Year+4+History

Year 4 || =Tudor inventories=
 * HISTORY


 * Information ||

Objectives
• To use inventories to identify characteristic features of different types of people in Tudor times • To draw conclusions about life in Tudor times from different sources of information

Prior learning
To benefit from this lesson, children should: • be able to maximise and minimise windows in order to switch between applications; • be able to add and amend text in a word processor file; • be able to copy text and images from a website and insert them into a word processor file; • have made an inventory of the contents of a room in their home.

Vocabulary
words associated with Tudor houses, inventory, goods and chattels, beggar, gentleman, lady, servant, estate, death duty, tax

Resources
• data projector or interactive whiteboard linked to a laptop • word processing software (in this Example, //Word//) • ICT suite or set of laptops • resource file that lists Tudor items (in this Example, //Inventories Word file//) • resource file that provides a template for Tudor estate agent brochure (in this Example, //Estate agent Word file//) • Internet access to this website: [] • line drawings of Tudor houses: []

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • access and download files from the Internet; • use word processing software.

Preparation for this lesson
Bookmark the websites for the inventory and line drawings of Tudor houses. Make sure that you are familiar with the language used in the inventories. Save resource files into the shared area or onto children’s individual computers.


 * Lesson extract ||

Whole-class teaching
If children have completed their own inventory of a room in their home, select one or two as examples. Q Where would we see inventories today? Children might suggest in rented or holiday accommodation. Explain to the children that they will be looking at some household inventories from the Tudor period. When a man died, a record was made of his goods and chattels, together with their value. Explain that people’s estates are valued in the same way today to see what death duties (taxes) they should pay. Access []. Display the inventory. Point out the copy of the original inventory on the right-hand side of the web page. Scroll down and read that this is the inventory of Clement Swallow, a gentleman from Warwickshire, who died in 1571. With the children, read out the first four or five items and help the children to decipher the Tudor spellings. Item certayne Rynges (certain rings) Item viii kyne and heighfers wth iiii calves (8 cows/cattle and heifers with 4 calves) Item iiii yonge bestes (4 young beasts) Item ii Geldynges wth saddells brydells etc. (2 geldings with saddles and bridles) Item wood & coale (wood and coal) Item the swyne yonge & olde (swine/pigs young and old) Explain to the children that they are to have a few minutes to try to decipher a few lines each. Allocate four or five lines to pairs of children. More than one pair can work on the same lines. Send the children to the computers and ask them to access the bookmarked website (alternatively, //Inventories Word file//). Ask the children to note their translation. After a few minutes, take feedback on the words that the children have been able to decipher.

Main activity
Explain to the children that they are to use the Tudor inventory to produce an estate agent’s advertisement for Clement Swallow’s house. Q What rooms do we think Clement Swallow had in his house? Children might suggest a parlour, kitchen, great chamber (master bedroom), inner chamber, study. Q What other buildings are mentioned in his inventory? A brewing house, milk house, mill house, fish house, storehouse and other outhouses. Note the rooms on a flipchart for children to use later. Q What sort of person do you think Clement Swallow was? Children might suggest that he was a wealthy country gentleman. Open //Estate agent Word file//. Familiarise children with the different sections of the form. Tell the children that they are to use this model to create their own version of an estate agent’s details of a house based on Clement Swallow’s inventory. Say that the photograph can be added only when they have completed the other details. You may need to remind children how to maximise and minimise windows in order to alternate between the website and the advertisement. Children may need to use their previous knowledge about Tudor houses to complete an imaginary description of the property and its position in the town (e.g. near the stocks). Once the children have finished their text, ask them to access the website []. They should copy and paste a line drawing of a Tudor house to complete their estate agent’s particulars. Remind children of the need to give credit to the source of their image. For example, double-click on the text in the footer, ‘Image taken from …’ and replace with the relevant website address.

Plenary
Draw the children back together. Display two or three of the completed particulars. Focus on the two sections describing household items, both indoor and outside, rather than the imaginary sections. Q Which additional items could be added to either of these sections? Q What have we found out from the evidence about some Tudor houses? Q What can we infer about what life was like for this Tudor household?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 8: What were the differences between the lives of rich and poor people in Tudor times?

Subject links
Possible links can be made to reading and writing activities in the literacy hour.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. Teachers can extend their own knowledge and understanding about particular issues before teaching the children. • ICT allows teachers to project photographs for whole-class demonstration and discussion. To buy quantities of good quality photographs so that each pair of children can have one is expensive – only one is needed for an ICT presentation to the whole class. An extensive range of photographs is available at relatively small cost or even free on CD-ROM or from websites. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later.

