Year 7 Study Unit: CSU 1 Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914 & Government; Legacy of Imperial Rome
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksFinding out about the Roman Empire using historical sources / Primary
Secondary
Evidence
Latin
Romans
Greeks
Empire
Reliability
Bias / 1. Who were the Romans & where did they come from?
2. What evidence did they leave behind?
3. What is a primary and a secondary source?
4. What is fact and opinion?
5. How can a historian check the reliability of a source and spot bias? / The Roman Empire, pp 4-5
Heinemann
Living Through History, pp. to 9
Map: Early Rome
Map: Roman Empire
SEN: History Detective / A) Class brainstorm: What is a primary source?
B) What is a secondary source?
C) Class brainstorm: Who were the Romans?
D) Class reading: Heinemann, pages 4-5.
E) Activities, page 5:
F) Individual work: Questions 1 to 2.
G) Pair Work: Question 3.
H) Class discussion of results.
I) Class reading & discussion of page 8.
J) Activities: Pair work: questions 2a &2b on page 9. / Core
1 & 3 / English
Geography
Languages
The growth & extent of the Roman Empire / Etruscans
Myth
Legend
Republic
Empire
Gaul
Conquest
The Roman Army
Citizen / 1. When was Rome founded and who were Romulus & Remus?
2. What is the difference between a myth and a legend?
3. Who were the Etruscans?
4. What is a Republic?
5. Rivals for Power
6. How important was the Roman Army in the growth of the Empire?
7. Why did Julius Caesar rise to power?
8. What is a citizen?
9. How to make video notes / Heinemann,
pp. 10 to 11
Glue
Scissors
Video BBC:
Who were the Romans?
Heinemann,
pp. 14 to 15
SEN: Romulus & Remus
Republic Role Play
PowerPoint
Living Through History, pages 12 to 17. / A) Class reading & discussion of Heinemann, pp. 10-11
B) Pair work: Construct a Timeline which shows the growth of the Roman Empire.
C) Individual work: Arrange the 3 maps into Chronological order & stick them into book. Then using both the maps & the Timeline describe the growth of the Roman Empire.
D) Class reading & discussion of Living Through History, 12 to 13
E) Individual work: Activities 1 to 4.
F) Pair Work: Romulus & Remus jigsaw puzzle.
G) Individual Work: Using the jigsaw puzzle make up your own Romulus and Remus story. / Core
1 & 6 / Geography
Numeracy
English
Military
History
Archaeology
Citizenship
Drama
ICT
The Economy of the Empire: Transport / Transport
Economy
Provinces
Groma
Surveyor
Craftsmen
Slave
Mason
Celt
Military Crest / 1. Why did the Roman Empire need good transport?
2. How did these transport networks help the growth of trade?
3. What is meant by the term PAX ROMANA?
4. How did the Romans design & build their roads?
5. What other forms of transport did the Roman Empire use? / Worksheets:
Planning a Roman Road.
SEN: Roman Roads Network
Heinemann, pp. 10 to 11.
Graph of shipwrecks in the Western Med. / A) Class brainstorm: Why is Transport important?
B) Class reading: Roman Road worksheet.
C) Individual work 1-5
D) Pair work: Activity 2: Dot to Dot Roman Road Network
E) Group work: Worksheet: How to plan the route of a Roman Road.
F) Class reading: Heinemann, pp. 10 to 11.
G) Individual work: Activity 1a, 2a & 2b. / Core
1, 3 & 4 / Geography
CDT
Economics
EIU
Year Year
Year 7 Study Unit: CSU 1 Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksThe importance of stability for the growth of trade. / Pax Romana
Forum
Taxes
Basilica
Trade / 1. How did the Roman Empire encourage the growth of trade?
2. What part did the Roman Army play in the growth of trade?
3. How far did goods travel within the Empire?
4. What role did Roman towns play in the growth of trade? / Worksheet: Trade in the Empire
Picture sources of Roman Life. / A) Class reading & discussion of worksheet.
B) Group work: Looking at the picture sheets & map: List the objects you can see in the group's picture.
C) Using the map try & guess where it came from.
D) Pair/Group work: Look at sources of Roman shops: Describe what is being sold in each source.
E) What each person is doing.
F) Where is a primary or secondary source.
