Primary History: Using the Evidence of the Historic Environment. a Teacher's Guide

Home , Chamberlain Square, Coalport Bridge, Osborne House, The Mercian

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ED 445 971 SO 031 610

AUTHOR Corbishley, Mike; Fordham, Jennie; Gay, Susan; Hollinshead, Liz; Spicer, Suzanne; Walmsley, David TITLE Primary History: Using the Evidence of the Historic Environment. A Teacher's Guide. INSTITUTION English Heritage Education Service, London (England) ISBN ISBN-1-85074-650-8 PUB DATE 1999-00-00 NOTE 78p.; Produced with assistance from Amanda Feather, Ken Glen, and Oliver Aston. AVAILABLE FROM English Heritage, Education Service, 23 Savile Row, London W1X 1AB, England. Tel: 020 7973 3000; Fax: 020 7973 3443; E-mail: [email protected]; Web site: (www.english-heritage.org.uk/). PUB TYPE Guides - Classroom - Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Built Environment; Elementary Education; Foreign Countries; Heritage Education; *Historic Sites; *Historical Interpretation; Material Culture; *Primary Sources; *Social Studies IDENTIFIERS *English History

ABSTRACT This guide aims to help busy elementary teachers make the best use of a whole range of evidence for teaching history in schools today, covering areas of study at both Key Stages 1 and 2(in the British school system). The guide includes: clear, richly illustrated explanatory text for the non-expert, with practical advice and project ideas; how to ask the right questions, teach key skills, use objects, games, documents, and interpretations of the past; ideas for Key Stage 1, from looking at houses or famous people or events, to using stories and timelines; the Romans in Britain; the Anglo-Saxons and the Vikings; Tudor life; Victoria's England and Britain since 1930; case studies of places relating to each period; and reproducible activity sheets for classroom use or on site visits. Contains a list of selected annotated resources for further reading.(BT)

Reproductions supplied by EDRS are the best that can be made from the original document. Primary History: Using the Evidence of the Historic Environment. A Teacher's Guide

Mike Corbishley Jennie Fordham Susan Gay Liz Hollinshead Suzanne Spicer David Walmsley

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY O This document has been reproduced as received from the person or organization Coral Seeley originating it. O Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1

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2 ENGLISH HERITAGE

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HE EVIDENCE OF IC ENVIRONMENT

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-401111iik Primary History was written by members of the English Heritage Education Service: Mike Corbishley, Jennie Fordham, Susan Gay, Liz Hollinshead, Suzanne Spicer, David Walmsley with help from Amanda Feather and Ken Glen. Additional writing by Oliver Aston, formerly Primary Adviser with Shropshire LEA, now a freelance in-service provider.

Educational readers: Martin Nicholls, Deputy Head, Great Oakley CE Primary School, Essex and Sally Giovanelli,Teacher, St George the Martyr CE Primary School, Camden, London. Cover: Pupils on a visit to Eltham Palace, London. Opposite: Pupils on a visit to Lindisfarne Priory, Northumberland.

Edited and produced by Mike Corbishley Designed by Alan McPherson Drawings by Ronald Burch, Peter Dunn, Charlotte Rogers, Coral All photographs and drawings are the copyright of English Heritage Sea ley, and Sean Whittle. except for English Heritage Photographic Library/Skyscan Balloon Printed by Palladian Press Photography 4tr, 25bm, 52 m; Mike Corbishley 4d, 22 all, 24tr & bl, 25t, 69 ml, mr, mrb; CADW: Welsh Historic Monuments 13b; Dominic Powlesland 19b1 & 42t; Public Record Office 20t; Essex First published 1999 by English Record Office 20m; Crown Copyright 20b, 59 both br, 61br, 62m; Heritage Norman Jacobs 23t; Ministry of Defence 23b1; Ordnance Survey © Copyright English Heritage, 1999 23br;The Royal Collection Timeline 35 top row fl & fr, br, 35 top row 541, bl; Museum of Antiquities of the University & Society of The activity sheets, drawings and Antiquaries Newcastle-upon-Tyne'38t; Oxford University Press 42 bl; Peter Clayton 43t; British Museum 43 bl & br; St Edmundsbury photographs which are copyright of Borough Council/West Stow Anglo-Saxon Village Trust 44/45 draw- English Heritage may be reproduced ings; Yorkshire Museum 46 bl; York Archaeological Trust 47, 48-49 without written permission by (all); Birmingham Library Services 56 (all), 57 bl; Alan McPherson educational institutions for free 60tr & m, 64-65 (all); Susan & Jennifer Gay 61tr;63 clockwise Hu lton Getty, City of Plymouth, Mike Corbishley, Topham distribution for their own educational Picturepoint, Hu lton Getty, Public Record Office; Dover Museum use. 66-67 (all except 66br & 67inset); Hu lton Getty 69b1.

ISBN 1-85074-650-8 I I S USING THE EVIDENCEOF THE HISTORICENVIRONMENT

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ENGLISH HERITAGE PRIMARY HISTORY ABOUT THIS BOOK To those of us working in heritage HISTORICAL ENQUIRY Using objects 16-19 education, the most exciting new This section introduces those areas developments have been in of enquiry which your pupils will An object lesson is primary history. Many teachers in need to be familiar with. They can all about using objects primary schools have taken up the then make the best use of a whole in the classroom to challenges of National Curriculum range of evidencefrom the high develop observational history and turned them into street to an ancient site. 11. and analytical skills. opportunities to excite pupils with Asking questions a discovery of the past. But it has and finding out 4-9 Object games con- not just been a discovery of past tinues the work on cultures through textbooks. The past around us objects with five tried Teachers have used the past looks at the layers of and tested games for around them - in their own schools, our past with sugges- the classroom. in the locality and through the tions for introducing Documentary evidence 20-23 parents and grandparents of their some simple observation work. pupils. Many Evidence from schools have Asking the right 1,documents provides built up questions has photo- ..... collections of a checklist of some of copiable activities to the more accessible locally related investigate houses. objects and documents for you to use in the classroom or at the record office. documents. Issues raises a number Some schools of questions about the have made An eye for detail 1 long-term conservation looks at one type of recordings of of our past. Should we residents and documentthe preserve buildings just photograph. set up because they are old? projects in Interpretations which their Visiting sites 10-15 of history 24-29 own pupils have been carrying out real My class is in ruins historical detective work. F'7127,:"1:1 Interpreting history [% ,=,-t, provides advice for This is book has been written is an important part of visiting ancient sites history teaching and especially for primary teachers. As with a photocopiable you turn its pages you will find learning. This section checklist to fill out provides an illustrations of real evidence, help before you leave school. and advice to bring history alive for introduction to some of the bias in historical evidence. your pupils. Inside you will find Take note is about sections on historical enquiry and simple note taking and An Anglo-Saxon periods of the past specified in the sketching by pupils on hermitage is a Case National Curriculum a siteprobably the Study in interpreting simplest and easiest key skill you history. activity sheets which you can can teach them. photocopy to use with your pupils Fabulous Fronts is in the classroom or out in the his- Recording grave- an Activity Sheet to toric environment stones encourages take the idea of pupils to make accu- case studies of places or subject interpretation into rate records of an your local area. areas. important source of Mike Corbishley, evidence, especially Head of Education, English Heritage. for a local study. BEST COPYAVAILABLE

1C2 PRIMARY HISTORY

AREAS OF STUDY: The Vikings 46-49 Local studies 64-69 KEY STAGE 1 This section looks in detail at areas The Vikings were Three Case Studies complete of the history curriculum which not just pirate this section for can be studied at KS1. warriors - they also settled large KS2: parts of Britain. Investigating a My house 30-34 The Case Study is of A Viking locality shows you how easy it is Town, York and the Jorvik Viking to investigate a place using docu- Looking at houses Centre. ments and obser- helps pupils think care- vation, The fully about their own The Tudors 50-53 impact of war houses and, using the looks at the Activity Sheets, pro- ' . Tudor Life outlines evidence of the the Tudor period in vides interesting extension work Second -s Britain and gives the intoNow, LongAgo andVery Long World War on background to some Ago. Dover and The

, , of the evidence from remnants of war houses and forts. The z investigates some Case Study is of The Tudor of the clues still to Famous people House and takes as be found in our and events sug- its example Kirby landscape for this period. gests ways of using Hall, stories and time- Northamptonshire. lines. These ideas Further reading and information 70-72 are developed in 54=59',' Big history book and Make a tl drama. Victoria's EnglandThis section has a list of books and other classroom resources which concentrates on the you may use to take individual AREAS OF STUDY: life and influences of topics further. KEY STAGE 2 the queen and Prince This section provides an introduc- Albert. There are two tion to each area of study at KS2. Case Studies for After each period introduction this period - there is at least one Case Study. Victorian Civic Pride looks at The Romans 38-41 Birmingham in the Victorian period and trc The Romans in Life in a Country Britain outlines ste.20K1Arrinatilsa- House is a study of IL,Me."4:the main areas of Brodsworth Hall, Roman life and is near Doncaster. followed by a Case Study on A Roman Villa, Lullingstone in Mid-century Britain 60-63 Kent. 41-45:, Britain since 1930 looks at the types of The Anglo- evidence which you Saxons relates the can use for this history of their set- period and details the major changes in tlement in Britain, with a Case Study people's lives, on An Anglo- including the role of Saxon Village, women and the West Stow in changes in leisure activities. 7 Ai Suffolk. arse rnr nruniv Al /Ail Arai 7 HISTORICAL ENQUIRY THE PAST AROUND US WHAT IS THE EVIDENCE FOR THE PAST? ' The past is all around us' is a phrase you will often have heard. But what does it mean? Put simply, it means that in Britain our environment has been shaped, t altered, added to and partly destroyed many times over the centuries. In fact, since we now know that human beings were here at least half a million years ago, there has been great scope for change. We know that there are Padbury, Bucks, medieval ridge and Audley End House, Essex. hardly any 'natural' landscapes leftfurrow fields. in Britain. You will find evidence of human occupation and use of our or it might be harder to spot with- IN YOUR STREET landscape, practically everywhere. out help such as: The past is not somewhere which is a This evidence might be very the remains of a medieval town long coach journey from your school. Here is a city street which has seen obvious for example: plan hidden within modern town many changes since the last century. an ancient building such as a developments Investigating the past in your own cathedral or evidence of some ancient set- neighbourhood may allow you to or a constructed landscape suchtlement from scatters of material, make more out-of-school visits and as parkland around a country such as flints or pottery or bones, collect resources, such as maps and house in a field, or earthworks. other documents more easily. Pupils could draw, rather than photograph, rows of buildings like these.

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The layers Travel back into the of our past past from the present. Wherever you live or Start where your pupils teach, you will simply be are - in their homes or in inhabiting the topmost the school classroom. layer of the past. Where Encourage your pupils your school is, what to think about the shape materials it is built of, Parish churches usually of a familiar environment even what it is called will have had a number of and ask them to look for probably have been influ-additions, such as porches similar evidence in older enced by what or who or chapels. buildings or ancient sites. was there before. It is Look for simple sometimes hard for pupils to see the layers of changes in homes, in the past. Too often we are school and in modern told to get back into the streets. It will help them past without any help. discover changes more Have you ever heard any- easily in past environ- one say, on an ancient ments. site, 'Imagine what is was - i4e-'1 -: r Ask the same questions like as a Roman A clear example of a This is an obvious example about three different soldier/Saxon farmer of an addition to a modern blocked-in window and a /medieval monk/slave/mill house. street name to investigate. buildings. worker here'? It is not Why are particular easy to make that imagi- I . building materials used? native leap into the past. Does the shape of the But there are ways of constructing 'stepping building help us work out stones' which can help what it was used for? pupils. Is there any evidence to suggest that it might be a new or old building?

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BEST COPY AVAILALE q HISTORICAL ENQUIRY ASKING THE RIGHT QUESTIONS By looking closely at a building updated. Houses are constantly about changes which have taken and asking relevant questions you being modified to meet new needsplace over time. can encourage pupils to find out and new demands. Alterations can Use the photocopiable activity about it for themselves. There are reflect a need for more space, moreLooking at change and ask pupils to five types of questions which can status, keeping up with fashion, ordecide which of these houses came be used as a framework in examin-a change of use in the building. first, then try to put them all in ing the evidence. They are: Changes in brick and stonework, chronological order. lines of old arches and bricked up WHAT questions: what is this fireplaces or windows, new-lookingAsk your pupils to look out for place for? What needs was this pipes and different shaped win- different building materials. building designed to meet? dows can all provide valuable clues

HOW questions: how was it built?

WHY questions: why was it built? Why was it built here?

WHEN questions: when was it to VI.. ; 7r. ;;;:t".".%1417: built? When was it changed? 1200 1300 1420

WHO questions: who built it? _III VIII Who lived here? rmmi

What and how questions make a good starting point for any work on site. They require pupils to think about a building as a system, as a place people lived or worked or worshipped in and as a building 1600 1750 1780 designed to meet certain needs. Once the what and how questions have been investigated there will be lots of information to help in work- II 1 ing out the who, when and why.

WHEN WAS IT BUILT? a Pupils can try to decide if they think a house is older or younger 1820 1880 1930 than the house they live in, or 7 ' I1 "="1--- other houses in the town or village -T around them. ke. C_ 50 WHEN WAS IT CHANGED? The shape of windows and doors is a good indication of the date of a -_-,- _ building, but they are also the MOM features which get most often 1960 1990 ASKING QUESTIONS AND FINDING OUT

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.101P_,1*.wask LEFT: You will easily find a range of different doors and windows in any built-up area.

RIGHT: Classical influence continued to dominate more modest town houses until the Victorian period. These are in Georgian door with fanlight. Hackney, London. Looking at change Label the pictures of this house from 1 to 6 in date order

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*(1-9 `17-5 `3-t, `3-£ `fl -Z`a-1 :13AASUV HISTORICAL ENQUIRY ISSUES Because we live in such a crowded place, it is inevitable that sometimes the old will have to give way to the new. The issues involved in choosing to preserve part of our past are complex but pupils should be encouraged to think about them. After all, they will need to live with the decisions made byus today. Just think of the problems we have to put up with today because of some 1960s' building Churches War memorials designs! The parish church will often be Take these invented issues set out War memorials are still valued the oldest building in the locality. in a newspaper format (opposite), Many are protected by law. or find real ones from your own today by communities and many area. There are more ideas for local people will still be related to Any alteration or additions to those who died during the two dealing with issues of conservation, protected buildings must receive World Wars. especially in newspapers, in consent and archaeological and Further reading and information. Memorials were usually posi- survey work must be carried out in tioned so that they could be seen advance. Topics for issues could include: from a number of different points People often feel that ancient in the town or village, perhaps on monument or historic building an island at the meeting of three orprotection should not stand in the more roads. Road patterns, and way of 'progress'. use, have changed enormously since the last war. 11

,:.;7'-jT,.'A'..3.,r;' ' :,---:IN :1.,: - Pubs Here there might be a question of whether we should replicate old buildings. Pubs are often places Hospitals Medieval bridges where 'old' things are displayed for example, iron ploughs or Nineteenth-century hospitals A good example of an ancient antique ships' wheelsoften quite were built to very different stan- out of context. dards to those of today. Like monument with no practical use schools of the same period, they today. Do people really hate 'modern' are not necessarily easy to convert However, it is an important land-buildings? Or are we afraid that the or adapt. mark which people would not want`new' will not fit in with the 'old'? The building itself may be pro- to see destroyed. Are we losing another part ofour tected by law. If the health trust Local examples of large sums ofheritage when the names of pubs decides to sell the building, it may money being released by the are changed? For example, from be saved by adapting it for other Lottery for 'heritage' or arts The Queen's Head to the Slug and uses, such as flats. projects could be discussed. td- Lettuce? ASKING QUESTIONS AND FINDING OUT THE WEEKLY ECHO

