Session 1: Session Title s7

KS1 Topic: Great Fire of London Block G: Bakery Session 1 Banquets and Picnics National History: To understand historical concepts such as continuity and change; To identify similarities and Curriculum differences between ways of life in different periods. Teaching To compare and contrast the food we eat today with the food available in Tudor / Stuart times. Objectives National D&T: To use the basic principles of a healthy and varied diet to prepare dishes; To understand where food Curriculum comes from. Teaching To know that the modern understanding of food required to maintain good health and its availability, Objectives differs from 450 years ago. Resources Weblinks Tickets to represent Banquet / Picnic; http://www.bbc.co.uk/learningzone/clips/tudor-banquet/3340.html - Tudor Paper; Song lyrics; Pencils; Crayons; Banquet; http://www.bbc.co.uk/learningzone/clips/tudor-kitchen/3341.html - Time line (as previous sessions); Fresh Making bread. oranges and pineapple.

Whole class: ‘Today we’re thinking about food we eat today and what they would have eaten at the time of the Great Fire! Stand at this side of the classroom if you love sitting at the table, eating roast dinner with lots of courses; and this side if you prefer quick meals such as bread and cheese’. Chn reflect, and then choose which side of the room to walk to. When assembled they find a partner and in 3 minutes tell each other at least 3 food items they LOVE to eat! Make it a lively, energetic time. When the 3 minutes is up describe those on roast meal side as ‘Royalty’, have them shout out in a ‘posh voice’ any of their food choices, then give each child a ‘banquet ticket’; repeat for the other group only they are ‘Peasants’, they shout out their food choices in a ‘yokel accent’ and receive a ‘picnic ticket’. Whole Class: Continue working with that partner, draw a picture of either the banquet or picnic food items already identified, continue discussing the typical food stuffs that might be eaten at a banquet / picnic, draw them also and write labels identifying the food items. Bring class together again to share some of their ideas. ‘Now, Tudor Royalty enjoyed banquets. I wonder if they had the same food as you? What do you think? Let’s find out!’ Watch video clip of the Tudor banquet. Ask, ‘Who included meat in their banquet drawings? Sweets? Fruit and vegetables? Are you surprised by anything?’ Class-led discussion. Explain that banquets were eaten by the wealthy. Produce oranges and a pineapple from a bag; ask ‘Would these have been eaten?’ Chn ‘No!’ Use time line to explain Tudor times pointing to Henry VIII, Elizabeth I; continue to teach that Charles II is a Stuart; Meals were much the same in Stuart times as in Tudor times but because Charles II had lived in Belgium and Germany he favoured European ways of eating, which included some fresh fruit and vegetables and because the King was eating fresh fruit and vegetables then the wealthy people began to eat them too. Nowadays we know it is very important to eat them to stay fit and healthy; That was not understood 450 years ago. Have all chn walk around miming Royal ‘airs and graces’ while everyone sings ‘The wealthy eat meat every day’ (session resources) ‘What have the Peasants put in their picnics?’ Have chn describe their picnic items. Teacher explains: ‘The people who ate outside in these times were not wealthy; they took food with them to eat while they were working outside; they ate a cooked meal when they arrived home at the end of the day’. Explain breakfast was bread and ale, lunch was bread, cheese and ale, evening meal was pottage, bread and ale; EVERY DAY! Ask; ‘Would you enjoy that?’ Pottage was made by boiling turnip, carrot, onion and herbs together, with maybe a little meat if they had any plus oats; no potatoes – not in common use at this time although they had been discovered in the time of Elizabeth 1st. All the peelings were kept to feed to the pig; pigs were kept as they could forage to find acorns to eat and other plants. When a pig was killed for meat every part of it was used, even trotters! Where did the bread come from? Allow responses, then watch 2nd clip. ‘So, bread was made at home every day. This clip shows a family who had their own home and garden in the country in Tudor times; by the time of the Great Fire more and more people lived in the city of London, without land on which to grow their food.’ Mime kneading dough, baking bread in oven, weeding the garden, feeding the pigs, harvesting wheat etc while singing 2nd verse ‘peasants eat bread every day’ (session resources). Plenary Chn study their drawings of banquet/ picnic and draw a circle around any food item that would have been eaten in Tudor / Stuart times. Ask ‘Are there any common food items then and now?’ Challenge them to find out why Ale was the most common drink and not water. Outcomes Children will  Compare and contrast our food today with food from Tudor/ Stuart times

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites.