The mystery of the skeletons – the clues 1 - Hodder Education

SHP History Year 7 Teacher’s Resource Book © Hodder Education, 2008

1AThe mystery of the skeletons – the clues 1

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The mystery of the skeletons – the clues 2

SHP History Year 7 Teacher’s Resource Book© Hodder Education, 2008

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ATREBATESBELGAE

DUROTRIGES

DUMNONIIMaiden Castle

CANTIACI

0 100 km

N

A Roman historian writing about theBritons (10BC–20AD)

The Britons are war-mad, courageousand love fighting battles. They fightbattles even if they have nothing ontheir side but their own strength andcourage.

The only written evidence about whathappened around Maiden Castle isthis, written by a Roman historiancalled Suetonius. He says Vespasian,the commander of the Second Legion,‘fought 30 battles, conquered twowarlike tribes and captured more thantwenty large settlements’.

A B

F

C

E

D


Londinium(London)

Maiden Castle

Aquae Sulis(Bath)

Camulodunum(Colchester)

Norwich

Lindum(Lincoln)

BELGAEDUROTRIGES

ATREBATES

DUMNONII

CATUVELLAUNI

ICENI

CANTIACI

SILURES

ORDOVICES

How much of Britain the Romans controlled by AD 59

0 100 km

N

Key

1C

© Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book74

The mystery of the skeletons – the clues 3

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The archaeologists at Maiden Castleuncovered 52 skeletons. There may bemore still buried, but only part of thehillfort has been excavated.

● Fourteen of the 52 skeletons hadwounds made by weapons.

● Most of these wounds were swordcuts on the skull.

● One skull had a hole made by aspear.

Four of the people lived on for sometime after they were injured. We knowthis because the damaged bones hadre-grown after the injury. Although wecannot tell exactly how long they livedfor after their injuries we know it musthave been many weeks or months.That is how long bone takes to startto heal.

All the skeletons found at MaidenCastle were buried with objects totake to their next life. These objectsincluded legs of meat and tankards ofale, pots, weapons, beads, rings andbrooches.


I know what happened.These skeletons were thepeople from the hillfort.

They were killed in a savageattack by the neighbouring

tribe – the Belgae. Myevidence is the sword woundon the skull. The attackersslaughtered all the villagers

and then just buried them asquickly as possible.

I’m so clever!

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© Hodder Education, 2008 SHP History Year 7 Teacher’s Resource Book 75

Professor Knowall has written this answer after looking at Clues A–D.

1 Which clues has he used? We’ve done one example for you. Draw lines linking Clues A–Dto parts of his answer.

2 Underline in blue the parts of his answer that you think are correct or have plenty ofevidence to support them.

3 Underline in red the parts of his answers that you think he is too certain about and havelittle or no evidence to support them.

4 How many marks would you give the Professor out of 10 for his answer? Explain yourchoice of mark at the bottom of the page.

Clue D

The mystery of the skeletons – checkingProfessor Knowall’s answer


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Look at Clues E–L. Take each clue in turn.

1 Decide which question in the chart the clue helps you to answer.2 Write your answers in column 3.3 Take each question in turn and use the clues to fill in columns 4 and 5.

The mystery of the skeletons – collectingevidence and building your hypothesis

1 Question 2 Knowall’s answer 3 Clues that tellyou about thisquestion

4 Your hypothesis 5 Are youcompletely or partlycertain?

a) Who were theskeletons?

The Durotriges fromMaiden Castle

b) How did they die? In a savage attack

c) Who killed them? The Belgae

d) How were theyburied?

Very quickly and carelessly


Helpful sources

Sources that do not helpwith this question

Sources giving vitalevidence for answering this

question.

The mystery of the skeletons – sorting out thesourcesUse this ‘Zone of Relevance’ diagram to help you to sort out which clues are mosthelpful for investigating the mystery of the skeletons.

1 Write in pencil in the centre box ‘How did they die?’ Now look at each clue in turn andplace it on the ‘Zone of Relevance’. Think carefully about which circle each clue goes in.

2 Now change the question and write in ‘How carefully were they buried?’ and sort theclues again.

3 Have you put the clues in the same place each time? Why not?


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Doing History: What is History?

DO

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Here are three ideas you have learned from The mystery of the skeletons. Your task is tofill in this sheet with words, sentences, drawings or whatever will remind you of theseimportant ideas. For example, you could scatter some ‘question words’ under the firstpoint or write a list of questions about the skeletons or … it’s up to you!

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…enquiry – asking questions!

History is

…explaining what happened BUT … is sometimes uncertain.

History is

…using sources to answer our questions.

History is

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Doing History: Sources

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Here are two ideas you have learned about sources so far. Your task is to fill in this sheetwith words, sentences, drawings or whatever will remind you of these important ideas.

79SHP History Year 7 Teacher’s Resource Book© Hodder Education, 2008

5B

…the clues that tell us about the past, for example, about how peopleused to live, or what they did or thought.

Sources are

…anything from the past. All sorts of things can be sources: documents(written sources), pictures, buildings, artefacts (objects) and evenskeletons.

Sources are


A quick history of Britain before 1066

Fill in this grid with answers to the questions in the first column.


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Iron Age Romans Saxons Normans

1 What kinds ofwork didpeople do?

2 What weretheir homeslike?

3 What wastheir religion?

4 Who was theirruler and didhe rule thewholecountry?

5 Whatlanguage didthey speak?


Matching periods and people


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AncientEgyptians

VictoriansTudorsThe Middle

Ages

Romans Ancient Greeks Anglo-Saxons


Understanding BC and AD

1 Complete all the shields on the timeline in the style of soldiers D and E.a) Begin with shields F–H. Use shield E to help you.b) Complete A–C, using shield D to help you.