Year 4 || =Our area: then and now=
 * HISTORY


 * Information ||

Objectives
• To synthesise what has been found out about the local area • To organise information and communicate it appropriately to an audience

Prior learning
To benefit from this lesson, children should: • know how to use presentation software to insert text and photographs; • know how to access and copy images and text from the Internet.

Vocabulary
buildings and words associated with features of buildings, e.g. gable, window, churchyard, steeple; sites of historic interest, e.g. corn exchange, town hall, tithe barn; relevant geographical features, e.g. ford, river, roads, transport

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • presentation software that allows images to be displayed • example resource file showing completed presentation (in this Example, //Wallingford PowerPoint file//) • old maps, for example from [|http://www.old-maps.co.uk]

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital camera and transfer photographs to the computer; • use presentation software; • access and download files from the Internet.

Preparation for this lesson
Obtain an old map of the local area and plan a walk to visit local buildings and sites of specific interest. Get the children to take digital photographs of the building to use in their presentation. You may also want to take more photographs yourself. Transfer all the photos to the shared area of the network or to the computers that the children will use. Set up your own computer ready for display. Find a local website with relevant information and bookmark it.


 * Lesson extract ||

Introduction
This part of the lesson takes place after the walk around the locality and could be in a separate session from the main activity. Start the session by showing the //Wallingford// PowerPoint file as an example. Show slide 2. Q Why did people settle in this area? Any settlement requires water and good transportation links. Wallingford is on the side of a convenient shallow crossing place, hence the word ‘ford’ in the name. Q Do you know of any other towns with ‘ford’ in their names? (e.g. Oxford, Shellingford, Bradford) Q Why did people want to cross the river? (to get to the market or to trade their goods) Point out that this presentation could be improved by the addition of a statement such as: ‘Many people came to Wallingford to trade their goods.’ Show slide 3. Q Why would William the Conqueror have built a castle here? Children may suggest that the town was strategically important and the castle would have helped to protect the river crossing as well as keeping the local population of Saxons under control. Q What would the walls be needed for? (for protection for the town against attack) Q What was the mint used for? (for making coins) Show slide 4. Q What does this slide tell you about this town? The corn exchange indicates that this was a prosperous market town. Q What sort of people went to Wallingford in the past? (farmers, traders, …) The town had a town hall in 1600, which suggests that the town was prosperous. Show slide 5. Q Why is it important for the author of this presentation to acknowledge the sources of information? Children may want to use a local website when they create their own presentation and should learn to give credit to the original author of the materials.

Main activity
Explain to the children that they are now going to produce their own presentation about their local area. Discuss with the children the best length for a presentation; limit the number of slides (aim for quality rather than quantity). Decide on the chosen audience for the presentation, e.g. governors or a class assembly. To help children plan their own presentation, show the Wallingford presentation again. This time, draw out from the children how the presentation is structured. • Slide 1 is a title slide. • Slide 2 is a summary of some important geographical reasons about why people settled in Wallingford. • Slide 3 provides some historical context. • Slide 4 provides some more recent evidence using digital photographs taken on a walk. • Slide 5 acknowledges the sources used. This is just one way of structuring this presentation. Children may come up with perfectly valid alternatives. (If your local town has limited historic interest, children’s presentations could be adapted to reflect the growth of a local industry or the significance of a local site such as a battlefield, castle or place of worship.) Ask children to discuss with a partner how they might structure their presentation, making a note of their slide titles/headings – no detail is required at this point. Draw out common relevant themes that children have suggested. Record these on a flipchart. Children may suggest their final slide could include any further facts that they would still like to discover. Organise the class so that the pairs work at the computers. They should open the presentation software and create their presentation file to show what they have found out about their local area. You may need to remind some children how to insert pictures and text boxes, depending on their previous experience with the software. Tell the pairs that they should not waste time experimenting with changes of fonts, colours, animations or sounds until all their information has been entered. This presentation is to bring together and summarise what they have found out about the local area. Remind them of their audience and of the importance of concise bulleted information. As you circulate, reinforce these points.

Plenary
Choose a pair to show their presentation with the rest of the class. Q What historical facts have your found out by creating or watching this presentation? Prompt the class to provide at least two positive points about the presentation and one for improvement. Q What changes or improvements could you make to your own work in the light of viewing this presentation?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 18: What was it like to live here in the past?

Subject links
Links could be made to study of the local area in geography.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later. • The use of a digital camera allows evidence gathered on fieldwork to be dated and located accurately, and to be incorporated into presentations.

