Year+3+History

Year 3 || =The Vikings=
 * HISTORY


 * Information ||

Objectives
• To find out about Viking longboats • To make inferences about the Viking way of life • To combine text and graphics to communicate information

Prior learning
To benefit from this lesson, children should: • be able to copy and paste images from the Internet; • be able to use word processing software.

Vocabulary
longboat, prow, rigging, Vikings, Scandinavia, copy and paste, images, information, layout, heading, subheading

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • presentation software that can display images with some images of Vikings (in this Example, //Vikings PowerPoint// file) • Internet access websites about Vikings, for example: [|www.bbc.co.uk/schools/vikings/index.shtml] [|www.bbc.co.uk/history/ancient/vikings/] [|www.gridclub.com/info/fact_gadget/the_vikings/the_vikings/ships_and_navigation/index.html]

ICT skills needed by teachers
To teach this lesson, teachers need to know how to: • copy and paste images from the Internet; • use word processing software; • use presentation software.

Preparation for this lesson
Before the lesson, set up the relevant software on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display. Bookmark the websites you are going to use (see Resources).


 * Lesson extract ||

Whole-class teaching
Open the presentation file (The Vikings PowerPoint file) Using the map on slide 2, ask: Q Has anyone visited any of these countries? Q How would you travel to Scandinavia nowadays? Q How long would it take by air? By boat? Click once on slide 2 to display the title. Using the map, work with the children to establish that the Vikings used boats as their main form of transport to reach other countries. Refocus children’s attention on the Viking homelands and the countries that make up Scandinavia. Q How and why do you think the Vikings travelled from Scandinavia to Britain? Q Why did they choose this method in preference to other methods of transport? Show slide 3, which contains an image of a longboat used by the Vikings. Give the children a few minutes in pairs to list any details that they can identify on the longboat. Take feedback, and summarise on a flipchart before moving on to slide 4. Q What features can you identify on these longboats that you wouldn’t usually see on boats made today? A longboat is open to the elements and powered by oars and a sail; it has shields, a square sail, wood and animal skins, and so on. Modern boats may be larger, and may be made of metal, not wood. They may be covered, and have cabins, portholes and an engine. Some boats have guns, and larger boats may have a flight deck or helicopter pad. Explain to children that they are to create an information sheet to exchange with another Year 3 class in the school. They are to find information from the Internet to include on their sheet, such as: • facts/words to describe the longboat; • how the longboat was powered; • the protection from the weather that the longboat offered its passengers; • evidence to demonstrate that the Vikings were skilled craftspeople. Revise briefly how to copy images from the Internet. Demonstrate by visiting one of the bookmarked Viking sites and going through the process step by step.

Main activity
Organise the class to work in pairs or small groups at the computers. Remind the groups to concentrate on the facts. They should not spend time experimenting with different fonts, or altering images or borders, at this stage. Ask them to access the bookmarked websites and to use them to compose their information sheet. If more able children have made full use of the bookmarked websites, you may wish to allow them to use a search engine to find extra information. Encourage children to read and enter relevant text into their fact sheet, in their own words, so it is suitable for their audience. Stress the need to acknowledge the websites from which they have copied images to comply with copyright laws. Intervene where necessary to make sure that the groups record only the key relevant facts. Encourage children to save their work regularly. After children have entered the relevant facts, they can concentrate on the design of their sheet (the layout, font, and so on). Q Think about the layout of your fact sheet. Which parts stand out? Q Where will the images go? Why? Q Will any text need to be bold or larger than the rest? Why? Draw children’s attention to the appropriate use of headings and subheadings. Q What makes your fact file particularly useful for other Year 3 children? Q How could you make it clearer? Print copies of the sheets ready to exchange with another class.

Plenary
Bring the class together: Ask: Q What have you learned about the design of Viking ships? Q What do these ships tell us about other aspects of Viking life? (the Vikings were skilled craftspeople, adventurous, brave, and so on)


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 6C: Why have people invaded and settled in Britain in the past?

Subject links
Links could be made to work in geography and literacy.

