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The Mystery of the Skeletons – the Clues 1 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 72 1A The mystery of the skeletons – the clues 1 72 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 15:33 Page 73 1B The mystery of the skeletons – the clues 2 AB A Roman historian writing about the Britons (10BC–20AD) The Britons are war-mad, courageous and love fighting battles. They fight battles even if they have nothing on their side but their own strength and courage. C D ATREBATES BELGAE CANTIACI DUROTRIGES Maiden Castle II ON MN DU N 0 100 km E F The only written evidence about what happened around Maiden Castle is this, written by a Roman historian called Suetonius. He says Vespasian, the commander of the Second Legion, ‘fought 30 battles, conquered two warlike tribes and captured more than twenty large settlements’. © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 73 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 74 1C The mystery of the skeletons – the clues 3 GH I J The archaeologists at Maiden Castle Four of the people lived on for some uncovered 52 skeletons. There may be time after they were injured. We know more still buried, but only part of the this because the damaged bones had hillfort has been excavated. re-grown after the injury. Although we cannot tell exactly how long they lived ● Fourteen of the 52 skeletons had for after their injuries we know it must wounds made by weapons. have been many weeks or months. ● Most of these wounds were sword That is how long bone takes to start cuts on the skull. to heal. ● One skull had a hole made by a spear. Key Lindum How much of Britain the (Lincoln) K L Romans controlled by AD 59 All the skeletons found at Maiden Norwich ORDOVICES ICENI Castle were buried with objects to CATUVELLAUNI Camulodunum take to their next life. These objects (Colchester) included legs of meat and tankards of SILURES ale, pots, weapons, beads, rings and Aquae Sulis N LondiniumCANTIACI (Bath) ATREBATES(London) brooches. BELGAE DUROTRIGES DUMNONII Maiden Castle 0 100 km 74 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 75 2 The mystery of the skeletons – checking Professor Knowall’s answer Professor Knowall has written this answer after looking at Clues A–D. 1 Which clues has he used? We’ve done one example for you. Draw lines linking Clues A–D to parts of his answer. 2 Underline in blue the parts of his answer that you think are correct or have plenty of evidence to support them. 3 Underline in red the parts of his answers that you think he is too certain about and have little or no evidence to support them. 4 How many marks would you give the Professor out of 10 for his answer? Explain your choice of mark at the bottom of the page. Clue D I know what happened. These skeletons were the people from the hillfort. They were killed in a savage attack by the neighbouring tribe – the Belgae. My evidence is the sword wound on the skull. The attackers slaughtered all the villagers and then just buried them as quickly as possible. I’m so clever! © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 75 02-SHP History-Y7-Activities-cccc:Layout113/8/0809:20Page76 76 SHP History Year 7 Teacher’s Resource Book Resource Teacher’s 7 Year SHP History 3 The mystery of the skeletons – collecting evidence and building your hypothesis Look at Clues E–L. Take each clue in turn. 1 Decide which question in the chart the clue helps you to answer. 2 Write your answers in column 3. 3 Take each question in turn and use the clues to fill in columns 4 and 5. 1 Question 2 Knowall’s answer 3 Clues that tell 4 Your hypothesis 5 Are you you about this completely or partly question certain? a) Who were the The Durotriges from skeletons? Maiden Castle b) How did they die? In a savage attack c) Who killed them? The Belgae © Hodder Education, 2008 © HodderEducation, d) How were they Very quickly and carelessly buried? 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 77 4 The mystery of the skeletons – sorting out the sources Use this ‘Zone of Relevance’ diagram to help you to sort out which clues are most helpful for investigating the mystery of the skeletons. 1 Write in pencil in the centre box ‘How did they die?’ Now look at each clue in turn and place it on the ‘Zone of Relevance’. Think carefully about which circle each clue goes in. 2 Now change the question and write in ‘How carefully were they buried?’ and sort the clues again. 3 Have you put the clues in the same place each time? Why not? Sources giving vital evidence for answering this question. Helpful sources Sources that do not help with this question © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 77 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 78 5A Doing History: What is History? Here are three ideas you have learned from The mystery of the skeletons. Your task is to fill in this sheet with words, sentences, drawings or whatever will remind you of these important ideas. For example, you could scatter some ‘question words’ under the first point or write a list of questions about the skeletons or … it’s up to you! History is …enquiry – asking questions! DOING HISTORY: WHAT IS HISTORY? WHAT DOING HISTORY: History is …using sources to answer our questions. History is …explaining what happened BUT … is sometimes uncertain. 78 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 79 5B Doing History: Sources Here are two ideas you have learned about sources so far. Your task is to fill in this sheet with words, sentences, drawings or whatever will remind you of these important ideas. Sources are …the clues that tell us about the past, for example, about how people used to live, or what they did or thought. DOING HISTORY: SOURCES DOING HISTORY: Sources are …anything from the past. All sorts of things can be sources: documents (written sources), pictures, buildings, artefacts (objects) and even skeletons. © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 79 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 80 6 A quick history of Britain before 1066 Fill in this grid with answers to the questions in the first column. Iron Age Romans Saxons Normans 1 What kinds of work did people do? 2 What were their homes like? 3 What was their religion? 4 Who was their ruler and did he rule the whole country? 5 What language did they speak? 80 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 81 7 Matching periods and people Ancient Romans Ancient Greeks Anglo-Saxons Egyptians The Middle Tudors Victorians Ages © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 81 02-SHP History-Y7-Activities-cccc:Layout113/8/0809:20Page82 82 SHP History Year 7 Teacher’s Resource Book Resource Teacher’s 7 Year SHP History 8 Understanding BC and AD 1 Complete all the shields on the timeline in the style of soldiers D and E. a) Begin with shields F–H. Use shield E to help you. b) Complete A–C, using shield D to help you. BC BIRTH OF JESUS CHRIST AD AB CDE FGH © Hodder Education, 2008 © HodderEducation, 400 300 200 100 100 200 300 400 2 Was the year 150AD in the first or second century AD? 3 Did the year 300BC come before or after the year 100BC? 4 Which century was the year 1350 in? 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 83 9 Doing History: Chronology Here are three ideas you have learned about chronology. Your task is to fill in this sheet with words, sentences, drawings or whatever will remind you of these important ideas. A sense of chronology includes … putting people and events in the correct sequence in time. DOING HISTORY: CHRONOLOGY DOING HISTORY: A sense of chronology includes … using the correct names for periods of history. A sense of chronology includes … being able to spot anachronisms. © Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 83 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 84 10 Learning Log – The Big Story of Movement and Settlement Part One Use this diagram to record more examples of migration to and from Britain. 84 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 85 11 The movement and settlement jigsaw 1300s 100 AD Cloth-makers and brick- Because of the Roman Empire makers came from Europe soldiers in the Roman Army to work, and stayed in settled in Britain. Some came England. from Africa; some from the Middle East; some from English wool traders Europe.
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