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’.

1C The mystery of the skeletons – the clues 3

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!

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 © HodderEducation, 2008

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

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.

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

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

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.

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. settled in France and other parts of Europe British soldiers joined the where English was very Roman army and were sent to popular. North Africa and Europe.

1600s 1100s The Pilgrim Fathers sailed to Crusaders settled in the America so they could worship Middle East. They went to God the way they wanted. fight, but stayed on to live there. French Protestants came to live in Britain because they were being persecuted (killed or tortured) for their beliefs in France.

1700s People found guilty of crimes in England were transported to America and later to Australia.

Black people were brought to Britain as servants, or slaves. 1850s In Ireland a disease ruined the potato crop on which the Irish people depended. More than a million starved to death. More than a million others migrated to the USA and to England to look for work and food.

In Britain people left farming jobs in the countryside and 1950s moved to cities to find jobs in Many people from the West the factories. Indies came to Britain after the Second World War because Britain needed a lot more workers in hospitals and schools, on trains and buses, in factories and building sites – to rebuild Britain after the war. Today Britons migrated to Australia, Canada and other places to start a new life.

12 How to do well in Key Stage 3 History

Give each answer a rating – 3, 2, 1 or 0. For example: a) if you think an answer will help you do very well in History give it a 3 b) if you think an answer will not help you do well in History give it a 0.

1 I’m good at 2 I’m good at learning and remembering thinking of questions dates. to ask.

4 In my notebook I 3 I always write underline my headings in very neatly. a different colour every week. 5 I don’t believe everything I’m told. I like checking things out for myself. 6 I’m good at drawing pictures of battles and ships. 7 I am interested in why things happen.

8 I’m good at copying down exactly what the teacher tells us. 9 I like coming up with my own answers using all the evidence I can find. 10 I’m really interested in people.

11 I like making PowerPoint presentations. 12 I like visiting old castles and museums.

13 I like stories.

14 I am good at making connections.

86 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 87

13 Why did the Romans want an empire?

Paulinus needs your help to sort out the reasons why the Romans have invaded Britain. Which column in the table below does each reason go into? Write the numbers in the correct columns.

Reasons to persuade Reasons to persuade Reasons for Paulinus to the Emperor British leaders keep to himself

5 As a general, I know that the best way 1 Every country to become famous is to we conquer makes Rome win new lands for the wealthier. We collect taxes Empire. If a general from everyone in the conquers a new country Empire. Britannia pays 4 The Empire he is given a victory high taxes because it has improves people’s lives. march through Rome. The silver mines. When we take over a crowds will cheer, and he country we help them build will become a wealthy towns and better houses man with lots of land with fresh water supplies. Rome is a huge and slaves. 2 They can buy luxury goods city, full of people who like jewellery and pottery need food. We order every from every other part of part of the Empire to Rich Romans the Empire. 6 send food to Rome to don’t do hard work for keep the Romans happy. themselves. They have Britannia has lots of rich slaves to do that for farming land so it sends them. So Rome needs a lots of food. constant supply of slaves. When there is a rebellion or a war we can 3 Because we have a strong army we bring law take the prisoners and and order to every part of our empire. make them slaves and People don’t dare rebel. send them to build our fine buildings.

14 Why was the Roman army like a top football team? 1 Fill in column A with reasons why top football teams are successful. 2 Fill in column B with evidence from pages 30–31 to show how the Roman army was similar to top football teams. 3 Fill in column C with evidence to show how the Roman army was different from top football teams.

A. Reasons why top B. Evidence of the C. Evidence of the football teams are Roman army being Roman army being successful similar different

88 SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008 02-SHP History-Y7-Activities-cccc:Layout113/8/0809:20Page89 © HodderEducation, 2008 15 Did people love or hate living in the Roman Empire? Complete this love–hate line with the names of people who lived in the Roman Empire. For each person add details to explain why you placed him or her in that place on the line.

HATE LOVE

SHP History Year 7 Teacher’s Resource Book 012345 89 02-SHP History-Y7-Activities-cccc:Layout 1 13/8/08 09:20 Page 90

16 Doing History: Diversity

Here are two ideas you have learned about diversity. Your task is to ﬁll in this sheet with words, sentences, drawings or whatever will remind you of these important ideas.

People’s lives are different

… even if they live in the same period of history. DOING HISTORY: DIVERSITY DOING HISTORY:

People’s lives are different

… even if they live in the same country in the same period of history.

90 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 91

17 Doing History: Interpretations

Here are two ideas you have learned about interpretations. Your task is to ﬁll in this sheet with words, sentences, drawings or whatever will remind you of these important ideas.

Different people

… tell different stories about the past. DOING HISTORY: INTERPRETATIONS DOING HISTORY:

Different people

… tell different stories about the past by including some people, topics or evidence and leaving out or down-playing others.

18 Roman Empire interpretations: sorting exercise

Water supplies Roman army Entertainment

Building skills Baths and heating Taxes

Slavery Ruled by Rome Trade

Thousands killed in Deaths in rebellions Travel conquests

92 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 93

19 Learning Log – The Big Story of Empires Part One