History+resources

** Using web-based resources in Primary History **
Children do not acquire historical skills, knowledge and understanding by magic. They need to be taught chronological understanding, and about continuity and change. They must learn how and why different interpretations are put on events and how to plan and undertake an effective historical enquiry. Specific reference is made to the use of ICT in the history programme of study for Key Stages 1 and 2 under ‘Historical Enquiry’. The internet can broaden the scope of the enquiry by providing a wide range of resources, many of them primary source materials that would not otherwise be available to pupils. They can view exhibits from museums and galleries, company archives and public records and assess the evidence for themselves. As both a tool and a resource, ICT can enhance learning by helping teachers to demonstrate, explain and question, stimulate discussion and invite interpretations of what is displayed. The internet has many useful resources and applications that can support primary history teaching. You can bookmark them and use them offline, or download them and adapt them to meet specific learning objectives. __Unit 1. How are our toys different from those in the past?__ ** Unit 1. How are our toys different from those in the past? ** Using a database package the children could create simple charts of their favourite toys and the favourite toys of their parents and compare the two to explore patterns of change and continuity. Using a digital camera the children could take a picture of their favourite toy, import it into a word processing package and include some text. Websites: __ [|www.mape.org.uk/curriculum/history/toys.htm] __ __ [|www.toymuseum.co.uk/pages/photos.htm] __ __ [|www.museumeducation.bedford.gov.uk/bedfordbytes/toys/index.htm] __ __[|www.woodlandgrange.leics.sch.uk/iwb/ks1history.htm]__ > > image courtesy of www.sxc.hu

__Unit 2 What were homes like a long time ago?__ ** Unit 2. What were homes like a long time ago? ** Scan in pictures of homes past and present and choose two and compare their external features to exchange patterns of change and continuity. Use IWB to show pictures of internal rooms of houses in the past to generate discussion about those features that are the same and different. This picture matching activity is taken from [|www.ictopus.org.uk] : > [|Y1 Find_my_partner] > [|Household objects] __ [|www.woodlands-junior.kent.sch.uk/homework/houses.html] __ __ [|www.bbc.co.uk/education/dynamo/history/stepback.htm] __
 * Teaching Resources**
 * Websites**

** Unit 3. What were seaside holidays like in the past? ** The children could formulate questions and use a tape recorder to interview their grandparents about their experiences of holidays in the past. Using video and audio clips, available on the web, as a stimulus the children could compare their holidays to those from the past. http://10.10.85.31/espresso/modules/e1_at_the_seaside/video_seaside.html Websites: __ [|www.seasidehistory.co.uk/] __ __ [] __ __ [|www.punchandjudy.com/] __ ** Unit 4. Why do we remember Florence Nightingale? ** Websites __ [|www.gardenofpraise.com/ibdnight.htm] __ __[|www.bbc.co.uk/schools/famouspeople/flash/index.shtml]__ ** Unit 5. How do we know about the Great Fire of London? ** Use an internet search engine to find images of the Great Fire of London. Download them to create a library resource for an interactive whiteboard activity. Scan in pupils’ own drawings of the Fire into a PowerPoint presentation or use a suitable paint program. Set the presentation to carousel mode to create the class’s own virtual art gallery. Websites: [] The Gunpowder Plot __ [|www.bbc.co.uk/history/games/fire/fire.html] __ __ [|www.channel4.com/history/microsites/H/history/fire/index.html] __ __ [|www.pepys.info/fire.html] __ ** Unit 6A. Why have people invaded and settled in Britain in the past? A Roman case study ** __Unit 6A__ __ [|www.woodlands-junior.kent.sch.uk/Homework/Romans.html] __ __ [|www.romansinsussex.co.uk/level1/livingin/index.asp] __ __ [|www.brims.co.uk/romans/index.html] __ __[|www.bbc.co.uk/schools/romans/]__ __[|www.earlybritishkingdoms.com/kids/]__
 * Visit the range of sites dedicated to the memory of Florence Nightingale to find out where she came from, what she did, why she is important to all our histories and why we remember her today. The Royal College of Nursing web //site (www.intern u rse.com) has a number of sections on her.//
 * **Unit 6B. Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study** **Unit 6C. Why have people invaded and settled in Britain in the past? A Viking case study** Use an on-line database of historical artefacts (such as Compass on the British Museum web site) to investigate a society in the past and present their findings in a word-processed writing frame. Ask the basic questions: ‘What’s it made of?’; ‘What was it used for?’; ‘What does it tell us about the people who made and used it?. In addition, displaying the images on an interactive whiteboard would allow the class to annotate each photograph of an artefact and so accumulate their understanding of ‘Invaders and Settlers’ from the weapons, jewellery and household objects they left behind.Websites

