History Medieval England, Medicine and Power Year 7

Transcription

1 Half Term 1 and 2 1. Learning Objectives Know why there was a struggle for the English throne in 1066 Success Criteria / Specification Point / PLC Explain the 3 main contenders to the throne Work in groups to produce an election campaign for one contender to the throne Possible Activities Discussion activity what characteristics make a good king? Task 1 Word-fill activity to record the background information. (Differentiated) Task 2 Who are the contenders? Pupils use the information to gather information about each of the 3 contenders. Complete the worksheet. Task 3 In groups design an election campaign for the three contenders for the throne. Ext Task Who do you think should be king? Groups to present back their election campaign ideas OR True or false quiz on the PP Compulsory Activity Homework / Assessment 2. Know what happened at the Battle of Stamford Bridge Describe the events of the Battle of Stamford Bridge Explain why Harold was Recap - who have you identified as the person with the greatest claim to the throne? Task 1 - the events of the battle students to put the information in chronological order and stick around the map. Discuss turning points in the battle. Write a television report to describe the events of the Battle of Stamford Bridge Research task what was the Bayeaux Tapestry? Source activity task Bayeaux Tapestry

2 3. Know what happened at the Battle of Hastings Compare the weapons and tactics used by William and Harold s armies Decide why William was victorious Students to draw spider diagram to answer: who, when, what, where why about the battle establish how much they already know. Share knowledge as a class. Battle of Hasting Top Trumps students to compare the armies from both sides to decide who should win. Battle criteria to compare: Killing Power: Defence: Speed: Range of Attack: Additional information Feedback as a class. Discuss findings and what happened Storyboard of the events of the Battle of Hastings

3 4. Know how William controlled England after the battle of Hastings. Describe the importance of castles Explain their advantages and disadvantages and how they helped William keep control (TPGG) Students to imagine they are William the Conqueror and to make a list of how they would keep control. Task 1 What was a Motte and Bailey castle? Pupils to add detail to the Motte and Bailey Castle using the (old) Folens text Page 22/3. Task 2 Advantages and disadvantages of the Motte and Bailey Castle. Working in pairs, pupils should list the positives and negatives Task 3 Why stone castles? Pupils to add detail to the stone castle using the (old) Folens text Page 24/5. Task 4 Advantages and disadvantages of stone castles. Pupils to colour code the boxes. A paragraph explaining how William used castles to control England A paragraph explaining how William used castles to control England Castle building competition 5. Know why William the Conqueror introduced the Domesday Book to control England Describe what the Domesday Book was Explain how it helped William to control England. (TPGG) Pupils to complete the survey and compare answers. As a class discuss what the answers tell you about each person e.g. wealth- link to purpose of Domesday Book. Domesday Book sources and questions. Pupils to use the sources on the worksheet to answer the questions. Feedback answers. (Sources, worksheets and questions are differentiated) Clip - Horrible Histories. Pupils to watch clip Think/Pair/Share. Pupils to list how they think the Domesday Book helped William to control England? Ext Activiy: pupils to create their own survey page Write a PEEL paragraph to explain how the Domesday Book helped William to control England.

4 6. Know how William used the feudal system to control England Describe how the feudal system worked Explain how it helped William to control England Feudal System Card Activity - divide class into 2 and give each pupil one of the cards. As a group they need to work out who is at the bottom and top of the hierarchy. Feedback to class Diagram of the feudal system. Pupils to draw and label a diagram of the feudal system using the information and images on the worksheet. Describing the feudal system. Pupils are to imagine that they are an English peasant in 1067 and they need to describe how the Feudal System works in 100 words. The key words the pupils should include are on the PowerPoint. Memory Game When I was William the first I...

5 7. Know how important the church was in Medieval Britain Describe the role of the Church Explain why the Church was important (TPGG) Images of churches what do they say about the importance of religion? Discuss. Image of hell what does it say about religion and the role of the church? Discuss. How important was the church? Students to read each statement on the worksheet and decide whether it made the church important or not. Students to explain their decision on the worksheet in the space provided. How powerful was the church? Students to draw a scale, read the statements and decide how powerful they think each one makes the church. Task 3 - Using sources to find information. Students uses sources A-D and answer the questions Students to answer the question: How important was the Medieval church? Class discussion Students to write an answer using P.E.E. L to explain some of the reasons why the church was important in medieval times

6 8. Explore what happened to Thomas Becket. Describe what happened to Thomas Becket Work as a group to investigate and decide who was to blame for the murder of Thomas Becket. Image of Becket s murder - what has happened? Feedback to the rest of the class. Task 1 - Henry II and Becket what happened? Pupils are to read the flow diagram and highlight the answers to the questions at the bottom of the worksheet. Go through answers together. (Differentiated word fill activity is available). Task 2 - Who was to blame? Working in groups of 4, pupils are to use the evidence to complete the data capture sheets and decide who was to blame for the murder of Thomas Becket. Pupils to feedback Pupils to re-consider the statement will no one rid me of this troublesome priest. Discuss whether this was an order to kill or just spoken in a fit of rage. Class vote. Newspaper article the murder of Thomas Becket Newspaper article the murder of Thomas Becket 9. Know who healed the sick in the Middle Ages and the types of cures used Work in groups to create a presentation on medieval medicine. Image of skull what s happened? Discuss Task Information Research Task- work in groups to research an aspect of medieval medicine and create a poster/presentation for the rest of the class. Each group to present their poster to the rest of the class. Pictionary or Bingo Research medieval cures

