Year 2 History Autumn: Should we still celebrate Night? Week 1: What happened on 5th in 1605?

Learning • To understand what was the objective Success criteria • I can describe how is celebrated today • I can describe the main events of the Gunpowder plot • I can explain the importance of using a range of evidence when studying an event Key vocabulary Stuart period, King James 1, earlier, treason, plot, Catholic, Protestant, evidence, sources, traditional rhyme, orally, Activities 1. Display an image or watch a film of Bonfire Night today. Pupils share words to describe Bonfire Night today. Keep a record of these. Ask: Does anyone know why we celebrate Bonfire Night on 5th November? Share some ideas.

2. Take the pupils back in time along the timeline to 1605. Explain this is called the Stuart period after the family name of the King James 1. (You could explain that the name of our royal family is Windsor). As they travel along the line point out other events along the way from year 1. Locate their hometown on a map of the UK and then London explaining that this is where many of the events we will be talking about happened. Show them an image of the old Houses of Parliament and explain this was the scene of the main event. (Ensure pupils are clear that this is the old Houses of Parliament and not the current one built in

3. Explain that to find out about the past we use evidence from different sources. Recap some of the sources used in year 1. Explain that you will start by reading a traditional rhyme. Display the rhyme and read through and explain this is just one version of the rhyme as it was passed on orally. Ask S/C: Is it a good idea to use just one type of evidence about an event? Discuss other types of evidence we could use about the Gunpowder Plot. Display the rhyme and highlight key words which tell us about the events. Explain any difficult words or phrases –treason, plot, three score, old , lantern, holler. S/C you could add that early versions of this rhyme contained anti- catholic statements and talked about burning the .

4. Recap what you have learned from the rhyme and then tell the story to consolidate knowledge and add any further required details using the images to support understanding (King James 1, , House of Parliament, cellars, Lantern, Monteagle’s letter)

5. Pupils will place the cards in the correct sequence. Dependent on level of challenge required pupils will either match the captions or add their own. Ask them to select the most important image/event and write a sentence to explain why they think it is the most important.

6. Revisit the key question for the lesson and check they are clear what was the Gunpowder Plot.

Core Knowledge Bonfire Night (Guy Fawkes Night) is celebrated every year in Great Britain on 5th November. are lit and are let off on or around that date. Some people burn a human on their fire known as a Guy. Bonfire Night commemorates the failure of the Gunpowder Plot on 5th November 1605. This was a conspiracy to blow up the Houses of Parliament during its State Opening (the ceremony to mark the new parliamentary year) when King James 1 would be in attendance.

In 1605 apart from a small Jewish community most Britains were Christian. Before the reign of Henry V111 there was only a single Christian religion in Britain: the , led by the Pope. In 1534, Henry established the first Protestant church in Britain- the - with Henry as monarch at its head. Catholics and Protestants began fighting for control of the country and to be able to worship as they wanted. When James 1 came to power in 1603 it was illegal to belong to any other religion than the Church of England. The Catholics hoped that King James 1 would make life would be better for them. When this didn’t happen they planned to get rid of him. The plot was organised by over a number of months. The plotters rented a house near the Houses of Parliament and a cellar that was right under the . It is thought that an anonymous letter sent to Lord Monteagle warning him not to go to parliament led to the discovery of the plotters. Monteagle made sure that the king’s advisers knew about the plot. Guy Fawkes is the best remembered of the 13 plotters. He was an explosives expert. He was discovered in the cellars beneath the Palace of Westminster, just hours before he was due to light the fuse to ignite 36 barrels of gunpowder to blow up the palace. He was arrested and executed. Over the next few weeks all the plotters were caught and killed. James 1 became more popular after surviving the plot.

. Resources needed Map of the UK Note in week 3 you will need to use some evidence of bonfire night in recent times. Send a letter home in week 1 asking for written contributions from parents and grandparents to use in week 3 to find out about what Bonfire Night was like when they were children. You could also ask if anyone is prepared to come into school to talk about their experiences.

Year 2 History Autumn: Should we still celebrate Bonfire Night? Week 2: Guy Fawkes – Hero or Villain?

