New City Primary School Curriculum 2017/18 Year 5- History Medium Term Plans Subject Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 History Au 1 Ancient Egypt Written and recorded tasks To identify Egypt and key cities on the map. (past and present) To create a list to identify cities in the old and new map of Egypt. Do they still exist? To define terminology and look at the ancient map and current map of Egypt. To identify the Key cities of Ancient Egypt Alexandria Memphis Cairo Giza Aswan To compare the To study how Ancient Egyptians used the Nile River. To compare and contrast how Nile River used today in Modern Egypt. To explore to answer why was the Nile River so important to Ancient Egypt. To use these subheadings to write a journalistic report. Crops, food, transport, trade, buildings, papyrus To research how the Egyptian people lived. To use images and artefacts to explore life in Ancient Egypt. To study and use visual images and artefacts to write observations about the way they lived. To investigate the Egyptians gods and beliefs. To study hieroglyphics to understand about their lives. To investigate the To identify the Famous Egyptian Pharaohs. To research the life of Tutankhamen using primary and secondary resources. To investigate how famous archaeologists tried to raid tombs for treasure in the 19 th century. To find out how Howard Carter has found the body of Tutankhamen. Who was Tutankhamen and what are the theories about his death? To write a sensational newspaper report about the discovery of the body of the Tutankhamen To explore the mummification and its importance. They investigate the significance of gods during the mummification process. To explain the reasons why Ancient Egyptians mummified Kings and Queens. To identify the names of gods who carried out the process of mummifying. Why the mummies are still intact after To analyse the impact of the ancient Egyptians on modern society Pyramids Art and Fashion Tourism To find out why people travel to Egypt to visit the tombs and the Pyramid. To understand why people study Egyptology. To explore the influence of Egyptians on art, cinema, music and fashion today. Educational Visit British Museum Ancient Egyptians If the trip is not possible use the British Museum website to extend knowledge and understanding. To create papyrus paper from white paper and old tea bags. After crunching and flattening use the hieroglyphics to write short 1 P age
Key Terminology map of 1450 BC today 2017 through Google maps Egypt, ancient, civilisations, maps, old cities, Nile River, BC, AD, compare, contrast, goggle maps, terminology Nile River, crops, food, trade, transport, buildings, papyrus plant, subheadings, Nile was important to farmers. Life in Egypt, Egyptian gods, Nile, hieroglyphics, artefacts, papyrus, images, farmers, Pharaohs, Tutankhamen, Howard Carter, raid, treasure, discovery, archaeologists, theories, tombs thousands of years? Mummies, mummification, beliefs, gods, process of mummifying, explain, reasons, canopic jars To write a tourist guide for people who are visiting Egypt. Pyramids, Egyptology, tombs, pyramids, influence, art and fashion, tourist guide messages. Historical concepts Continue to develop chronologically secure knowledge of history Achievements of the earliest civilizations Develop appropriate use of historical terms Note connections, contrasts and trends over time Understand how different versions may exist Mastery/Challenge To offer element of scientific explanation about the mummification. To understand the impact of Papyrus plant to Egyptians in past and present. To investigate a range of theories how Tutankhamen might have died (Tutankhamen s death- Was it murder or natural cause of death?) To investigate why many western archaeologists tried to steal Egyptian treasures. To identify other civilizations that existed during the same period of Ancient Egyptians and links among them. To create a multimedia presentation by focussing on one aspect of the Ancient Egyptians. 2 P age
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 History Sp 1 Ancient Greece To identify Greece on the map and compare it to an old map. To place Ancient Greece and key events in the timeline. To identify some of the similarities and differences between life in Athens and Sparta To find causes of wars between Athens and Spartans. To locate Ancient Greece, Athens and Sparta on a map. To use websites and books to research life like under Spartans. How did they rule these two states? How did they treat their citizens? Why did they have a war and who won the war? To explain what is meant by Democracy. To describe how the ancient Greeks lived in a democratic society. To study what life was like in Ancient Greece through artefacts. To infer information from archaeological sites about what life was like in Ancient Greece To analyse the significance of the Trojan war and explain why it began. To study the achievements of the Alexander the Great and its place in the history. To investigate the impact and influence of Ancient Greece on modern society. (Tourism Myths and legends Olympic Games) Written and recorded tasks To use the map to look at the location, physical features and climate of modern Greece. Get them to locate Ancient Greece on a map and consider why its position was significant e.g. proximity to Europe, the Middle East, North Africa. To explain how geographical position of Ancient Greece might have helped To study and report on these questions by using a comparative table or write a diary in the life of citizen living To define key terminology of its roots to Ancient Greece. (Democracy, empire, government, slaves, city state, citizen) To compare British democracy and its roots to Magna Carta. To explain and research the legacy of Ancient Greeks on way the states and To provide the children with photographs of Ancient Greek pottery and statues. These should include illustrations/representations of different aspects of Ancient Greek life including soldiers, ships, gods and goddesses, rulers, writing, everyday life. To ask them to look at specific photographs and record the details they see both in writing and through making accurate drawings. To record what the object is, what it might have been used for, what information it provides us about an aspect of life in Ancient Greece. To use internet and websites to research how Trojan Wars started and its significance. To show understanding of the Trojan War children to write a newspaper report about the war as a war journalist and asking citizens of Ancient Greece if they agree or not? To study and find key achievements of Alexander the Great. To find out why he was called Great? To use a map to point and follow a trail of his trail around the world. To investigate the influence of Ancient Greece under these headings: To create a fact file about first Olympic games and compare to modern Olympic games. To explain to the children the meaning of the terms myths and legends. Why these were so important in Ancient Greece? Read one Ancient Greek myth to the class and ask them what it tells us about life in Ancient Greece. (Jason and the Argonauts; Theseus and the Minotaur; Pandora s 3 P age