__Unit 6B Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study.__ __ [|www.bbc.co.uk/schools/anglosaxons/index.shtml] __ __ [|www.suttonhoo.org/] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/saxons.htm] __ __[|www.earlybritishkingdoms.com/kids/]__ __Unit 6C Why have people invaded and settled in Britain in the past? A Viking case study.__ __ [|www.pbs.org/wgbh/nova/vikings/] __ __ [|www.bbc.co.uk/history/walk/flash/viking.html] __ __ [|www.bbc.co.uk/schools/vikings/index.shtml] __ __ [|www.bbc.co.uk/history/games/vikingquest/index.shtml] __

The children could produce a video news report based around the life of one of Henry VIII’s six wives. They could write and film the details surrounding the demise or divorce of their chosen wife. Using portraits of Henry VIII, from internet sites the children could arrange them in chronological order and discuss the evidence that they provide us with in determining Henry’s character. Websites: __ [|www.mape.org.uk/activities/unton/portrait/bits/frames.htm] __ __ [|www.snaithprimary.eril.net/tudors.htm] __ __ [|www.historylearningsite.co.uk/Tudors.htm] __ __ [|www.nettlesworth.durham.sch.uk/time/tudors.html] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/Tudors.html] __ __ [|www.ngfl-cymru.org.uk/vtc/ngfl/eng/ks2/history/tudors/tudors_tenby_juniors/index_wives_of_henry.htm] __ __ [|www.brims.co.uk/tudors/] __ __ [|www.npg.org.uk/live/search/person.asp?search=ss&sText=Henry+VIII&LinkID=mp02145] __ __ [|www.tudorbritain.org/] __ ** Unit 8. What were the differences between the lives of rich and poor people in Tudor times? **
 * Unit 7. Why did Henry VIII marry six times?**
 * The National Portrait Gallery has 20 on-line images of Queen Elizabeth I at different periods in her life, from those showing her as a young woman in the 1560s to those displaying the full regalia of majesty in the1590s. Show a selection of the images, one at a time, asking the class what they think about the women in the portrait. Was she young or old? Is she rich or poor? Is she powerful or approachable? Record their responses on an interactive whiteboard or flipchart. Their conclusions could be a starting point for a discussion about change over time, and how Elizabeth changed to face the challenges of her reign. Alternatively, divide the class into small groups and give each group a different selection of portraits. Each group could draw their conclusions about the character of Elizabeth I, and the class as a whole could compare how the evidence available to a group influenced their conclusions.
 * Using details from inventories, the children interrogate the data to find evidence to show whether the owner was from the rich or poor classes.