Learning • To understand why Guy Fawkes took the action he did in 1605 objective Success criteria • I can explain why Guy Fawkes took the action he did in 1605 • I can express an opinion about Guy Fawkes action in 1605 • I understand that people will have differing opinions about the same event

Key vocabulary Hero, villain, terrorist, Catholic, protestant, treason, Activities 1. Briefly recap the story of the Gunpowder Plot using the sequence cards from week 1. Display 2 images of Guy Fawkes. Explain that you are going to decide if he was a hero or a villain? Take an initial vote. Introduce terms the terms hero and villain. Ask: What is a hero? (good, kind, strong, takes care of others, takes care of things etc.).Share some examples and decide on some common qualities. Ask: What is a villain? Share some examples and decide on some common qualities (bad, selfish, hurts others, damages property, secretive etc.).

2. Explain why Guy Fawkes may have taken the action he did due to the treatment of the Catholics by James 1 and how he had hoped the Plot would lead to improvements for the Catholics. Ask: If you had been alive in 1605 how would you have felt about the plot? (Check to see if pupils understand the way you felt about the plot was mainly due to your religion). Ask: Do you think the failure of the plot led to any improvements for the Catholics or would it make life worse for them? (Life became even harder for the Catholics and it wasn’t until 1829 that they gained equality).

3. Put 2 large sheets of paper one with the hero image of Guy Fawkes in the centre and the other with the villain on each of the group tables. Pupils either independently or in pairs add comments to both sheets to describe the person. Groups feedback statements on the sheets. You could add these to the images on the whiteboard. Explain that people at the time Guy Fawkes lived saw him in different ways depending on the group they came from and what they wanted to happen. Encourage pupils to appreciate that there are elements of both heroism and villainy in what he did. S/C Dependent on the maturity of the pupils you may wish to introduce the term terrorist and how Guy Fawkes could be regarded as one by his attempt to kill the King and members of parliament.

4. Retake the vote on whether Guy Fawkes was a hero or a villain. Ask has anyone changed their view. If so why have they done so. Pupils to complete the following statement/s. I think the strongest argument is that Guy Fawkes was a… because … S/C However some people think he was a … because…. Pupils can use Template provided if required.

5. Recap key question to check for understanding. You could also reinforce at this point that while we mainly remember Guy Fawkes he did not act on his own.

Core knowledge When James 1 came to power in 1603 it was illegal to belong to any other religion than the Church of England. Anyone that didn’t go to church on Sunday could be fined. Anyone that followed a different religion could be arrested and put in prison. Most Catholics continued to practise their religion in secret. The Catholics hoped that King James 1 would make life would be better for them. When this didn’t happen they planned to get rid of him.

https://www.bbc.co.uk/news/uk-politics-29722437 more info on above Resources needed

Year 2 History Autumn: Should we still celebrate Bonfire Night? Week 3: Do we celebrate Bonfire Night now just to have fun?

Learning • To understand how Bonfire Night changed over the years and why it is still celebrated. objective Success criteria • I can explain how Bonfire Night has changed over the years

• I can use different sources to reach a conclusion

• I can present an argument for or against Bonfire Night still being celebrated

Key vocabulary Customs, tradition, commemorate, importance, relevance, effigy, law, repeal Activities 1. Introduce this lesson’s key question. Recap words from week 1 describing Bonfire Night today. Explain about the laws relating to Bonfire Night and why they chose to light fires. Show image of a fire from 1776.

2. Using written and oral evidence from parents and grandparents find out about what Bonfire Night was like when they were children. Use the Image bank of photographs to provide support. Use the template to record either as a class or in groups or individually what was the same/ different comparing Bonfire Night then and now. You could discuss bonfires and the move towards more public fires, collecting materials for the fire, types of fireworks, food eaten, traditions around the guy and ‘penny for the guy’, safety considerations etc.

3. Ask: Why do you think we still celebrate Bonfire Night today? Emphasise the length of time since the event took place. Explain what is meant by customs and tradition. Reinforce understanding of what is actually being celebrated. Share ideas. Recap this session’s key question and decide if they agree or disagree.

4. Ask: Do you think we should still celebrate Bonfire Night? In groups read the statements and then place each under the heading for and against still celebrating. Class vote on whether we should still celebrate Bonfire Night. Pupils could write a statement to support their personal viewpoint.

Core Knowledge A law called the Act of 1605 was passed in 1605. This law declared that the 5th November would be a national day to celebrate the failure of the Plot and the fact that King James’ life was saved. People went to church and were encouraged to celebrate by lighting bonfires. The day was known as Gunpowder Treason Day. Early on it was a very anti-Catholic day and of the Pope were burned. The law was repealed in 1859, but annual celebrations still continue.

