YEAR 3 (1)
Age 7- 8
c2,500BC to 500AD
(1) Ancient Greece (c 2,500 BC to 30AD)
(2) Ancient Rome (753BC to 476AD)
(3) Celtic Britain and Roman Britain (55BC to c450AD)
Ancient Greece (c 2,500 BC to 30AD)
- Bronze Age (2,500 BC to 1100BC)
- Archaic Age (c850BC – 600 BC)
- Classical period (c500-400 BC)
- Hellenistic era (350BC to 30AD)
First, draw (or print off) a small map of Greece to locate it in the Mediterranean. Be sure to include Crete! Then make a time-line marking the divisions above. Make sure you know what the letters BC and AD mean. What will you write at ‘0’ on your time-line? (Clue: a very important event!) Do you know what a little letter ‘c’ means when it is written before an historical date? Try to find out!
- The Bronze Age (2,500 BC to 1100BC)
Find out when and where ‘Ancient Greece’ began.
Find out what the Minoans and Myceneans were like. Read the story of King Minos, Theseus and the Minotaur.
Read about the Trojan War (and the wooden horse) which probably would have occurred around this time. If you like drawing, you could draw some illustrations of these stories.
- Archaic Age c850BC – 600 BC
After the Bronze Age, Greece entered a ‘Dark Age’ which we do not know a lot about. This was from about 1100BC to c 850BC. You can mark it on your time-line if you like.
In about 850BC Greece emerged into a new age which we call the ‘Archaic Age’.
Find out about city states. The two most famous were Sparta (which was very military) and Athens (which had the acropolis and the Parthenon). Try to draw a picture of a Spartan soldier, and perhaps one of the famous buildings in Athens (or you might draw the Goddess Athene after whom Athens was named).
Find out about the Olympic games, which were first held around this time.
See if you can write some letters from the Greek alphabet which developed at this time. Can you write your name in Greek?
At this time the poet Homer was writing about the Trojan War. Can you find a picture of the famous statue of him? What disability did he have?
What were Greek architecture, sculpture and pottery like in the Archaic Age? Copy some examples of the types of columns on buildings, and the black figure (and later red figure) pots which were popular at this time.
- Classical period c500-400 BC
This is the time we usually think of when we talk about ‘Ancient Greece’.
There were lots of wars:
the Persian wars (read about the battles of Marathon, Thermopylae, Salamis)
the Peloponnesian wars (can you find out what happened at the Battle of Aegospotomai in 405BC?). Who was fighting whom?
Find out what a hoplite soldier looked like. Try to draw one!
What were a bireme and a trireme? Copy a diagram of each if you like to draw.
What were Greek architecture and pottery like in the Classical Age? Draw some examples of the pottery from this time.
- Hellenistic era 350BC to 30AD
Hellenistic is another word for Greek. We use it when we talk about the later years of Ancient Greece.
Try to find out a little about Philip of Macedonia. How did he die?
Who was Alexander the Great? Find out how large his empire was – you could draw a fold-out map (it was very big!).
Read about his great battles of Issus and Guagamela. Try to read the famous story of the Gordian Knot. Which great Empire finally conquered what was left of Alexander’s Empire after his death?
You might like to study the Gods and Goddesses and mythology of Ancient Greece as a Classics project.
Ancient Rome (753BC to 476AD) (c age 7-8)
- The monarchy c753BC to 509 BC
- The Republic (509BC to 44BC)
- The Empire (c 27BC to 337AD)
- Roman life
- Decline of the Western Empire (337AD to 476AD)
Draw, or print off, a map to locate Rome in Europe.
Make a time-line showing the divisions above.
- The foundation of Rome: the monarchy c753BC – 509BC
Read the legend of Romulus and Remus and the she-wolf, and the founding of Rome in c753BC.
Why is Rome called Rome?
Rome started out as a monarchy (that is, it was ruled by a king). The monarchy lasted for 250 years. Find out about the Etruscans who became kings of Rome.
Read about the last king, Tarquin the Proud, in the story of Horatius at the Bridge. The version by Macauly is very good. If you like drawing, draw an illustration for the story.
- The Republic 509BC – 44BC
The fall of Tarquin marked the end of the monarchy and from about 500BC, Rome became a republic. This means that instead of a king, it was ruled by elected men. Find out what special name was given to these men who ruled the Republic.
This was the time of the Pyrrhic wars against Greece (read about Hannibal and his elephants!) and the Punic wars against Carthage (read about what happened to Carthage harbour).
Later, in about 100BC, a man called Marius created the Roman army we are used to seeing in history books. Find out what you can about:
legions, legionaries, cohorts and centurions.
Draw some pictures of their armour and weapons, and write the Roman names in Latin: what were the lorica segmentata, galea, scutum, gladius and pilum? What was a testudo?