__ [|www.teachingideas.co.uk/history/poortudors.htm] __ __ [|www.marileecody.com/newpics.html] __ __ [|www.mape.org.uk/activities/unton/index.htm] __ __ [|www.bbc.co.uk/history/walk/flash/tudor.html] __ ** Unit 9. What was it like for children in the Second World War? ** Websites: __ [|www.westallswar.org.uk/] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/Britain.html] __ __ [|www.bbc.co.uk/history/war/wwtwo/evacuees_07.shtml] __ __ [|www.bbc.co.uk/history/ww2children/home.shtml] __ __ [|www.iwm.org.uk/upload/package/17/evacuation/index.html] __ __ [|www.nettlesworth.durham.sch.uk/time/war.html] __ __ [|www.homesweethomefront.co.uk/] __ __ [|www.bbc.co.uk/history/war/wwtwo/index.shtml] __ __ [|www.snaithprimary.eril.net/propagan.htm] __ __ [|www.iwm.org.uk/upload/package/20/lifeinww2/index.htm] __ __ [|www.learningcurve.gov.uk/homefront/default.htm] __ ** Unit 10. What can we find out about ancient Egypt from what has survived? ** Using the www.ancientegypt.co.uk website or the british museum site, research Ancient Egyptian artifacts and record what they tell us about life at that time. Websites: __ [|www.ancientegypt.co.uk/] __ __ [|www.guardians.net/] __ __ [|www.eyelid.co.uk/e-name.htm] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/Egypt.html] __ __ [|www.bbc.co.uk/history/ancient/egyptians/pyramid_builder_game.shtml] __ __ [|www.bbc.co.uk/history/ancient/egyptians/pyramid_gallery.shtml] __ __ [|www.bbc.co.uk/history/ancient/egyptians/mummy_maker_game.shtml] __ __ [|www.bbc.co.uk/history/ancient/egyptians/mummies_01.shtml] __ __ [|www.bbc.co.uk/history/ancient/egyptians/] __ __ [] __ __ [] __ __ [|www.ancientegypt.co.uk/gods/home.html] __ __[|www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/history/egyptians/index.htm]__ ** Unit 11. What was it like for children living in Victorian Britain? ** Websites: __ [|www.woodlands-junior.kent.sch.uk/Homework/victorians.html] __ __ [|www.bbc.co.uk/education/dynamo/history/stepback.htm] __ __ [|www.bbc.co.uk/schools/victorians/] __ __ [|www.channel4.com/learning/microsites/Q/qca/victorians/] __ __ [|www.nettlesworth.durham.sch.uk/time/victorian/vindex.htm] __ __ [|www.channel4.com/learning/microsites/V/victoriandiary/] __ __ [|www.learningcurve.gov.uk/index/snapshots.htm] __ __[|www.bbc.co.uk/schools/famouspeople/flash/index.shtml]__ ** Unit 12. How did life change in our locality in Victorian times? ** Using maps on-line, or digitally scanned photographs or maps, investigate the changes of land use since Victorian times. Discuss the implications this has had for jobs, education and leisure over the period. Scan a copy of local census data (circa 1890) and project onto a screen. Discuss the information that the census contains. Compare it with data from a recent census. What changes can we identify? What does this tell us about lifestyles in the Victorian times? (Jobs, numbers of children in families, name trends, housing arrangements) Websites:
 * What was it like to be evacuated in the Second World War? The History of London web site includes a range of evidence – photographs, posters, a diary and personal accounts – that chronicles the lives of London schoolchildren during the war. It is supported with downloadable worksheets linked to the QCA scheme of work
 * Visit the local reference library to get photocopies of Victorian census forms for a street near the school. Create a small data file in whatever database there is on your computer. Encourage the pupils to interrogate the data to reconstruct the histories of families in the street (family trees, for example) and to look at what jobs people did and where they came from.
 * Alternatively, visit the Cadbury History site to download census data and worksheets on Bourneville, the model village built by the Cadbury family, to find out what life was like in 1890s Birmingham.
 * Use a video recorder or tape recorder to record the responses of an important figure of the time as they respond to ‘hot seat’ questions.

