Year+2+History

Year 2 || =Remembrance Day=
 * HISTORY


 * Information ||

Objectives
• To use historical sources in the locality to find out information • To ask and answer relevant questions from the past

Prior learning
To benefit from this lesson, children should: • be able to take photographs using a digital camera; • be able to complete a partially completed document by inserting text.

Vocabulary
remembrance, memorial, soldier, poppy, symbol, wreath, digital photograph, inscription, commemorate

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • images connected with Remembrance Day and the theme of remembrance (in this Example, //Remembrance PowerPoint file// and //Remembrance video//) • digital camera(s)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use presentation software; • use a digital camera and transfer images to a computer.

Preparation for this lesson
Identify any memorials in the local area. 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. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.


 * Lesson extract ||

Introduction
Show slide 1 of //Remembrance PowerPoint file// at the start of the session. Say to the children that they are going to learn about Remembrance Day by using a series of photographs. Show slide 2, a video clip of a remembrance ceremony, by clicking on the black rectangle. The video is quite silent to begin with. The video clip is from 1948. Tell children that the remembrance ceremony is not a recent development. Q Has anyone ever seen or taken part in a ceremony like this? Q How does it make you feel when you are listening to this? Draw from the children their experiences. For example, Cubs and Brownies may have participated in local remembrance ceremonies. Q What words would you use to describe this to someone who hasn’t seen it? (sad, serious, unhappy, poppies, wreaths, dark clothes, uniforms, music, trumpet, marching, silence) Q What special events do you remember every year? Children may suggest birthdays, Mother’s Day, Hanukah, Divali, Christmas, Bonfire Night, Valentine’s Day, and so on. Use these to establish that some of the events happen on the same date each year, whereas others happen on different dates each year. Q What sort of things remind you of these special days? (cards in the shop, advertisements, the Rabbi, decorations go up in the home) Show slide 3 of different types of war memorials. Explain that memorials such as these can be found all over the country. They come in a whole variety of shapes and sizes. Q Have you seen anything similar to this anywhere? Click on each memorial in turn for a close-up of the photograph illustrating different features. Click the back button, the poppy, to return to the original slide. For each image: Q What do you see? Record notes of children’s suggestions: dates, names, wreaths, inscriptions, flowers, cross, and so on. Q Some of these are symbolic. What do they mean? Explain that poppies are a symbol used to commemorate people who died in the First World War in Flanders and are now sold to raise funds to support former soldiers and their families, including those who fought in recent conflicts. Poppies represent both loss and hope. Q Why do you think that people wanted to build a war memorial? Q Why are there lists of names? (to remember those in the town or village who lost their lives in conflict) Draw children’s attention to the forenames on the memorial, one of which is a woman.

Main activity
The main activity can take place at another time as a follow-up to this introductory session. Arrange a visit to the local war memorial. Encourage children to describe what they can see and to take digital photographs. Transfer these photographs to the computer and create a presentation or word processor document containing some images. Leave space for children to add their observations.

Plenary
Using a couple of examples of children’s work compare their observations with features shown on the war memorials seen in the introductory presentation.

Next steps
Children could interview veterans or elderly people in the local area who lived through the war.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 17: What are we remembering on Remembrance Day?

Subject links
Links could be made to reading and writing activities in the literacy hour.

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. • 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. • Tape recorders and digital cameras allow children to record evidence to supplement the notes that they make on fieldwork or other educational visits for later incorporation into reports and presentations.

Year 2 || =Florence Nightingale=
 * HISTORY


 * Information ||

Objectives
• To use pictures to help ask and answer questions about Florence Nightingale • To recount the main events in the life of a famous person

Prior learning
To benefit from this lesson, children should: • have used a word processor to create captions and to write simple sentences; • be familiar with the idea of a time line and the way that a date such as 1820 is written and spoken.

Vocabulary
words or phrases associated with the passage of time, e.g. Victorian, a very long time ago, before, after, when; a range of adjectives to describe human qualities, e.g. hard-working, brave, kind, caring, patient

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • word processing software (in this Example, //Word//) and presentation software (in this Example, //PowerPoint//) to display and manipulate images • images of Florence Nightingale (in this Example, //Nightingale PowerPoint file// and //Nightingale Word file// created using images from the web)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use presentation software; • add images to a table using word processing 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. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.


