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Module 6 Making Monuments Learn about megalithic tombs by making models

Curriculum Linkages and Integration See Teacher Guidelines for additional information SESE History INFANT CLASSES 1st & 2nd CLASSES STRAND: Story STRAND: Change and continuity Strand Unit: Stories Strand Unit: Change and continuity in the local environment STRAND: Story Strand Unit: Stories 3rd & 4th CLASSES 5th & 6th CLASSES STRAND: Local Studies STRAND: Local Studies Strand Unit: Buildings, sites and ruins in my locality Strand Unit: Buildings, sites and ruins in my locality Strand Unit: My locality through the ages Strand Unit: My locality through the ages STRAND: Story STRAND: Story Strand Unit: Stories from the lives of people in the past Strand Unit: Stories from the lives of peoples in the past STRAND: Early peoples and ancient societies STRAND: Early peoples and ancient societies Strand Unit: Stone Age peoples Strand Unit: Stone Age peoples Strand Unit: Bronze Age peoples STRAND: Continuity and change over time Strand Unit: Homes and houses STRAND: Continuity and change over time Strand Unit: Homes and houses

LINKAGES INTEGRATION SESE Geography Mathematics Visual Arts Drama - Human environments - Shape and space - Construction - Exploring and making drama - Natural environments - Early mathematical activities - Fabric and fibre - Co-operating and - Environmental awareness - Measures - Paint and colour communicating in making and care - Number drama - Data SESE Science SP&HE Gaeilge English - Energy and forces - Myself - Éisteacht - Receptiveness to language - Materials - Myself and others - Labhairt - Competence and confidence - Environmental awareness - Myself and the wider world - Scríbhneoireacht - Developing cognitive abilities and care - Léitheoireacht through language - Emotional and imaginative development through language “I made a tomb It was fun It was the Stone Age ” 2nd Class Pupil Module 6: Making Monuments 121

OBJECTIVE The pupils learn about megalithic tombs by making models of them in a sand tray.

AGE APPROPRIATENESS

This module is suitable for all classes. To manage the module for each age group see Teacher Guidelines

MATERIALS REQUIRED • Square or rectangular box or tray: approx. 30cm x Activity Sheets (AS) 40cm, depth c. 10cm (e.g. cat litter tray) • Play-sand • Making Megaliths 1 (AS1) • Lots of small flat stones and some larger ones • Making Megaliths 2 (AS2) • Building a Tomb (AS3) • Megalithic Art (AS4). Prompt: same trays/boxes can be used for Module 3.

PREPARATION

Familiarise the pupils with Stone Age farmers (Neolithic) (see Module 5). These people built sophisticated stone tombs, called megalithic tombs. Four types of megalithic tombs were built in Ireland: • Passage Tombs • Court Tombs • Portal Tombs • Wedge Tombs

Prompt: Enlarge Activity Sheets 1 and 2 from A4 to A3, cut out the individual plans and distribute them to the pupils as required.

The passage tomb at Newgrange in Co Meath is a World Heritage Site 122 Module 6: Making Monuments

Let’s get started! Setting the Scene You are living in Ireland about 3000 BC, during the Stone Age (Neolithic) period. The chief of your tribe has died and a great tomb must be built. What type of tomb will you build?

Discuss why these Stone Age people took such great trouble to build ‘houses for the dead’ using great stones, whilst the ‘houses for the living’ were much simpler structures made of wood.

The Activity • Demonstrate in the tray, or draw on the board, the type of tomb you wish to build. Point out the main features of the tomb (entrance; passage; chamber; capstones; kerbstones; corbelled roof; cairn etc.)

• Divide the class into teams of two and give each a sand tray and some stones.

• Hand out the plan of a tomb (AS1 and AS2) and ask them to build it in the sand tray.

• If it is a Passage Tomb, some of the stones can be decorated with chalk (see AS4).