Serving the people ArdFriday April1, 1999 32p SAVE OUR DRINKERS FLEE HOSPITAL! BLAZING PUB Local residents angry over in the Great War. It's simply closure plans not right to dismantle it and 'IT'S AN OUTRAGE put up a plaque in the town SAYS WAR VETERAN' hall. I'm getting up a petition Bryan Magee, 85-year warand I've got 30 signatures veteran from the Alder Tree already." The War Memorial estate, was in blistering mood was put up after the First today after he found out that World War by public sub- the roads department of the scription and further names It wasn't 'Time gentlemen County Council were going were added after 1945. The Residents in the Greenfields please' which landlord, Ken to move the War Memorial. memorial was the work of a area of town today learnt of McVitie aged 28, shouted at "My comrades are commem- local firm, Cosby (2 Sons, for- new health trust plans to about closing time on Saturday orated there as well as a gen- merly at Union Street close the emergency depart- at the King's Head in Lambs eration before them who fell (now the Co-op). ment of the hospital. Local Lane. He was shocked to dis- campaigner, John Hoskyns cover a fire raging in the cellar said, "We knew that sooner 11110 ROM 70 mothers if we are and the pub had to be evacuat- or later the Trust would admit PRAY". SAYS LOCAL to attract a ed. The fire had taken hold 1 that our 100 year old hospital CO1101073011 younger congre- even before the local fire ser- Local worshippers would close. When the emer- gation". The coun- vice could reach the pub. The at St Margaret's, I1 gency department goes, that'll ty's archaeologists pub is one of the town's few his- Great Blessingford, Hanratty said, be it". A Trust spokeswoman say the church's toric buildings and was dated "We know the issued a statement whichare hoping that origins are Saxon to 1765. Its timber structure emphasised its commitmenttheir diocese will church is very old and that it had has been almost entirely give permission but we must move to providing local health care been altered and destroyed. Mr McVitie is deter- for a new room to with the times. We for local people, but admitted added to in the mined to carry on though, "We need better facili- that maintaining an old build-be added to their 12th to 14th will simply have to build a ties like toilets and ing was too costly for them.church. Church- centuries. replica King's Head. My cus- warden Jill a room for nursing tomers like to drink in familiar @MT@ surroundings". LOTTERY LOLLY FOR LOCAL LANDMARK By our villages correspondent 1:01M@NO 77' Villagers at Great Brentley centre piece of their were overjoyed yesterday village. The bridge was as news closed to traffic in SIDE reached them 1974 after dan- that their bid for gerous cracks Your pe."c:oirild win a Lottery money were discovered walkin4-tioriday for had been suc- and a new bridge cessful. Now built. Repairs then two alorigfabulous £167,000 will be were only £2,500 Hadrian's Wall available to repair the - the cost of maintaining On the ring road - you ancient medieval pack- ancient monuments has BEST COP? AVAILABLE can't miss us. horse bridge which is the certainly risen since then! 9 - --- HISTORICAL ENQUIRY MY CLASS IS IN RUINS Many teachers worry about visit- classroom. Make sure that they If you provide them with a plan ing and using ruined sitesancientadd the position of windows and, of the site, they could identify monuments - with their classes. in particular, doors. They should other features, such as fireplaces or Some believe that the 'country plot in any features, such as built- a water supply. house' is easier because it is in cupboards, sinks and radiators. full of things to see. In fact ruins, Desks, worktops, bookcases and Get them to look for clues to without the accumulated junk of chairs should also be added. upper floors which have long since the past, can often be more stimu- gone - for example, holes for floor Compare these with other plans, lating for pupils. It can make them joists, fireplaces and windows set think and use their imagination. It perhaps of ancient sites or build- high in a wall and the remains of is also an opportunity to investi- ings so that they are familiar with staircases. the idea. gate interpretations that people in Ask them to question the evi- the present, and the recent past, Once on site you might use these dence they can see - for example, have put on the remains. ideas: does a room with fine decoration, a Preparation is particularly impor- grand fireplace and large windows tant as pupils will not be used to Ask your pupils to walk around tell us that it was for someone seeing what is, essentially, a plan ofthe site themselves, perhaps work-important? Do tiny slit-like win- a building with, perhaps, some ing in pairs or small groups. Tell dows, thick walls and stout walls surviving to roof height. You them that they must only enter entrances indicate a defensive could use some of these ideas rooms through the doorways structure? before you make a site visit: never walk over the walls. Ask Sometimes only the foundations Get your pupils to them to try to make sense of what they are investigating. Where are of buildings survive. Explain what make a plan of their foundations are and look for mod- own the entrances Are there any ern ones in buildings being built windows) now. Back at school you might return to the plan they prepared of their classroom and ask them how an archaeologist of the future might interpret the remains. How did people get in and out? What was the room used for and by what sort of people? VISITING SITES

ORGANISATION CHECKLIST Always check that you have:

made the purpose of the visit clear to all colleagues and helpers concerned

confirmed all bookings in writing

checked insurance cover completed a Risk Assessment form if required by your school or LEA

obtained permission slips from all parents of pupils intending to go on the visit

received enough voluntary contributions to cover the cost of the visit

informed parents why the visit is taking place, what clothing pupils should wear, what time the coach is due back at school, what the lunch arrangements are and how much money (if any) their children might need booked the coach and checked times with the company

organised adequate staff supervision/ratio

informed other colleagues that you will be out of school on the day

organised appropriate provision for any pupil with special needs

gathered all the necessary equipment and first aid boxes

compiled an accurate register of all pupils on the visit and that you have left a copy with the school secretary left emergency contact numbers for the site with the school secretary.

RESOURCES CHECKLIST The following list contains basic requirements and would need to be amended in light of the planned on-site activities:

clipboards (one per pupil) a box of art equipment suitable paper for recording observations (A4 size) tape recorder(s)

large drawing boards and paper (A3 size) Polaroid or digital camera(s)

writing/drawing equipment for each pupil video camcorder(s) (pencils are more useful than pens) plans of the site measuring equipment first aid box. HISTORICAL ENQUIRY TAKE NOTE How many times, on a visit to an historic site, have you said to your class something like 'Have a good Ns_ look round and make a few notes on what you see'? But this can be a demanding task for many pupils, and the skill of note taking is too important to be left to chance.

DEVELOPING NOTE TAKING One way to develop note taking is to encourage simple annotations ofdeveloped on site or added later in sketches made on site. In the draw-the classroom ing of Coalport Bridge, the Y5 pupil has used brief comments to Initial sketches augment observations on the The use of notes on initial sketches structure of the bridge. Notice howcan be used in two ways First, to technical, historical and personal provide prompts for further F. information makes this a useful research back at school into, for working document, not just a col- example, when the building was lection of random jottings. Simple constructed Pupils might also annotations, too, could be made onthink about whether all the sec- photographs, perhaps Polaroids tions were built at the same time Coalport.13t:idse. Coal pc;4*.

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give pupils a short piece of historical narrative, for example a suitable news item from last week's local paper. Ask them to use a

L.- highlighter to pick out the significant words. You could extend this activity to writing three key sentences that summarise the item. and why different materials were PRE-VISIT PREPARATION There are useful activities that can used for different sections. Second, OTHER RECORDING to provide working notes for a be done in school prior to any visit METHODS more detailed and revised sketch asthat will encourage successful note There are, of course, other ways part of communicating history in ataking. These need not be related that pupils can record their variety of ways. to the planned visit but will begin observations. Many schools now to develop the skills of note taking and annotating a sketch. For have an increasingly sophisticated MAKING OBSERVATIONS range of equipment - from audio example: Another strategy is to encourage and video recorders to digital limited observation. In the open- cameras. You could also try pro- ended activity sheet for a visit to give small groups of pupils an ducing specially-designed activity Harlech Castle, the pupil has beenold artefact or object and ask them sheets or problem-solving to write five words that describe confined to three observations. scenarios. what they see Notice, too, how this Y6 historian Note taking, however, remains is beginning to make guesses and the simplest and cheapest key skill extend this activity by passing pose further questions. She used to teach and to use. further resources as the visit devel-the objects around and asking for oped to answer some of her own one or two short sentences questions. r/t cierructa.r_ tn.4114ar9, ore,91-nre kf-va. v3a.t.u) Cor,AM.t.

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BEST COPY AVAILABLE 17 HISTORICAL ENQUIRY RECORDING GRAVESTONES

Whether your school is in an urban or rural area, it will not be SYMBOLISM very far away from a churchyard Symbols in carvings or statues or municipal cemetery. Here you are often used on memorials to will find an exciting source of real convey a message about attitudes historical evidence to examine, to death, as these examples show. record and analyse. The most striking aspect of graveyards in this hour glasslscythe

country is the number of memorials inside a relatively small space - perhaps as many as 20 million survive in this country today. You might find some medieval memorials in your nearest church or churchyard, but you are more likely to see gravestones from the eighteenth and nineteenth centuries.

MAKING A RECORDING Recording the information is important, and real, historical work which your pupils can do. You could use a specially-designed recording form (see page 70) but they should, at least, be recording the following information: inscription any decoration shape of memorial condition of memorial Try recording gravestones and memorials type (s) of material Ased. with a still or video camera. I P. BEST COPY AVAILM' LE VISITING SITES

ANALYSING THE DATA A whole wealth of data can be collected from graveyard memorials which you can analyse back at school, for example: by putting the gravestones in chronological order and seeing how decoration and inscriptions vary from century to century

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by showing the periods when some parts of the graveyard were used

by drawing family trees from IMPORTANT inscriptions Always get permisSiori to take your class to visit and record. the by investigating mortality statis- gravestones in a churchyard.You tics (for example, the age at death will need to be especially Oareful of all males) about going into by making a graph of the most where burials still take place popular first names of people who visi- died during a specific period (for tors example, from 1850-1950) . which have been set aside for

Gravestones often have,. lichen growing On them. Do not allow your pup*, to rub it off to readShe inscription.qateful_ observatiOn, times glancing light, will usually allow worn or obscured inscriptions to, be-read.''. BEST COPY AVAILABLE is HISTORICAL ENQUIRY AN OBJECT LESSON

WHY USE OBJECTS? Close observation Don't you just hate those muse- A good way to develop close ums or country houses which observation is to start with a famil- make it plain to you, the teacher, iar object. It might be a piece of that your class shouldn't even classroom furniture, such as a think of touching anything! chair, or something smaller, Of course, there will be very such as a pencil.You could talk good reasons why some your pupils through the observa- objects, and even some build- tion and deduction stages. Use ings, should be kept behind other objects or constructions in barriers. But people like to the classroom to reinforce deduc- touch things. You can only tions. For example, if they con- learn a certain amount by clude that the chair is made of observation. Objects (even wood, look for other examples of replicas) brought into the the materials which surround them classroom may help you motivate and you. pupils more than the written word or discussion. 'Things' being han- dled by pupils will usually spark an interest, then curiosity which you can channel into further research.

DEVELOPING SKILLS Handling objects will help your Think about asking older members of pupils develop a number of skills your community to talk with your including: pupils about objects they once used. handling and observing RECORDING written description comparing, deducing and evalu-Close observation can be accom- Ask your pupils to think carefully ating panied by recording. Think aboutabout the words they use. What is recognising and identifying using a number of techniques to big to one person, is quite suit your own pupils, for example:different to another. expressing themselves clearly classifying recording and presenting.

Asking questions Get your pupils to ask questions of the objects, perhaps using the chart opposite. You could encourage your pupils to devise their own questions. The question you should never start with is 'What is it?' or ' What is the name careful drawing from tape-recorded or for this?'. This question different angles video-taped description will simply close down How many drawings might one Alternative methods of recording other observations and object need to explain to others may help pupils to develop deductions. what it was like? literary skills. BEST COPY AVAILABLE -to USING OBJECTS

LOOKING AT AN OBJECT

The main thingsSome further Things found outThings to be to think about questions to ask by looking researched

WHAT DOES Colour? IT LOOK Smell? AND FEEL Sound? LIKE? Made of? Natural or manufactured? Complete? Changed/mended? Worn? By hand? HOW WAS By machine? IT MADE? Fixed together by what?

WHAT WAS IT Used for? MADE FOR? Has the use changed?

IS IT WELL Does it do its job? DESIGNED? Made of the best materials? Decorated? How decorated? Like the look of it? Would others like the look of it?

WHAT IS IT To those who made it? WORTH? To those who used it? To you? To a museum?

THE MYSTERY OBJECT It looks old and worn One good way of encouraging I've never seen observation and deduction is to one of these provide pupils with a mystery before The idea of the object. It is not always easy to find `mystery object' is something which to take away the no pupil will have knowledge of what seen before. Few it is (what it is modern items will called). This helps work (although pupils concentrate almost no pupils on thinking careful- in urban schools ly and reaching will recognize a conclusions based clay pigeon!). on the evidence Some objects they hold in their from the last war 4111hardk_ hands. or from the What is it made of? Victorian period will usually suf- fice. Which way up does it go? What does it do? (311J-013 WILVA LOH.axoas, v ) BESTCOPYAVAILABLE 91 HISTORICAL ENQUIRY OBJECT GAMES

LEARNING FROM THE SKELETON GAME FRAGMENTS Ask one of your class to 'play It is one thing to use whole objects dead'. Tell them ' This is in the classroom. It is quite anoth- What can we find out about er to ask pupils to cope with frag- But we can't ask her any questions. ments of objects. Archaeologists We have to figure out what kind of work mostly from fragments- person she is only from what she is pieces of broken bone, bits of pot- wearing and carrying. tery, discarded building materials. Let's imagine has been buried They usually only find a fragment for about 2000 years. What will be of what once formed the whole left of and what she is wearing picture. Many things rot away or and carrying?'You can thendis- are re-used in a completely differ- cuss the difficulties of building ent situation. Here are some up a picture from slender evi- games to play with your class dence. to help them look at evidence. THE POTATO GAME. Give each pupil in a group KEY STAGE IDEAS a potato (or you could equally use an apple) and At KS1 ask them to write down a detailed description so that Play the 'Feely Bag other members of the group Game'. Put an object in a cannot see what they have cloth bag or pillow case. Ask written. When they have one pupil to put her hands finished, collect the potatoes inside and describe to the and put them in the centre. others what she can feel Pupils must find the right but without giving it a potato as the descriptions are name. The others have to read out. Alternatively, this guess what the hidden exercise can be done by object is. drawn rather than written You could start with famil- descriptions. iar objects and move onto historic ones. 3 r At KS 2

Play the 'Left Luggage a Game'. Put a number of objects inside a suitcase. Ask a group of pupils to investigate each object and try to Pupils playing the 'Left work out what sort of per- Luggage Game'. son owned the suitcase and its objects. Do the contents indicate where he (or is it a she) was going to, or was he coming from somewhere? BEST COPY AVAILABLE USING OBJECTS

THE DUSTBIN GAME camilm"..."444\ Here is a photograph of a 'slice through' a real dustbin.You could easily produce similar evidence by tipping out the clasroom's waste paper basket after a day's use. There are two routes you can guide your class along:

Route 1 Archaeologists are like police detectives - looking for the small- est clues to help them find out what happened in the past.What does this rubbish tell us about the people who threw it away? Ask pupils to give the evidence to answer questions such as Are there any children in this family? What kinds of food do they eat? Do they have any pets? What sort of pets and how many? What season of the year is it? Are they Easter eggs wrappers or bits of Christmas decorations?

Ask your pupils if the dustbin V. rubbish can tell us anything else.

Route 2 In the past, people got rid of their rubbish wherever they could they dug pits, threw it into ditches, filled hollows in the landscape, used old wells and spread it on fields. Let's imagine that this dustbin-full has been buried some- P where. After some time (depend- X A ing on soil conditions) quite a lot "- -7, r. T . of it will have rotted away. Organic - material (that is, things which V.. -; . i,` 1-4). " . were once living such as paper or . , Isfr- 4/ wood) will tend to rot quicker The large dark areas here are rubbish pits than inorganic things (that is, exposed by archaeologists at the Saxon things which were never 'alive', settlement of West Heslerton (see page 42) such as plastic or metal).

TASK Ask pupils to work out what the archaeologistmight be left with after all the organic material had rotted away. How difficult might it be,then, to reach conclusions about thepeople who threw this rubbish away? HISTORICAL ENQUIRY EVIDENCE FROM DOCUMENTS WHAT ARE DOCUMENTS? , V r t tlf:IC.WVediAvtlalAta...4s02ittiL; :ulepitrtm-w, Documentary evidence comes in qdr4r'Ndt:twrdoie many different forms - from hand- written parchments to rmr!WFV="71Pritignoli;-,FIXInge9M1,17.11PrimunibOW photographs. Though all docu- g'.M1MilMMINW111M1b. ments are important evidence for SPIMMIT=IIIPIPM111V21111!=11M1IIMMIOV/ studying the past, only some are _ . r7rwrarmwmwymmOrmies-iPsMai Apigw,,uIIMPMMI stored securely in record offices OP>MAIrlMMINIIIM9! (see below). You will find many I k M=IPPIIMMINM'AMPerh. umn9Mill Impumwmr,wrzruspwwwwipmrimmpwiriO4/u-vA 1.13/11171PrIPPY INOMM311 interesting and useful sources in I. your own locality. -1a-Alleilmwxracmum-:4W.grAWAIRMFIN111111111 wiwyArmulas.-amomerPtIMIPPIIIIPIMPIRPIIIINFAMWEVOII TYPES OF DOCUMENTS MIPAMMINIRMIFAMWPAnt:11,11/0111AFTIOMM.PliMIIMIriiMPI The list of documents below is by IIVINNIR511"Malr7:11N1r111=k no means exhaustive but does iIAIM.0116.;-iTmANIIN441, include the most useful for study- - Pi MAW 41 1:111111MMIMMMIN SiabgatraW.,;a ing people and places with pupils. Part of the 1851 Census. Census records were first collected in 1801 and a similar exercise vying documents, called awards, has been carried out every ten were drawn up for most places years since then (with the excep- between 1836 and 1850 to work tion of 1941). From 1841 the out how much each landowner or information collected was more tenant owed the church in tithe. precise. Photographs exist in large num- Parish registers were introducedbers from the nineteenth century to record the main events in the onwards. They can catch the mood of the time and provide invaluable lives of Christiansbirths and Estate map of Goddard's Farm, baptisms, marriages and burials evidence for events, people and Thaxted, Essex 1706. and were kept (in theory) in each places. parish from 1538 onwards.

