
Tel: 01284 352 708 Unit 11 How were the ancient Egyptians different from other people?
In this unit children find out about the way of life of people living in ancient Egypt from archaeological discoveries. Children will develop their understanding of characteristic features of a society; identify the different ways the past is interpreted and represented by finding out about Cleopatra; and use sources of information to make simple observations, inferences and deductions. They will consider whether Tutankhamun was a typical pharaoh and evaluate his importance. Th |