them to expand their empire. under Spartan/Athens countries governed. box) Key terminology Timeline, chronological context, ancient Greece, civilisation, physical features, climate, cities, modern day Greece, Athens, Sparta, Mount Olympus, Athens, Spartans, daily life, compare, contrasts, citizens, states, leadership, slaves, Democracy, empire, government, slaves, city state, citizen, enemies, Aspects of life, archaeology, statues, pots, evidence, artefact, ancient Greece, illustrations, tourist guides, postcards, drawings, primary and secondary sources Trojan Wars, significance, study, achievements, Alexander the Great, biography, map, conquer, trail, Myths, Legends, Olympics, legacy, impact, tourism, ancient, compare, modern day, tourism, influence, investigate Historical concepts Mastery/Challenge Compare and contrast the lives of Ancient Greeks to modern Greece To begin to show an understanding of key terms such as democracy, civilisation, culture, laws, justice To carry out research using secondary sources To use historical, primary sources using artefacts (pots, plates, tools, jewellery, weapons displayed in the museums around the world) Similarities and differences in everyday life, climate, physical features, language To place Ancient Greece into its proper geographical and historical context. To compare how this ancient civilization to Ancient Egyptians by placing them into chronological framework To investigate the relationship or trade between Ancient Greeks and Ancient Egyptians. To find out what the Classical Golden Age and the period in the timeline and why did they call classical Golden Age To infer information from artefacts about what life was like in Ancient Greece To research what other sources they might need to get a fuller picture about life in Ancient Greece 4 P age
History Su1 The Shang Dynasty Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 To find out when and where did the Shang live and place the Shang Dynasty on a timeline. To create a fact file about modern China. To explore the evidence surrounding the Shang Kings. To identify the important kings of Shang Dynasty. To explore how we know that the Shang Dynasty existed. To study key primary sources (oracle bones) To recount a royal burial of a Shang king. To explain the significance of Fu Hao s tomb and the artefacts found in the tomb. To study hierarchical structures existed in the Shang Dynasty. To compare two different leadership styles in Shang Dynasty. To research and investigate why the Shang Dynasty ended. To explore the legacy of the Shane Dynasty (Calendar/writing) Written and recorded tasks To use maps to locate China and explore what do they know already. Using a historical atlas to compare Modern China with Ancient China. To use the terms BC and AD and find out when the Shang Dynasty ruled China. To put the dates on a timeline relating the dates of Shang dynasty to any other topics they have already studied. To identify key Shang Kings and their achievements and failures. To investigate the evidence around the lives of the Shang Kings. To study primary sources and objects and sketches might tell us more about the Kings. To use the rubbish bin activity what can we tell about the day from what we can find in our classes rubbish bin at the end of a day? (referring to archaeological /historical findings) To study importance of oracle bones. What does it tell us about the Shang Kings and the society? To find out about Fu Hao is and what was discovered in his tomb. To explain the significance of the tomb and the evidence that gave more information about the Shang Kings. As well as the remains of Fu Hao, the tomb contained: 468 bronze objects 755 jade objects 5 ivory objects 564 bone objects 11 pottery objects 6,900 pieces of cowry Shells To sketch, label and draw what was found in the tomb. To classify them as To investigate the how different social classes were treated in the Shang Society. Why peasants were more important than artisans? To compare and contrast King Cheng Tang and King Zhou of Shang. How did they govern the people and the empire? To identify two current world leaders and compare their skills in leading their country. Can you identify common characteristics between Shang Kings and current leaders? To create a multimedia presentation about the Shang Dynasty and explain why the dynasty ended after 500 to 600 years. To present the legacy of the Shang Dynasty in language, writing, beliefs, culture, governance, art, food and hierarchical systems through reports. 5 P age
To create a China tourist guide. useful or ornamental. To offer opinions in why these objects were found in the Fu Hao s tomb. Key Terminology BC, AD, timeline, chronology, geography of China, Yellow River, ancient, terminology, tourist guide, China, Shang, Dynasty, rulers, Bronze Age Shang Kings, timeline, identify, significant, BC, evidence, oracle bones, beliefs, objects, Shang Dynasty, oracle bones, evidence, primary sources, investigation, Shang Dynasty, oracle bones, evidence, primary sources, investigation, jade, ornaments, Fu Hao s tomb, burial, Social classes, hierarchical, peasants, emperors, artisans, slaves, leadership Shang Kings, common characteristics, govern Social classes, hierarchical, peasants, emperors, artisans, slaves, leadership Shang Kings, common characteristics, govern Multimedia presentation, internet research, reliable evidence, secondary sources Historical concepts To compare and contrast modern and ancient maps of China/ traditions of old and modern China To describe and make links between events, situations and changes within the different levels of societies ( refer to social class in Shang Dynasty) To identify and give reasons why Shang Dynasty ended To study the similarities and differences by making observations about beliefs, people, events within a society. To identify key historical significant people and their place in the Chinese history. To understand that different versions of the past may exist giving some reasons for this To investigate how primary sources might be more reliable than secondary sources Mastery/Challenge To decide archaeology or history is a more reliable sources of evidence and why To think about if history can tell more about the past than archaeological evidence To investigate the changes within 500 years when Shang ruled China. To find reasons why so many people were sacrificed to join Fu Hao. To investigate why people believed life after death. To explain why the Shang invented a calendar To find out why we know so much about the Shang Dynasty. To explain if we can answer all the questions based on how Shang Society lived and do we know enough to be certain 6 P age
7 P age