Maps exist for some sections of the country from the medieval period. Maps of estates become more common from the sixteenth century. Maps were drawn up

under the Enclosure Acts of the ,r11 eighteenth and nineteenth centuries. The Ordnance Survey began to map the whole country on a scale of 1 inch to 1 mile from the beginning of the nineteenth century. Tithe maps and accompa-

Victorian store in Byfield, Northamptonshire. It, BESTCOPYAVAILARIP 9 /L Local directories ABBOT'S ROOMING. Cure Rev. Lawrence Capel B.A. RetryBlowes John, beer retailer & carrierParmenter Mary (Mrs.), Anchor P.H Trades or Post Office directories Rattee Rev. James E. (Congregatid)Kinsey James, farmer, Nether streetThurgood James, farmer, Rookwoode were like the Yellow Pages of the Barker Thos. S. frmr. Berwick's frmMetson Jacob, farmer, Parker's farm & Abbot's halls nineteenth century. They provide a AYTHROP ROOTHING. Ludgater rev. Henry M.A. RectoryAylett John. beer retailer Dunmow John, farmer, Cut Elms wealth of information, for exam- COMMERCIAL. Belsham Thos. miller (wind & steam)Livermore Charles, jun. farmer, Ay- Aldham Thomas Allaker,farmer &Myth Charles,farm bailifftoMr. th rop hall ple, lists of householders, trades landowner, Highams John Gingell, Friar's grange Matthams James Barnard, farmer Aylett Elizabeth (Miss), Carpenters'Caton W. Draper, farmer Shead Mary Ann (Mrs.), blacksmith and shops, important buildings Arms P.H Clayden Thomas, grocer & draper Stokes William, farmer, Keers and communication routes. These BEAUCHAMP ROOTHING. examples come from Kelly's Clay Lieut.-Col. Albert Newby J.P.Elliott Alfred, farmer Read James, farmer, Butt hatch Slades Hammond Arthur, builder Walden Joseph, farmer, Willie's farm Directory of Essex, 1895. Howard Rev. John B.A. Rectory Horsnell Geo. shopkeeper, Birds greenWarder Nathan, farm bailiff to Messrs. comummuL. Newman George, farmer. Long Barnes Duffield & Bruity, Wood end Blower John Parker, shopkeeper, ButtSpeller Elizabeth (Mrs.), Swan inn,Whitbread Hy. beer ret. Birds green hatch Birds green PARKESTON QUAY, formed by the Great Eastern Railway Co. and oened for traffic in 1883, is situated upon the Stour, 2i miles up the river, and was constructed for developing their Continental traffic.This quay, with station and loop line, occupied four years in construction, and cost about £500,000.Although a little higher up the river than the old pier, there is a saving of time in starting from Parkeston quay, on account of the clearer course, and consequently the boat train leaves Grafton (The) Fur Company Limited London later than hitherto.About 600 acres of land have 164 New Rood street, London W been acquired by the company, the greater portion re- The leading house for furs in London claimed from the bed of the river, by a curved embank- International Far Store ment 24 miles long ;in the centre of the curve is the quay, 1,800 feet long, affording berths for seven vessels, -while seven more can be moored in the river.The quay -wall is formed by screw piles, those in front being 2 feet an diameter, and those at the back being z foot 6 in. ; between them are concrete cylinders of seven rings each, and 9 feet in outside diameter, sunk in pairs.On the quay are two goods warehouses, each 52o feet long by zoo feet wide. A passenger gangway 40 feet wide leads to the central building of 350 feet frontage, which serves for the station and hotel.All the buildings and platforms are erected upon piles, of which there are more than z,000, sunk to the ancient bed of the river. Trade Mark. 163 & tea Regent street W.The The church of St. Nicholas is a structure of white brick largest stock of furs of any house in in the debased Perpendicular style, consisting of chancel, London nave, tholes and an embattled western tower, with pinna- cles and spire, containing a clock and 8 bells :it was rebuilt and enlarged in 1821 by subscription and a rate : there are three partially-stained windows in the chancel, and in the vestry is a tablet containing the names of the vicars of this church from. 1336 to 1874: there are1,500 sittings,of which z,000 are free.The register dates from the year z55o. The living is a vicarage, average ttithe rent-charge £45, net yearly value .4i, in the gift -of J. E. A. Gwynne esq. F.S.A. of Folkingtonmanor, Household removals Polegate, Sussex. St. Nicholas Mission room, Bathside, erected in May, GREAT OAKLEYis a village and parish, on Ramsey 1879, is a wooden building, and will seat 4o persons. Creek, a feeder of the Stour, and on the road from Col- There is an iron Mission church at Parkeston, seating chester to Harwich, 5 miles north from Thorpe-le-Soken ah 011 t rnn TtATIZATII G station on the Colchester and Walton-on-the-Naze line, and FINDING THE RECORDS Go and see what records and 4 south from Wrabness station on the Harwich and Man- ningtree branch of the Great Eastern railway, 6 south-west Documents can be found in local facilities are available. from Harwich, 7 south-east from Manningtree, 54 from Col- or county record offices and in chester and 65 from London, in the North Eastern division local study sections of public Ask if the office or library has of the county, hundred, petty sessional division and union libraries. an education officer or special of Tendring, Harwich county courtdistrict and in the school packs. rural deanery of Ardleigh and Harwich,' archdeaconry of Always work out in advance Colchester and diocese of St. Albans.The church of All how you want to use documents Try the internet to access local Saints is an ancient building of stone and brick, partly Nor- man and consisting of chancel and nave and a belfry con- as part of your curriculum work. archive information. taining one bell : in the nave is a tablet to the Rev. Richard Drake M.A. rector here 1718, who erected an almshouse for four aged women of the parish : there is a fine Norman font of polished marble, supported on five stone shaftsthe BEST COPYAVAILABLE church was restored in 188o, wl 21. movedand the pews replaced by open bellow at a cost of Alpo,defrayed by zeneral contributions: during the COMMUNITY RECORDS R.8.1 Sources of documentary evidence 18 MINISTRY SERIAL NO. are easy to collect from parents, OF 1 FOOD AS181802 governors and friends. Most peo- 1953 -1954 ple have records of their families going back at least one generation. RATION Some of the most common are BOOK illustrated here. 9".3 School records All If you are lucky your school will have records stored there. If not you should enquire at your nearest NATIONAL record office. Look out for: SAVINGS Log books The principal teacher CERTIFICATES had to make an entry at least once a week. You will find information .eiveRvoDYI 'GALTjug:?.:Clif about a variety of subjects such as attendance, punishments, national

CARD SIR RACE events, weather, illness and pupils' ROR 14 01.01r!

1 achievements.

&Lorre ck-a....g 40.-st.ocru, KEY STAGE IDEAS 14..c.L..f fita-ekie,fria, At KS1 Introduce them to ..8tra,trZ elA'ciu_ext.turn- 6,;-ecda,- /as. 1918 Use a collection the idea of docu- Use old pho- 7(1 3G of old photographs ments by compar- tographs to look for nved -":-:&erfitte, ovot-g-t- of people and ing present-day the number of CI-71;5«.2.1..rat 1919 . buildings with pho- documents (such aschanges which have Oun.4,../t;beaS Ac44.1.1 ka.y, tographs of sur- bus pass, passport, taken place, for ConagrA4Jctict..02. J(`4,..ove Cieraed roundings which credit card, super- example fashions, re/CA;.hr. 1:11414.011zA0, 1921 are familiar to them market till receipt, technology, differ-

71.44.1yh, c41.64 Zored y /5.4, (family, school, train ticket) with ent building materi- 1,..L.4.4 Cm, s4.ez locality) and ask older documents in als, words and styles hi..Chu-44 .P.LAttAu 1922 pupils to look for the original or fac- used for shop or differences (such as simile (such as shopindustry advertise- receipt, old ments. -,(..--tatp-e clothes, hairstyles, 1944 cars) and bus/train ticket, 4.4.2.-rt - LA similarities (build- ration book). Using one or two -pf ings unchanged, examples, look at 1945 postboxes). At KS 2 the way language School log book entries. Use a modern has changed in Use the pho- map/street plan to documents. For tographs to extend plot which parts of example, compare their ideas about their local sur- the words used to modern, old, very roundings still exist describe a business old, very very old and which are now in a post office by gradually intro- missing or have directory with the ducing them to been changed. way a similar busi- changes such as Compare with olderness is described in fashion. maps from the local theYellow Pages. studies collection.

22 BEST COPY AVAILABLE DOCUMENTARY EVIDENCE AN EYE FOR DETAIL Photographs are an easy historical The Bandstand, Clacton on Sea. source to come by. Most towns and many villages have books of old photos published about them. Your local record office, museum or library will have collections. You can find them in old newspapers as well. You could also make your own collection. Look out for post- cards in book or antique shops, but don't forget to ask parents of your pupils or other people in your area.

WHAT'S GOING ON HERE? This photo (RIGHT) was taken c1903. It shows the bandstand built in 1889 when Clacton had a SPOTTING CHANGES land use. For example, areas resident German band as well as These two photographs (Brow) close to the river were used for visiting regimental military bands. are of Exeter, Devon, taken42 industry in 1946 but had been You could enlarge this picture and years apart. They are fromEnglishredeveloped for housing by 1988. ask pupils to think about the Heritage's National Monuments new roads. For example, while following, perhaps using a magni- Record. You could ask your pupils fying glass: some main roads have survived on to look out and discuss: the 1988 photograph, it is clear what are the clues which indicate changes over time. For exam- that Exeter now has a major inner that the sea is in front of this pic- ple, the 1946 photograph shows city road system with roundabouts, ture (man with binoculars, chil- areas of bomb damage which haveflyovers and bridges. dren looking over fence, people sit-been filled in by 1988. ting in deckchairs facing that way, glass panels around the bandstand to keep the wind off?) the sorts of clothes people are wearing (how many types of hats?). Compare these with what people would wear today at the seaside. there is a pram and a pushchair. How do they differ from ones in use today? You might follow up by looking at documentary evidence. The census and ticket returns show the popularity of Clacton on Sea: Census 1891: 651 Census 1901: 7,456 Pier tickets 1883: 92,873 Pier tickets 1893: 327,450

1946 027 1988 HISTORICAL ENQUIRY INTERPRETING HISTORY

`"T.. results of an excavation or a survey of a landscape and publishing a report of what it appears to mean a restorer of the physical fabric of an historic site who draws on evidence from elsewhere to re-create what a building might have looked like Different types of interpretation for the visitor at Hai les Abbey, Gloucestershire. an interpreter or writer who The main gate to the Roman fort at presents a story of what a Saalburg, Germany. particular part of the past seems to "There is no such thing as a fact in reconstruction of part of a Roman history". Discuss. be, through displays, exhibitions, guidebooks, guided tours or fort in Germany was based on re-enactments. excavation of the site. Archaeo- This might be a good starting logists and Roman historians can point for you to begin thinking argue about whether it is a about how to teach interpretation In some places the interpretation can be in the form of actual 'correct' reconstruction but at least of history. Everything you see, hear it provides the visitor with an or read has been presented to us reconstruction. You can see examples on pages 48-49 from The impression of what it might have through an interpreter. The been like here in Roman times. interpreter might be Jorvik Viking Centre. This physical an historian reading a manu- script and giving a view of what it The refectory at Rievazilx means Abbey, North Yorkshire with an artist's impression How an archaeologist analysing the much is based on the evidence seen on site and how much jit-- has been left to the artist's arc own interpretatzon

Re-enactors from the Ermine Street Guard group at Wroxeter Roman City, Shropshire. 3 `^ {INTERPRETATIONS OF HISTORY

ARTISTS' IMPRESSIONS This full size Neolithic figure was Many historic sites and museums deliberately dressed in two halves: use artists' impressions of what a the half on the right shows a place or an object or an event rather raggedly-dressed man cop- might have looked like in the past. ing with his existence. The clothes They are probably the most readily are dull and are based on surviving accessible resource for both class- evidence. room and on-site use (see page 71 for further information). They are the other half on the left shows a particularly useful for site visits much more colourful figure. His because: body is painted and tattooed and his clothes are much better made they recreate missing parts of a and has different types of jewellery site to help pupils to understand attached. about life in the past The two halves represent the they can be used as an example extremes of interpretation in two of the way in which the past is respects. First they represent some interpreted people's view that prehistoric they provide an additional type people lived dull, rather barbaric of visual source to supplement Part of the museum display at lives while others that prehistoric photographs, paintings or illustrat-Avebury, Wiltshire. people at this time were generally ed manuscripts quite sophisticated - or they would not have been able to create a soci- they allow pupils to identify ONLY HALF THE STORY? The photograph above shows howety which produced amazing aspects of the site which have English Heritage tried to encour- monuments such as Avebury and remained unchanged (continuity) age visitors to the museum at Stonehenge. Second, the 'dull' half and those parts which have been Avebury Stone Circle to think is based purely on surviving evi- altered (change) about evidence and how it might dence from fragments of fabric they help teachers show how a be interpreted. The museum exhi-from graves, while the 'colourful' building might have looked at a bition and displays tell the story ofhalf uses evidence from elsewhere particular point in its history the circle, something about life at in Neolithic Britain (and Europe) where tattooed skin and beautiful- they provide an accessible the time and how the circle was ly-made jewellery has survived. resource not dependent on a excavated in the 1920s and 1930s. pupil's reading ability.

41.- Kenilworth Castle, Warwickshire The castle today seen from the air and an artist's impression of )11."Pis. what it might have been The siege of Dover Castle by the French in 1216 like in the Elizabethan dramatically presented in an artist's impression. period. AN ANGLO-SAXONHERMITAGE HISTORICAL BACKGROUND documentary evidence, both pri- Lindisfarne Priory was founded inmary sources (such as the 635 by Aidan, a monk from the Venerable Bede's Ecclesiastical island monastery of Iona in south-History of the English People and west Scotland. King Oswald had Life of Cuthbert) and secondary invited him to convert his kingdomsources (such as archaeological or of Northumbria to Christianity. historical investigations). The island site provided a degree of seclusion for the monks, to photographs, plans and maps which they had been accustomed information and opinion from Rough sketch to show layout of the on Iona, while bcing easily accessi-archaeologists and historians. buildings on Inner Fame. ble from the mainland and under dence, of course, but it also had to Later Cuthbert.... entered upon the the protection the royal fortress of suit its final use. An aerial viewwas Bamburgh six miles away. contemplative life of a hermit in thought best because it would The Priory's most famous inhabi- silent retreat from the world. Now itmore easily allow the visitors to get tant in the seventh century was was a place utterly barren of water, an idea of what the whole island Cuthbert, who later became corn or trees, and unsuitable besides may have looked like in Cuthbert's Bishop of Lindisfarne from 685-7.for human habitation because fre- time. He was noted for his travels to quented by evil spirits. After driving The various sources of evidence preach to the north's scattered out these enemies he built for him- suggested that there was a landing communities, his desire to live a self on the island with the help of place, a guesthouse and an enclo- solitary life on St Cuthbert's Island the brothers a small dwelling, con- sure with several buildings. and the island of Inner Fame (bothtaining only the essential buildings, are close to Lindisfarne), his affini-an oratory and a communal living- Stage 2 room surrounded by an earthwork. ty with birds and animals and his This stage included three detailed miracles of healing. After his death, sketches which were gradually Cuthbert was canonised and his Bede, after visiting the island altered as archaeologists compared grave became the focus of pilgrim-around 721. Peter's drawing with the available ages, one of the most important evidence and their own knowledge. centres of Christianity in Anglo- Stage I The example below incorporated Saxon England. The first stage was to use thc mostsome of the questions asked by accessible sources to produce a Peter and comments from the THE TASK rough sketch. The finished paint- archaeologists. English Heritage, the guardians ofing had to be based on real evi- Lindisfarne Priory, wanted to show the public, in guidebooks and exhibition displays, what St Cuthbert's hermitage on the island of Inner Fame may have looked like in the late seventh century AD. The medium chosen was an artist's painting. The painter chosen was Peter Dunn, a reconstruction artist employed by English Heritage.

THE PROCESS Peter used a number of sources to complete the reconstruction:

the remains of the site itself on Inner Fame

BEST COPY AVAILABLE Second stage drawing with notes. - :,MITERPOP:41:191V$ Of; al$179

Stage 3 One of the second stage roughs. The final stage was to complete used for the natural surroundings the reconstruction in colour, incor- of the hermitage (the rock forma- Peter Dunn's reconstruction painting porating all the latest comments. tions, for example) as well as for of St Cuthbert's hermitage on Inner At this stage Peter had to ensure the construction materials. Farne as it might have appeared in the that the right colours were being late seventh century AD.

51 FABULOUS FRONTS The next time you are walking down your local street, look at the fronts of the buildings. Then look up. Buildings are not just built simply of brick, stone or concrete. You will be very surprised at how much decoration will catch your eye. Why do buildings have decoration on them? To help you work out the reasons, tick the boxes below these pictures. A word of warning though! There is no single answer and there could be other reasons which you could add yourself.

