Transcript The Romans

Welcome to Year 7 History
Objectives
• To be introduced to the
areas we will investigate
• To start to apply the
skills we will be using
this year
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What do we know?
Can you in pairs come up
with five things you already
know about each of our
topics
1066 – Battle of Hastings
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The Romans
Castles
Complete the Single Bubble Tool
with what you already know about
Rome
Rome
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What is our baseline?
Objectives
• To understand the
purpose of a baseline
assessment
• To complete our
baseline assessment
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The Romans
Task 1: unscramble the
following letters
PIEMER
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What does Empire mean?
A large state or group of states that
are governed by one ruler
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Where was the Roman Empire?
Objectives
• To learn about the
places that were in
the Roman Empire
• To understand the
advantages
(positives) and
disadvantages
(negatives) that an
Empire might
bring
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Task 2
• Use the map of the Roman Empire in 120
A.D. to find the places marked by a red
square.
• Mark them on your map using a key,
numbering the places 1-8.
• Now shade in the places that belonged to
the Empire
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Check that you found all these places
Britain
Rome
Sicily
Carthage
Athens
Jerusalem
Alexandria
Byzantium
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Task 3
Answer the following questions:
• What benefits do you think Rome would
get by having an Empire ?
• How do you think Rome gained an
Empire?
• Do you think the Empire would have given
Rome any problems ?
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Task 4
You are now ruler of your own empire!
You need to decide on the following:
• What is it going to be called?
• What rules would you have?
• How would you keep it if people tried to
take it away?
• Why is it different to other empires?
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Which is the odd one out
and why?
What is this
word?
GELNDE
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How did Rome begin?
Objectives
• To identify the
difference between
fact and legend
• To identify the
beginning of the
Roman Empire
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How did Rome begin ?
Read the two accounts of how the city of Rome began.
 Which account do you think is most accurate ? Give reasons for your
answer.
 Do the 2 accounts agree on any details ?
 The story of Romulus and Remus was written down in 200B.C. and
taught to all schoolchildren; why do you think the Romans did this ?
Use examples from the story to explain what the Romans wanted
people to think about their city.
 Which part of the story of Romulus and Remus cannot be true ?
 The story of Romulus and Remus is a legend; what does this mean
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Rome`s Rise to Power
Put the following key dates and events in
chronological order
146 B.C. Carthage was burned to the ground
250 B.C. Rome controlled most of Italy
27 B.C. Augustus became the first Roman Emperor
128 B.C. The Emperor Hadrian died
390 B.C. Rome was attacked by Gauls
241 B.C. Rome captured Sicily
218 B.C. Hannibal invaded Italy
121 B.C. Rome controlled Greece, Macedonia and Asia
Minor (Turkey)
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What is his
job?
List five clues
With Reasons
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Why did people join the
Roman Army?
Objectives
•
•
•
To identify what qualities
are needed to join the army
To identify reasons for
joining the army
To design an advertisement
to encourage people to join
the army
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Task
You are in charge of finding new
recruits for the Roman Army
Your commanding officer is relying
on you! You must write an advert for
the local newspaper to attract
recruits.
The ad must include: the type of man
the army is looking for and must be
persuasive?
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• Gladius = sword
Latin words to add to
your drawing!
• Pugio = dagger
• Scutum = shield
• Hasta = spear
• Caliga = sandals
• Galea = helmet with a visor
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Why was the Roman army so
successful? Soldiers
Objectives
To understand the
different ranks (levels) of
the army
 To build up our
vocabulary of Roman
terms
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While we are watching the video
clip consider the different
soldiers you can see and how
they are organised
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How was the Roman Army
organised?
• Main part of the
army was the
LEGION
• This was made up of
5000 men under the
command of the
LEGATE
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How the Roman Army was
organised
• The legion was divided
into ten cohorts
• Each cohort was made
up of six centuries
• The centuries were
commanded by a
centurion
• Centuries originally had
100 men
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How the Roman Army was
organised
• The centurions were
very important men
• They were responsible
for training the soldiers
under their command
and making sure
everyone obeyed orders.
• Some were very cruel
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Standard Bearers
• Each century had its
own emblem or
standard.
