Daily Lesson Plans

DAILY LESSON PLANS: Year 6 Subject: HISTORY-How can we find out about the Indus Valley Civilisation? Week: Date: L E RESOURCES STARTER MAIN ACTIVITY PLENARY DIFFERENT ISLAMISA EVALUA S S TION O IATION TION N * book x 25 Ch. informed of the initial WALA how the IVC was Why did people L/A- Name L * pencil x 25 discoveries and archaeological discovered decide to settle in Supported by another 1 * atlas excavations of the IVC from the Indus Valley, in T/A River 1926 onwards. * blank map of IVC Ch. to locate Harappa & M-D on those particular which is x 25 sites? Ch. of mixed said to be How did they realise that this the map of IVC. Ch. to measure * coloured pencils was a different civilisation from the distances betw. Sites and id River- fertile ability to one of the per table any other? the location of the sites in surrounding land support each rivers of * ruler x 25 relation to rivers, mountains or for farming, other. Paradise Verbal brainstorm of what qu’s sites. Ch. to write why did people fishing, travel & and is could the archaeologists answer decide to settle in the Indus trade, personal present on after discovering the site. (Who Valley, in those particular sites? hygiene. earth? lived there? What were their Ch. to compare this settlement homes like etc) pattern with their own area Brainstorm with ch. on the today. (Ch. to answer qus written board using a spider diag. all up on board) the things they would want to know about the IVC.

Ch. to find Indus Valley in the atlas and to id environmental & physical features e.g., deserts, mountains, rivers, oceans. * book x 25 Ch. informed about how WALA how long ago was the Go thru time-line. L/A- Supported How do us L * pencil x 25 archaeologists are able to IVC Which parts of the by T/A Muslims * Wksht 1 ‘Time-line’ 2 * Wksht 2 ‘Historical estimate the date of when time-line we know Ch. of mixed begin our periods in history’ the IVC came about (2500- Wksht 1& 2 most about and ability to calender? * scissor x 25 1,500BC) using radio-carbon Ch. to order historical periods in where the biggest support each Hijrah dating. history on a time-line gaps are. other. * book x 25 Ch. to look at pics of the WALA what the streets and Go thru lists- What L/A- The Sunnah L * pencil x 25 remains of the streets and buildings tell us about life in are ch. supported by taught us how to stay clean- 3 * pics of M-D blu- buildings in M-D. M-D conclusions? T/A prior to this tacked Ch. then to look at a site Organised and people did not * site plan of M-D x plan of M-D and locate Ch. to compare site plans and community based Ch. of mixed know how to 25 important buildings list the comparisons. Use a key civilisation ability to keep clean- Queen Eliz * site plan of a (Citadel? a stronghold into which people to identify buildings used in a support each could go for shelter during a battle) had baths town x 25 (Stupa? A funerary monument in the similar way/ similar distances other. once a year. * coloured pencils shape of a dome or pyramid, containing a from other types of buildings per table relic of a Buddha) * book x 25 Pics of the artefacts and WALA artefacts which give us Share ch’s L/A- What L * pencil x 25 structures belonging clues to how the conclusions Supported by artefacts 4 * pics of artefacts to IVC stuck on board people of the IVC T/A represent & strucs from the and numbered. Ch. lived: Part 1 Islaam? IVC blu-tacked informed of what Ch. of mixed Prayer * photocopy of pics each artefact is. Wksht 3 ability to mat, displayed per table Ch. informed that these Ch. to examine pics of the support each tasbeeh, * Wksht 3 types of artefacts have been artefacts and write what they other. Quran ‘Artefact enquiry found in the Indus Valley. As believe each artefact tell us sheet’’ x 25 the language has not been about the lifestyle of the IVC. deciphered, (seals, which bear IVC writing) cannot be fully utilised to tell us more about the civilisation. Therefore, the archaeologists have to work out the lifestyle of the IVC from what is available.