G) Individual work: Activity 3. / Optional / Geography
English
Economics
EIU
Why was the Roman Army so Successful? / Auxiliary
Centurion
Citizen
Legionary
Tactics
Basilta
Conclusion
Introduction
Paragraphing
Propaganda
Modelling / 1. How was the Roman Army organized?
2. What armour, weapons and tactics did they use?
3. What were the rewards for being in the Army?
4. Was the Roman Army always successful?
5. How did the army maintain discipline?
6. How to make video notes and write an extended answer?
7. How to use modelling to improve your grades. / Video: BBC: Roman Army
Writing Non-fictional Writing - Nat. Literacy Pack
Roman Soldier Models
Power Point / A) Power Point Presentation: How to make video notes
B) Video: BBC video: Why was the Roman Army so successful
C) Class discussion: Video notes which headings.
D) Modelling: Examples of other extended answers.
E) Class Discussion: the merits of each example E.g. Organization
F) Individual Work: Extend answer on: Why was the Roman
G) Army so successful?
H) Group Work: Collaborative Wall Display: Roman Army recruitment poster / Core 1 -8 / Literacy
English
Media Studies
Roman Society / Town
Insulae
Public
Gladiators
Hygiene
Architecture
Technology / 1. What was life like in a Roman Town?
2. How did the Romans spend their free time?
3. Why did rich people put events on for the poor?
4. Why were the Romans concerned about public & personal health?
5. What is fact and opinion? / Heinemann, pp. 42 to 43.
Worksheet:
Roman Medicine & Public Health
SEN: Worksheets based on Heinemann
Video: Roman Society / A) Class reading & discussion: Heinemann, 42 to 43.
B) Pair work: Activity 1.
C) Individual work: Activities 3b & 3c on page 43.
D) Class reading of worksheet on Roman Medicine.
E) Pair work: Match statements with the right source.
F) Individual work: Write up results in the form of a table.
G) Individual work: Activities 2 to 3.
H) Project work: Whole group. / Core 1 / English
Science
Personal Health
Citizenship
Rome's relationship with her provinces. / Farming
Tenants
Landlord
Estate
Provinces
Surplus
Archaeologist / 1. What was life like in the countryside?
2. What was an estate?
3. How did the rich and poor live?
4. What is the job of an archaeologist?
5. How and why do people from different times & places interpret objects in different ways?
6. How do we use sources to back up an argument or interpretation? / Heinemann, pp. 44 to 45.
Roman Mosaic showing a thatched house.
Reconstruction of a Roman Villa / A) Class reading of Heinemann & teacher presentation of life in the countryside, pp. 44 to 45.
B) Pair work: List the differences between source C & D.
C) Individual work: Write a short paragraph on why sources C & D are different, pointing out that people from different times look at things differently.
D) Individual work: Activities 3 & 5. / Optional / EIU
Citizenship
Year 7 Study Unit: CSU 1 Focus: Growth & Extent of Rome; Roman Society
Title: The Roman Empire an Era or Turning Point in European History before 1914
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksDevelopment of religious beliefs in the Empire. / God
Temple
Church
Christianity / 1. What Gods did the Romans pray to before Christianity?
2. Who were the first Christians?
3. What effect did they have?
4. Who was the Emperor Constantine?
5. When did Christianity become the official religion of the Empire? / Heinemann,
pp. 48, pages 50 to 51.
SEN: Worksheets based on Heinemann
Living Through History, pp 48 to 49 / A) Teacher presentation on Roman Gods before Christianity, Heinemann, p.48.
B) Class reading & discussion of Heinemann, 50 to 51.
C) Individual work: Activity 1 + 3
D) Which of sources B & C would be most useful, if you were trying to find out why people became Christians?
E) Would this source be better than one written by a Christian leader? Explain your answer. / Optional / English
RE
Citizenship
Collapse of the Empire. / Collapse
Conscription
Foederati
Tetrarchy
Caesar
Inflation
Huns
Vandals
Invasion
Barbarians
Consequence / 1. What problems faced the Empire before its collapse?
2. What was conscription?
3. What effect did mercenaries have on the fighting efficiency of the Army?
4. Who were the Barbarians?
5. What effect did the loss of Africa have on the economy?
6. What was inflation & what effect did it have on the Empire? / Heinemann, pp. 54 to 55
PowerPoint / A) Class reading & discussion of Heinemann, 54 to 55.
B) Pair work: Give one consequence for the Roman Empire for each of the following:
C) Falling population
D) Loss of North Africa
E) Use of mercenaries
F) Inflation
G) Thinking skills: Which of these do you think had the greatest effect or consequence?