A popular aspect of Bonfire Night is the food. Over the years this has included bonfire (treacle) toffee, toffee apples, parkin (gingerbread) and potatoes roasted on the fire. In the past fireworks were sold to children but in 2004 a law was introduced banning the sale for anyone under 18. Some popular fireworks from the past are now banned including jumping jacks and bangers (which exploded when they hit the ground). It is now a criminal offence to throw a firework.In the past people mainly had their own street bonfires or even ones in their garden. Children would spend the weeks leading up to bonfire night collecting wood for the fire. This was known as chumping. Children would make guys and wheel them around door to door or stand on the street to collect money. This practice of begging goes back to the end of the Eighteenth century.

There is an increasingly large group of people that are against Bonfire Night due to the large number of injuries associated with the event. With almost 1000 injuries caused by fireworks and fires with almost half of these being eye injuries. Even though the health and safety laws concerning the event are much stricter some fires do cause damage to property. Pets and also some people find the noise associated with the event very disturbing. Resources At the start of the topic send a letter home asking for written contributions from parents and grandparents to needed use in this week’s lessons to find out about what Bonfire Night was like when they were children. You could also ask if anyone is prepared to come into school to talk about their experiences. and pope etc.

Year 2 History Autumn: Did the Great Fire make London a better or a worse place? Week 1: What happened in London on 2nd September 1666?

Learning • To know what happened during the Great Fire of London objective Success criteria • I can recall the events of the Great Fire of London

• I can explain why some events are more significant than others

• I understand that people may have differing viewpoints of what is important Key vocabulary Now, then, cause, important, Stuart period Activities 1. What do all these images have in common? (All associated with the Great Fire of London)

2. Locate their hometown on a map and then locate London. Locate the River Thames. Ask: Has anyone visited London? Is there anything they can remember about London? Can anyone describe what London is like? Record words on now/then template to describe London today. Watch a short film showing main London sites. Ask: Are there any words we can to our now list?

3. Take them on the class timeline back to 1666 pointing out other events from year 1 and then find the date of the Gunpowder Plot. Ask: Can anyone tell me how many years there are between the Great Fire of London and the Gunpowder Plot? Explain that the Gunpowder Plot and the Great fire of London both happened in the Stuart period. (It ended in 1714 with the death of Queen Anne).

4. Introduce our unit question and ask the pupils for initial ideas. (They will probably focus on the negative impact of a fire including death and destruction of property) Record ideas and explain we will return to them in week 3.

5. Look at an image of London in 1666. Add words to the then column to describe the scene in London in 1666. Ask: What has changed over time? S/C Has anything remained the same?(busy place, River Thames)

6. Ask: What would we do if a fire broke out in our town today? Discuss present day equipment and firefighters. Use the image to check they have covered everything.

7. Introduce the key question for the lesson. Tell the story/ show the film of the Fire in 1666. Project images to support parts of the story. You may want to tell the story in first person as if you are Samuel Pepys or someone else witnessing the fire. Pupils need to see an image of an oven similar to the one used by Farriner to check misconceptions and for them to understand that the fire in the oven was lit in the morning and then burned all day.

8. Using the jumbled images of the story, sequence these correctly as a class, group or in pairs. Ask: Which do you think is the most important event in the story of the Great fire of London and why? They could record their answer. Ask S/C: Does it mean someone is wrong if they have selected a different important event?

9. Recap the key question for the lesson and that we know what happened on this day. Core knowledge A great plague had raged through London in 1665 killing around a fifth of the population (about 100,000). London was just recovering from this when another disaster struck. During the night of 2nd September 1666 a fire broke out in the premises of the King’s baker Thomas Farriner in Pudding Lane. The fire in the oven had not been properly extinguished the previous evening. Possibly a hot ember jumped out of the fire and fell onto piles of wood left nearby. It could have been that Farriner hadn’t cleaned out the oven properly causing it to come alight. Fortunately Farriner was woken up by someone who had spotted the fire. He ran upstairs with his family and they all managed to jump to safety. Sadly a maidservant was not so lucky and she died.

