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History notes part 3

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History notes part 2

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History notes part 1

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I had lots of thoughts about how I could use the suggested mobile phone artefacts article with a class!

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Ancient Egypt lesson plans part 2

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Ancient Egypt lesson plans part 1

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I had to read up on this as I was not sure on the story line. Hopefully it is right.

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Very fun and challenging to the mind as you need to closely at the detail!

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When teaching children about Mayans i would use some of these photos, to help children consolidate their learning.
Allowing children to see the photos puts the learning into more context and can also be a starting pint when introducing the topic.

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Pause for thought notes

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What conclusions can we draw about the household from this?
1. Relatively healthy eaters
2. We like to recycle our waste where possible.
3. Reveals a bit about our diet.
What does the rubbish not tell us?
1. What waste isn't recycled.
2. How many people are in the household
3. How often we recycle
4. Our shopping habits (is fruit/veg bought mainly bought fresh or tinned/frozen?)
What doe we know, what can we infer and what is unlikely?
1. We recycle where possible
2. We can infer that not everything they buy is recyclable (cereal/chocolate wrapper)
3.It is unlikely that that the amount we recycle is the same each week.

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It's a bit of clickbait trash but I found some of these interesting (hope they're accurate)

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25 Historical Facts Will Mess With Your Perception Of Time

Unless you are an avid historian, it's very likely that you can't seem to figure out how ecstasy and Titanic have one thing in common. And you probably couldn't figure out how Marilyn Monroe and Queen Elizabeth are somehow correlated.

No, they are not sisters; we won't be talking about conspiracy theories. But we found out that humans perceive history and things of the past in very vexing ways; we have this thinking like of 'old days', 'ancient times', 'modern days', and 'future'.

If that's how you've been thinking, your brain probably can't accept these facts we're about to show you.

#1 Ecstasy was made the year the Titanic sank in 1912.

-Via

#2 Calculus was actually invented years after Harvard University was established

-Via

#3 Barack Obama won the election the year the last widow of a civil war veteran passed away.

-Via

#4 Auschwitz prisoners didn't know the taste of McDonald's which was founded days after they were sent there in 1940.

-Via

#5 1967, NASA was already exploring space. Meanwhile, scientists finally agreed on tectonic plates.

-Via

#6 Mother Teresa died 5 days after Princess Diana died on August 31, 1997.

-Via

#7 London Underground used to be transportation that also takes you to see public hanging.

-Via

#8 The Oregon trail was first trodden by wagon in 1843, the year when fax machine was invented.

-Via

#9 Swiss women were granted their rights to vote during the year US drove a buggy on the moon in 1971.

-Via

#10 Pilgrims made it Plymouth Rock when 'Palace Of The Governors' was already erected in New Mexico.

-Via

#11 The last person on death row for the guillotine in France died when Star Wars came out in 1977.

-Via

#12 This Bristlecone Pine is the oldest tree alive and was 1,000 years old when Wooly Mammoth died out.

-Via

#13 Anne Frank was the same age as Martin Luther King (1929).

-Via

#14 Japanese was playing Nintendo when Jack the Ripper was still haunting London in 1889.

-Via

#15 George Washington doesn't know the existence of dinosaur as he died in 1799, 25 years before the first fossil was found.

-Via

#16 Oxford University is hundreds of years older than The Aztec Empire (1428)

-Via

#17 The Egyptians were building the Pyramid in 2660 BCE when Mammoths were still roaming the earth.

-Via

#18 This tortoise is Harriet who passed away back in 2016. It's also the only tortoise who's seen Charles Darwin in person.

-Via

#19 Marilyn Monroe and Queen Elizabeth are shaking hands here during a movie premiere in London, 1956. They were both 30 then.

-Via

#20 America's 10th President, John Tyler (1970) has two grandsons who are still alive today, in 2019.

-Via

#21 Eiffel Tower Was Inaugurated In 1889 For The World's Fair, Which Was The Same Year Van Gogh's 'Starry Night' Was Painted

Vincent van Gogh -Via

#22 The First Underground Line In London Was Opened On January 10, 1863. At That Time, The Civil War Was Still Raging In The United States

Fotosearch -Via

#23 Harry Potter And The Deathly Hallows Was Published In The Summer Of 2007. The Same Summer First Iphone Model Was Released

David Paul Morris -Via

#24 The Brooklyn Bridge Was Being Built During The Battle Of Little Bighorn (1876)

Seifert Gugler & Co -Via

#25 Microsoft Was Founded While Spain Was Still A Fascist Dictatorship (1975)

Anonymous -Via

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25 Historical Facts Will Mess With Your Perception Of Time

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25 Historical Facts Will Mess With Your Perception Of Time Unless you are an avid historian, it's very likely that you can't seem to figure out how ecstasy and Titanic have one thing in common. And you probably couldn't figure out how Marilyn Monroe and Queen Elizabeth are somehow correlated.

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My niece and nephew (5 and 7yrs old) did this - took two attempts and prompted lots of discussion about needing a special sort of table with a hole in it to prop this up!

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Very brief overview of Ancient Egypt

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Trying to teach my children about Anglo Saxons and we used crime and punishment as a way of talking about how people were valued in the past...