PraZiffIrfa

;." ;, '6

-, . 4

Itif=14 4)

14,1, 1111 '11

__I ir,A

CI be decorative 0 advertise a company impress people going trzszcle .'.. 0 show off craft skills remind the owner of other parts of the world , r show off the latest style , ......

vr,,"`

plow- n."Cifirk

;4. 71' 4, , 4 4-4-

0 impress passers by LL 0 remind the owner of a , different part of the world 0 be fashionable at the time r

0 stand out from other buildings BEST COPYAVAILABLE 0 advertise a company 0 show off craft skills TWITea, TIPM! OF HISTORY

O be eye-catching 0 advertise a company 0 show off craft skills

impress 0 look like a building from a different part of the world be fashionable at the time advertise a company

CI show what went on inside use mass-produced decorative 0 impress materials CI show that the owner was rich and use mass produced decorative materials very educated 0 pretend to be a very posh building 33 BEST, COPYAVAILABLE AREAS OF STTJDY: KEY STAGE 1 LOOKING AT HOUSES Key Stage 1 children already know You can take comparisons further a lot about houses from their own using your own research with the direct experience and from stories. pupils. For example, how clothes You can build on this to explore were washed, or floors cleaned. how people lived beyond our memories, by using the stepping Sorting it out stones of similarities and differ- Use the pictures at the bottom of ences. Start by asking your class the Now, Long Ago and Very Long for all the things that go to build Ago pages for recognition and clas- up a housewalls, roof, windows, sification exercises: photocopy the doors. Then explore what there pages, cut the bottom strips off might be inside. omitting the caption, and cut into individual features, then ask pupils to put them into groups according lighting NOW AND THEN to function, or match them up with Use the different features on the bedroom bathroom the features in the big pictures. Now, Long Ago and Very Long Ago Two sets of features, lavatories and (pages 32-34) as a hook to hang cooking places, have been added heating on snippets of information about which are not in the main pictures: the time. For example, windows insee if your pupils can assign these hall the modern and Victorian period to the right house by thinking sitting room kitchen are different in design but both areabout the technology or decorative large because glass could be pro- taste involved. Keep the captions if duced cheaply and in large sheets,you want to use these as word Now ask for the differences in but in medieval times glass was recognition exercises as well. types of dwellings: produced by hand and was so flats valuable that only rich people Finding out could afford it, and they took it Enlist the help of parents and terraced houses with them when they moved grandparents and ask for objects detached houses house. As a result, most people from a 1950s' house. See if you had glassless windows, protected can fmd one near school to look at, semi-detached houses by wooden shutters or bars. even if it is just from the outside. bungalows Similarly, lighting has changed Pupils can create a collage of a over time. In the medieval period, 1950s' house from their own caravans beeswax candles were used by the sketches of the real thing, or bedsits. rich, and the poor had foul- copied from books, or by collecting smelling tallow ones or rushes pictures from magazines. They can Point out that although they are alldipped in mutton fat. All created abe presented in the same format as very different, they all have in smoky atmosphere. The Victoriansthe pictures in this book, and dis- common most of the things had firstly oil lamps, then gas light,played on the wall or as informa- outlined in your first lists. In the and now there is clean, very bright,tion to accompany a class muse- same way houses in the past look electric light. A good way to showum. Better still, ask a grandparent very different, but all have most ofpupils at first hand the dim, flick- to come in and talk about what the facilities that we still need ering lighting available in medievaldaily life was like then. today. Use the pictures on the fol- times is to bring a candle into lowing pages to make the point. school and light it in a darkened Visits classroom (check smoke alarm tol-If you go to visit an old house, use erance first!). the picture of the modern house and its features as a checklist, dis- Draw a stylised picture of a covering similarities and differ- square house with a triangular ences. Alternatively, cut down on roof, rectangular windows and a distractions and home in on just door with a circular door knob, one feature and examine it really then ask pupils how many of these' closely, like the cooking arrange- shapes they can see on their way to ments or the lighting, the windows, school, or on a walk in the area. or the furniture. Ask pupils for words to describe the different features in the pic- CROSS CURRICULAR tures of the three different houses Incorporate other subjects into in this book, like wall, door, bed, your investigation of houses. Read roof, and bring in comparative the story of The Three Little Pigs in words, like bigger and biggest. the Literacy Hour to introduce the Enter the words you want them to idea that houses need to be made know in a huge outline on the from appropriate materials. Follow classroom wall of a house with a this up by bringing some straw, downstairs, upstairs and attic; clas- twigs and a brick into school and sify the words first into easy leaving them outside for a couple (downstairs), less easy (upstairs) of days to see what happens to and hard (attic).When pupils can them. spell all the words downstairs, they Look at the houses in the imme- can move upstairs, and after that diate vicinity of the school to see the attic, adding in their own what they are made of, and use names above the roof. potato prints to make pictures of Use the Literacy Hour to read stories about how people lived, and them back in class. If you visit an what they ate. 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3 FAMOUS PEOPLE AND EVENTS STORIES AS TIMELINES in that person's life, or notable ture each to five pupils, and let the Stories are generally more memo- inventions or discoveries that hap-rest of the class, working together, rable if they are accompanied by pened during that time, to make move the holders of the pictures pictures. You can go one better up a timeline in class. Then take about in a line until they have than this and make a connection your class on your trail around arranged them into chronological between imagination and reality bytown, making drawings or taking order. Stretch a washing line on introducing your class to three- photographs of features from the the floor in front of the human dimensional material from the timesame period to add into the time- timeline, and attach the first pic- of the story. The simplest way to line back in class. ture to it. Ask someone to measure do this is to capitalise on what your out one foot's length from the first town has to offer by way of build- MAKING A TIMELINE picture and add the second picture ings or objects in your local muse-Introduce the idea of timelines to there, and so on. Explain that each um. If your town is fairly old, pickyour class by starting with a time- foot's span represents a year, then out buildings or places associated line of a child of their age. Cut outcalculate the age of the historical with one particular period, and pictures of a very small baby in a figure whose timeline you want to work out a route that takes in somecrib, a child in a pushchair, on a do, and ask one pupil to measure it of them. Choose someone famoustricycle or toy car, on a bike, and out in foot spans along a new line. from that time and use the events lastly a child in school. Give a pic-

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1876 "Telephone invented 1901 VICTORIAN TIMELINE 38 ueen Victoria as an old woman.: The ' ...}_ c; BIG PICTURE BOOK If you are within travelling distance On site, encourage pupils to storyboard, including one made of a place where a famous event relate as much of the story as they into a cover picture, onto large happened, use it to help your can remember, and fmd out wheresheets of sugar paper. Use the pic- pupils create their own story usingthe events happened. Ask for tures to remind pupils of the words a simple storyboard. Tell your ownwords to describe the place, and they collected, and discuss simple version of the event first, show anyhow pupils think the character felt,sentences that they can write pictures you have, and then ask theand get a helper to note them under the pictures (or word class for words which describe thedown. They can draw the differentprocess and paste on) to form the main character. Why not make useevents of the story, using the back-story. Bind these together to pro- of the Literacy Hour for this? ground they can see, but adding duce big picture books, and swap Pupils can draw the main person their own figures. them around so that groups can in their storyboard, adding the Back in school, group your pupilsread each other's work to the rest name, and anything they can writeinto sets of five and let them trans-of the class. about what he or she was like. fer one illustration each from their

King Charles was captured by Parliament's army and was imprisoned in Carisbrooke Castle on the Isle of Wight. He tried to escape through a window but got stuck between the bars. He was caught and returned to prison.

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Instead of writing and drawing the Discuss with them how the char-they already know about first, like event, your class could make their acters might feel and react, and if finding a spider in the bath. Work own play based on it. You may the place that they are in might the 'freezes' up into groups form- actually live near to the scene of a have an effect on this. For instance,ing tableaux of the story, and then famous event, like a battle, or is it a cold, windy place which talk together about what each char- where someone showed exception-would make the historical charac- acter might say, or think, at that al courage or where something wasters shiver and hunch themselves point. launched or used for the first time.up, or is it a huge, intimidating You can either finish your drama If not, find out what historic placesroom, which might make them feelhere, as a series of tableaux with there are locally that would providesmall and nervous? each pupil contributing a line or somewhere safe for you to work Talk together about how emotionseven just a word, and you provid- with your class, and choose an can be expressed not just in the ing the linking storyline between event from that period. Tell the face but also by body language, byeach group, or use the tableaux as story during Literacy Hour, and getting them to freeze into differ- an end or starting point to a scene, again on site, with the class filling ent appropriate poses. You may with pupils acting out the story. in the exciting bits. need to start with situations that

Charles and a friend hide in the oak tree, while soldiers search below.

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Prince Charles, son of Charles L escaped to Boscobel House after being defeated in battle. Firstly he hid inan oak tree all day whilst the army searched in the bushes underneath, and the next day he crouched in a priest hole, about one metre square, just beneath the floorboards at the top of the house. Charles was nearly two metres tall. He escaped by dressing up as the servant of Lady Jane Lane, who lived nearby, and they fled to France. Charles later returned and became King Charles II. 4 THE ROMANS IN BRITAIN WHO WERE THE ROMANS?and defeated the tribes of the beginning to suffer attacks along The Romans were a whole mix ofsouth east and established Britain its southern shores from Saxons different peoples60 million peo-as a province of the Roman and Gauls. In the fourth century ple living in a number of different Empire, with a permanent Romanthe power of the Roman Empire provinces which made up the presence. was waning and Britain was ruled Roman Empire. Although it is dif- by usurpers who had seized power. ficult to say exactly when Rome In the early years of the fifth cen- began to develop, the Romans tury more troops were removed used to teach their children that and from about AD 407 the the city was founded in 753 Roman administration proba- BC. It was over a thousand bly ceased to pay the few years later that the Roman troops left m Britam In Empire came to an end. AD 410 the Emperor Honorius wrote to the ROMAN BRITAIN British that they could But how did Britain fit no longer rely on the into this huge empire? Roman Empire for sup- The province of port and that they must Britannia was added in look to their own the first century AD and defences. was on the furthest limits of the Roman world. While it is clearly important to us, as a significant part of our early history, it was only a very small, and mostly insignifi- cant, part of the Roman Empire. It is important to help pupils A province of Rome understand that the Romans did The first Roman sites were built not come to an empty barren land-for and by the army. Civilian settle- scape, inhabited only by a few ments (called vacs) grew up around uncivilised tribes but that the the forts As the army moved on to native Britons already had com- conquer more of the island, some plex societies and sophisticated of these sites became towns, often cultures. populated by retired soldiers. By about AD 60 most of England Conquest south and east of a line from the The Romans invaded Britain on Wash to the Bristol Channel was three separate occasions. Julius ET 1, under Roman control. Building Hadrian's Wall. Caesar led expeditions in 55 and By the second century a very 54 BC and, after winning some large part of Britain was Roman. Building Hadrian's Wall battles, made treaty arrangements Its limits to the north were defined The stone and earth frontier of with and imposed taxes on some ofby Hadrian's Wall (Hadrian visited Hadrian's Wall stretched 117 kilo- the tribes. Britain in AD 122) and later by the metres across northern Britain. At The conquest of Britain did not Antonine Wall. the time of the conquest of Britain, begin until AD 43 when an army In the end Britain was a prosper- soldiers did not normally serve in of 40,000, sent by the Emperor ous province for some time but by the province where they had been Claudius, landed at Richborough the late third century was 4I BEST COPYAVAILABLE open space) for business, open air lesser gods but connected with a meetings and ceremonies, perhapsparticular aspect of life such as a macellum (a market hall), a trade basilica (a very large aisled hall) for town administration, law courts or the Emperor business native gods and Roman gods places for entertainment and combined, such as Sulis (Celtic) leisure - public baths, perhaps a Minerva (Roman) and in later theatre or amphitheatre periods Christian churches. a range of temples Burial basic services, such as streets, It was forbidden, under Roman rubbish collection, water supply law, to bury anyone within the lim- Hadrian's Wall. and sewage facilities. its or walls of a town. Roads leading out of settlements were usually born. The Wall was built and lined with tombs and simpler bur- manned by soldiers from a numberIndustry Some industries, such as the min- ial places. You will find evidence of the provinces in the north-west- from Roman burials in tombstones ing of metal ores, came under gov- ern parts of the empire, from in museums. Hungary and Bulgaria, for exam- ernment control but many others ple, as well as those from Gaul andwere carried out by individual Germany. craftsmen working inside towns, 4-1 such as potters and leather workers. z LIFE IN ROMAN BRITAIN ( The occupation of Britain by the Religion Romans brought a number of newFor the Romans, religion was part aspects to life for people in the of everyday life. Every house had a province. Each of these topics pro-small shrine where the statues of vides opportunities for extension the lares, the gods of the house- work in other curriculum subjects.hold, were kept. In towns you would expect to find temples, stat- Leisure ues and altars to a number of dif- People all over the Roman world ferent gods, for example: went in very large numbers to see the main Roman gods and god- performances of various sorts: desses, Jupiter, Juno and Minerva to attend plays, concerts and Reconstruction drawing of Silchester poetry readings in a theatre Roman town. to see shows of gladiatorial combat, often involving fights with wild animals in an amphitheatre to watch, and bet on, chariot racing in a stadium.

Civic pride Roman citizens expected to find the same sorts of buildings, and facilities, all over the Empire. The town council needed to develop buildings for town administration and business - a forum (a large An artist's impression of the market place at Letocetum (Wall in Staffordshire) in the second century AD. 4-A AREAS OF STUDY: KEY STAGE A ROMAN VILLA LULLINGSTONE ROMAN VILLA Lullingstone Roman Villa lay at the heart of a large agricultural estate. Dating from the first century AD, it was occupied for nearly 250 years. In the second century the villa was remodelled and a bath suite added. At the end of the third century an underfloor heating system was installed in three rooms and intricate mosaics laid. Towards the end of the fourth century the villa building was altered to accommodate a Christian chapel.

AD 100-150 Interpretation Evidence The quality of the building's Small villa building constructed construction suggests that the of timber and clay on footings owner was a Romano-British of mortared flint (locally avail- farmer. The plan of the villa is able stone). A block of rooms typical of many built in this had a verandah in front and twoperiod of prosperity in Roman projecting wings, one of which Britain. The cellar may have had a cellar below. been used for storing food.

Plan of the first masonry villa. F01

AD 150-275 Evidence The villa is extensively altered. The basic plan was added to on each end. The cellar now has other stairs built and has elabo- 11 rate wall paintings. In the second phase of 010001 ti alterations a bath-suite is added to the southern end of the villa. Finds from the excavations of this period include fine quality pottery and glass.

Interpretation 11 The wealth shown in both the finds and the alterations to the house suggest a very rich owner. The baths alone indicate great expense, not only in the construction but also in the slaves/servants needed to main- tain and run it. Plan of the remodelled villa, with the baths added, AD 150-200. 44 AD 275-350 Evidence Yaw At the end of the third century the villa is remodelled again with a row of heated rooms added. The baths were converted and ION enlarged. In the mid-fourth century a large dining room was NMI added in a style found in other vil- las and town houses throughout I the Empire. Mosaic floors are also laid including one with a Latin ,esr text. Carved busts from this period were found stored in the cellar Plan of the villa, about AD 275-350, with a row of after AD 350. A large granary and heated rooms at the north end. a temple-mausoleum were built at this time outside the main villa building.

Interpretation The owners were clearly wealthy to rebuild and decorate the villa but the busts, which were carved in the Mediterranean style, indicate an important person coming to the province of Britain from a more central part of the Roman Empire. The size of the granary suggests that the villa was the centre of a large agricultural estate. Mosaic floor in the main room of the villa.

AD 350-425

5 0 Evidence 15 00 00 The heated rooms and rooms over Few i1 the cellar on the north side of the villa are converted into a chapel and ante room. Wall paintings with Christian symbols and figures decorated the walls. There was evidence of occupation into the fifth century but the baths were in dis- use. A serious fire gutted much of the house.

Interpretation The family had adopted Christianity and were still using the house. Perhaps in the early fifth century the villa became Plan of the villa after AD 350-425, showing the large apsed diningroom. unoccupied but we think the chapel remained in use. THE ANGLO-SAXONS WHO WERE THE ANGLO-SAXONS? Before the end of the fourth century AD, the coasts around Britain were under attack from a number of new invaders. The Irish and the Picts attacked the west and the north. Saxons and other peoples, together known as Anglo- Saxons, sailed across from Europe. Anglo-Saxon is the name we use now to describe several different peoples:

Angles, Saxons and Jutes came from northern Germany and Scandinavia

Frisians and Franks came from An artist's impression of the Anglo-Saxon village of West Heslerton in North Yorkshire which has been excavated. Archaeologists found houses and lands which are now part of workshops dating from about AD 450 to 650. France, Holland and part of Germany. SETTLING IN BRITAIN Anglo-Saxon clothes By the middle of the fifth century Evidence from burial sites allows there were Anglo-Saxons settled inus to tell what some Anglo-Saxons the eastern part of Britain, from wore. Women often wore long north of the Humber to the south flowing gowns fastened at the coast. Gradually the Anglo-Saxonsshoulder with big brooches, and at moved west, driving out the Britishthe waist they had a purse hanging warlords and, by the beginning of from a belt. They wore jewellery of the sixth century, they had settled all sorts including necklaces, pins, widely in Britain. rings and bracelets. Men usually wore short tunics, leggings and Villages and cemeteries laced boots. They also wore cloaks Archaeologists have discovered fastened with big brooches. and excavated a number of Anglo- Saxon settlements (see page 44) Sutton Hoo and burial sites. Anglo-Saxons One of the most remarkable dis- were often buried with objects coveries from this period was the which they might need for their grave of an Anglo-Saxon leader at journey to the afterlife such as Sutton Hoo in Suffolk. The leader, clothes, jewellery and other who may have been Raewald, a valuable possessions. Swords and king of East Anglia who died in

DUMNONIA Celtic and British kingdoms spears are often found buried withabout AD 625, was buried in a ESSEX Anglo-Saxon kingdoms Offas Dyke men but everyday objects are also ship with a remarkable collection The Anglo-Saxonsa°. gwraesdualhirds, 9:11°-e" common - combs made of bone, of fine objects (now to be seen in I conquests by 600 knives and brooches, for example. conquests by BOO the British Museum).