 * Lesson extract ||

Introduction
Open the presentation file ‘Florence Nightingale: her life’ (Nightingale PowerPoint). As the presentation is shown, note on a time line any date mentioned, with a short two- or three-word label. The labels provide an overview of the main events of Florence Nightingale’s life. Show slide 1. Explain to the children that they are going to see some images of someone called Florence Nightingale and some short descriptions of her life. Show slide 2. Q What work might this person be doing? Children might suggest that she is helping look after the people shown. They may guess that the scene is a hospital and that Florence Nightingale is a nurse. Q How can we tell this person lived a very long time ago? (e.g. she is wearing a long dress and head covering, the beds are roughly made, she is carrying a lamp or candle so there is no electricity, and so on). Q What sort of person do you think she is? (e.g. kind, caring) Show slide 3. This is a picture of Florence, Italy, with facts recounted on the slide. Start your time line entries with Florence Nightingale’s birth in 1820. Mention that Florence’s parents were on a grand tour of Europe after their marriage. Help the children to understand that Florence came from a wealthy family. Show slide 4. This shows Lea Hurst, the Nightingale family home in Derbyshire. Go though the facts on the slide. Q How would you describe this house? Children will probably suggest that it is a very large house for a family of four, which reinforces the idea that Florence came from a wealthy background. Show slide 5, a portrait of Florence as a young woman of about 17 years old. Explain what is meant by a ‘calling’. Q What does this tell you about Florence? Children may suggest that she is kind and caring and that she wanted to help people. They may also suggest that she was stubborn and determined to go against her parents’ wishes. Show slide 6, which shows a portrait of Florence in 1856 at the close of the war. Go through the facts on the slide. Show slide 7, and go through the facts on the slide. Mention that Florence Nightingale was the first woman to be awarded the Order of Merit. Q Why do you think Florence was given these two medals? Show slide 8, which has a portrait of Florence in old age and a photograph of her grave. Recount the facts on the slide. Q How old was Florence when she died? She was 90 years old. Explain that this was a very old age 100 years ago because medical care was not as good as it is today. Q What do you notice about Florence’s grave? (it is large and elaborate because she was an important person) Slide 9 has intentionally been left blank. Do not show slide 10 yet.

Main activity
Explain to the children that their task will be to sequence a set of five images from the life of Florence Nightingale. Remind the children of the timeline that has been developed during the presentation. If the children are not familiar with dragging and dropping images in a word processor, demonstrate this technique. Ask the children to work in pairs, with one computer for each pair. They should open the file ‘The life of Florence Nightingale’ (Nightingale Word) and drag the images into the appropriate grid in the table. They should then click the mouse in the grid underneath each picture to write a sentence to help them recount her story. If the children are using a word processor with speech facilities, they can have their sentences read to them.

Plenary
Bring the class together. Recap the correct sequence of images. Show slide 10, which has a photograph of a statue of Florence Nightingale. Q Why would people want to have a statue of Florence Nightingale? Q Do you know of any other statues of famous people?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 4: Why do we remember Florence Nightingale?

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

Why use ICT?
The advantages of using ICT are as follows. • To buy large 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. The projected images help to focus children’s attention. • The speech facilities in some word processing products enable the children to work more independently.

HISTORY Year 2 || =Grace Darling=

Information ||

Objectives
• To learn about the life of a famous person from the past and why she acted as she did • To infer information from a written or visual account of a person’s life

Prior learning
To benefit from this lesson, children should: • know how to drag and drop images to place them in a sequence; • know how to add text to a ready-made table.

Vocabulary
words associated with the passage of time (e.g. a very long time ago, before, after, when); a range of adjectives to describe human qualities (e.g. kind, caring, hard-working, brave, courageous, fearless)

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • word processing software (in this Example, //Word//) and presentation software (in this Example, //PowerPoint//) to display and manipulate images • images of Grace Darling (in this Example, //Grace PowerPoint file and Grace Word file// created using images from the web)

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

Preparation for this lesson
Before the lesson, set up the relevant software and resource files 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. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Introduction
Open //Grace PowerPoint file// and show slide 1. Explain that the class is going to see a number of pictures that illustrate the story of Grace Darling. Q What is this person doing? Where might she be? Show slide 2 and read through the text. Q Who was Grace Darling? Grace was the daughter of a lighthouse keeper. Discuss the work of a lighthouse keeper and locate the Farne Islands on a map. Show slide 3 and read through the text. Q What important job did William and Grace have to do? Q What do you think it would be like living on this island? Show slide 4 and read the text. Q What happened on this stormy night? Q How do you think the people on the ship felt? Show slide 5 and read the text. Q How do you think Grace felt when she saw the ship on the rocks? Show slide 6 and read the text. Show slide 7 and read the text. Q What were the weather conditions like? Q How do you think Grace and her father felt when they arrived on Little Farne? Show slide 8 and read the text. Show slide 9 and read the text. Q What does this story tell you about Grace Darling? Slide 10 has been deliberately left blank. Do not show slide 11 yet.

Main activity
Explain to the children that their task will be to sequence a set of five images from the story of Grace Darling, using word processing software. If children are not familiar with dragging and dropping images into a table, demonstrate this technique. Organise the class to work in pairs or small groups at the computers using //Grace Word file//. Ask the children to drag the images into the appropriate space in the table. They should then click the mouse in the space underneath each picture to write a sentence to recount her story. If children are using a word processor with speech facilities they can have their sentences read to them. Encourage children not only to recount the story but also to make inferences about Grace Darling’s character.

Plenary
Draw children back together and recap the correct sequence of images. Show slide 11, which has a photograph of a memorial to Grace Darling. Q Why would people want to have a statue of Grace Darling? Q Do you know of any other statues of famous people?

Notes ||

Links to QCA schemes of work
The lesson links to: Unit 4: Why do we remember Grace Darling?

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

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. An illustrated story can be shared easily with the whole class. • ICT allows children to present written and pictorial information in an attractive format. • Speech facilities, if available, can enable children to work more independently. • The interactivity of the software is motivating and stimulating.