DAILY LESSON PLANS: Year 6 Subject: HISTORY-How can we find out about the Indus Valley Civilisation? Week: Date: L E RESOURCES STARTER MAIN ACTIVITY PLENARY DIFFERENT ISLAMISA EVALUA S S TION O IATION TION N * book x 25 The same pics of the WALA artefacts which give us Go thru answers. L/A- If a non- L * pencil x 25 artefacts and clues to how the Supported by muslim 5 * pics of artefacts structures belonging people of the IVC T/A were to & strucs from the to IVC stuck on board lived: Part 2 enter a IVC blu-tacked and numbered. Ch. Ch. of mixed Muslims’ * photocopy of pics informed of what Wksht 4 ability to home and displayed per table each artefact is. support each noticed * Wksht 4 ‘Artefact other. that there Info sheet’ x 25 were no * ICT Suite Ch. to work in pairs and look pics, what up using the internet and could his other sources, what each conclusion artefact indicated to the s be? archaeologists of the lifestyle of the IVC. * book x 25 Ch. to work in pairs/grps on WALA different aspects of Ch. to present L/A- Why are L * pencil x 25 specific aspects of the lives of the people work Supported by Muslim 6 * brief x 25 life in IVC: Fashion & of the IVC T/A men not & * sugar paper per Jewellery; Food & DT: Ch to allowed to 7 pair/grp Diet; Occupations; Ch. to research info from a Ch. of mixed wear * colour pencils per Travel & Trade; variety of sources and make IVC ability to certain table Rulers & Religion; make an information jewellery support each types of * coloured felt Leisure Time. poster for other groups other. jewellery? pens per table to use. * ICT Suite * book x 25 Ch. to recall facts on each WALA how to classify Ch. to discuss why L/A- Allaah will L * pencil x 25 aspect of IVC life that they artefacts certain artefacts Supported by classify us 8 * pics of IVC researched. were grouped T/A into good & artefacts per table Ch. to produce a plaque for a together for the and bad- 9 * sugar paper x 25 Ch given pics of artefacts museum exhibition using ICT museum? Suggest Ch. of mixed How * coloured pencils and to draw one. Ch. to write skills, where a description of the reasons for ability to can/will per table a small description as per artefact is given as well as short different support each Allaah * ruler x 25 Wksht 4 but in prose. Ch. to backgrd info-Teachers would be classification. other. distinguish * ICT suite then research info about a then invited to visit the museum. between different artefact that they us? have not researched about before and make notes.

* book x 25 Pics of seals distributed to WALA the written evidence Ch. to look at each L/A- What is the L * pencil x 25 tables. found in the IVC others’ seals to see Supported by ‘Islamic 1 * pics of seals per if they can T/A personality 0 table Ask ch. what they notice Ch. to play a game of Pictionary interpret it’s ’? about them? (All pics of using the techniques of meaning. Ch. of mixed animals) Explain that the imagery referred to in ability to patterns above were the IVC the discussion. Ch. to consider in support each script, remains un- which other other. deciphered. Script was Ch. then to draw their own countries are written R to L. personalised seals of some animals considered aspect of their personality. ‘holy’? Why do you think so many seals show animals? DT: To make What do you think seals were used for? an IVC seal Who might have used them? using clay

Discuss the archaeologists’ belief re: meaning of seals. * book x 25 Pics of the fish ideogram WALA the different Ch. to suggest L/A- In some L * pencil x 25 distributed to tables. interpretations of evidence reasons why there Supported by aspects of 1 * pics of fish are different T/A Islam there 1 ideogram per What is an Ideogram? A interpretations. are differences table, each with 1 pictorial symbol used to (Because of Ch. of mixed Ch. pick out and list what is the of opinion, of the 3/4 express a concept or idea same and what is different in two limitation of ability to e.g., what to interpretations What does a fish show? explanations of the fish evidence) support each do in the What are the reasons given ideogram other. Tashahud. for the way it looks? We must follow the Suggest reasons why there are strongest When the children have different interpretations realised that there is more opinion and than one interpretation, not what suits us. E.g. discuss the similarities and Hadith re: differences between consult your interpretations. heart. * book x 25 Brainstorm what Ch. have found WAL recalling what we know Why do we have L/A- We are L * pencil x 25 out about IVC. about the IVC some qu’s Supported by told certain 1 * word on paper, 3 unanswered? T/A things 2 per table What are the most important Ask ch. to write answers next to Why can you about the * A4 paper (rough) things you found out about life the qus in the spider diag. that answer some qu’s Ch. of mixed hereafter- x 25 in IVC? How did you find out? they can answer citing evidence. more fully than ability to What has * pics of seals per What do you still want to know? Also, ch to underline in a others? support each Allaah in table coloured pencil all qu’s which other. His Remind ch. of the spider diag. remain unanswered. (Gaps in wisdom, Qu’s. Ask ch. to write answers evidence from not told next to the qu that they have the past, lack of us? answers for and under list of questions they produced for the understanding of activity 'How was the Indus the script) Valley civilisation discovered?' Ask the children to select and answer questions from the list.

L.O.: WALA what the streets and buildings tell us about how life was in Mohenjo Daro

1) Find the common features

Compare a site plan of a village with the site plan of Mohenjo Daro.

Place where people assemble Streets Place of education Place of worship Where food is stored

2) Clues to how life was in Mohenjo Daro

Feature What this tells us about the life in Mohenjo Daro Kilns & furnaces

Wells in most homes

Toilets & baths in every home

Drains connected to sewers

3) Do you think that the ancient city of Mohenjo Daro was planned? Explain your answer.