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THE COMING OF Bible and the lives of saints for CHRISTIANITY others to read. These manuscripts Christianity had been introduced were often beautifully decorated. into Ireland in the fifth century In the monastery at Jarrow in and an Irish monk, Columba, Northumbria, the greatest Anglo- founded a monastery on the islandSaxon scholar, Bede, wrote his of Iona on the west coast of Ecclesiastical History of the English Scotland. Missionaries came from People, finished in AD 731. there to settle on the island of Lindisfarne in the kingdoin of PROTECTING THE Northumbria (see page 26). KINGDOMS In AD 597 Pope Gregory I sent a By the time of Bede Anglo-Saxon group of about fifty missionaries, kings were becoming more power- In the 780s Offa decided to put a led by Augustine, to convert the ful and ruled over larger areas of stop to the Welsh tribes who kept English. King Aethelbert of Kent the country. In the seventh and raiding his western borders. He received the missionaries and eighth centuries the kingdom of built a great ditch up to 2.5 metres allowed them to build a church in Mercia was the richest and high and up to 20 metres wide to Canterbury. Augustine became strongest. The Mercian king, Offa,keep them out. His great dyke can England's first archbishop. who ruled from AD 738 to still be seen. 796, controlled more resources But Anglo-Saxon power was not Monasteries and learning than any other king and was to last. Towards the end of the Between AD 650 and 850 Anglo- regarded by some as the king of alleighth century everything was to Saxon kings and their bishops builtEngland. change again as new invaders hundreds of monasteries. These appeared (see page 46). early monasteries included a variety of people as well as priests, nuns and monks. The monasteries, with churches which were often elaborately built in stone, became centres of learning and art. Some monks, skilled in calligraphy and drawing, copied the stories of the

Excavations at Sutton Hoo in 1939 revealed only the impression of the ship's timbers. The helmet was only one of a number of finely-made metal objects. It is made of iron with overlays of bronze, silver and gold picturing scenes of fighting. BEST COPY AVAILABLE 47 AN ANGLO SAXON VILLAGE A large number of Anglo-Saxon settlements have been identified from land surveys, aerial photography and from excavation. There were different types of settlement, from farmsteads for a single family to villages. Some villages are quite small (perhaps up to eight houses) but others are more extensive. The settlement at Mucking in Essex about AD 600 the villagers began The village and its buildings was found to have over two hun- to drift away and by AD 650 WestOnly three or four families lived in dred buildings when excavated. Stow was completely abandoned. the small village of West Stow - called Stowa in the Domesday WEST STOW Book. Each family had two sorts of The Anglo-Saxon village of West buildings, both made of wood with Stow in Suffolk has been almost thatched roofs. One (called a hall completely excavated and partly by archaeologists) had a hearth in reconstructed. The site was exca- the centre. The other type of build- vated between 1965 and 1972 and ing is called a sunken house. It had is now open to the public. An a wooden tent-like structure over a Anglo-Saxon cemetery had been dug-out area below the wooden discovered there in the nineteenth floor. Sometimes people lived century. The village itself survived in these sunken houses, but usually because it was protected by a sand they were workshops or stores. dune which had blown over it in a Skilled craftspeople came to the great storm around 1300. village regularly to make pottery, Anglo-Saxon settlers chose West pins and combs from bone and Stow to live in around AD 420. By Sunken floor building. objects of iron, such as knives.

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communication. tycr, USING WEST STOW 41°44j(0:47F.74.4w-1,44atijal,f,t9;141 Food and farming The village is Open'for rte: The people of Stowa farmed the visiting. Schools (details land around them. Archaeological on page71) and has a evidence tells us that they cultivat- visitor centre as well as .a ed wheat, rye, barley, oats and good range of resource peas in the fields around the vil- material for teachers and lage.We know that they bred ani- pupils. SeVeral buildings mals because the bones of cattle, have been reconstructed sheep, pigs, geese and chickens with some furniture and have been found. We also know fittings and sometimes that they hunted (deer and wild there are costumed fowl) and fished to add to their interpreters on site. diet. They also kept horses, dogs and cats. 4 BEST COPY AVAILABLE AREAS OF STUDY:10EY STAGE 2 THE VIKINGS WHO WERE THE VIKINGS? The Vikings came from Scandinavia, countries now known as Norway, Sweden and Denmark. The name 'Viking' comes from the word vikingr which means pirate or raider. Vikings were not always raiders, some were also traders and travelled throughout Europe selling goods and slaves. They first attacked Britain in AD 793 at Lindisfarne and continued to raid and attack until they controlled large areas of north and east England.

Why they came to Britain They first came to plunder seeking treasure and slaves, attacking all down the east coast of tains or the sides of fjords where This gravestone from Lindisfarne is England. They knew of the wealth there was not much arable land to divide up. Britain and North believed to show Vikings attacking the donated by kings to monasteries. island with their swords and axes As the Scandinavian population Europe, however, had a much poised for attack. warmer climate than the home- increased the division of land How did they get here? could not support large families. lands of the Vikings and the land was often much easier to farm. The Vikings sailed to other lands in Many Norwegian Viking farm- longboats. These were cleverly steads clung to the sides of moun-When they settled they became farmers and fishermen. designed and could sail fast under sail power or manpower. They were ideal for exploration and as a weapon of conquest. The hull was shallow for river travel and shaped to run ashore at speed on beaches. It was light enough to be carried overland to the next river or rolled along on logs. The ships could be up to 25 metres long and 6 metres wide. Around 36 men could man the oars. The sails were 10 metres broad and 6 metres high. The prow was carved into a monstrous figure of a dragon to strike terror into an enemy.

VIKING WARRIORS An Arab traveller who came across Viking warriors in Russia wrote: `They have huge bodies and great courage. Each warrior usually carries with him some craftsman's tools such as an axe. He fights on Artist's impression of the quayside at Viking Jorvik (York). foot with a spear and a shield. He carries a sword and dagger and hasafter the animals. such as a knife, comb, and keys athrowing spear slung across his They lived as large extended fam-(valuables were stored in chests back.' ilies usually in one house. The with strong locks). The warriors fighting in Russia main room was used for sleeping Women wore long dresses and probably wore tunics of padded and eating and was heated by an shawls which were often patterned. leather with heavy chain-mail open fireplace or hearth in the They wore their hair long and shirts over the top. On their heads middle with only a hole in the roofknotted. Those who could afford they wore helmets with protective to let out the smoke. Windows didjewellery wore brooches, huge strips which covered their noses not have glass; wooden shutters arm-rings and glass beads. and surrounded their eyes. These were used instead. They slept on Men wore a shirt, trousers and helmets did not have horns. raised platforms and wrapped long tunic. Their cloaks were fas- Chain-mail protected their necks. themselves in rugs and animal furstened at the right shoulder or hip to keep warm. (so keeping the sword arm free) by Weapons a brooch or ring pin. On their feet Their weapons included spears, Viking clothes they wore shoes made of leather. axes with a blade needing two Most of their clothes were made hands, and brightly coloured from wool or linen. Rich people VIKING AFTERLIFE wooden circular shields. could afford more expensive mate-Viking warriors believed death in Swords were highly prized, with rials such as silk. They liked to combat was the greatest honour names like 'Leg-biter' and 'Gleam wear colourful clothes and both you could achieve. Once dead they of Battle'. men and women wore jewellery. were immediately taken to Asgard, Viking men and women liked to the home of the gods. Odin's VIKING LIFE look good, and some ironed their handmaidens, the Valkyries, would Not all Viking men were warriors. clothes using heavy lumps of glasstake them to his hall, Valhalla, Most were farmers, growing cropsheated on a fire. We know that theywhere they would be served drink such as wheat, barley and rye and also combed their hair, beards andas their wounds healed. keeping animals such as sheep, moustaches as beautifully carved Wealthy warriors were often goats, cattle, pigs, and chickens. combs have been found made buried or cremated with all the Others hunted or fished using from deer's antler or bone. goods that they would need for the hooks, nets and harpoons to catch Men hung their personal belong-life hereafter food and drink, fish, seals, walruses and whales. ings such as a knife, comb or purseclothes, sword, horse, dog and ship The women worked in the home, from their belt. From a brooch (to carry them to the next world). preparing meals, looking after chil-women hung personal objects Longboats were used for the buri- dren, making clothes and looking als of Viking kings and queens and legends say that some Viking warlords were cremated in their longships as they sailed into the night.

Shallow wooden platter. VIKING GODS The Vikings believed inmany gods. Some of our weekdaysare named after Viking gods. Tuesday is named after Tyr, god of warriors. Wednesday is named after Woden (Germanic spelling)or Odin Thursday is named after Thor, The ends of leather straps were often god of thunder finished with a decorative end. This Friday is named after Freya, the tiny one (6.2 cm long), found in Viking York, has been carved with plant goddess of fertility decoration. A variety of Viking woollen textiles found on excavations in York.

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The bustling modern city ofYork, now a place which attracts thousands of tourists, has a very long history revealed by archaeologists in recent excavations throughout the city. It was once a legionary fortress and was then one of the main towns of Roman Britain. Roman records tell us it was called Eburacum. Later it became the Anglo-Saxon capital of Northumbria and was called Eoforwic.

THE COMING OF THE VIKINGS In AD 865 a 'great army' (as the English called it) of Vikings landed in East Anglia to begin an extended campaign in England. They After excavations in York's city centre, headed straight for Eoforwic and some Viking remains were preserved were quite small (about 7 by 4.4 attacked the town on 1 November and a reconstruction built for visitors.metres) built inside long strips of 866. They captured the city easily land running back from the street as the Northumbrians were divid- and divided from neighbouring ed by civil war. The Vikings left an plots by wooden wattle fences. The Anglo-Saxon called Egbert to rule houses were also built of wood and in their name. were open inside with no inner Although the Northumbrians walls. The family slept and ate in regrouped in an attempt to drive the one space with an open fire in out the Vikings in 867, they were the centre. There may have been unsuccessful and a great number benches against the walls and per- were killed. In 876 part of the haps a table and a chest to store `great army', under the leadership valuables, bedding and clothes. of Halfdan, settled in and around Combs made from antler, found at Coppergate. The area at the back of houses was the town which they now called filled with workshops, yards, stor- Jorvik and made it the capital of different goods were made there age and rubbish pits and cesspits. the kingdom ofYork. Jorvik including glass beads, combs, hair- remained the centre of the pins, needles and gaming counters Viking kingdom until 954. of bone and a large variety of leather objects, such as shoes and A trading centre purses. When the Vikings first came to York it was already a busy trading Viking houses centre. It stands on the River OuseArchaeologists have found a num- and ships could easily reach it ber of Viking houses in a street from the North Sea. Viking Jorvik called Coppergate. The word gata was a large bustling place of aboutis a Danish Viking word for 'street'. 10,000 people, described by one The word 'copper' comes from the writer who visited it as 'filled with cupmakers (koppr means cup) who treasures of merchants from manyhad their workshops there. The The remains of a side wall of a Viking lands'. But Jorvik was also known remains of the houses show us howhouse at Coppergate showing the con- for its crafts and industries. Many ordinary people lived. The houses struction of planks and posts. 5:& THE JORVIK VIKING CENTRE VIKING NAMES After the excavations at The names of many of our towns Coppergate were finished a project and villages can be attributed to was developed to preserve some of the Vikings. This is as a result of the remains in situ. The Jorvik land distribution which saw large Viking Centre now welcomes visi- areas broken up into smaller tors to investigate the real remains units which would need new of the houses and the thousands of names. Endings to place names objects which came from them as often have Viking origins: well as careful reconstructions and Model of the an archaeological labo- what archaeologists think the evi- ratory at the Centre showing material from Coppergate being by - village dence tells us. The Jorvik Viking studied and conserved. Centre is therefore a good place beck - stream for schools to biggin(g) - building borough - fort see real evidence from the Viking period car(r) - brushwood, especiallyon swampy ground find out about the archaeological dale - valley process from excavation to fell - hill conservation of objects force - waterfall observe and ask questions about forthfjord the reconstructions. garth - enclosure or garden gatetrack/path Information on page 71 includes Visitors travel in 'Time Cars' (with a gill - deep glen with streamat details about the Centre spoken commentary) through a bottom and also about the nearby reconstructed street alongside the haven - harbours Archaeological Resource Centre quay in the Jorvik Viking Centre. (ARC). hesket /hesketh- horse-race or horse track holm - small island in riveror bay ing - pasture/meadow ti keld - well or spring kirk - church lund - grove mire - bog or swamp nes - headland raise - cairn scale - house scarlskear- isolated rock in the sea scough /scow- wood slack - slope on edge of mountain tarn - pond thorp - a smaller settlementor outpost of an estate thwaite - clearing toft - piece of ground wath - ford wickmarket places with - wood

A reconstruction of a Viking house at the Jorvik Viking Centre. BEST COPY AVM 'AREAS OFS771213Yz; KEY TUDOR LIFE THE TUDOR PERIOD more ground. like the towers, turrets and The Tudor period began when Major elements, like symmetry, battlements which had been an Henry Tudor was crowned Henry and the rectangular shape of win- essential feature of castles, and VII after defeating Richard III dows, were adopted, and which now became busy in a war which practically annihi- decorative details, like classical additions to private and public lated the aristocracy. Following a columns, pediments and friezes buildings. When the popularity of period of peace and consolidation,began to appear on grand these started to fade they were his son, Henry VIII, stirred up rad-buildings. But people still favouredreplaced by the Elizabethan love of ical changes when he broke with elements from the previous age, devices like initials and scrolls. Rome, closed the monasteries and provoked invasion from France. The pot of religious unrest sim- Features to look for mered quietly throughout the short reign of Edward VI, and boiled over under Catholic Mary. Only under the last Tudor monarch, Elizabeth I, who died in 1603, was a sense of tolerance and continuity restored. Many buildings from the period are left to show the changes that happened. The ruins of the once door window fireplace powerful abbeys remain, as do the massive fortifications along the

south coast. The new breed of )011,0TIGIROVPIMIMII3'WINN rinti'fIVIGE ' opportunistic courtiers, who ;prior '1 replaced the aristocracy, built themselves great houses (some in the remains of monasteries) to show off their new status, and some went further and founded t; colleges, schools and other public MOCi:.t11111161Magarigliffilillr f V.(fITIR(1111111(01VONITAT4 buildings. Not so grand, but more ceiling design linenfold panelling likely to be in travelling distance of your school, are the town houses ofTitchfield Abbey, Hampshire, was converted into a Tudor mansion. The gatehouse, with its battlements and towers, looks back to the medieval period, the merchants, or the brick or tim- but the clean straight lines of the windows and the balanced towers make the ber-framed halls of the small building look symmetrical. landowners.

CLUES TO LOOK FOR IN TUDOR BUILDINGS When King Henry VIII closed the monasteries, he also displaced the leaders of architectural fashion. Up until then the grand palaces had tended to copy the gothic doorways and traceried windows of the abbeys. With a temporary halt put on ecclesiastical building, the classical influence, which had been slowly creeping in, began to gain 54= Building materials ,g ipP'' Advances in technology had a huge influence on how buildings looked. Developments in the manufacture of glass made it more available and at less cost, so windows became larger. The panes of glass were still small, held together with lead strips often in decorative patterns. Brick became the new prestigious building material. It was easier to handle than stone, uniform in size and as it was more resistant to heat, it enabled people to have as many fireplaces as they could Deal Castle in Kent has a central, afford, and led to a proliferation ofimpact of the cannon balls. Unlikedrum-like living area with cannons chimney stacks. Up until now, medieval castles, these forts were on it, surrounded by two lower levels most ordinary homes had a centralnot baronial homes, but were gar- of semi-circular gun platforms. hearth from which smoke escapedrisons for trained men, and accom-smaller sections were used, giving through the roof, and were there- modation was basic. rise to intricate patterns. The infill fore usually single storied, or the was often wattle and daub, which hearth was in a hall which rose theTIMBER-FRAMED HOUSES consisted of interwoven branches whole height of the house. Now In areas where stone, or clay for plastered over with mud, rein- more storeys could be added, and brick-making, were not plentiful, forced by dung or chopped straw. the old high-ceilinged hall had a people lived in timber-framed As bricks became cheaper they dividing floor inserted. houses. The wooden parts were were used in a herringbone pattern Fireplaces were a tremendous made to fit before they were put as the infill. advance in terms of comfort, and itup, rather like a kit. Carpenters' To give extra space and stability, also encouraged decoration of ceil-marks, identifying the pieces, are the upper storeys could be built ings where before the sooty often still visible. slightly larger than the one deposits left by smoke made this As trees became scarcer, shorter beneath, creating an overhang impracticable. straight sections of wood were called a jetty. In towns this led to New techniques in carpentry used, and the pattern of close street houses leaning out towards gave rise to fashionable, highly uprights gave way to more widely-each other, blocking out light and ornate staircases, and widespread spaced timbers strengthened by increasing the fire hazard. use of wainscotting, or wooden cross braces. Later still, even panels, to line interior walls, making rooms warmer. Many of these were carved to represent folds of linen.