What happened if an Anglo Saxon killed or hurt someone?
Wergild - Murder or hurting a person was punished by paying
a fine called a wergild to the victims family. The amount of wergild depended on the person who was killed. The higher
the social status, the more wergild to be paid.
Examples of wergild:
• Killing a Prince - 1500 shillings
• Killing a Yeoman farmer - 100 shillings
• Killing a Serf - 40 shillings
• Cutting off a nose - 60 shillings
• Cutting off an ear - 30 shillings
• Cutting off a big toe - 20 shillings
• Cutting off a little toe - 9 shillings
If a person could not afford to pay, then they became a slave.

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History at home ideas

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The following information sheet is devised to support you in providing home learning activities for your pupils in Key Stage 1. These activities are inspired by the Rising Stars History scheme and they can complete one per week. These should provide them with at least a term's work in history. You may decide just to limit them to one theme at a time. The idea is to choose whatever approach works for you and your parents. The table below indicates the areas of the National Curriculum covered. This is intended for you and not to be shared with parents.

The sheet is fully editable so you can change terminology, cut or add sections and add examples from topics your pupils would be learning about at this time of year. You could add further detail and examples where you think parents need greater support. Some weblinks are suggested but you could add further links where you have a subscription.

Download a letter template that you can send to parents along with the resources

What was life like when our grandparents were children?

An important part of your child's learning in history is to find out about the recent past when you, their grandparents and great-grandparents were children. What would they like to know about? It could be finding out about what school was like, the food they ate, where they went on holiday, what they did for entertainment, what their home was like? When they are collecting the information they can compare this with their own experiences and decide what is the same and what is different and then decide which they prefer and why. Information could be collected via phonecalls, Skype or writing postcards possibly digital and letters or email messages. They can present their information in a variety of ways for example in a series of drawings with captions or speech bubbles or in a table with columns for the different generations. It is important to let your child choose.

What was our local area like in the past?

This is a tricky topic to study when visits outside the home are limited but there are still some things you can do. A great deal depends on the house and area you live in.

You could start with the story of your house. Look around you and find out has it always looked this way? There may be clues to changes both inside and outside. Think about why those changes were made.

Draw a picture of what you think the house looked like before the changes were made.
Look outside the windows at the view. Are there any clues about changes in your area? Maybe you can see an old mill chimney or rows of terraced houses.

You could also look for clues on how your area has changed when you go on your daily walks, maybe signs of old shops or evidence from the war memorial. If you want to spend some time finding out more about the local area look for local history pages online, social media history groups and also visit https://historicengland.org.uk/listing/the-list/map-search?clearresults=true
for ideas. You can have lots of fun looking at old maps of your area too so visit https://maps.nls.uk for links.

Who should we remember from the past and why?

Your child will have been finding out about famous people from the past. Maybe they want to find out more about someone they already know something about or want to research about someone new?

Be guided here by your child's interests- maybe sport, transport or a book they have at home. Or find out about someone from your local area. Try to avoid you and your child spending too much time online and your child copying big chunks of text.

A great website to support your investigations is BBC Bitesize.

When you have read about the person get your child to decide on 5 important facts they want to know and remember. You could devise a quiz to see if they can remember them.

They could also answer the question why should we remember this person? Once they have found about a few different people they can begin to decide who they think is the most important and why. It could be because they made an amazing invention or were very brave or kind. There are no right or wrong answers here. They just need to have a good reason why they have made this choice.

What happened in important events in the past and why?

In school your child will have been finding out about important events from the past. The Great Fire of London is a brilliant one to learn more about and http://www.fireoflondon.org.uk offers lots of fun learning opportunities.

You could also learn about other events depending on your child's interests e.g. the sinking of the Titanic or the First flight. When you find out about an event you could make a fact file, retell the story in a cartoon strip or even through a puppet show.

Get your child to think about why the event happened and also what happened as a result of the event. There are probably lots of reasons why and you could then decide what you think is the most important reason.

You could also find out about important anniversaries this year. One coming up soon is commemorating 75 years since VE Day on the 8th May or 200 years since Florence Nightingale was born on 12th May 1820. Or you may want to find out about fun anniversaries like the opening of the first rollercoaster in the UK in Margate on 3rd July 1920. Let your child decide how we should celebrate of commemorate events from the past.

In all these activities your child will be discovering all the different ways we find out about the past. A great example is Samuel Pepys Diary and what this tells us about the Great Fire of London. Inspired by this your child could begin to write their diary of the time they are home learning. You can explain how this will tell future generations about a time when life was rather different from normal. They could also plan to make a time capsule of the period and decide what should be included and why.

In all these activities it is important for your child to enjoy their learning and maybe you will find you learn something new too.

Bev Forrest is the author of Rising Stars History. She is Chair of the Historical Association Primary Committee and a HA Quality Mark assessor.

Tags

'History, Foundation Subjects, History, History and Geography, home

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Rising Stars History author Bev Forrest has put together some handy free resources and ideas that you can share with parents to help them naavigate this time at home, along with a letter template you can use when you contact parents.

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How can it help understanding of change and chronology?