Portal Tomb in tray Passage Tomb in tray

Prompt: Other archaeological monuments can be built in a similar fashion, e.g. ringfort, stone circle, stone row. Art

Some of the stones in Passage Tombs are decorated with spirals, curved and linear zigzag lines etc. This is the earliest type of art to survive in Ireland. Use AS4 to explore the designs used to decorate these stones. Module 6: Making Monuments 123

Closing Activity

Discuss how the tombs were built, how the stones were moved and erected, using AS1. and/or Write a story or draw a picture describing a day in the life of a Neolithic boy/girl during the building of a megalithic tomb.

Weblinks Knowth www.knowth.com

A brief guide to Irish archaeological monuments www.iol.ie/~sec/sites.htm

Key Terms • Megaltihic Tomb “The pupils see first • Chamber hand how tombs • Kerb stone were made. This • Capstone helped them • Cairn understand how tombs were made in the Stone Age”.

6th Class Teacher

Module 6 Making Megaliths 1 Activity Sheet 1 125

Name Pa

ssage Tomb ✃ Court Tomb Module 6 126 Activity Sheet 2 Making Megaliths 2

Name

P

ortal Tomb ✃ W edge Tomb Module 6 Building a Tomb Activity Sheet 3 127

Name

Describe what is happening in the picture. Module 6 128 Activity Sheet 4 Megalithic Art

Name

Decorate this stone with some megalithic art

Examples Module 6: Making Monuments 129

GUIDELINES

CONTENTS • Managing the Module

• Background Information

• Skills Development

• Strands

Linkages Integration

SESE Geography Mathematics Visual Arts Drama eacher Guidelines eacher SESE Science SPHE Gaeilge English T

Module 6: Making Monuments 131

Managing the Module: Senior Classes

This is a practical way to show pupils how megalithic tombs were built and what their basic features are. Megalithic tombs are often called dolmens or some other local name, but it is better to use the correct terminology. Become familiar with the megalithic tomb you wish to teach before introducing them to the class. Use the Resources: Brief Guide to Monuments and Artefacts for some background information on each tomb type.

Once built- and if the model is large enough- the pupils could place certain objects in the tomb- e.g. clay pot (from Module 5), arrowhead (from Module 4), or a toy figure to represent a burial. Items like this placed in a tomb are referred to as ‘grave goods’.

Use AS3 to stimulate a discussion of how big stones were moved and erected.

Other monuments can be made in the sand tray e.g. stone circles, stone rows, single standing stone, ringforts, Early Christian monastery (see Resources: Brief Guide to Monuments and Artefacts). Other mediums could be used to make models e.g. clay, papier-mâché, plaster.

Prompt: Megalithic tombs were covered by a cairn of stones or a mound of earth. One cannot see the tomb’s construction if it is covered in this way in the sand tray. However, if the model is covered by sand (like a cairn) and some grave goods are placed inside it, the pupils could exchange trays and excavate the tomb in the manner outlined in Module 3.

Managing the Module: Junior Classes Infants

The simplest type of tomb- the Portal Tomb- can be demonstrated to the pupils. They can observe how the side stones support the capstone to create a space or chamber. Use AS3 to stimulate a discussion of how big stones were erected. They could also arrange the stones to form certain shapes, like a circle or a straight line.