BUILDINGS FOR DEFENCE As protection against the threat of attack from France, Henry VIII built a string of forts along the south coast. The forts accommodated a huge number of cannon, but they also had to withstand fire as well as deliver it. For this they needed very thick walls, and a rounded shape to deflect and reduce the The gatehouse of Stokesay Castle in Shropshire has a timber-framed structure with carved ornamentation. Throughout the medieval period were hung. It spread along the and into Tudor times, the dwellings whole of the upper floor of one of the rich were home to large ov. range of the courtyard; the rest of I 147.-A households, including not only the ft the ranges were high-ranking ser- owner's family, but also high- vants' and guests' quarters. There ranking servants, semi-permanent are no bathrooms at Kirby - water guests and extended family, and a was carried to hip baths in bed- vast range of servants. Housing all rooms, and the equivalent of the these at the beginning of the lavatory was a close stool, which Artist's impression of Kirby Hall. medieval period had been simple; contained a pot to be emptied by a everyone lived, ate, slept, and car- servant. ried out business in a great hall, The kitchens were well away from except for the lord's family and the State Rooms, in their tradition- guests, who used a private room at al position at the other side of the one end, and cooking, which went....411 Great Hall. This was to ensure that on in rooms or buildings at the no smells or sounds of cooking other end. permeated there, but it did mean that servants had a long way to KIRBY HALL carry food. Kirby Hall in Northamptonshire was completed in about 1590 by The fashionable house Sir Christopher Hatton, a favourite The man employed to build Kirby courtier of Elizabeth I. It is now Kirby Hall, Northamptonshire. was Thomas Thorpe, who used roofless in parts. It was designed to fashionable classical details make a grand statement about its from the new books on architec- owner, and from a distance gives the Great Withdrawing Room, tural design which were coming an impression of symmetry and which may have contained, amongover from the continent. The order, with matching windows, other things, a billiards table, and inner courtyard shows many of chimneys and gables. Guests the Best Bedroom. Smaller rooms,these copied designs; a loggia, entered via a long avenue of trees called pallet chambers, lay betweencolumns, friezes, scallop shells, into an outer courtyard, and then some of the bedrooms; this was vases and carvings. Huge windows an inner courtyard before enteringwhere personal servants slept on aoccupy either side of the entrance the interior. The prolonged access removeable pallet or mattress. porch to the house. At this point was a deliberate ploy to ensure vis- Another important room was thethe old fights with the new the itors were aware of the magnifi- Long Gallery, which has now dis- window on the right is large cence of the building and thereforeappeared, and which was where because it is part of the impressive the wealth and power of the owner.exercise was taken on rainy days, two-storey hall, and important Inside, another long walk awaitedand where the family portraits rooms always had large windows. guests. After waiting in the Great The window to the left of the Hall, a massive room used for porch matches it to display the entertaining, while a servant new trend for classical symmetry, informed the lord, they would but the rooms behind it belong to ascend the great staircase and pass the service area, which would not through the State Rooms, a series normally have large windows. The of progressively higher status space behind is actually divided rooms, until, if they were impor- horizontally to accommodate the tant enough, they reached the first floor rooms. lord's Best Bedchamber. This was The Elizabethans lived in an age a public, not a private room like of exploration of new lands, in bedrooms now. The State Rooms The South Range at Kirby, showing the huge symmetrical windows, which voyagers brought back included the Great Chamber, pilasters, frieze and the highly exotic plants and fruit. This fed a where family meals were served, decorated porch. The bust and Tudor desire for impressive balcony are later additions. 1 EST CopyAVM. gardens, full of new plants. Kirby's position where a room is in about what the house was like garden is symmetrically arranged, relation to other rooms may tell when lived in is to ask them to cre- and was regarded as a place for you about its function. For exam- ate their own interpretation panels formal recreation- an extension ofple, an undecorated, windowless for the site, telling others, perhaps the living space. In order to create room near a kitchen is likely to be younger pupils, how the rooms it, the village church and graveyarda storage or service area. were used and furnished. This can were removed. be a stimulus for their own Pupils can enter what they think research back in school and could VISITING HOUSES the function of the rooms were lead to their own drawings, based If you intend to visit a furnished onto a blank plan, and then on sketches they make during the house, ask pupils to write a list of compare their deductions with thevisit, on how each room may have the rooms they would find in a official plan. A good exercise in originally looked. modern house. On site, they can encouraging pupils to think hard use this as a checklist, adding to it all the extra rooms which have no modern equivalent, like the Great Hall, which will give you the opportunity to open up the discussion about difference in lifestyle between now and then. The checklist will also lead to questions about rooms which they might expect to find, but which are missing in a Tudor house, like the bathroom. Preparation for visiting an unfurnished or partly ruined house is different, as the indications to the function of the room have to be looked for more carefully. Clues to look for are: The Great Hall as it is now, and (right) as it size - the larger and taller the may have looked in the room the more important it gener- Tudor period. ally was windows high status rooms had the largest windows doorsimpressive rooms often had impressive doorways fireplacesthe presence of a fireplace indicated a living room, rather than one used for storage. Size and decoration reflected the room's status, except for the kitchen, where the fireplace was huge but plain wall, floor and ceiling covering the quality of these reflects the importance and sometimes the function of the room. Channels in the floor leading to drains showsa kitchen or storage area ztr,41"1-

An artist's impression of the Best Bedchamber. VICTORIA'S ENGLAND Queen Victoria reigned from 1837OSBORNE HOUSE till 1901. Her long reign saw The family had three royal resi- candle lighting give way to gas dences: Buckingham Palace, then to electricity, the introductionWindsor Castle and the Royal of state education, transport revo-Pavilion at Brighton, but none of lutionised by the spread of the rail-these was suitable for the private ways, and Charles Darwin's ideas needs of a young, growing family. on evolution challenging the basis Victoria longed for a place where of society. Throughout all these she could relax, away from the changes the figure of Victoria public eye, and Albert wanted to remained constant, as the head of The children had a 'Swiss Cottage' in replicate some of the experiences the grounds, where they played and the country and its empire. of his own childhood for his chil- learned about housekeeping, cookery dren. and woodwork. WHO WAS QUEEN The Queen knew and liked the Life at Osborne House VICTORIA? Isle of Wight, having visited it The royal family established a Victoria was born in London, in twice as a child. Osborne House regular pattern of visits to 1819. Her father, the Duke of was chosen as the family's holidayOsborne, usually visiting four Kent, died when she was only eighthome. It was close enough to times a year. The Queen loved months old and her London, yet its island location fresh air, and spent as much time uncle, King ensured its seclusion. However, theas possible outdoors, starting with William IV, had house was too small for the royal breakfast. Her journal makes many no children, family and the household. Thomasreferences to the time she spent so Victoria Cubitt was employed to build a reading and writing under the shel- became the new wing, and then to demolish ter of trees or a small tent, in the heir to the the existing house and to build fur-grounds of the house. She also throne. Fromther wings for the royal householdrecorded her first experience of sea the age of and guests. The entire cost was to bathing: thirteen she be met from the private income of `Drove down to the beach with my kept a diary, Victoria and Albert. The family maid and went into a bathing writing it moved in after the first phase of machine, where I undressed and daily until shebuilding was completed in 1846. bathed in the sea (for the first time in died, filling 122 my life) where a very nice woman volumes with attended me. I thought it was delight- details of her thoughts and activities. In 1840, the young Queen married her cousin, Prince Albert of Saxe-Coburg. In November the same year their first child, Victoria, was born; she was followed by eight more brothers and sisters.

ABOVE Osborne House and grounds. LEFT. Prince Albert and Queen Victoria, painted on porcelain, after Winterhalter. fid until I put my head under water, Exhibition of Arts and when I thought I would be stifled.' Manufacturers in 1851. This was Queen Victoria's Journal, quoted inthe world's first international exhi- Dear Osborne, by John Matson bition, set up in Hyde Park, London, in the Crystal Palace, a Prince Albert spent much of his building specially designed in iron time on managing the estate at and glass. It aimed to celebrate the '!! Osborne, putting into practice his achievements in arts, industry and theories on landscaping, drainage technology of Britain and her and recycling. Each of the childrenempire. The exhibition was a :17 looked after their own piece of gar-tremendous success. Six million ,re ic den. In the evenings, the family people visited it, and proceeds entertained themselves by putting from the tickets left a surplus. on concerts and amateur dramat- Prince Albert persuaded the The Albert Memorial was recently ics, or by playing charades. government to use this money to restored by English Heritage. purchase and develop land to the INFLUENCE OF ALBERT south of Hyde Park, building a his work, and as a focus for the Although the Prince was never series of institutions to promote nation's grief, a memorial was completely accepted by British the study of arts and sciences. planned. society, his influence on Victoria, The museum complex at South The winning design, chosen by the upbringing of their children, Kensington, and the Albert Hall, the Queen, was by George Gilbert the running of the royal householdare the result of this initiative, Scott, and was in the Gothic and the encouragement of the artswhich was not completed till after revival style. The centrepiece was and sciences in Britain was Albert's death. an outsize bronze statue of immense. He had a great interest the Prince, seated, with the cata- in architecture, and was involved inThe Albert Memorial logue of the Great Exhibition in several schemes, including the con-The death of Albert from typhoid his hand. The memorial contained struction of Balmoral Castle and in 1861 changed Victoria's life dozens of statues, representing rebuilding at Buckingham Palace. completely. She went into deep Albert's many different interests Albert was President of the Royalmourning, and led a very secludedand works, including statues to Society of Arts, which, under his life for the next ten years. agriculture, commerce, manufac- leadership, staged the Great To commemorate her husband andture and engineering.

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VICTORIAN CIVIC PRIDE began to make improvements. Led The economic accomplishments of by J H Chamberlain (below), it Britain during the nineteenth cen- took control of the tury made it a world dominating city's public utili- industrial power. The Victorians 4 ties such as the showed off this new confidence 1 water supply. The and wealth by building large installation of pipes imposing buildings, usually in city and pumping sta- centres. tions provided In 1835 a law was passed allow- clean water across ing towns and cities to administer Two new streets developed - Colmore the city. The profits made from Row and Waterloo Street. This their own affairs by the election ofphotograph was taken in 1896. these municipal works paid for the a town council. Previously, towns redevelopment of the city centre. were run by the aristocracythe In the 1850s to 1880s, the slums local lord of the manor. Now many were cleared and a new city centre town councils embarked upon a was created with new streets, for redevelopment of their cities. example Corporation Street and The Victorians believed in New Street. It contained civic improving people's health and buildings, shopping arcades, the- minds. To this end much of the atres, schools and colleges, com- redevelopment by town councils mercial centres and railway sta- involved not just the provision of New Street Station was opened in tions. clean water supplies and effective 1854. The station was enlarged in the sewage treatment, but also the 1880s. WHAT EVIDENCE IS THERE building of museums, schools andThis placed pressure on housing OF VICTORIAN LIFE IN colleges. areas which became overcrowded BIRMINGHAM CITY CENTRE? As the British Empire grew so theslums with open sewers and pollut- need for commercial organisationsed water supplies. Historical enquiry such as banks and insurance com- In 1838 Birmingham was grantedYou can use a question like this to panies grew. Many were located ina municipal charter of incorpora- frame your historical enquiry into these new city centres. tion entitling it to elect its own an aspect of Victorian Britain. It town council. With administrative will provide your pupils with the BIRMINGHAM CITY CENTREcontrol of the city, the council opportunity to investigate a During the nineteenth century Birmingham became a centre of manufacturing. It was known as `the workshop of the world'. The city grew and became very wealthy. Factories were built and the population rapidly increased.

Xis. rf" The new Council House in Council \\47/ e THE BIRMINGHAM House Square around 1880. The \ElectricSupplp Company Limited- square was later renamed Victoria Area to be Lighted under Act of Parliament obtained August 12, 1889. Square. BEST COPY AVAILABLE question using a variety of historical sourcesto ask questions and to record their findings. You will find similar sources in your own locality.

Historical sources Sources can be found in the This statue of Queen Victoria (left) Birmingham Central Library and Detail from the Council House. by visiting the city centre. was originally carved in marble in 1901. It was cast in bronze and re- Gothic: Narrow windows, turrets,sited on this stone pedestal in 1951. Maps bell towers and high gables. Compare the 1889 map of Pointed or perpendicular arches The Chamberlain memorial (right) and 'mock' battlements. was erected in 1880 and was designed Birmingham city centre with a by f H Chamberlain who was modern map of the same area. President of the Board of Trade. What changes have occurred? Get pupils to look for these architectural styles as clues to dating a What remains? What has development. The most obvious is disappeared? Look at the names ofbuilding. Occasionally buildings, asthe statue of Queen Victoria in with the Council House, have a streets and buildings. What clues Victoria Square. Another is the foundation stone. Encourage your do they give of Victorian develop- Chamberlain Memorial fountain in pupils to look closely at a building ment? Why do you think these Chamberlain Square. changes occurred? What does it tellbecause it can often provide many us about the Victorians? clues to answer their enquiry. Also ask pupils to look at the deco- Photographs ration on buildings as the Photographs of Birmingham's pastVictorians often used decorative and present can also be used to friezes on their civic buildings to show change over time. They pro-show off their importance. vide evidence of the life of the city centre and the people who lived Monuments and worked there. In Birmingham city centre there are various monuments that you Architecture can use as evidence of Victorian The Victorians favoured two types of architectural style for their civic buildings. Classical: Similar style to Greek One of the entrances of Queen's and Roman temples columns and College which commemorates a visit by Queen Victoria in 1887. porticos. Strong use of squares, circles and triangles. Names The names of streets and buildings nit can be a clue to their history. Encourage pupils to gather evidence of names from maps and L. from observing names while visiting the city centre.

t" 1. 1 Corporation Street around 1899. Work began in 1878 to build this Part of Golmore Row today with a street, once a former slum area. surviving Victorian building. 177 77:17r-77,;'; 17"'''"77.717

The garden was also used for recreation - walking, cycling, rid- ing, sledging and skating. The Target House allowed the family to practise archery in bad weather, while in summer they would play croquet on the specially created lawn. The garden could also be a venue for social events such as family gatherings or garden par- ties Children too had their own partic- Brodsworth Hall was built in 1861-The entrance hall and the halls ular living areas. These were well 63 by Charles Sabine Thellusson leading off it show the tastes and away from the main family rooms after inheriting a substantial sum interests of the family. They are downstairs so that they would not of money in a family will. It was designed to impress and are used disturb the adults or distract the built in the Italianate style, replac- to display many possessions. servants. ing an earlier hall on the site. The south (sunnier side) provid-THE FAMILY AT LEISURE THE SERVANTS AT WORK ed comfortable accommodation Many rooms had a specific leisureWhen looking at the work of the for the family while the north sidefunction. In addition to a library servants it is useful to keep asking: contained the servants' wing, and study, Brodsworth Hall has a what has changed reusing materials from the earlier Billiard Room and a Drawing hall. Room. After dinner, ladies and what caused these changes The garden is typically Victorian, gentlemen retired separately. The what effect did this have on the consisting of mown lawns, formal ladies would go to the Drawing running of the Hall. flower gardens, a rose garden, a Room, where music could be walled garden, a summer house played and the men would go to and a quarry garden with a fern the Billiard Room. This room dell. would also be used to smoke and When the Hall was built fifteen discuss mutual interests which, for servants were employed. Howeverthe Thellusson family, would over time this number was include racing and sailing. The reduced. Lathe Room was used by Charles Thellusson for his woodwork hobby.

The Kitchen The kitchen contains many mass- fj produced objects and basic labour- saving devices. They show how attempts were made to reduce the 8. amount of manual labour an time needed for specific functions. The entrance hall. These developments would ulti- Different areas of the house seg- mately require fewer servants and demonstrate the impact of mass regated the family, their children production on working life. and their servants. Even the male Look particularly at: and female servants slept on different floors and had their own hier- B cooking methods what fuels archy depending upon status. The Billiard Room. and processes were used

BEST COPYAVAili ARil This room was used not only to entertain but also to impress. How can pupils tell this?

When the Hall was built there was no supply of water or source of power. Look at: how the servants delivered cold and hot water to different rooms Rather than trying to study everythingand then disposed of it. Originally in the kitchen give each pupil a there was only one bathroom. specific item or problem to research. What does this suggest about sani- For example this late nineteenth-cen- tary arrangements? How pleasant This photograph highlights the different functions of a bedroom. tury refrigerator solves the problem ofwould this be for the servants? keeping food fresh and demonstrates Identifying each function will help advances in manufacturing processes. how would the servants have show what tasks servants were Explain what effect this item would expected to do. How does the level of have on the work of kitchen servants. kept the Hall warm and well-lit. comfort compare with a bedroom in What specific tasks would be the servants' wing? storage methods how and required? How easy would this where food was stored have been? What were the implica- Identify what technological tions for the servants of coal fires achievements made life easier for which objects are still in use or oil lamps? What changes have the servants at Brodsworth, but at today and how have they changed occurred since the Hall was built? what eventual cost. which gadgets are still in use and how have they been improved Woodlands Colliery Village what materials were used for This village was built 1907-9 cooking implements. on Thellusson land to provide the workers of Brodsworth Contrast the room where food was Main Colliery with improved prepared to the room where it was living conditions. It was served and consumed by the designed as a 'garden village' in family. Compare the utensils in the the Arts and Crafts tradition kitchen to those used in the dining and all houses have gardens. room. How do they differ? Why do The houses are built of brick they differ? Would the servants use and in blocks of two the crockery and cutlery in the to five. Some homes dining room in had a large living the same way room,.scullery and as those m the three bedrooms, kitchen) others had a par- lour, kitchen, scullery, three bedrooms and a bath room. Land in the centre of the village was designated for a school, a co-opera- tive store, an Anglican and a Wesleyan church and a Methodist chapel. Aerial view of Woodlands. Note the symmetrical layout, indicative ofa desire for order, and the enclosed green spaces, used for communal and recreational purposes. EAS oFstvilyqTYSTAGE BRITAIN SINCE

The advantage of studying a period of history within living memory ti is that we can take advantage of primary sources from those who were actually there. There are pho- sti The house on the left, photographed tographs, newspapers, documen- in 1947, had been altered by 1960 tary films and the reminiscences of (above). The front porch has been people who remember There will turned into a 'waiting room' for the Dental Surgery located in the front also be many artefacts surviving room. The balcony above has also from the period itself been converted into a small bedroom. A canopy has been built above the Look out for old photographs, new front door. newspapers and magazines In 1947 a Kodak folding camera using 120 black and white roll film was used for family 'snaps'. By 1960 Speak to people you know this had been replaced by a compact 35mm camera using colour slide film. Search for interesting things connected with the war. Activity Valuable sources of information are local newspapers, often stored What design features were in the local library on microfilm included in a typical suburban Pupils can use a number of differ- 1930s' house? ent sources to study the social attitudes, wartime dangers and depri- "'° Consider both inside and outside the house. vation, financial problems, need to consider how lives in rationing and life after the war in Britain changed as a result of the How were the new suburbs of the the welfare state. Many people Second World War. thirties different from the ter- who remember the thirties and for- races of the Victorian period? ties are only too willing to share Look out for information in: How would families have heated their experiences and pupils can rooms and water? talk to them, ask questions and Libraries establish useful links.Your study Museums Visit a typical thirties suburb in could be based around the Second Local Records Offices your town. Note the original fea- World War or could follow themes Local History Libraries tures and the new additions. through a longer period. You will Tourist Information Offices