• This was carried by the
standard bearer, a very
experienced and trusted
soldier
• To lose your standard
was a great disgrace
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Who else was in the Army?
• Auxiliaries- These
were soldiers from
lands conquered by
the Romans who
volunteered to fight
for the Romans
• many of these had
special skills- like
cavalry soldiers
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Which soldiers are the most
important?
Prioritise the type of soldier from most important
to least important. Have reasons for your
decisions.
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Quick Quiz
1. What is the Latin word for sword?
2. What did each century have of its own?
3. Where were the Roman auxiliary solders
from?
4. What does hasta mean?
5. How many men were in a legion?
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Hangman!
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Why was the Roman army so
successful? Weapons &
Tactics
Objectives
 To understand
the weapons and
tactics used by
the Romans
 To assess how
successful their
weapons and
tactics were
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Weapons
•
The Ballista could fire large
iron-tipped arrows over 250
metres with great accuracy.
Roman technicians developed the
repeating ballista. A cam was used
to move a magazine of bolts, one
at a time, into position and also
tensioned the rope that fired the
bolts. It was a most fearsome
weapon but it could not easily be
moved a few degrees between
shots as the single shot version
could.
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Weapons
• The Catapulta fired
large boulders and
fireballs over 150 metres
• During a siege they would
fire parts of dead bodies
into fortresses and cities
to spread disease and
terrify those inside
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Double
Bubble!
Comparing and Contrasting: The major function of this
thinking map is to take two bubble maps and compare
concepts. The outside circles are reserved for differences
whilst the inside are reserved for similarities
The Ballista
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The Catapulta
Weapons
• What advantages do these weapons give
the Romans?
• What might be the problems encountered
by the Romans when using these
weapons?
• Do the advantages outweigh the
problems?
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Tactics and Strategy
• The first thing the Romans tried to do when they were
conquering another country was to choose the time and
place of the battle. The Romans would arrive, set up
camp and then send a letter to the local ruler asking him
to submit to Roman rule – the Romans never fought
unless they had to.
• This gave the Romans time to rest and to decide how and
when they would attack. They researched the strengths
and weaknesses of their opponents and chose strategies
to suit the occasion
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Tactics and Strategy
Why were these tactics so clever ?
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Battle Formations
• The Orb is circular. The
Centurion is in the
middle and the
legionaries surround him
with their shields facing
outwards.
• When might this
formation be used?
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Battle Formations
• The Wedge is a ‘V’ shape.
• The centurion is at the front of
the ‘V’ and the legionaries form
the sides of the ‘V’ . They have
to stay close together.
• Why would they have to stay
close to each other?
• When might this formation be
used?
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Battle Formations
• The Tortoise is square. The
men at the front hold their
shields in front of them. The
men at the sides hold their
shields to the sides. The men
in the middle hold their shields
above them. The shields must
touch so the men have to move
closely in formation.
• When might this formation be
used?
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Battle Formations
•
•
This move is made from two rows
of soldiers. The ones at the front
kneel down and put their shields
in front of them and their pila to
the right hand side of their shield.
The pila are stuck in the ground.
The men behind hold their shields
in front at an angle and their pila
over the top of the shields in their
right hand.
When might this formation be
used?
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Quick quiz
What is this
formation?
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Quiz
What is this formation?
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What job would this
person have in the
Roman army and how
do you know?
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Name 4 different types of soldier in the
Roman army? (not ranks)
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How do we write our
assessment?
Objectives
 We are learning to
structure an answer
in order to write a
good assessment.
 We are learning what
makes a good
introduction and a
good conclusion
 We are learning what
sort of information
we need to include.
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Good History includes
1. Clear intro
2. Specific
causes/reasons
3. Evidence in support
4. More than one point
of view
5. Clear links
6. Structured into
paragraphs
7. Relevant use of
Historical terms
8. Punctuation /
spelling / grammar
9. Clear conclusion
Missing
Room for
development
Done well
Planning our answer
Why was the Roman Army so successful?
• The Roman Army conquered an Empire that stretched
all around the Mediterranean Sea and which lasted for
years. This proves that it was a very successful army. All
of the ideas you have studied help to explain WHY the
Roman Army was so successful. Your task now is to
show how these different ideas link together.