1st and 2nd

The pupils can make the simpler type of tomb- the Portal Tomb, and become familiar eacher Guidelines: Module 6 eacher with basic construction concepts- how the side stones support the capstones to create a space or chamber. Use AS3 to stimulate a discussion of how big stones were T moved and erected. Teacher Guidelines: Module 6 132 Synthesis andCommunication: Synthesis andCommunication: Module 6: Change andContinuity: Change andContinuity: T T T ime andChronology: ime andChronology: ime andChronology: Cause andEffect: Cause andEffect: Communication: Using Evidence: Using Evidence: Using Evidence: Skills andConcepts Development: Making Monuments Empathy: Empathy: • • • • • • • • • • • • • • • • • • • • in thepastwhobuiltsuchtombs. discuss theevent-buildingofaStoneAgetomb-and feelingsofcharacters Using themakingofmonumentinsandtraypupils canimagineand were builtintheStoneAge). tomb inthesandtray)andwriting(writeanaccountofhow thelargemonuments Communicate thisunderstandingofthepastusingartwork(the makingofthe communicating astoryfromthepast. The makingofthemonumentinsandtraycanbeusedas ameansof make simpledeductionsfromtheirconstruction. Summarise informationderivedfrommakingthemonuments inthesandtrayand Ask questionsaboutthedifferenttypesofmonumentasevidence forpastevents. event thathappenedinthepast-buildingofatomb. The pupilsencounterthemakingofmonumentintrayasevidenceforan event withaconsequence-theconstructionofmonument. Using themakingofmonumentinsandtray, thepupilscanrelate buildings). of change(howthingswerebuiltlongago)andcontinuity(theneedforimportant Using themakingofmonumentinsandtray, thepupilscanexploreideas monuments inthesandtray Use commonwordsandphrasesassociatedwithtimeinthecontextofmaking the differenttypesofmonumentsconstructedinsandtray. Begin todevelopanunderstandingofchronologythroughexploringandrecording event happenedinthepast. seeing themakingofmonumentinsandtrayasademonstrationhowan The pupilscanbegintodistinguishbetweenpast,presentandfutureeventsby in thepastwhobuiltsuchtombs. discuss theevent-buildingofaStoneAgetomb-andfeelingscharacters Using themakingofmonumentinsandtraypupilscanimagineand built intheStoneAge). the sandtray)andwriting(writeanaccountofhowlargemonumentswere communicating astoryfromthepast-usingartwork(themakingoftombin The makingofthemonumentinsandtraycanbeusedasameans event thathappenedinthepast-buildingofatomb. The pupilsencounterthemakingofmonumentintrayasevidenceforan event withaconsequence-theconstructionofmonument. Using themakingofmonumentinsandtray, thepupilscanrelate burial). of change(howthingswerebuiltlongago)andcontinuity(theneedforplaces Using themakingofmonumentinsandtray, thepupilscanexploreideas event happenedinthepast. seeing themakingofmonumentinsandtrayasademonstrationhowan The pupilscanbegintodistinguishbetweenpast,presentandfutureeventsby (how thesemonumentsweremade). from thepast-usingartwork(makingmonumentintray)andinformation The monumentsinthesandtraycanbeusedasameansofcommunicatingstory that happenedinthepast. The pupilsencounterthemonumentsinsandtrayasevidenceforanevent tray asasimplestoryaboutaneventthathappenedinthepast. The pupilsbecomeawareofanddiscussthemakingmonumentsinsand 3RD AND4THCLASSES 1ST AND2NDCLASSES INFANT CLASSES Wo r king asaHistorian Module 6: Making Monuments 133