BEST COPY AVAILABLE 6 1-1- MID-CENTURY

Typical suburban house, South Croxton Road, London. HOW HAVE PEOPLE'S LIVES CHANGED SINCE THE 1930s? At home In the1930sit was possible to buy an average suburban semi- detached house for about £400. Mains water, gas and electricity were available in most towns although not in rural areas. offices. For many women, mar- A soldier, a farm worker and a land- Furniture was being produced on ariage meant automatic dismissal girl at East Grinstead, May 1943. large scale making it cheaper and from their paid jobs, so most wives more affordable. This enabled and mothers did not work outside Leisure the home. The outbreak of the large numbers of people to furnish In1938,an Act of Parliament enti- Second World War brought a dra- their homes in the new style which tled a large number of workers to matic change to the lives of many used pastel colours, geometric holiday pay which meant that for women. As men were ordered to shapes and decorative motifs. the first time, workers could go on serve in the armed forces, their Many of the new houses of the holiday for a week without a loss of peacetime jobs still had to be done. 1930shad gardens and a garage earnings. Many people were able Women had to do these jobs, many even though most families did not to go on holiday for the first going out to work for the first time. possess a car. Although there was time. Holiday camps became pop- The Women's Land Army was access to a better standard of living War and cheap rail travel gave peo- formed to fill the places of the for many, unemployment and ple the opportunity of travelling thousands of farmworkers who poverty were not far away. The further afield. Holidays abroad, economic depression and high had gone to serve in the armed unemployment were a constant forces. Millions of women went to threat to the new standard of liv- work in factories and shipyards ing. Large areas of big cities suf- learning to do mechanics and engi- fered from high unemployment, neering. poor housing and poverty. As the war continued women were called on to join the armed The role of women forces themselves and eventually The main type of work for womenmost women between the ages of 18 and 50 were working towards in the1930swas in domestic service, as shop assistants or in the war effort. Only mothers with young children were exempt. Roehampton Swimming Pool. 6c- , EAS Y:WEYSTAGE 2

been televised and watched by so dentist or optician before, it was no many. The increase of television inlonger to be the reason. Drugs and the 1950s led to the closure of treatment could be prescribed, hundreds of cinemas but it openedregardless of the ability to pay. It up a new cultural experience, was paid for out of taxes. which has had an increasing effect on our lives ever since. Transport Despite petrol rationing and Cinema wartime priorities, motor car own- Cinema-goers grew from 20 mil- ership grew from 1.7 million in lion in the 1930s to 32 million after1938 to 4.4 million in 1950. The the war. Most films were in black Road Traffic Act of 1934 intro- and white but Technicolour was duced driving tests and in 1935 a being introduced. In addition to 30 mph speed limit. The volume the main film, cinema programmesof traffic in the 1930s was very dif- included newsreels, general infor- Broadcasting House, London. ferent to today. The new town mation films and often an organ plans created after the war includ- however, were still rare and only ed larger numbers of houses with began to gain in popularity from their own garage. the 1950s onwards. At home, popular pastimes were gardening, Rationing following the cricket, football and With the war, everyone could fmd tennis matches. Day trips and holi- a job which meant people now had day excursions were also popular money but they had nothing to especially on Bank Holidays. spend it on! Supplies were rationed to ensure that everyone Radio and television had a fair chance of obtaining Listening to the radio became Odeon, Ramsgate. basic foodstuffs and other items. more frequent during the war. Britain depended on imported Radio broadcasts by the BBC wererecital by the resident organist! foods and supply ships were vul- an invaluable source of informa- Cinema audiences soon nerable to attack, so food was in tion and entertainment and a dropped off when TV became limited supply. Waste food, potato large number of households had common in the 1950s. peelings and tea leaves were col- access to a wireless. The radio lected for pig swill. Old newspa- brought news of national and Health pers were used as wrapping international events, sport and In the 1930s, many places still hadpaper. Clothes rationing was intro- entertainment into the home. All large areas with poor housing duced because factories were types of information were availablewhich caused illness and infectiousturned over to making uniforms. from medical advice to cooking diseases to spread quickly. Lack of ideas. Entertainment included money also led to a poor diet VOCABULARY comedy programmes. After the which caused yet more illness. You will want to introduceyour war, two new programmes were Only the very poor were entitled to pupils to words which were com- added - the Light Programme in free medical treatment. Everyone mon in the recent past but per- 1945 and the Third Programme inelse had to pay for medicines, stay- haps are no longer used, or their 1946. ing in hospital, dental care and meaning has changed. For The BBC began a regular televi- spectacles. Diphtheria and tuber- example: sion service in 1936 which was culosis were still common and suspended during the war but medical and dental care was still allied Anderson Shelter resumed in 1946. Initially there fairly basic in comparison with blitz censor were very few viewers but televi- today's standards. conscriptioncoupon sion gradually gained in popularity In 1948, the National Health empire evacuation and by the Coronation over 20 Service was set up to care for all (fascist identity card million people watched as Queen citizens in need of medical treat- radar rationing Elizabeth II was crowned. This wasment. If the cost had stopped peo- recruit refugee the first time such an event had ple from visiting a doctor or GI BEST COPY MAILABLE MID-CENTURY BRITAIN

EVENTS IN EUROPE

1929 Wall Street Crash leads to Great Depression of the 1930s 1933 Hitler gains power in Germany and starts to buildup army, C usA6E47r navy and airforce 1936 Jarrow Hunger March Abdication of Edward VIII 1937 Outbreak of Spanish Civil War 1938 Holidays with Pay Act 1939 Germany invades Poland National register set up. Identity cards issued 1940 Evacuation of children from British cities, food rationing 1940 Germany invades Denmark, Norway, Holland, Belgium and France 1940 British forces evacuated from France Dunkirk Italy declares war on Britain and France Start of war in North Africa Battle of Britain Blitz in Britain Food rationing begins Germany and Italy invade Yugoslavia and Greece 1941 Germany invades Russia " flIAL VIM 1.1111 Japanese attack American fleet at Pearl Harbour ,IX151,1 1.1.1(1% 1942 Germans defeated in North AfricaEl Alamein Millions of Jews murdered in concentratior.camps nutg5tattati) ' Baedeker raids on Britain's architectural heritage MINEFIELD 1943 Main German army defeated in Russia 420-MILE TO NAZINAVY 1944 Allies land in Normandy- D Day AS BAR Ship B"-I,UpAmmunition Most of France in Allied hands R.A.F. SeaplaneBase Aaltic AoriffIV.1.1 henry Russians advance on all fronts and 13, AcKED, ,1 - LINES P' . . Heavy bombing of German cities IMAGED nell.41-13) 1945 Butler's Education Act Germans surrender. Hitler is dead .1. Atom bombs dropped on Hiroshima and Nagasaki Ranh ',a pneW.11, 4146

United Nations to he set up to keep worldpeace after the war . 44444 1946 Bread rationing Nuremberg Trials for war crimes ..1.,OF ICI) FOop AS iniN6 1947 Fuel crisis 1053.1Iso 1948 National Health Service RATIONBOOK 1949 NATO founded 1950 Outbreak of war in Korea 1951 The Festival of Britain 1954 No more food rationing! FROM TOP: The Jarrow March, Plymouth in the blitz, Evening Standard 12 April, 1940, Newsboy, FE celebrations in London, 8 May 1945, The Festival of Britain, 1951.

mr-cv-r- iNeNtrtV AL/A II A1:11 AREAS OF STUDY:KEY STAGE 2 m,oclrusiDujINVESTIGATINGA LOCALITY

This case study looks at buildings, at maps and other sources for the village of Buckminster in Leicestershire. It is taken from a survey of three Leicestershire villages by a local research group (see page 72).You may find similar published research in your area. If not you will be able to look out for notice for Mune 1873 says, room and caretaker's quarters. The buildings to investigate and a range "At the Buckminster BrickYard of easily accessible associated annual subscription was 5s "but the property of Mr Henson, Hovelthe committee have the power to sources in your local library or boards, Planks, Brick Press, Well admit lads and labourers at 1 d per record office. Sinking Frame, eight centres nine week". feet long, three Morticed Posts and Today: hall used is by local Rails, 1000 Bundles of Reeds, groups for meetings, as a polling Pantiles, Ridge Tiles and Bricks, station and for social gatherings. quantity of Firewood and numer- ous effects." BUCKMINSTER SCHOOL Today: Brickyard pond is used This school building was complet- _g for fishing and is a haven for ed in 1899 on a new site opposite wildlife. the former school which had been constructed in 1841. The Earl of BUCKMINSTER VILLAGE Dysart paid for its construction INSTITUTE and it was named 'The THE CRESCENT The Institute "for the benefit of Buckminster Unsectarian School'. The houses in The Crescent were the working men of Buckminster built in 1892 replacing those in and the surrounding villages" was Bull Row which were put up in thefounded in 1886 and paid for by 1830s. The census return for 1851the Earl of Dysart, the local squire lists 166 people living here. who owned the entire village. The Institute had a large playroom with Today: housesare used mainly by billiards, bagatelle, draughts and estate workers andhardly altered. dominoes; a reading room with London and provincial papers, a BRICKYARD CLOSE library of 250 books and a table The tithe award map of 1841 and writing materials; a committee shows this area pockmarked with ponds created by the digging of St John the Baptist's Church . Mausoleum clay. The census return of 1841 Vicarage lists Charles Hopkins and Thomas Parkinson as brickmakers. The sale

The Blue Cow Mu Street The Blue (formerly) Bull Inn 1'

Bull Row

Top Street Cow Row Hack's Farm Cow Row. Buckminster 1885 BEST COPY AVAILABLE A house for the Head teacher was suckintaster. Hill Joseph, bricklayer Christain Robert, farmer & grazier GENTRY. Manners Alfd. agent to Earl Dysart Cramp William, carpenter built opposite the school. Dysart Right Hon. Earl, Buckmin-Marshall Arthur, farmer & grazier Doubleday Henry, farmer ster Hall Marshall John, grazier Doubleday John, farmer Lawson Rev. James, N.A. (vicar) North Henry, 'Blue veterinaryDunmore William, carrier TRADER& stag= Eaton Thomas, farmer & grazier Today: still the villageschool with Adcock John, 'Blue Cow,' baker &Sharpe Southern, butcher Grice John, cattle dealer fanner Spencer John, farmer & grazier Orice Mary (Mrs.), farmer building additions in 1989,and a Ash George, butcher & shopkeeper Stevens Thomas, boot & shoe maker, &Grice Richard, 'Blue Dog' Bertram Richard, cheirmaker shopkeeper Hardy John, grocer temporary classroom addedin Bertram William, ehairmaker \Vateborn Timothy, blacksmith Harvey Thomas, tailor & draper Beardeell Edward, grocer, seedsman, &Weston Thos. saddler & harness makerHarvey William, shoemaker 1997. agent to the East of England lifeWoollerton William, boot & shoe makerHerring Thomas, farmer&grazier assurance Mewszera. North Jaseph, blacksmith Benson William, brick & tile maker Atter William. esq Parker Marl (Mrs.), shopkeeper IVY HOUSE Brown John, tailor, & linen & woollenHolmes Rev. Henry Courtley, m.4 Remington John, farmer draper TRADER& Robinson Samuel, boot & shoe maker Brown Richard, tailor Almond John, cattle dealer Royce Joseph, farmer & grazier This was once a public house Burton John, bailiff to Earl Dysart Bertram John, chairmaker Royce Mark, horse dealer & farmer Coulson Thomas, cabinet maker Bertram Joseph, carrier Smith Thorpe, miller & baker called 'The Blue Bull'. Kelly's Post Exton John, farmer & grazier BowderWilliam,farmer & grazier Thraves Samuel, tailor Glassup Joseph, farmer & grazier Bright Benjamin Priestrnan, grocer Tinker William, grazier Office Directory of 1855 lists the Hack William & Robert, farmers BurrowsWm.' Weggenklforms,'&frmr Hand Thomas, farmer Challand John, 'lied Lion' Townsend George, carpenter Hill John, bricklayer Ward John, farmer landlord as Henry North and Christain Esther (Mrs.), grazier Worcuell Mary (Mrs.), shopkeeper records that he was also a veteri- nary surgeon. The Blue Bull's licence was allowed to lapse at the wish of the Earl of Dysart. Its auc- tion inventory contains a detailed inventory of each room and store. Today: a private house.

BUCKMINSTER 1851 CENSUS THE GREEN ANALYSIS OF EMPLOYMENT An annual village feast was held on the Sunday after 6 July. The annual FARMING 45% Farmers 6 `club day' of the local Buckminster Farmers Sons etc. (Working) 3 Graziers 2 Friendly Society turned into Agricultural Labourers 57 another feast day for the whole vil- Farm Servants 6 Gamekeeper 1 lage from the 1880s. There was a Shepherd 1 Poultryman 1 church service and processions led Dairymaid 1 by village bands from the area Waggoner 1 79 around. In 1859 the local Grantham Journal reported:

DOMESTIC 21% "In the evening the members Servants 24 Gardeners 3 paraded the village, the Band play- Housekeepers 3 A= PRopEss cr.it- Housemaids 2 ing at most of the principal houses Groom 1 B = uNsoart_oven Stableman 1 where they were regaled with plen- Watchman 1 Cook ty of 'Sir John Barleycorn'. All 1 TRADES 9% UNEMPLOYED 3% Porter 1 passed off quietly excepting one Nursemaid 1 Grocers (incl.IA) 4 Paupers 3 38 Drapers 3 Independent 1 instance. A poor imbecile musician Bakers 2 Annuitant 1 of the violin tribe who annoyed Butchers 2 5 Innkeepers 2 people by performing the part of CRAFTS 15% Errand Boys 2 15 `Punch and Judy' got so drunk that Tailors (inc1.1 J) 4 Dressmakers 4 he was obliged to be waited on by Joiners 3 Carpenters 2 PROFESSIONAL 7% a gentleman in blue." Chairmakers 2 Lace Runners 2 Land Agents 2 Lace Trimmer Writing Clerks 2 Levi Briggs (`imbecile musician') Stonemason Schoolmistresses 2 Mason Schoolmaster 1 from the village of Skillington was Saddler Vicar 1 charged with drunkenness and Harness Maker Arbitor/Treasurer 1 Cooper Treasurer 1 fined 5s. Brickmaker Inspec t ress 1 Cordwainer Vice Inspector 1 Blacksmith Parish Clerk 1 Shoemaker 13 Note:A = Apprentice Today: still an open space and 27 J = Journeyman the place for the annual Buckminster Festival. BEST COPY AVAILABLE 69 AREAS OF STUDY: KEY STAGE 2

C&Ea g3TUTDYZ THE IMPACT OF WAR

NATIONAL EVENTS - LOCAL STORIES Everyone has seen films about the Second World War, with politicians and generals taking life and death Walls 1.115 decisions, the evacuation of snug "au, 11414)

Dunkirk, and battles being fought Mots istradsd 3.(44 oar imam 1.e73 at sea, in the air and on land. But Eibealteg varatiss1177) 11, how can we relate these events and Seistely tajzrad Os activities to the local area where we us* Destrored 967 teach? Traces of the Second World Eirrerebrdmatool 2,214 War are all around us- in buildings and open spaces, in people's memories, in photographs and in official records. In fact there is so Extract from a map, originally published in the Dover much information that sometimes Express, in May 1945 at the very end of the war, showing the problem is one of selection where bombs and shells fell in Dover. from the vast mass available. what it was like to live in the townthe position of the occurrence, any Teachers, as well as pupils, can getat that time, and gives no details damage to essential utilities, bogged down in detail. The trick isabout the physical effects of the whether there was a fire, which to focus on a specific event or shells and bombs. services were on the spot, as well place that can provide a starting When the last shell fell on Dover,as the exact time of the event. point for a thorough local investi- no-one was aware that this really Thus, when it was suggested that gation. was the last one until afterwards. the shell which hit Hubbards There are eye-witness accounts, umbrella shop was the 'last shell to The last shell to fall on Dover although these are not very hit Dover' it was possible to check The town of Dover was in a vul- detailed, presumably because the in the records whether this was so. nerable position after the fall of event was not recalled until some France in May 1940. The town time later. was in firing range of shells from All air raid damage was fully heavy German guns across the recorded as it happened. Dover, Channel as well as in danger from like other towns, was divided into bombing raids. Shells could fall at sections, each with its own report any time of the day or night. The centre. The Air Raid Precaution town was hit by 2,226 shells (com-(ARP) personnel on duty would pared with 464 bombs), making record, on specially printed forms, shells the more feared hazard. The place where each shell or I WAS THERE bomb fell was carefully noted. Mr A.E.Whittamore remembers: Towards the end of the war a map `I know where the last shell fell, was published by the local newspa- because I was at the top of the street per, showing these locations. This where it fell....I was at the top of information would have been clas- Castle Street at the time, going sified during the war, but presum- home to where I lived down Castle Street, Dover, today. ably, by 4 May 1945, just before there.... there was, I think it was an VE day, these restrictions were umbrella shop, Hubbards, there, lifted. Castle Street today and that's where the very last shell Although a great deal of Dover has The map can tell us something hit, on the very last day of shelling, about the vulnerability of Dover, been completely rebuilt after the which is the TSB bank now...I war, Castle Street is still quite and which streets are likely to have heard it fall and ran, although it recognisable, partly because of the been substantially rebuilt after the was silly running after it fell...! war. But it tells us nothing about landmark of Dover Castle. When Jyou are asking your pupils to corn- BEST COPY AVAILABLE 7V est

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The ARP report, detailing damage roof where an older building has Shell damage in Castle Street. Later done by the shell that fell on Castle been demolished. Comparing pre- this was found to be the last shell to Street. war maps with modern equivalentsfall on Dover. The view of Dover Castle is very similar today. pare old and new photographs, orcan also help your pupils identify old photographs with places, get where the road layout has changed them to look for easily identifiable or where, for instance, a car park buildings to orientate themselves. or open space replaced bomb- Get them to look up, above the damaged buildings. ground floor. Roof lines and DOYOU REMEMBER? shapes are often a useful orienta- Memories of those whO livd tion device. Sometimes the through the events of the Second remains of old painted advertising World War help bring the more or shop names can be found on official records alive. Get your the sides of buildings. Sometimes pupils to make a list of the ques- you can see the line of an earlier tions they would like to ask someone about their experiences.