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 children to draft and present text and pictorial information in an attractive format, using a range of presentation styles. Their work can be saved, and refined or added to later.

HISTORY Year 3 || =Evacuees=

Information ||

Objectives
• To be aware of the effects of air raids • To empathise with the experiences and feelings of evacuees • To communicate learning in an organised and structured way

Prior learning
To benefit from this lesson, children should: • know how to add text to a callout box.

Vocabulary
air raid, shelter, rationing, siren, evacuee, gas mask, air raid warden

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • presentation software that can display images with some images of evacuees (in this Example, //Evacuee PowerPoint// file) • word processing software that can display images and allows the annotation of speech bubbles with images of evacuees (in this Example, //Evacuee Word// files 1, 2 and 3)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a data projector; • use presentation software; • add text to a callout box on the photographs of evacuees.

Preparation for this lesson
Set up the presentation file (//Evacuee PowerPoint// file) on your demonstration computer. Place the evacuee documents (//Evacuee Word// files 1, 2 and 3) in a shared area of the network or on children’s individual computers.

Lesson extract ||

Introduction
Use the presentation file to introduce the effects of air raids and their impact on children.

Slide 2
Q What do you think is happening? Why are people having to do this? People are filling sandbags to protect the windows in case of an air raid.

Slide 3
Q What do you think is happening here? People are sheltering in an underground station during an air raid. The air raid warden is patrolling the platform – you can see him with his armband. Q How do you think these people feel? Initially this was different and quite exciting, but also scary or frightening.

Slide 4
Q What is happening here? This is a mother with three children sheltering from an air raid in an Anderson shelter at the bottom of their garden. The shelter is named after John Anderson, Home Secretary at the time. Q Who is missing? There are no men. Can the children offer reasons why? The men may have enlisted in the armed services or they may be working in some protected industry, e.g. munitions, mining, etc.

Slide 5
Q What is involved in making an Anderson shelter? The slide shows corrugated iron sheets being placed over a small excavation and covered with earth. Quite frequently, vegetables were later planted in the earth covering the shelter. Q What would it be like to have to spend many nights in here? Q How do you think your family would feel if you had to go into an air raid shelter? It is very small for a family. It will be dirty, cold, damp, crowded, dark. You would need candles or lanterns, and possibly some food and drink.

Slide 6
These are just examples of gas masks. Point out to the children that everyone was expected to carry their gas masks all the time. If you didn’t and the air raid warden spotted you, you were in trouble. Q How do you think these young parents felt?

Slide 7
Q What is happening here? The slide shows children being evacuated. Explain that one of the consequences of the air raids was that many children were evacuated to the countryside, without their parents and in some cases for several years. It would be useful to point out that the children were wearing labels. Note the adults supervising the evacuation; the woman in the right foreground has a box with a gas mask – do the children notice this? Q What would it feel like if you were standing on this platform? Obviously there are crowds of people, a lot of noise, confusion, etc. Children didn’t know where they were going, what they would find, how they would be treated at the other end.

Slide 8
The final slide of the presentation introduces the task for the main activity.

Main activity
Explain the children’s task. They will add text to the speech bubbles in one or two photographs of evacuees. The text should show the children’s understanding of how the evacuees would have felt in various situations. Demonstrate how to add text to a speech bubble. Open one of the example files and show children how to click inside a callout box and add some text. If a child wishes to write more text than will fit into the speech bubble, demonstrate how to extend the bubble by grabbing the handles and dragging; alternatively the child can be encouraged to write beneath the photograph. Focus your interactions on ensuring that children are writing how the evacuees would have felt, rather than describing the scene. Right-click on any unused speech bubbles and select ‘Cut’ to remove them.

Plenary
Encourage two or three children to print out their examples. Using a flipchart, record a list of the different emotions or feelings experienced by the evacuees. You may wish to create a display of Second World War artefacts or photographs that children bring from home.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 9: What was it like for children in the Second World War?

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

Why use ICT?
The advantages of using ICT are as follows. • 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.