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Our Assessment
 In order to write a good assessment we
need to plan what information we want to
include and check that we have put it in a
logical order.
 Use all the information in your book to
help write this assessment. You can use
any other books you have at home to help.
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Can we plan our own battle?
WHAT WOULD WE NEED TO
SUCCESSFULLY PLAN, ORGANISE
AND WIN A ROMAN BATTLE?
What
do we
need?
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Can we plan our own battle?
Objectives
 To understand
what the Romans
did when planning
a battle.
 To plan our own
Roman Battle.
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Where will you camp?
You are attacking the settlement
on the map – central grid
reference 0801.
You need to find a suitable
site –What will you need.
you must also be no closer
than 2km to the settlement.
You can feedback ideas
before your final decision.
Once decided mark the
position on your map with
an x.
Then fill out decision sheet
what your decision was – e.g.
camp at 0107 then in the
reasons column why you
have chosen that area.
Repeat this for the site you
wish to do battle, no more
than 2km from your camp
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Planning Sheet
Task
Task 1: Choose a site to place
your camp and mark it on
your map
Task 2: Choose a site for your
battle—this must be no more
than 1 kilometre from your
camp.
Mark this on your map.
Task 3: Decide which
weapons you are going to
purchase
Task 4: Decide where you
will place the weapons you
have bought and place these
on your map.
Task : Decide which 3 out of
the 4 battle formations you
are going to use.
Task : Decide where you will
have each battle formation
and mark it on your map.
Decision
Reason
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What weapons do you want?
20 Denarius
You only have
100 Denarius,
you can mix
and match
30 Denarius
Mark on your decisions
on the map no more
than 1km from the
battle site and fill in
your decision sheet
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What formations do you want?
You can
only
use two
Mark on your decisions on
the map, no more than 1km
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from the battle site and fill
in your decision sheet
Plenary
What Skills have we used this lesson?
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Check your understanding
1. I can give an
advantage and
disadvantage about
each different type of
Battle formation.
2. I can make an
informed decision on
which formation is
best to use in
different situations.
3. I can explain why the
Roman army were
so successful.
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Our Roman Battle
For the past few weeks we have been organising our own Roman Battle – this
involved making lots of decisions, for example; where to put our camp,
where to have our battle, what weapons to use and where to put them
and what battle formations to use and where to put them.
We put our camp in grid square _____. We chose this location
because............................
We decided to have our battle in grid square ____. We thought this location
would be good to have a battle here because ..........................................
We decided to use these weapons _________. We decided on these because
..........................................
We had to decide where to put them so we put them in grid squares
_________, _______ and _______-. We thought this would be a good
location for our weapons because ...................................
Finally, we had to decide which battle formations to use. We chose the
__________, ________ and the ____________. We chose these because
....................................................
We decided to put our formations in grid squares _____, _____ and
________. We chose these locations because......................................
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Why was Julius Caesar murdered?
Objectives
• To learn about the way that
Rome was ruled
• To learn some key words
• To learn about the murder of
Julius Caesar
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Starter
What do these words mean ?
Republic
King
Dictator
Elect
Emperor
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The Republic
• Complete the sheet with the correct names and
stick this sheet into your book.
• What was unfair about this system ?
Write 2 sentences to answer this question.
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The Murder of Julius Caesar
• WALT- To use source evidence to create a
detailed and accurate report.
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Who was Julius
Caesar?
•Roman Army General; had led
his army to conquer the whole of
Gaul (France and Belgium)
•Had sent an expedition over to
Britain
•Was a popular hero with his
troops and the ordinary people of
Rome
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Caesar and Pompey
•One of Caesar`s biggest rivals was another
general called Pompey
•The Senate disliked Caesar and supported
Pompey
•They ordered Caesar to get rid of his army
•Caesar ignored them and defeated Pompey in
battle
•Caesar then took over Rome as “Dictator
for Life”
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Caesar’s murder – the build
up
A few weeks before his murder Caesar is
told by a soothsayer “Beware the Ides of
March”
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Caesar’s murder – the build up
The night before his murder his wife Calpurnia
has a nightmare and begs him not to go to the
Senate
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Caesar’s murder – the build up
What possible reasons do we have so far as to
why he might be murdered?