Small fires were common in London and other towns and cities at this time. Houses were mainly made from wood and built very close together. As people used open flames for their cooking, heating and lighting it was easy for the building to catch alight. In those days fire fighting was mainly through destroying buildings to stop the fire spreading and also using water. One of the reasons why it was thought the fire spread so quickly in 1666 was because the Lord Mayor was reluctant to destroy the properties around the bakery. The fire was also driven by a strong wind and everything was very dry after a hot summer. The fire raged for 3 days. Some people believed that the fire had been a French plot and foreigners were attacked in the street. Many people lost their homes and this caused huge problems of where to house them. They lived in vast tented cities around the city mainly in Islington, Moorefields and Highgate. Resources Class timeline needed

Year 2 History Autumn: Did the Great Fire make London a better or a worse place? Week 2: Why did the fire spread so quickly?

Learning • To understand why the Great fire of London spread so quickly objective Success criteria • I can give valid reasons why the fire spread so quickly

• I can explain why one reason could be more important

• I can use sources to reach a conclusion why the fire spread so quickly Key vocabulary cause, important, water squirt, fire bucket, fire hook Activities 1. Recap the story of the Fire. Emphasise how much of London burned in a short time. Ask: Why do you think the fire spread so quickly? Use the image of London from 1/3 to prompt responses. (houses built close together, made from wood)

2. Pupils work in pairs or groups to select reasons why the fire spread so quickly from the cards. They can use the image from 1 and also the painting of the actual fire. Ask them to rank the reasons in order of importance. Share responses and decide on a class order of importance. 3. Ask: What do you think the people did when the fire broke out? Remind them of ideas about what people would do today from session 1. Use image of the Fire from 2 to prompt responses. (people are seen trying to escape, many of the are trying to escape by water, many are carrying their possessions, some are seen trying to fight the fire.) Explain to the pupils that this image was not painted at the time. Ask: S/C If the artist didn’t live at the time of the Fire how did they know what happened? Can we be sure that this painting is accurate?

4. Share images of fire fighting equipment at the time of the Great Fire. Ask: How successful do you think they would be in putting out the fire?

5. Ask: What would you have done when the fire broke out and how would you have tried to escape it? Pupils can either choose from options or write their own. They need to explain the reason for choice. This could be in writing or discuss as a class. Explain that we think only 10 people died in the Fire.

Core knowledge The fire raged for 3 days. During this time 400 streets burned to the ground. 13,000 houses and 87 churches were burned. Fewer than 10 people died. See week 1 for further information. Resources needed

Year 2 History Autumn: Did the Great Fire make London a better or a worse place? Week 3: Why do we know so much about the Fire?

Learning • To understand the importance of the range of evidence available about the Fire and that there objective were a number of consequences of the Fire Curriculum links Success criteria • I understand that there are a range of eyewitness accounts about the fire

• I can explain why some eye witness accounts differ

• I understand that there were both positive and negative consequences resulting from the fire Key vocabulary Eye witness, diary, interpretation, consequences, impact, benefit Activities 1. Ask: What is a diary? Why do people keep diaries? (You may need to challenge misconceptions about diaries just being a way of recording appointments etc.) Explain one of the reasons why we know so much about the Fire is due to the diaries kept by Samuel Pepys and John Evelyn. Show them images of both. Read extracts from both. Ask: Do the extracts both tell us the same things? Why would they differ? (S/C That diaries may give us different experiences and viewpoints of the same event. This does not mean that one is incorrect, it is just their interpretation of what happened.)

2. Recap any other sources of evidence about the fire? (artefacts, visuals, other written evidence) Remind the pupils that some of the sources are not from the time. Ask S/C Does this mean that one type of evidence is better than another? (Emphasise the importance of using more than one source if possible and questioning its accuracy. S/C pupils may realise that something can still be useful even if it is not accurate. It can tell us something about the person and the time in which they wrote or painted the source).

3. Ask: Do you think London would be a better or worse place after the fire? Return to our ideas from week 1. Ask: Have you changed your mind at all? Show them an image of Wren’s London after the Fire. Ask: Do you want to change your views from week 1? Ask pupils to read the statements Better or Worse? and place them in the appropriate column. Discuss how these could be grouped as long and short-term consequences of the fire. (S/C will understand that the long-term effects were beneficial).

4. Pupils will reach an overall conclusion on whether the Great Fire made London a better or worse place. They can use the template or work independently.