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Using the local environment to look at chronology

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"Why should children study history?"
I think it's important for children to study history so that they have the knowledge and understanding of previous actions and can thus view the consequences. By having this knowledge, the future generation can build on previous mistakes and make changes which will be beneficial as they progress through life. Having knowledge on events prior to being born means that children will have cause and effect for why the world is like it is, and can therefore monitor the actions being taken to change the outcome.

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Notes on making lessons for an Ancient Egypt topic.

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Notes on making lessons for an Ancient Egypt topic.

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"Which characters from history would you focus on?" I would choose to focus my teaching on equal rights as this is something I believe children can find passion within and I remember it being a topic at which I found most interesting within school. I would choose to focus on Emily Pankhurst!

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Think I figured it out!

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I must be getting close to figuring this out!

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Does anyone know what this artefact is?

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This is my take on my own personal chronology. This is how I would present it to the children in my class. Then I would ask them if they could create something similar. Could be a fun home learning activity.

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Pause for thought notes from Mastering Primary History.

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Pause for thought notes from Mastering Primary History.

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Great programme on archaeology in people's back gardens

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The Great British Dig: History in Your...

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Back Garden: A team of experts discover the history beneath Florence Road in Maidstone

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Would you like to uncover lost pyramids or solve ancient mysteries? Our resources will help you to try archaeology for yourself.

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Currently has some resources free to access - go check them out

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Open access materials for students and teachers

Published: 6th April 2020

We know that teachers and pupils have been working incredibly hard in difficult circumstances, and that this work needs to continue during the forthcoming period of school closure. To support primary teachers, parents and pupils through school closure, we have put together a selection of open access resources to help you through this period, and we will be making further resources open access in bundles over the coming weeks.

Resource sharing hub for home learning

The HA is here for you during the current situation, acting as a hub to share the FREE home learning resources the history community has developed. Our primary committee has been working hard to put together a selection of practical and engaging activities that can be completed at home. We will post to the sharing hub activities and resources to support effective learning in history.

Write your own historical fiction

If you're looking for an effective at-home activity for your pupils or children in Years 5 and 6, take a look at our Write Your Own Historical Fiction competition. We have adjusted the rules of this year's competition to allow for entries to be made by individual pupils working at home.

Write your own historical fiction - free webinar with Tony Bradman

View our webinar recording on historical fiction with author Tony Bradman, whose book Anglo Saxon Boy (Walker Books) won the Historical Association's Young Quills award in 2018 in the 'ages 7-9 years' category.

Schemes of Work

HA schemes of work cover all curriculum units and include key learning objectives, content, lesson ideas, resource suggestions and more. Some of the schemes are also fully-resourced. They are written by primary history education experts and provide the perfect balance of developing knowledge and key skills as they apply to history.

We have published the following schemes of work which you can download and follow with pupils or your children at home:

Indus Valley
This unit on the Indus Valley Civilisation (2600-1900) BCE gives children the opportunity to study an ancient, 'lost' urban civilisation discovered by archaeologists in the Indian subcontinent, early 20th Century. The story of its discovery and the surviving evidence - architecture and artefacts - helps children understand how we can build up a picture about the past. They can be encouraged to make valid historical deductions and inferences , and use cross curricular activities to support historical enquiry.

Anglo-Saxons, Vikings and Scots Settlement in Britain
In this unit children can be introduced to the idea that people from other societies have been coming to Britain for a long time. They can learn about some of the tensions involved in the settlement as well as ways of life and matters that impact on us still. Links can be made with other societies that contributed to the formation of the United Kingdom and how Saxons, Vikings and Scots contributed to the development of institutions, culture and ways of life in the country.

Great Fire of London
The Great Fire of London is a favourite curriculum teaching topic. This paper draws on essential knowledge for approaching the subject, practical resources, websites, activities such as teaching the topic through dance, and more.

Primary History magazine

You can also access our open access editions of Primary History:

History podcasts

Plus we have made a selection of our subject knowledge podcasts open access to help you to develop your knowledge as it applies to topics taught at primary level including:
Our usual programme of Primary webinars is also continuing.
Let us know what you need

Whether you're a teacher, parent, member or just enjoy using our website, we'd love to hear if there are any specific resources or support that might help you further during this challenging period. Please add your ideas to our online survey.

Given the current situation we wanted to let you know that like many others HA staff are now working remotely but we also wanted to take this opportunity to reassure all our members and followers that we are still here for you and can be contacted by email. Understandably in these uncertain times you are no doubt facing a variety of challenges and we want you to know that we are happy to help you with anything that we can.

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Primary resources to support you during Covid-19

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Open access materials for students and teachers Published: 6th April 2020 We know that teachers and pupils have been working incredibly hard in difficult circumstances, and that this work needs to continue during the forthcoming period of school closure.

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Broken Shards - an archaeological challenge!

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Broken Shards - an archaeological challenge!

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These pieces of pottery were found at an archaeological dig. Can you reconstruct their original shape?

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Can you put these images from the story of the Gunpowder Plot in chronological order? 

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Can you put these images from the story of the Gunpowder Plot in chronological order? 

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How would you support children to research more?