Was his wife right to ask him not to go to the
Senate?
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Why was Julius Caesar murdered?
My investigation
Objectives
• To investigate the evidence
surrounding the murder
• To evaluate the evidence
• To come to a conclusion as to
why Julius Caesar was
murdered
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Why was Caesar murdered?
• Read through the evidence and make a
list of the different suspects and the
reasons they are suspected.
http://www.youtube.com/watch?v=7FvgP
5hO99o
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The Murder
• 15th March 44BC Caesar gets ready to
go to the senate
• More than 60 conspirators wait for
Caesar in the Senate
• The conspirators, all senators, are led
by Brutus and Cassius
• With daggers concealed under their
togas they murder Caesar, stabbing
him at least 23 times
• Caesar says to his friend Brutus ‘You,
too, my child.’
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What makes a good piece of History writing ?
•
•
•
•
•
•
•
•
•
A clear introduction
Specific causes / reasons
Evidence in support
More than 1 point of view
Clear links
Structured into paragraphs
Relevant use of Historical terms
Punctuation/spelling/grammar
Clear conclusion
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Bubble map
Describing Qualities:
functions as a
descriptive organiserthe concept goes on
the centre and all
around in the circles go
adjectives or qualities
of the central concept.
What makes up
Society
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Double Bubble! To look for similarities and
differences
Roman
Society
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Our
Society
What was Roman Society like?
Objectives
• To work effectively
and co-operatively
within a group
• To enhance our
research skills
• To collect and present
information
successfully and
creatively
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Presentations!
You will be responsible in groups for
teaching the rest of the class about
Roman Culture and Society
Each group will be given a certain
topic to research and the produce a
fun and informative presentation
on
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The Groups
•
•
•
•
•
Leisure Time
Religion
Education
Homes
Food and Dress
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You will have today’s lesson and
then 1 more full lesson to:
Gather all the information you will
need and make notes
Plan how you will present these ideas
(Be as creative as possible!)
Design and practice your presentation
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Now evaluate your lesson
What has your group done well
this lesson and why
What could you have done
better and why
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What was Roman Society like?
Objectives
• To work effectively
and co-operatively
within a group
• To complete your
presentation
• To practise your
presentation
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Choose an odd one
out
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You will have today’s lesson to
complete your presentation
Finish gathering all the information
you will need and make notes
Plan how you will present these ideas
(Be as creative as possible!)
Design and practice your presentation
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Now evaluate your lesson
What has your group done well
this lesson and why
What could you have done
better and why
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Useful Websites
• http://www.bbc.co.uk/schools/primaryhistory/
romans/
• http://www.woodlandsjunior.kent.sch.uk/Homework/Romans.html
• http://www.historyforkids.org/learn/romans/
• http://ancienthistory.mrdonn.org/AncientRome
.html
• http://cd7.e2bn.net/e2bn/leas/c99/schools/cd
7/website/Romans.htm
What was Roman Society like?
Objectives
• To give our
presentations
• To peer assess our
presentations
• To give constructive
feedback
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What was Roman Society like?
Planning
Information
How well planned
How much
do you think the
information did the
presentation was?
group gather?
Did everyone seem Did you learn a lot
to know what they
from the
were doing?
presentation?
Positive
What was good about
the presentation?
Improvement
What could the group
have done better?
Next Time
What should be their
target for next time?
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Creativity
Was the
presentation
original ?
Was it fun?
Did you enjoy it?
Taboo
• I will need a volunteer
• They will come to the front with their back to the
board and be asked to guess what is behind them
with the help from the rest of the class
• But there is a catch! There are certain words you
cannot say and once you have guessed the item
you must tell me how it links to the Romans!
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Bath
wash
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Roman Baths
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Sheets
Toga
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What was Vindolanda like?
Objectives
• To investigate a local
Roman site
• To research life in
Vindolanda
• To come to a
judgement on how
good life was at
Vindolanda
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What was Vindolanda like?
Near here on Hadrian’s Wall is the Roman
settlement at Vindolanda.
You are going to do some research into what
this place was like
In pairs, using one laptop, find out where it is
and draw a stretch map
Find out and list what buildings there were and
what they were used for
Give an example of why life might be good and
why life might be bad
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