[|Slide 1]
.learnanywhere.co.uk/la/history/12.ppt � PPT file [|**Victorians**]

** Unit 13. How has life in Britain changed since 1948? ** Scan in photographs of clothing over the decades and compare and contrast trends and differences. Compare the use of fabric during the war years to that before and after and draw conclusions from your findings. Use a word processing package to record the conclusions and add in relevant images. Websites: __ [|www.bbc.co.uk/history/walk/flash/50s.html] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/war/changessince.htm] __ __ [] __ __ [] __ ** Unit 14. Who were the ancient Greeks? ** Produce a database of information about Greek gods and goddesses. Interrogate the data to identify similarities and differences. Produce a newspaper report about the winners of the Olympic games. Use a tape recorder to interview the champions and record their responses. Websites: __ [|www.bbc.co.uk/schools/ancientgreece/main_menu.shtml] __ __ [] __ __ [|www.arwhead.com/Greeks/] __ __ [|www.woodlands-junior.kent.sch.uk/Homework/Greece.html] __ __ [|www.perseus.tufts.edu/Olympics/sports.html] __ __ [|www.ancientgreece.co.uk] __ ** Unit 15. How do we use ancient Greek ideas today? ** Using research data from internet sources compare the events from the traditional Olympic games to those held today? Websites:

__ [|www.museum.upenn.edu/new/olympics/olympicintro.shtml] __ ** Unit 16. How can we find out about the Indus Valley civilization? ** ** Websites: ** __ [|www.nettlesworth.durham.sch.uk/time/aztec.html] __ __ [|www.bbc.co.uk/schools/indusvalley/] __ __ [|www.ancientindia.co.uk/indus/explore/exp_set.html] __ __[]__ ** Unit 17. What are we remembering on Remembrance Day? ** Use audio and video resources research the meaning of Remembrance Day. Tape responses of grandparents who were personally affected by the war. Websites: __ [|www.woodlands-junior.kent.sch.uk/customs/remembrance.html] __ __ [|www.bbc.co.uk/dna/h2g2/alabaster/a653924] __ __ [|www.bbc.co.uk/religion/remembrance/history/index.shtml] __ ** Unit 18. What was it like to live here in the past? ** Use pathe news films as a stimulus for discussion or research about features of life in the past. (Access via North West Learning Grid on Trafford intranet site) Websites: __ [|www.channel4.com/apps26/learning/microsites/E/essentials/history/units/past_ah_p.shtml] __ __ [|www.luso.u-net.com/sale1.htm] __ ** Unit 19. What were the effects of Tudor exploration? ** Interview a crew member on Sir Francis Drake’s boat, The Golden Hind. Produce a newspaper report using a word processing package to tell the world of their findings. Alternatively, video a newscast breaking the news that they have finally ‘made it home’. Websites: __ [|www.maryrose.org/] __ __ [|www.springfield.k12.il.us/schools/springfield/eliz/SirFrancisDrake.html] __ __ [|www.sirfrancisdrakehistory.net/] __ __ [|www.britannia.com/bios/gents/fdrake.html] __ __ [|www.schoolshistory.org.uk/francisdrake.htm] __ __ [|www.nettlesworth.durham.sch.uk/time/tships.html] __ ** Unit 20. What can we learn about recent history from studying the life of a famous person? ** Video clips from the espresso site can be used as a starting point to research the life of John Lennon. On-line newspaper reports of his death and taped interviews with relatives, recalling their memories of this event, will provide valuable first-hand evidence. __ [|www.bbc.co.uk/schools/famouspeople/flash/index.shtml] __ __ [|www.workingclasshero.com/] __
 * Using a range of sources (CD-ROM, the Internet, scanned-in pictures and photographs and pupils’ own recorded commentary), develop a class presentation on the key features of the chosen past society with different sections for each aspect of everyday life. Use presentational software (for example, PowerPoint) to create a non-sequential, multimedia history book.

Victorians __ [|www.kented.org.uk/ngfl/ict/specialprojects/tunwells/history/Victorians/index.htm] __ WWII Ancient Greece Ancient Egypt __ [|www.guardians.net/] __ __ [|www.iwebquest.com/egypt/ancientegypt.htm] __ Britain since 1930s [|www.icteachers.co.uk/children/cyberhunts/1930shunt.htm]