HISTORY Year 4 || =Ancient Egypt=

Information ||

Objectives
• To classify information in various ways • To learn about the range of objects that has survived from Ancient Egypt

Prior learning
To benefit from this lesson, children should: • have had some experience with a branching database.

Vocabulary
Sphinx, tomb, pyramid, canopic jar, pharaoh, mummy, scribe, Tutankhamen, Ushabti, scarab, Rosetta stone

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • branching database software (in this Example, //FlexiTREE//) • resource file showing images of ancient objects from Egypt (in this Example, //Egypt Powerpoint// file) • resource file that is a template for note-taking (in this Example, //Egypt note-taking Word// file) • one printed copy of the notes pages from the presentation file • Internet sites for example : [|www.ancient-art.com/artifact.htm] [] []

[|www.beloit.edu/~arthist/historyofart/egyptian/artifacts.htm]

[|www.aegypten-online.de/images/giza/pyramid.jpg] 

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a data projector; • use presentation software; • create a branching database.

Preparation for this lesson
Acquaint yourself with the resource file. Save the resource file into a shared area or onto each child’s computer. Print the note-taking resource file and give them out before showing the presentation. Refer to the yearly teaching programmes in the //Framework for teaching mathematics from Reception to Year 6// to identify the aspects of data handling that can be drawn out in this lesson. This will help to make sure that the teaching and learning of mathematics and history are mutually reinforcing.

Lesson extract ||

Introduction
Open //Egypt Powerpoint file.// On this occasion the presentation will not be viewed as a slide show, but instead you will see the images and the notes. If this is not the case, then go to View > Normal. Explain to the children that they will see a presentation of a number of Egyptian artefacts. They will need to take notes. Show slide 2, Pyramids. Point out that the notes pane at the bottom of the screen contains some information about the object pictured. Model note taking by drawing from the children the most important words or phrases included in the notes, such as ‘tombs’, ‘pharaohs’, ‘limestone’, ‘2.5 million blocks’, ‘thousands of workers’. Children should record these key notes on their note-taking sheets.

Main activity
Organise the class to work in pairs or small groups at the computers. Explain to the children that they will have 10 to 15 minutes to choose six slides from which they should take and record their own notes on their note-taking sheets. Talk them through loading the //Egypt Powerpoint file// presentation. Circulate as the children are working on this task to discourage copying of sentences, and praising children who are taking succinct notes. After 10 to 15 minutes, draw the children back together again. To assess the success of the note taking, show slide 11, the mummified dog. Draw from the children which words they have recorded as being most important. Explain that the children are now going to create a branching database of six Egyptian artefacts. If children have used a branching database before, remind them that the objective is to devise questions to which the answer is ‘Yes’ or ‘No’ that will divide the set of objects into two roughly equal groups. Distribute one slide from the printed copies of the presentation notes pages to each of 12 children. Devise a question, e.g. ‘Was the object made from limestone?’ Children should refer to their notes. Those who are holding a slide for which the answer is ‘Yes’ should form one group, while the rest of the children form another group. Taking the group that answered ‘Yes’ to the question above, help children to devise a further question to divide this group further, e.g. ‘Was this object found inside a tomb?’ Continue this activity until all the objects have been separated. Explain to the children that they will now do the same activity using a branching database to sort no more than six of the objects. Ask the children to return to the computers. Load the software and demonstrate how to enter six objects and enter the first question. Children should then create the rest of their database. Circulate to ensure that the children use quality questions based on the notes they have taken. Discourage the use of subjective or comparative questions, such as ‘Is it pretty?’ or ‘Is it big?’

Plenary
Draw the children back together. Display the slide for canopic jars. Ask children who included this artefact in their branching database. Choose one pair of children to return to their computer and to read out their first question. The class, from the slide on the screen, answers ‘Yes’ or ‘No’, which the selected pair key in. Continue with the questions until the object is identified. Choose another artefact and test it similarly, choosing a different pair of children to try their database. During this review, invite children to comment on effective questions or on ways in which less effective questions could be improved. Remind the children that this should be constructive criticism.

Next steps
Following this lesson, children could work on the significance of the objects as historical evidence. For example: Q What did the Egyptians believe? Q How did they live? Q What do the images of the artefacts tell you about the power of the Pharaohs? Q What is the importance of the Rosetta Stone?

Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 10: What can we find out about Ancient Egypt from what has survived?

Subject links
Links can be made to reading and writing activities in the literacy hour, to work on places in geography, and to fashion, architecture and design in art.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • The use of the Internet helps teachers to extend their own knowledge and understanding about ancient Egypt before teaching the children. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Using ICT, the teacher can effectively demonstrate how to create a branching database to classify historical objects. This can easily be modified in the light of interactions and discussions with children.