7 10. Know the causes of the Black Death Explain what the Black Death was, and what caused it. Spread the plague across the class. Give 2/3 students a black spot. Explain to the pupils that those with a black spot have all died of the plague. Discuss the impact of this Knowledge Dump Find out what students already know spider diagram on the board/sugar Task 1 What was the Black Death? There are 2 tasks, depending on the ability of your group. A word fill for the less able, and information hunt for higher ability. Task 2 How did the Black Death spread? There are 2 tasks, depending on the ability of your group. Finish the sentences for the lower ability classes. Higher ability students should create a flow diagram to illustrate how the Black Death spread and write a paragraph to explain the difference between the Pueumonic Plague and the Bubonic Plague. Black Death Information Booklet Create a booklet about the Black Death. The booklet needs to include the following: the causes, symptoms, cures that were used, and an evaluation of how effective the cures were 11. Know the symptoms of the Black Death Describe the symptoms Explain the ways people tried to cure and prevent it Image what does this tell us? What were the symptoms of the Black Death? Students to use the information sheets to draw a victim and label the symptoms of the Black Death. Pupils can work in pairs and draw around their own bodies, or use sugar paper. What were the cures of the Black Death? Use the other side of the information sheet to draw and label the cures that were used around your victim. Knowledge recall students label the black death victim Labelled Black Death victim from plenary task

8 12. Know what happened after the Black Death Describe the effects of the Black Death Explain why there were long and short term effects Evaluate if the effects were good or bad. OPTION1 True or False quiz on PowerPoint. Task 1 What happened after the Black Death? Students to use sugar paper to draw the short term/long term scale on the PowerPoint. Students should then read the cards and place on the scale. Extension Task: Did anything positive (good) come out of the Black Death? Explain your answer What changed after the Black Death? Discuss the change of power between peasants and nobles OPTION 2 Image what does this image tell you about the effects of the plague on the people of England? What would you do task: Pupils are to work in groups of 6 and each pupil is to be given a different character card. Each group has 14 problems to read, discuss as a group and reach a decision. They should record on their individual table what the group s decision was. Feedback and discuss as a class. Extension task - Write a paragraph outlining what happened to their town and what they did. Discussion what were the effects of the Black Death for the people of England? Students to write a paragraph to explain the short and long term effects of the black death using PEEL

9 13. Know the kings of the Middle Ages Explain what makes a good medieval king Create a medieval kings family tree What makes a good medieval king? Students to list the qualities. Discuss as a class. Task 1 Problems of a medieval king Students to read the 4 problems of a medieval king and place them on a scale of 1-5. Discuss and feedback to rest of class. Task2 Who were the medieval kings? Students to use the information sheet to complete the blank family tree. Worksheets provided. Extension/Task3 Was it dangerous to be king? Students to write a job description for a new king Completed family tree of medieval kings. Find 3 facts about one of the kings on the tree 14. Explore whether King John was a bad king Explain what King John s problems were Use sources to investigate how King John was portrayed. (TPGG) Decide whether he deserves to be known as a bad king Picture clues who was King John? Discuss as a class. Task 1 What were King John s problems? (enquiry) Use the cards to read about 3 of King John s problems, and answer the questions. Pupils to feedback answers Task 2 Interpretations of King John Use the sources to look at the different interpretations of King John. Feedback answers Write a paragraph explaining how King John is portrayed using the information from the clips. King John source activity (task 2)

10 15. Know what the Magna Carta was. Explain what the Magna Carta was and why it was introduced. Explore its importance (TPGG) Spider-diagram of what we already know about King John Task 1 Quick on the Draw - work in groups to investigate the Magna Carta. One member of the group at a time are to come to the front of the classroom to get a question, return to the group, research the answer, and write the answer in their exercise books. Task 2 Who did the Magma Carta effect? Pupils to consider who the Magna Carta helped. Pupils to complete the table, looking at each point and who it helped/didn t help. Task 3 Who did the Magna Carta benefit the most? Pupils to work in groups or pairs to see which points benefitted the most people in England Write 2 sentences explaining what the Magna Carta was and why it was important. Reduce these sentences to 5 key words. Reduce the 5 key words to 1 key word.

11 16. Know the events of the Peasant s Revolt Describe the events of the Peasant s Revolt Explain the causes of the Peasant s Revolt Decide the most important cause Image of protest Students to discuss what is happening and why they are protesting. Use the image of the feudal system to discuss the rights of peasants link to previous unit/knowledge Task 1 Why did the peasants revolt? Students look at the 6 causes of the peasants revolt on the worksheet and use this to complete the table. Task 2 What happened? Students use the information sheet to complete the filmstrip. There are 3 options for this: easy/middle/hard. Students to choose the two causes that they think are the most important and write 1-2 sentences explaining why. Share thoughts with the class. *Times when Think Pink go Green will be used should be indicated with (TPGG). *Rows 1-7 do not have to be used to indicate a 50 minute lesson. Each row could be used to give details for a series of lessons (usually no more than 3)