H) Individual work: Activity 3, page 55. / Core 1 / Economics
Military
History
English
ICT
What effect has the Roman Empire had on other civilizations? / Legacy
Architecture
Renaissance
Language
Art / 1. What changes did the Romans make to
Architecture?
2. What new building skills did they develop?
3. How did Latin survive and influence
European languages.
4. Who invaded Britain after the Romans? / Aylett, pages 55 to 56.
Heinemann, pages 62 to 63.
Invasions worksheet
PowerPoint
Living Through History, pages 60 to 61 / A) Class reading & discussion of Aylett, pp. 55 to 56.
B) Pair work: Activity 2.
C) Extension work if there is time
D) Class reading & discussion of Heinemann, pages 62 to 63.
E) Individual work; Activity 1.
F) Invasions Worksheet: Individual Work: Place names activity. / Core
1 & 2 / Art
English
Architecture
Language
Citizenship
ICT
Year 7 Study Unit: CSU 2 Focus: Development of the Medieval Monarchy & the
way of life of the people of Britain
Title: Medieval Realms: Britain 1066 - 1500
Key Issues / Concepts / Content / Resources / Teaching & Learning Experiences / Status / LinksWhat & when were the Medieval Realms? / Medieval Knights Castles
Normans
Black Death Anglo-Saxons / 1. What do the pupils already know about the Medieval Realms?
2. Can they identify features of M.R.
3. Where does the Medieval Realms fit into a wider chronology.
4. How are timelines drawn? / "Medieval Realms", Aylett.
"Skills in History", Shunter.
"Medieval Realms", Spartacus. / A) The class will make a list of people & buildings they associate with the M.Rs. through a class Brainstorm on the board.
B) Design a title page for the unit using these ideas to describe different features of M.R.
C) Draw a timeline showing key dates & place in wider chronology.
D) Write a short paragraph on M.R. / Optional / Art
English
Maths
Why was England invaded twice in 1066? / Invasion Conquest Oath / 1. What happened in 1066?
2. Why did Harold Godwinson, William, Edgar and Harold Hardrada want to be King of England?
3. What sort of qualities would the Anglo Saxons have looked for in a new King? / Aylett pages 4 to 5
Spartacus page 6
Worksheet on claims to the throne
Booklet: Norman Conquest / A) Class Brainstorm on 'What makes a good King?'
B) Selective class reading to set background to the different claims.
C) Group/Class work: Using worksheet certain pupils can prepare a case for case for each claimant and present it in role.
D) Individual work: The pupils can draw up a table showing the different claims and then write a short paragraph on who they support. / Core 1 / Drama
Citizenship
Why did Harold lose the Battle of Hastings? / Bishop
Monk
Tapestry
Modelling
Dramatic Language
Bias / 1. How did William & Harold Hardrada react to Harold being crowned?
2. What happened at Stamford Bridge?
3. What happened when William invaded England?
4. How did Harold die?
5. Why did William win the Battle of Hastings?
6. What are the literary conventions of a newspaper article? / Aylett, pages 5 - 7
Spartacus, p. 7-11
Bayeux Tapestry of Harold's death
Booklet: Norman Conquest
PowerPoint
Examples of previous newspaper scripts for modelling / A) Through selective reading the class will learn about what happened at the Battle of Hastings & the events leading up to it.
B) They will then cut out & stick maps showing what happened in 1066.
C) Individual work: There are two versions of how Harold died. What are they?
D) Draw the Bayeux Tapestry of Harold's death.
E) Which version does the B.T. support?
F) H.W: Write a short paragraph on what happened in 1066.
G) Class Brainstorm: What are the conventions for setting out a newspaper report?
H) Power Point Presentation: How to write your own article on the Battle of Hastings.
I) Modelling exercise using both the examples from the national literacy pack on writing non-fictional writing, The Daily Mail and previous students’ work.
J) Individual Work: Draft: Write a newspaper article on the Battle of Hastings from either a Norman orSaxon perspective.
K) Pair work: Check spellings, Punctuation and paragraphing of neighbours work.
L) Final Draft: Copy up work into newspaper template on the school network or onto A3 paper. / Core 1 - 6 / Geography
Art
Military
History
ICT
Literacy - writing non fiction
Year 7 Study Unit: CSU 2 Focus: Development of the Medieval Monarchy & the