Year 5 - History
Year 5 - History
Embedded Files
Introduction
At Eastfield we aim for our children to develop passion and curiosity for finding out about the past. We use Collins Connected History scheme to ensure children receive a structured but ambitious curriculum. Vocabulary and talk play a central role within history teaching and learning so our pupils' can talk like historians.
Autumn 1- The story of the Trojan Horse: historical fact, legend or classical myth?
Autumn 1- The story of the Trojan Horse: historical fact, legend or classical myth?
Introduction
In this unit children explored the Ancient Greek story of the trojan horse. Children use arrange of historic stories to come to the conclusion whether the story was fact or a myth.
By the end of the unit, they learnt:
Describe and explain the main events in the siege of the city of Troy during the Trojan War in Ancient Greece;
Evaluate and critique the visual, written and archaeological evidence which presently exists regarding the Trojan Horse, and begin to formulate conclusions;
Reach a conclusion and make a judgment regarding whether the story of the Trojan Horse is (in their opinion) fact, legend or myth, and justify their decision;
Review and evaluate the ‘historical’ evidence regarding the existence of the lost Kingdom of Atlantis and reach a judgment as to its reliability and trustworthiness.
Keywords we used:
Pre historic, myth, legend, authenticate depiction envoy
Greece
About 3,000 years ago the modern country of Greece was divided into lots of separate kingdoms, each with its own government and big city. Sparta was one of these and they entered a war with Troy.
Children learnt about:
What exactly the story of the Trojan Horse was.
What evidence exists to authenticate the story of the Trojan Horse.
What other explanations there could be for the origin of the story of the Trojan Horse.
We then in our D&T lessons created a pop up book all about the Trojan Horse Story.
This is an eample of a pop up book the children created using their knowledge of the story of the Trojan Horse.
This is one of the videos that we watched to help us understand the story of the Trojan Horse.
We began our topic by making a story board of the events that took place in the story of the Trojan Horse from different videos we watched.
We then began to look at different sources of evidence. We decided if these pieces of evidence were primary sources, or secondary sources and justified our reasons for this.
From our knowledge of the story and looking closely at the existing evidence, we then had to decide if we thought the story of the Trojan Horse was an historical fact, myth or legend. We had to justify our answers using the skilled we have learnt throughout the topic.
Spring 2- What happened to the boy behind the golden mask? (Ancient Egypt)
Spring 2- What happened to the boy behind the golden mask? (Ancient Egypt)
Introduction
Within this unit children were building a judgement as to what might have caused the death of Pharoah Tutankhamun. Children used a range of historical sources to reach the decisions.
By the end of the unit, they learnt:
Describe the discovery made by the archaeologist Howard Carter in Egypt in 1922 and explain its historical importance;
Explain who the pharaoh Tutankhamun was and identify and describe some of the many artefacts found by Carter in Tutankhamun’s tomb and make judgements and justify their opinion as to their purpose and what they indicate about life in Ancient Egypt;
Make a judgement as to which of the artefacts might be considered of most significance in terms of understanding the life and times of Tutankhamun and justify their views;
Consider the evidence of how ancient Egyptians portrayed the stages of entry into the afterlife in a number of murals and make a reasoned and justified judgement as to what they might represent;
Describe and explain the most likely cause of Tutankhamun’s death at just eighteen years of age and make and justify a judgement as to most plausible explanation;
Understand through explanation and reasoning why the cause of the death of Tutankhamun is a contentious issue through critiquing the available evidence and evaluating the conflicting arguments;
Present their hypothesis as to what may have happened to cause the death of Tutankhamun in the form of a piece of historical fiction which demonstrates the conventions of that genre of writing.
Keywords we used:
Artefact Pharoah Sarcophagus Embalming Desiccate Malaria Civilisation
Children learnt about who Tutankhanmun was and what happened to him.
Children explored all different types of evidence, to gather as much information about him and his life from the discover of his tomb by Howard Carter and what evidence exists to give us information about why he died so young.
Children then became detectives and investigated what other explanations there could be for his death and the story behind it.
Children made detailed observations about what Ancient Egyptians believed in and their rituals. We looked at the journey they took to the after life.
During our topic day we looked at the way Ancient Egyptians lived and all about their lives : hieroglyphics, numbers, how they wrote their names (Cartouche's) and how mummification worked.
First we looked at what was inside Tutankhamun's tomb to try and understand what type of person he was and to see if we could find anything out about his life. The children wrote what they found and tried to guess who he was and what type of person. We discovered he was very important because he had many expensive and amazing belongings in his tomb.
We then looked at the journey that Ancient Egyptians took to enter the afterlife. The children learnt that there were many different stages that the had to go through just to get to the final test and if they didn't pass that then they wouldn't be accepted in to the afterlife. The children wrote all about the journey one had to take.
We finally looked at the reasons as to why and how Tutankhanmun died and investigated as to wether it was natural or forced. The children looked at four different theories for his death and then decided which one they thought the real reason was using all the evidence that they had collected.
Spring 2- Why did Britain Once Rule the Largest Empire the World and Ever Seen?
Spring 2- Why did Britain Once Rule the Largest Empire the World and Ever Seen?
Introduction
In this unit children learnt about the British Empire including its expansion and decline. Children will make judgements about the impact of the British Empire and other important historical concepts such as democracy.
By the end of the unit, they learnt:
Identify and describe the extent of the British Empire in 1921 and explain what it meant to be a colony;
Describe and explain the main reasons why Britain wanted an empire and evaluate and justify their choice of those factors that they consider were most significant;
Interpret a range of evidence to reach a conclusion and make a judgment as to why the British Empire has all but disappeared;
Interpret a wide range of sources to evaluate the causes and effects of the Falkland Islands war with Argentina in 1982 and reach a judgment about the actions taken by Britain, justifying their views;
Identify and describe the countries that currently belong to the Commonwealth and explain the purposes and benefits of being part of this organisation.
Keywords we used:
Colony, conquer, democracy, empire, imperialism, industrial revolution, monarchy, sovereignty
Children learnt all about the British empire how it started and why it fell apart.
To begin with the children explored what an empire meant and why the British wanted an empire so badly. We looked at which countries were involved in the British empire in the height of their ruling.
We found that a large number of countries were once ruled by the British empire and they followed a saying that the sun never set on the British empire.
After this, the children then looked at how the British empire became so large and what people did to encourage other countries to join. We looked at some positive and negative aspects of this.
We then looked at why the British empire collapsed and how it changed into the Commonwealth instead and how the Falklands War occurred.
First we looked at what the British empire meant and who was involved. We investigated and answered the question 'why was it said that the sun never set on the British empire?' We learnt that there were so many different countries around the world ruled by the British Empire that there was a country always in the sun.
Next, we looked at the reasons why Britain decided to build an empire around the world. We considered both the positive and negative implications of the British empire and explained why the British empire was built.
After this, we researched information about the British Empire. The children looked at which countries became independent from the empire, why countries wanted to leave the empire and why Britain had to let countries become independent.
In the next lesson, the children used their independent research, in addition to what they had been taught in class, to write a short piece explaining why the British Empire fell apart.
To conclude the unit, we learnt about the Falklands War. The children looked at sources of evidence from Margaret Thatcher and President Galtieri and then wrote about this period of time.
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