How old were you? Where did you Eire? Did you go to school? Wasthe- schoOl evacuated to a safe area? V! What can you remember-about

-2" the food? What did you miss? . 7-3 Do you remember using adair 41. raid shelter? What was it like? Was your street damaged by:

bombs or shells? . What one memory or experience of the war would you like to tell us about? Do you remember the end of the war? ...-4510161tkre. Pupils can interview and record a- '7,-"--- local residents or members of Bomb damage to Priory Gate Road, close to Dover Priory Station. their own family to create their INSET: Priory Gate Road today, with the gap in the terrace of houses filled bya own oral history archive. block of flats. BEST COPY AVAILABLE (1I -{-71REASOF STUDY: KEY STAGE 2 CA= grODU t THE REMNANTS OF WAR There is still plenty of evidence for the Second World War in Britam. How many examples can you spot in the place where you live)

BOMBING THE CITIES Between the summer of 1940 and the spring of 1941 the Germans Here's an air raid shelter converted into a fence! maintained aerial bombing raids This street in Southampton shows on Britain. On the first night of theBristol and Glasgow were also key evidence of where one bomb fell. This Blitz (from the German blitzkrieg targets. In 1942 the Germans terrace of houses, built around 1900, meaning 'lightening war') nearly bombed Britain's historic cities, in has had a single bombed house replaced in a different style. 2000 people were killed or injuredparticular Bath, Norwich, in London. Apart from London, Canterbury, Exeter and York. The assumption that the Luftwaffe had Birmingham, Manchester, air raids were nicknamed the consulted the cultural guidebooks Coventry, Liverpool, Plymouth, `Baedeker raids' on the for locations.

This aerial photograph was taken by the RAF in 1948 and shows the damage caused by war-time bombing raids on Coventry. On the night of November 14, 1940 German bombs destroyed 40 acres (16 ha.) of the city. The front of the cathedral you can see here was left as an approach to a newly-built cathedral. slow down, an invasion. Till-boxes' LOCAL STUDIES of reinforced concrete were built for soldiers to guard strategic points, such as river crossings. ONTGOMERY ROA

REMEMBERING THE WAR HONOURING THE DEAD Almost every town and village has Roads were often named after people a war memorial commemorating or events of the war. This one com- An air raid shelter converted into a the dead of the two World Wars. memorates a famous general who shed. commanded the Eighth Army in Memorials were often placed at North Africa. SHELTERING FROM important places in the locality, ENEMY BOMBS such as at crossroads, in church- Air raid shelters like this one were yards or in public parks and built in thousands of gardens squares. across the country. Many were dis-This is part of a report in the mantled after the war but others local newspaper for Harwich, have survived as reminders of the Essex in May 1919, conflict. `A meeting was held in the vestry of Harwich Church to consider the question of a war memorial to the men and women connected with The dedication ceremony for an Essex Harwich Parish Church who fell in village memorial in 1920. the war, and also what form this memorial should take. Many suggestions were made including a clock, a brass plate inside the church, a stained glass window in the east of This pillbox near Harwich guarded inland routes. the church and there was also a sug- gestion to put a large cross in the GUARDING THE LAND churchyard like many churches were When it was thought that the doing. The putting up of an artistic oak screen in front of the German army would cross over the In 1946 the war memorial was chancel appeared the most popular of Channel to Britain, a whole series re-dedicated to the dead of the Second the suggestions, and it was unani- World War. of defences were put in to stop, or mously decided.'

THE CASE OF THE MISSING RAILINGS

Iron railings outside houses were removed to be melted down and trans- formed into tanks, guns and ammunition. This picture was taken in April 1940 in Chalk Farm, London.

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Look out for the evidence of where the iron railings once were. Sometimes the lead which held the railings in Place survives. Yr"

BEST COPY AVAILABLE FURTHER READINGPRIMARY HISTORY AND INFORMATION * indicates resources suitable for a school planning a visit to a sev- Recording gravestones pupils enteenth-century house with fol- Mytum, H, Recording and analysing indicates video low-up in the classroom and evalu-gravestones, Council for British # indicates the English Heritage ation. Archaeology, early 2000. ISBN 1- Education on Site series for teach- 902771-09-5. Contains an exam- ers. The series includes titles on Local environment ple of the gravestone recording local studies (such as Using David, R, History at Home, Englishform. Historic Parks and Gardens), his- Heritage, 1996. ISBN 1- 85074- toric sites (such as Using Castles 591-9. Activity ideas for parents Objects and teachers to use in studying and Using Industrial Sites), Durbin, G, Morris, S & Wilkinson, their immediate locality with chil- National Curriculum subjects S, Learning from objects, English dren.# ® History at Home: family (such as Art and the Historic Heritage, 1990. ISBN 1- 85974- Environment) and other aspects ofdetectives finding the past is present-259-6.# ed by David Bellamy. English teaching and learning (such ® Archaeological Detectives, four Heritage, 18 as History through role play). The A3-poster games and a video, minutes, full range of English Heritage English Heritage, 79 minutes, 1995. Education titles is included in our 1990/91.* catalogue, Resources (information ® Doorstep on page 72). i. Discovery: Documents working on a Davies, I & Webb, C, Using local history General Documents, English Heritage, 1996. study. English ® The Big History Action Pack, ISBN 1-85074-492-0.# English Heritage, 75 minutes Heritage, 30 minutes, Purkis, S, Using School Buildings, 1999. A journey of English Heritage, 1993. ISBN 1- -"-brera 1993. Follows discovery into 85074- 379 -7.# England's history, a group of trainee teach- packed with activities Photographs to engage children's ers carrying out local history studies around their college and on Copeland, T, Teacher's handbook for interest in the past, in Local Studies, National or out of school.* teaching practice in a primary school. Monuments Record, 1998. ISBN Corbishley, M, 1-873592-37-X. A guide to using Gillingham, J, Kelly, ® Investigating History. Two programmes with teacher's notes and aerial photographs and local build- R, Dawson, I & ings. Mason, J, The Young photocopiable sheets looking at work on ancient sites and in the ,.E.e7p.1 Oxford History of 4 :I Britain & Ireland, locality. Produced by the BBC in VA-r) Oxford University Press, 1996. association with English Heritage, ISBN 0-19-910035-7. From the 58 minutes, 1995. earliest prehistory to the 1990s.* ® Teaching Primary History, Issues English Heritage, 58 minutes, Barnicoat, J, Newspapers and 1998. An in-service video which Conservation, English Heritage, reflects on successful practice in 1994. ISBN 1-85074-511-0.# teaching classroom history in Keith, C, Using Listed Buildings, recent years. English Heritage, 1991. ISBN 1- ® The Key Stage 1 Curriculum, 85074- 297 -9. Introduces the com- English Heritage, 19 minutes, plex and sometimes conflicting <"'--d 1991. This in-service video followsissues in the protection of the his- .t'774.7k7A.2.1 toric buildings.

BEST COPY AVAILABLE FURTHER-READING AND INFORMATION

Interpreting history time traveller, TAG ® According to the Evidence, & English Heritage, 1999. ISBN 1- PiOngdomnkTy 01.1 :x1;r1:112000 van NAN; WIPP. English Heritage, 30 minutes, 9028- 0400 -7. Introducing the **Oa"' NOMPORIPs .1=4 *1141.101IMMISno,...., nulti.1.1110.**Iss.12. ...IfIss/40111am 1998. Looks at the way in which Romans through a cartoon-illus- 1.1101...sologsto .1.0.1-.400.... 1". s evidence for the trated book and CD-ROM featur- SY,PI,.. W.1 U....Pg. On*. past is presented. ing Housesteads fort, Wroxeter city t/stkseduldssy.ttapiorse Some sequences and Lullingstone villa.* for classroom Corbishley, M, What do we know

showing. about the Romans?, Wayland, 1993. Ws* c4 wo Atk Interpreting the ISBN 0-7500-0852-0.* XII'. rok Past, English Watson, I, Using Roman Sites, Tolhurst, M, Viking Street, A & C Heritage, 1999. English Heritage, 1997. ISBN 1- Black, 1994. ISBN 0- 7136 -3814- ISBN 1- 85074- 85074- 334 -7.# 1.* For information about visiting 737-7. Pack of 6 Watson, I, A teacher's handbook to the Jorvik Viking Centre and the A3 full colour Hadrian's Wall, English Heritage, Archaeological Resource Centre posters for the 1997. ISBN 1-85074-375-4. and the resources/service for classroom with an Watson, I, A teacher's handbook to teachers contact 01904 543 402. illustrated booklet of notes for Lullingstone Roman Villa, English teachers. Heritage, 1998. ISBN 1- 85074- Tudors 684-2. For information about visit-Bagenal, A & M, Tudor England, Looking at houses ing Lullingstone see page 72. Longman, 1987. ISBN 0 -582- Allen, S, Hollinshead, L & Talkin' Roman, English 18828-8.* Wilkinson, S, Using Houses and Heritage, 25 minutes, 1996.* Girouard, M, Life in the English Homes, English Heritage, 1998. Country House, Penguin, 1980. ISBN 1- 85074- Anglo-Saxons ISBN 0-14-00-5406-5. 398-3.# ® Talkin' Saxon, English Heritage, Reynoldson, F, The Tudors: Barden, H, 20 minutes, 1997.* History starts here, Wayland, 1999. Houses and Homes, Stoppleman, ISBN 0-7502-2364-2.* Wayland, 1994. M, Anglo-Saxon Yaxley, S, Tudor Home Life: The ISBN 1 -7502- Village, A & C way it was, Chambers, 1980. ISBN 0331- 5.* Black, 1994. 0-550-755300-6.* Durbin, G, Using ISBN 0 -7136- For information about visiting Historic Houses, 3813-3.* The Kirby Hall (English Heritage) see English Heritage, story of West page 72. 1993. ISBN 1- Stow. For infor- 85074- 390 -8.# mation about Victorians Gee, A, Looking at Houses, visiting West Allen, E, Civic Pride, A & C Black, Batsford, 1983. ISBN 0 -7134- Stow and the 1979. ISBN 0-7136-1896-5.* 0845-6.* resources/ser- Girouard, M, The Victorian vice for teachers contact: West Country House,Yale University Storytelling Stow Country Park and Anglo- Press, 1979. ISBN 0-300-034572-5. Maddern, E, Storytelling at HistoricS axon Village, The Visitor Centre, Life on a Royal Estate: A document Sites, English Heritage, 1992. Icklingham Road, West Stow, Burypack for Osborne House, English ISBN 1-85074-378-9.# 2x90 St Edmunds, Suffolk, IP28 6HG. Heritage, 1986. ISBN 1- 85074- minute cassettes also available. Tel: 01284 728718. 126-3. 39 facsimile documents with teacher's notes. Romans Vikings Little, B, Birmingham Buildings: Roman Britain Poster Pack, 8 A3 Talkin'Viking, English Heritage,The Architectural Story of a full-colour posters, English 25 minutes, 1998.* Midlands City, David & Heritage, 1997. Hall, R, Viking York, Charles, 1971. ISBN 0- ISBN 1- 85074- Batsford/English Heritage, 1996. 7153- 5295 -4. 692-3. ISBN 0-7134-7720-2. Overy, C, A teacher's Corbishley, M & Richards, J, Viking Age England, guide to Charles Darwin: Cooper, M, Real Batsford/English Heritage, 1991. his life, journeys and discov- Romans: digital ISBN 0-7134-6519-0. eries, English Heritage,

BEST (Y)PV F3LF FURTHER READING AND INFORMATION

1997. ISBN 1-85074-688-0. pupils comparing life today with ® Paws on the Past, English the late 1940s.* Heritage, 20 minutes, 1996. KS1 Parsons, M, Rationing, Wayland, pupils investigate life in a Victorian1999. ISBN 0-7502-2400-2.* country house.* Tolhurst, M, A teacher's handbook Local studies to Osborne House, English Clinton, D, When Bacon was Heritage, 1990. ISBN 1- 85074- Sixpence a Pound: Victorian Life in 289-8. Buckminster, Sewstern and Sproxton, Victorians at Work, National Workers Educational Monuments Record, 1998. ISBN Association, 1989. 1-873592-43-4. 8 A3 photographs Planel, P, Battlefields, defence, con- with teacher's notes.flict and warfare, English Heritage, mAtiONAL fres Victorian Transport, 1995. ISBN 1-85074-590-0.# o ID English Heritage, VICTORIANS AT WORK Purkis, S, Using memorials, 671417.Emai1: archaeology@com- TEACHUR'S PHOTOPACK 1999. ISBN 1- English Heritage, 1995. ISBN 1- puserve.com 873592-46-9. 8 A3 85074- 493 -9.# The Council for British photographs with Willis, H, Pill-boxes, Secker & Archaeology also provides a teacher's notes. Warburg, 1985. ISBN 0- 43657- service and publications for teach- Wood, R, Family 360 -1. ers. WEB site wwwbritarch.ac.uk/cha Life in Victorian Britain, Wayland, Organisations 1994. ISBN 0- The Historical Association was ENGLISH HERITAGE 7502- 1008 -7.* founded in 1906 to bring together EDUCATION SERVICE For information about visiting people who share an interest in the Brodsworth Hall, Down House past. It promotes and assists the We arc the nation's leading service provider in the field of her- and Osborne House (English study of history at all levels and is itage education. We aim to help Heritage) see below. very active in primary education. teachers make better use of the Membership gives the magazine Mid-century Britain `Primary History' and many other resource of the historic environment, wherever you arc or what- Allen, E, Wartime Children 1939- benefits. For information contact: ever subject you are teaching. 1945, A & C Black, 1983. ISBN 0-The Historical Association, 59a Educational group visits to over 7136- 1503 -6.* Kennington Park Road, London Britain since 1930, National SE 11 4JH. Tel: 0171 735 3901. 400 sites cared for by English Heritage arc absolutely free. We Monuments Record, 1998. ISBN Email: [email protected] provide free information for 1-873592-44-2. 8 A3 photographsWEB site www.history.org.uk teachers on all these sites, includ- e.pabfaia... with teacher's pPetitnfOr Change ing those used as Case Studies in Fr... and CodifyflIseedeth Glittery prinl 0110kbishtey , notes. Young Archaeologists Club is open Corbishley, G, to all 9-16 year olds and gives a this book. For further informa- Ration Book regular magazine, local branches, tion on our Free Educational Visits Scheme, how to join our Recipes, English archaeological holidays and the Heritage, 1990. National Archaeology Days. For Windows on the Past teacher's membership scheme, a sample ISBN 1- 85074- information contact: Young 288-X. Archaeologists Club, Council for copy of Heritage Learning, our Corbishley, G, British Archaeology, Bowes free termly teacher's magazine, Appetite for Morrell House, 111 Walmgate, our catalogue Resources, or any Change: food andYorkY01 2UA. Tel: 01904 other aspect of our service, con- cooking in twentieth-cen- tact us at: tury Britain, English can1,431°1 WOMEN! English Heritage Education your1"aHroldf. Farmers Can't grow all yo Service, Freepost 22(WD214), Heritage, 1993. ISBN K rrcic, vegetablures 1-85074-400-9. London ® The Milk lug W1E 7EZ. Mystery, English Tel 020-7973 3442 Heritage, 20 minutes, ... Fax 020-7973 3443 1997. KS1 www.english-heritage.org.uk

1111siel; _76 ,,A

77 ENGLISH HERITAGE PRIMARY HISTORY USING THE EVIDENCE OF THE HISTORIC ENVIRONMENT

This book has been especially written to help busy primary teachers make the best use of a whole range of evidence for teaching history in schools today, covering areas of study at both Key Stages 1 and 2.11= the pages and discover all you need to know to excite pupils with investigative discovery of the past. Inside you will find: Clear, richly-illustrated explanatory text for the non- expert, with practical advice and project ideas How to ask the right questions, teach key skills, use objects, games, documents and interpretations of the past 'r'; Ideas for Key Stage 1, from looking at houses, or famous people and events, to using stories and timelines The Romans in Britain The Anglo-Saxons and The Vikings 'Ilidor Life Victoria's England and Britain Since 1930 Case studies of places relating to each period Photocopiable activity sheets for classroom use or on site visits

ISBN 1650746SO-8

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