5TH AND 6TH CLASSES Time and Chronology: • The pupils can begin to distinguish between past, present and future events by seeing the making of the monument in the sand tray as a demonstration of how an event happened in the past. • Begin to develop an understanding of chronology through exploring and recording the different types of monuments constructed in the sand tray. • Use common words and phrases associated with time in the context of making monuments in the sand tray (megalithic tombs; passage tomb; portal tomb; court tomb and wedge tomb; megalith). Change and Continuity: • Using the making of the monument in the sand tray, the pupils can explore ideas of change (how things were built long ago) and continuity (the need for important buildings). Cause and Effect: • Using the making of the monument in the sand tray, the pupils can relate the event with a consequence- the construction of a monument. • Appreciate that events usually have a number of causes and outcomes in the context of the construction of the monuments in the sand tray. Using Evidence: • The pupils encounter the making of the monument in the tray as evidence for an event that happened in the past- the building of a tomb. • Ask questions about the different types of monument as evidence for past events. • Summarise information derived from making the monuments in the sand tray and make simple deductions from their construction. • Recognise that evidence may be incomplete or biased in the context of what evidence will survive from a construction in stone and one in wood. • Compare an account of the monuments depicted in the sand tray, from different points of view (the master builder, an apprentice builder, and an ordinary labourer). Synthesis and Communication: • The making of the monument in the sand tray can be used as a means of communicating a story from the past • Communicate this understanding of the past using artwork (the making of the tomb in the sand tray) and writing (write an account of how the large monuments were built in the Stone Age). Empathy: • Using the making of the monument in the sand tray the pupils can imagine and discuss the event- the building of a Stone Age tomb- and the feelings of characters in the past who built such tombs. eacher Guidelines: Module 6 eacher T Teacher Guidelines: Module 6 134 The childshouldbeenabledto · expressorrecordstoriesthroughartwork,drama,music,mimeandmovementusinginformation · becomeawareoftheliveswomen,menandchildrenfromdifferentsocial,cultural,ethnicreligious · listento,discuss,retellandrecordthroughpicturesothersimplewritingactivitiessomestoriesfromthelivesof The childshouldbeenabledto · becomeawareoftheliveswomen,menandchildrenfromdifferentsocial,cultural,ethnicreligious · listento,discuss,retellandrecordsomesimplytoldstoriesfromthelivesofpeoplewhohavemadeacontributionto · recordfindingsthroughdrawingandotherartwork,modelling,photographs,informationcommunication · comparephotographs,drawingsandsimpleaccountsofthesiteinpastwithnow · visit,exploreandbecomeawareofelementsinthelocalenvironmentwhichshowcontinuitychange The childshouldbeenabledto · identifyitemsofchangeandcontinuity inthe"lineofdevelopment". · studyaspectsofsocial,artistic, technologicalandscientificdevelopmentsoverlongperiods The childshouldbeenabledto · examineandbecomefamiliarwithevidencewehavewhichtells usaboutthesepeople,especiallyevidenceof · becomefamiliarwithaspectsofthelivesthesepeoples The childshouldbeenabledto · expressorrecordstoriesthroughoralandwrittenforms,artwork, music,drama,mime,movementandinformation · examineandbegintomakedeductionsfromsomesimplerelevant evidence · becomeawareoftheliveswomen,menandchildrenfrom different social,cultural,ethnicandreligious · listento,discuss,retellandrecordarangeofstoriesfromthelivespeoplewhohavemadecontributiontolocal The childshouldbeenabledto · presentfindingsusingavarietyofmediaandappropriatetimelines. · investigatevariousaspectsofthesesites · activelyexploresomefeaturesofthelocalenvironment The childshouldbeenabledto · collectrelatedlocalballads,storiesandtraditions. · becomefamiliarwithimportanteventsinthehistoryoflocality, referringtothewidernationalcontextwhere The childshouldbeenabledto · displaystorylinepicturesshowingepisodesinsequence. communication technologies. backgrounds, includingthelivesof"ordinary"aswell"morefamous"people variety ofways people whohavemadeacontributiontolocaland/ornationallifeandthelivesofinothercountries about theirpast backgrounds, includingthelivesof"ordinary"aswell"morefamous"people·listentolocaltellingstories artistic activitiesaswellthosewhohavecontributedtosocialandpoliticaldevelopments local and/ornationallifeandtothelivesofpeopleinothercountriesthroughtechnological,scientific,cultural technologies. people whichmaybefoundlocally. 3rdand communicationtechnologies. & backgrounds, includingthelivesof"ordinary"aswell"morefamous" people 4thactivities aswellthosewhohavecontributedtosocialandpoliticaldevelopments Classesand/or nationallifeandtothelivesofpeopleinothercountriesthroughtechnological,scientific,culturalartistic relevant 1st & 2nd Classes Infants Strand: Story Strand: Changeandcontinuity Strand: Story Strand: Studies Local Strand: Continuity andchange over time Strand: Early peopleandancientsocieties Strand: Story Module 6: Making Monuments Strands Strand unit:Stories Strand unit:Continuityandchangeinthelocalenvironment Strand unit:Homesandhouses Strand unit:StoneAgepeoples Strand unit:Storiesfromthelivesofpeopleinpast Strand unit:Buildings,sitesorruinsinmylocality Strand unit:Mylocalitythroughtheages Strand unit:Stories Module 6: Making Monuments 135 Strands

