| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | WALT: understand the Roman invasion. |
| What length (min) | 45 |
| What age group | Doesn't matter |
| Class size | 26 |
| What curriculum | UK national curriculum |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 12 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
WALT: Understand the Roman Invasion
Key Stage 2 / Year 5-6 (Ages 9-11)
History
26 students
45 minutes
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Explain the objective of the lesson and introduce the topic. |
| 2 | Background Knowledge | 10 mins | Discuss prior knowledge about the Romans and Britain. |
| 3 | Group Activity | 15 mins | Divide the class into groups to analyze different sources. |
| 4 | Class Discussion | 10 mins | Facilitate a discussion on group findings and key takeaways. |
| 5 | Homework Assignment | 5 mins | Explain the homework task and distribute homework sheets. |
"Good morning, everyone! Today, we are going to delve into an exciting topic: the Roman invasion of Britain. By the end of this lesson, you will understand not only the causes of the invasion but also its effects on the British Isles. We'll also look at some historical sources to help us analyze what really happened during that time. Are you all excited to learn about this important event in history?"
"Let’s start by tapping into what you already know. Can anyone tell me why you think the Romans might have been interested in invading Britain? Think about their power, resources, or anything else that comes to mind. I’ll give you a couple of minutes to discuss this with your partner, and then we’ll share our ideas with the class."
[Pacing for about 2-3 minutes for student discussions.]
"Who wants to share what they talked about? Yes, I see someone raising their hand! Go ahead."
[Encourage several students to share their thoughts.]
"Great ideas, everyone! The Romans were indeed motivated by various factors like trade, land, and power. Now, let’s gather some background information to give us a clearer picture of what led to the invasion."
"Now it’s time for an exciting group activity! I’ll divide you into small groups, and each group will receive different sources related to the Roman invasion. Some will have primary sources, like excerpts from historical texts, and others will have secondary sources, such as articles or summaries."
[Divide the class into groups and distribute printed sources.]
"Your task is to analyze your source. Discuss what it tells you about the Roman invasion. Think about questions like: What is the main idea? Who wrote it, or who created it? Why do you think they wrote it? You’ll have 15 minutes for this, so use your time wisely!"
[Allow students to work in groups for 15 minutes, walking around to listen and assist if needed.]
"Okay, time’s up! Let’s come back together and share what you found."
"Now that you’ve analyzed your sources, let’s have a class discussion. I’d like each group to take turns sharing what their source was about and what key takeaways you gathered. Who would like to go first?"
[Facilitate the discussion, ensuring each group presents their findings. Prompt further discussion with additional questions related to their conclusions.]
"Wonderful insights, everyone! It’s clear that the Roman invasion had complex reasons and outcomes. I hope this exercise helped you understand how we can use different sources to learn about history."
"Before we wrap up, I have a homework assignment for you. I want you to choose one of the sources we discussed in class and write a short paragraph explaining its significance to the Roman invasion of Britain. Use your own words and be creative!"
[Distribute the homework sheets to students.]
"This assignment is due in our next lesson. If you have any questions about it, feel free to ask! Thank you for your hard work today; your participation was fantastic! Have a great day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A map of Roman Britain} | Introduction - Topic: Roman invasion of Britain - Objectives: Understand causes and effects - Analyze historical sources |
| 2 | {Image: Classroom discussion} | Background Knowledge - Discuss student ideas about Roman motivations - Consider: power, resources, trade |
| 3 | {Image: Student speaking} | Sharing Ideas - Encouragement of student participation - Key motivations for invasion identified |
| 4 | {Image: A collage of ancient Roman artifacts} | Group Activity – Introduction - Small group analysis of different sources - Types of sources: Primary vs. Secondary |
| 5 | {Image: Students analyzing texts together} | Group Activity – Task - Analyze assigned source - Discuss: Main idea, author, intent |
| 6 | {Image: A timer or clock} | Group Activity – Time - 15 minutes to discuss - Importance of using time wisely |
| 7 | {Image: Students regrouping} | Class Discussion – Introduction - Share findings with the class - Encourage group rotation for presentations |
| 8 | {Image: A teacher facilitating a discussion} | Class Discussion – Key Takeaways - Insight into sources and interpretations - Explore complex reasons and outcomes of the invasion |
| 9 | {Image: Homework assignment sheet} | Homework Assignment – Introduction - Choose one source discussed - Write a paragraph on its significance |
| 10 | {Image: Students writing notes} | Homework Assignment – Guidelines - Use own words and be creative - Due next lesson |
| 11 | {Image: A thank you or farewell gesture} | Wrap-up - Thank students for participation - Encourage questions about the homework |
| 12 | {Image: A positive classroom environment} | Conclusion - Summary of the lesson - Reminder of the next topic or session |
What were some of the key motivations for the Roman invasion of Britain? List at least three reasons and provide a brief explanation for each.
Describe one primary source and one secondary source related to the Roman invasion that you learned about in class. What are the differences between the two types of sources?
Why is it important to analyze different types of historical sources when studying events like the Roman invasion of Britain? Provide at least two reasons.
Choose one of the sources your group discussed during the lesson. What insights did you gain from it about the Roman invasion? Explain its significance in no more than three sentences.
Reflect on the group activity from class. What was one challenge you encountered while analyzing your source, and how did your group overcome it?
After learning about the Roman invasion of Britain, what do you think were its long-term effects on British society? Discuss at least two effects in your response.
How can historical sources, both primary and secondary, shape our understanding of historical events? Provide an example based on the Roman invasion.
Answers may include:
Primary source: An excerpt from Julius Caesar's "Commentarii de Bello Gallico," detailing his account of the invasion. Secondary source: A modern historian's article summarizing the invasion and its consequences. Differences: Primary sources are original documents or firsthand accounts, while secondary sources interpret or analyze those original documents.
It is important to analyze different types of historical sources because:
Answers will vary depending on the chosen source, but should explain the content and significance of the source in relation to the Roman invasion.
Responses will vary but should include a specific challenge faced during the analysis and how the group worked collaboratively to address it.
Answers may include:
Historical sources shape our understanding by providing evidence of what occurred, allowing historians to interpret and reconstruct events based on available documentation. For example, accounts of Roman soldiers provide insights into their experiences and perspectives during the invasion.
What do you think life was like for the Britons immediately before the Roman invasion? Can you describe a typical day for them?
If you could speak to a Roman soldier involved in the invasion, what three questions would you want to ask them about their experiences?
Imagine you are a historian in the future. How would you explain the significance of the Roman invasion of Britain to someone who knows nothing about it?
How might the Roman invasion have altered the lives of women and children in Britain at the time? Can you provide some examples?
If you could create a diary entry from the perspective of a Briton during the invasion, what feelings and events would you want to include?