Core knowledge Samuel Pepys kept his diary from 1660 to 1669 when his failing eyesight caused him to stop. He worked as an administrator in the navy and later became an MP. His diary is written in a secret code and tells us aobut great events and his personal life. When Pepys heard about the Fire spreading he went to the King Charles and asked him to take action. The King urged the Mayor to take immediate action. People fled as their homes were destroyed by the fire or to stop it from spreading. They tried to carry as many of their possessions with them as possible or to bury them hoping no one would find the. They fled by boat or cart but as both were in short supply and expensive many left on foot. On the third day the mayor had buildings blown up to stop the fire and finally the fire was under control.

In 1668 new rules were introduced to ensure that any new buildings were further apart from each other. Buildings would also be made from brick and stone. It took 30 years to rebuild the city. One of the new buildings was St Pauls’ cathedral.

Also following the fire improved fire fighting techniques were introduced. London was divided into four districts and each one had its own fire-fighters and equipment. Hands pulled fire engines were introduced.

In memory of the fire a memorial was erected called the Monument. It stands near where the fire is believed to have started. Resources needed

Key assessment opportunity for the Great Fire of London unit:

Key area assessed in the Rising Stars Progression Framework: Cause and effect: Choose and use parts of stories and other sources to show they know and understand the key features of events

Tasks in Week 2 and 3: For information on the child’s understanding of causes in week 2 ask the child to: List up to 5 reasons why the fire spread quickly. Choose the most important cause of the fire spreading so quickly and explain why it is more important then the other reasons.

For information on the child’s understanding of effects review the work and any oral contribution covered in week 3/3 where the pupil completes the Better or Worse statement sheet and the overall conclusion on whether the fire made London a better of worse place (either using the template or independently).

Features of the work of pupils working towards expectations: PF: The child can identify at least one relevant cause for, and effect of, several events covered. • The pupil can give one relevant cause why the Great Fire of London took place • The pupil can give one relevant effect of the Great Fire of London taking place

Features of the work of pupils working at expectations: PF: The child can identify a few relevant causes and effects for some of the main events covered. • The pupil can identify several causes of the Great Fire of London • The pupil can identify several effects of the Great Fire of London • With support the pupil may achieve some of the aspects of pupils working at greater depth/beyond expectations.

Features of the work of pupils exceeding expectations/working at greater depth: PF: The child can comment on a few valid causes and effects relating to many of the events covered. . • The pupil can give a broad range of causes of the Great Fire of London • The pupil can give a broad range of effects of the Great Fire of London • They can confidently explain why one cause is more important than another. • They can confidently explain that the Great Fire of London had both a short term and long term impact. • They can confidently explain that the Great Fire of London had both a positive and negative impact. • The pupil will work independently Key assessment opportunity for the Gunpowder Plot unit:

Key area assessed in the Rising Stars Progression Framework: Constructing the past: Know where people and events fit within a chronological framework

Tasks in week 1 activity 5: Pupils will order the cards telling the story of the Gunpowder Plot in the correct sequence. Dependent on level of challenge required pupils will either match the captions or add their own. They will select the most important image/event and write a sentence to explain why they think it is the most important.

Features of the work of pupils working towards expectations: PF: The child can identify relevant features of particular historical themes, events and people from family, local, national and global history. • In discussion the pupil can recall some of the key events and people associated with the Gunpowder Plot • They will demonstrate an awareness of the correct chronological order but may have some errors. • They will use the captions provided. • They will have little understanding of what is the most important event

Features of the work of pupils working at expectations: PF: The child can briefly describe features of particular historical themes, events and people from family, local, national and global history. • The pupil can confidently retell the story of the Gunpowder Plot in the correct chronological order. • They will include the key events and people associated with the Gunpowder Plot using their own captions. • They demonstrate some understanding of which is the most important event and why. • With support the pupil may achieve some of the aspects of pupils working at greater depth/beyond expectations.

Features of the work of pupils exceeding expectations/working at greater depth: PF: The child can explain a range of features covering family, local, national and global history and draw a range of conclusions.

• The pupil can confidently and accurately retell the story of the Gunpowder Plot in chronological order. • They will include the key events and people associated with the Gunpowder Plot using their own captions. • They can identify which are the significant event in the story and explain why they have made that selection. They will demonstrate an awareness that their may be differing equally valid responses to this task. The pupil will work independently