Strand: Local Studies Strand unit: My locality through the ages The child should be enabled to · become familiar with important events in the history of the locality, setting local figures or events in the national and international context where relevant. · use evidence which is more diverse and more complex than heretofore. Strand unit: Buildings, sites or ruins in my locality The child should be enabled to · actively explore some features of the local environment · investigate various aspects of these sites · present findings using a variety of media and appropriate timelines. Strand: Story Strand unit: Stories from the lives of people in the past The child should be enabled to · listen to, discuss, retell and record a wide range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments · become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of "ordinary" as well as "more famous" people · examine and begin to make deductions from some simple relevant evidence · express or record stories through oral and written forms, art work, music, drama, mime, movement, information and communication technologies. 5th & 6th Classes & 6th 5th Strand: Early people and ancient societies Strand unit: Stone Age peoples Strand unit: Bronze Age peoples The child should be enabled to · become familiar with aspects of the lives of these peoples · examine critically, and become familiar with, evidence we have which tells us about these people, especially evidence of these people which may be found locally and in Ireland, where appropriate. Strand: Continuity and change over time Strand unit: Homes, housing and urban developments The child should be enabled to · study aspects of social, artistic, technological and scientific developments over long periods · identify examples of change and continuity in the "line of development" · identify the factors which may have caused or prevented change. eacher Guidelines: Module 6 eacher T Teacher Guidelines: Module 6 136 Science Geography SESE SESE Module 6: 5th AND6THCLASSES 3rd AND4THCLASSES 1ST AND2NDCLASSES INFANTS 5th AND6THCLASSES 3rd AND4THCLASSES 1ST AND2NDCLASSES INFANTS IKGSACROSS THECURRICULUM LINKAGES Making Monuments Strand: Environmental awareness and care Environmental Strand: Strand: Materials Energyandforces Strand: awarenessandcare Environmental Strand: Strand: Materials Energy andforces Strand: awarenessandcare Environmental Strand: Strand: Materials Energyandforces Strand: awarenessandcare Environmental Strand: Strand: Materials Energyandforces Strand: awarenessandcare Environmental Strand: Strand: Natural environments Strand: Human environments awarenessandcare Environmental Strand: Strand: Natural environments Strand: Human environments awarenessandcare Environmental Strand: Strand: Natural environments Strand: Human environments awarenessandcare Environmental Strand: Strand: Natural environments Strand: Human environments Strand Unit: Environmental awareness Strand Unit:Science andtheenvironment Strand Unit:Caring fortheenvironment Strand Unit:Materialsandchange Strand Unit:Properties andcharacteristicsofmaterials Strand Unit:Forces Strand Unit:Scienceandthe environment Strand Unit:Caringfortheenvironment Strand Unit:Materialsandchange Strand Unit:Properties andcharacteristicsofmaterials Strand Unit:Forces Strand Unit:Caringformylocality Strand Unit:Materialsandchange Strand Unit:Properties andcharacteristicsofmaterials Strand Unit:Forces Strand Unit:Caringformylocality Strand Unit:Properties andcharacteristicsofmaterials Strand Unit:Forces Strand Unit:Caringfortheenvironment Strand Unit:Environmentalawareness Strand Unit:Theearthandthesun Strand Unit:Rocks andsoils Strand Unit:Thelocalnaturalenvironment Strand Unit:People andotherlands Strand Unit:People atwork;peopleplay Strand Unit:Caringfortheenvironment Strand Unit:Environmentalawareness Strand Unit:Rocks andsoils Strand Unit:Thelocalnaturalenvironment Strand Unit:People andotherlands Strand Unit:People atwork;peopleplay Strand Unit:Caringformylocality Strand Unit:Thelocalnaturalenvironment Strand Unit:People andplacesinotherareas Strand Unit:People atwork;peopleplay Strand Unit:Caringformylocality Strand Unit:Thelocalnaturalenvironment Strand Unit:People andplacesinotherareas Strand Unit:People atwork;peopleplay Module 6: Making Monuments 137