- The Roman Empire (c27BC to 337AD)
The Republic came to an end when a general called Julius Caesar seized power. Caesar controlled both the government and the army, so he was a dictator, in charge of everything. Find out how he died in 44BC.
Caesar’s adopted son Octavian defeated his enemy Mark Anthony and a famous Egyptian queen and her Roman ally at the Battle of Actium and became dictator. Who was the mysterious queen? Draw a picture of her.
Octavian called himself ‘Augustus’ and became known as the first Roman Emperor. After him came many famous emperors such as Nero, Trajan and Hadrian. Find out what these men are most well known for.
In 284 AD, the Emperor Diocletian split the Empire into two halves. What were they called?
Read about the battle of the Emperor Constantine with Maxentius at the Milvian Bridge. Why is Constantine is such an important emperor in the history of the Church?
Draw a map showing the extent of the Roman Empire when it was at its greatest, which was during the reign of the Emperor Trajan in 117 AD.
- What was it like to live in the Roman Empire?
There were games – find out what the Circus Maximus and the Colosseum were used for.
There were public baths – find out what the caldarium, tepidarium and frigidarium were.
There were many different types of homes – find out who might have lived in a domus, an insulae, or a villa.
You might also study the Gods and Goddesses and mythology of Rome as a Classics project
- Decline of the Empire (337AD to 476AD)
By this time the Empire was coming under increasing attack from various groups of people. Find out a little about the Huns, the Vandals and Visogoths. Where were these people from? Read about Alaric the Goth.
In 455AD the Vandals invaded Rome and destroyed it. Who was the very last Emperor of the Western Empire?
The Western Empire was at an end, but how long did the Eastern Empire last? Can you find out why the Eastern Empire is often called the Byzantine Empire?
Roman Britain (55BC to c450AD) (c Age 7-8)
- Ancient Britain
- Roman conquest
- Expansion and rebellion
- The Decline of Roman Britain
Start by making a time-line of Roman Britain showing 55BC to 450 AD. Mark on important dates as you come to them.
- Ancient Britain
Celtic tribes Draw a map of Britain at the time of the Celts.
What did they look like?
What were their houses like?
How did they fight?
What were the tribal names?
Where were the different tribes based? Identify these on your map.
When did Julius Caesar come to Britain? Did he actually conquer it?
Why did the Emperor Claudius send troops to Britain in 43AD? How many men did he send, and who was in charge of them?
When the Emperor Claudius himself came to Britain, what unusual ‘weapons’ did he bring? Where did Claudius build his main fort? What is that city called today?
Who betrayed Caractacus to the Romans? What eventually happened to him?
Which tribe did Boudicca lead? When she rebelled against Rome in 60AD, which three major cities did her army destroy? Read the tragic story of her final defeat.
Draw a map of Britain during Roman times. Add to it some important forts, towns and roads.
What was the Pax Romanum?
Investigate Roman forts: What does the word ‘castrum’ mean? Can you find some English place names which still use this word, written as ‘chester’ or ‘cester’?
How did the Romans build their roads? Why were good roads so important to them? Can you find out the names of some Roman roads which we still use today?
Find out about one place in Britain with remains of a Roman villa – perhaps there is one close to your town.
- Expansion into Scotland
What did the Romans call Scotland? What were the Picts like?
What happened at Mons Grappius in 84AD?
What famous landmark did Emperor Hadrian leave behind when he visited Britain in AD122. What was it for? It was the largest structure in Roman Empire – 75 miles long with 16 forts! Mark it on your map.
What happened when the Scots rebelled again in 180 AD?
The Emperor Septimius Severus divided Britain into two parts in 211AD. What were the two parts called and what were their capital cities?
Where did the Emperor Constantius die in 306AD? Who became emperor after him? Why is this emperor so important in the history of the Church?
- The Decline of Roman Britain c 300-450AD
Which group of people from Germany were attacking the coast of Britain at this time?
Why did the Romans build the Saxon shore forts from about 280AD? Find out about one of these forts (such as Portchester). Add some of these forts to your map.
When, in 410, Britain asked for Roman troops to remain, why did the Emperor Honorius pull the troops out instead? What did he say to the Romans living in Britain? (think about your Roman project – what was happening in Rome at this time?)
YEAR 3 (3)
History – ages 6 to 8
Introduction to British History, Our Island Story
People in History, book of centuries. Work through British Kings and Queens, Saints and interesting events in order.
Lap books, Saint from periods in history, lives of famous people.
Use unit studies for added interest or to cover interesting time periods and topics.
Use unit studies to incorporate and integrate subjects regularly. It is ok to take a break from the set courses to enjoy immersion in a topic that we find interesting. Unit studies should incorporate independent research, outings to relevant museums or activities, discussion, sharing of ideas, critical thinking and logic, passing on new found knowledge to others in varying formats (retelling, plays, art work, project books, lap books, computer designed newsletters)
Ideas for unit studies:
A local famous person