INTEGRATION ACROSS THE CURRICULUM

INFANTS Strand: Shape and space Strand: Early mathematical activities Strand: Measures

Mathematics 1ST AND 2ND CLASSES Strand: Shape and space Strand: Number Strand: Measures

3rd AND 4TH CLASSES Strand: Shape and space Strand: Number Strand: Data Strand: Measures

5th AND 6TH CLASSES Strand: Shape and space Strand: Measures Strand: Number Strand: Data

INFANTS Strand: Construction Strand: Fabric and fibre Strand: Paint and colour

Visual Arts 1ST AND 2ND CLASSES Strand: Fabric and fibre Strand: Construction Strand: Paint and colour

3rd AND 4TH CLASSES Strand: Construction Strand: Fabric and fibre Strand: Paint and colour

5th AND 6TH CLASSES Strand: Construction Strand: Fabric and fibre Strand: Paint and colour

INFANTS Strand: Exploring and making drama Strand: Co-operating and communicating in making drama

Drama 1ST AND 2ND CLASSES Strand: Exploring and making drama Strand: Co-operating and communicating in making drama

3rd AND 4TH CLASSES Strand: Exploring and making drama Strand: Co-operating and communicating in making drama

5th AND 6TH CLASSES Strand: Exploring and making drama Strand: Co-operating and communicating in making drama

INFANTS Strand: Myself Strand: Myself and others Strand: Myself and the wider world SPHE 1ST AND 2ND CLASSES Strand: Myself Strand: Myself and others Strand: Myself and the wider world

3rd AND 4TH CLASSES Strand: Myself eacher Guidelines: Module 6 eacher Strand: Myself and others

Strand: Myself and the wider world T

5th AND 6TH CLASSES Strand: Myself Strand: Myself and others Strand: Myself and the wider world Teacher Guidelines: Module 6 138 Gaeilge English Module 6: 5TH AND6THCLASSES AND4THCLASSES 3RD 1ST AND2NDCLASSES INFANTS RANGANNA 5 AGUS6 3 AGUS4RANGANNA RANGANNA 1 AGUS2 RANGANNA NAÍONÁN Making Monuments Strand: Emotionalandimaginativedevelopmentthroughlanguage Strand: Developingcognitiveabilitiesthroughlanguage Strand: Competenceandconfidenceinusinglanguage Strand: Receptiveness tolanguage Strand: Emotionalandimaginativedevelopmentthroughlanguage Strand: Developingcognitiveabilitiesthroughlanguage Strand: Competenceandconfidenceinusinglanguage Strand: Receptiveness tolanguage Strand: Emotionalandimaginativedevelopmentthroughlanguage Strand: Developingcognitiveabilitiesthroughlanguage Strand: Competenceandconfidenceinusinglanguage Strand: Receptiveness tolanguage Strand: Emotionalandimaginativedevelopmentthroughlanguage Strand: Developingcognitiveabilitiesthroughlanguage Strand: Competenceandconfidenceinusinglanguage Strand: Receptiveness tolanguage Snáithe: Léitheoireacht Snáithe: Scríbhneoireacht Snáithe: Labhairt Snáithe: Éisteacht Snáithe: Léitheoireacht Snáithe: Scríbhneoireacht Snáithe: Labhairt Snáithe: Éisteacht Snáithe: Scríbhneoireacht Snáithe: Labhairt Snáithe: Éisteacht Snáithe: Labhairt Snáithe: Éisteacht