2 Was the year 150AD in the first or second century AD?

3 Did the year 300BC come before or after the year 100BC?

4 Which century was the year 1350 in?

400 300 200 100 100 200 300 400

BC ADBIRTH OF JESUS CHRIST

A B C D E F G H

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Doing History: Chronology

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Here are three ideas you have learned about chronology. Your task is to fill in this sheetwith words, sentences, drawings or whatever will remind you of these important ideas.


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… putting people and events in the correct sequence in time.

A sense of chronology includes

… being able to spot anachronisms.


… using the correct names for periods of history.



Learning Log – The Big Story of Movement andSettlement Part OneUse this diagram to record more examples of migration to and from Britain.


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The movement and settlement jigsaw


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100 ADBecause of the Roman Empiresoldiers in the Roman Armysettled in Britain. Some camefrom Africa; some from theMiddle East; some fromEurope.

British soldiers joined theRoman army and were sent toNorth Africa and Europe.

1300sCloth-makers and brick-makers came from Europeto work, and stayed inEngland.

English wool traderssettled in France andother parts of Europewhere English was verypopular.

1100sCrusaders settled in theMiddle East. They went tofight, but stayed on to livethere.

1600sThe Pilgrim Fathers sailed toAmerica so they could worshipGod the way they wanted.

French Protestants came tolive in Britain because theywere being persecuted (killedor tortured) for their beliefs inFrance.

1700sPeople found guilty of crimes inEngland were transported toAmerica and later to Australia.

Black people were brought toBritain as servants, or slaves. 1850s

In Ireland a disease ruined thepotato crop on which the Irishpeople depended. More than amillion starved to death. Morethan a million others migratedto the USA and to England tolook for work and food.

In Britain people left farmingjobs in the countryside andmoved to cities to find jobs inthe factories.

1950sMany people from the WestIndies came to Britain after theSecond World War becauseBritain needed a lot more workersin hospitals and schools, ontrains and buses, in factories andbuilding sites – to rebuild Britainafter the war.

Britons migrated to Australia,Canada and other places to starta new life.

Today


How to do well in Key Stage 3 History

Give each answer a rating – 3, 2, 1 or 0. For example:

a) if you think an answer will help you do very well in History give it a 3b) if you think an answer will not help you do well in History give it a 0.


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1 I’m good atlearning and remembering

dates.

2 I’m good atthinking of questions

to ask.

3 I always writevery neatly.

4 In my notebook Iunderline my headings ina different colour every

week. 5 I don’t believeeverything I’m told. I likechecking things out for

myself.6 I’m good at

drawing pictures ofbattles and ships.

8 I’m good at copyingdown exactly what the teacher

tells us.9 I like coming up

with my own answers using allthe evidence I can find.

7 I am interestedin why things happen.

10 I’m reallyinterested in people.

11 I like makingPowerPoint presentations.

12 I like visiting oldcastles and museums.

14 I am good atmaking connections.

13 I like stories.


Why did the Romans want an empire?

Paulinus needs your help to sort out the reasons why the Romans have invaded Britain.Which column in the table below does each reason go into? Write the numbers in thecorrect columns.


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Reasons to persuadethe Emperor

Reasons to persuadeBritish leaders

Reasons for Paulinus tokeep to himself

1 Every countrywe conquer makes Rome

wealthier. We collect taxesfrom everyone in the

Empire. Britannia payshigh taxes because it has

silver mines.

2 Rome is a hugecity, full of people who

need food. We order everypart of the Empire tosend food to Rome to

keep the Romans happy.Britannia has lots of richfarming land so it sends

lots of food.

4 The Empireimproves people’s lives.When we take over a

country we help them buildtowns and better houseswith fresh water supplies.They can buy luxury goodslike jewellery and potteryfrom every other part of

the Empire.

5 As a general, I know that the best wayto become famous is towin new lands for theEmpire. If a general

conquers a new countryhe is given a victory

march through Rome. Thecrowds will cheer, and he

will become a wealthyman with lots of land

and slaves.

6 Rich Romansdon’t do hard work forthemselves. They haveslaves to do that for

them. So Rome needs aconstant supply of

slaves. When there is arebellion or a war we cantake the prisoners andmake them slaves andsend them to build our

fine buildings.

3 Because we have a strong army we bring law and order to every part of our empire.

People don’t dare rebel.


Why was the Roman army like a top footballteam?1 Fill in column A with reasons why top football teams are successful.2 Fill in column B with evidence from pages 30–31 to show how the Roman army was

similar to top football teams.3 Fill in column C with evidence to show how the Roman army was different from top

football teams.


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A. Reasons why topfootball teams aresuccessful

B. Evidence of theRoman army beingsimilar

C. Evidence of theRoman army beingdifferent


Did people love or hate living in the Roman Empire?Complete this love–hate line with the names of people who lived in the Roman Empire. For each person add details to explain why you placed him or her in that place on the line.

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HATE

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LOVE


Doing History: Diversity

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… even if they live in the same period of history.

People’s lives are different

… even if they live in the same country in the same period of history.

People’s lives are different

Here are two ideas you have learned about diversity. Your task is to fill in this sheet withwords, sentences, drawings or whatever will remind you of these important ideas.


Doing History: Interpretations

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Here are two ideas you have learned about interpretations. Your task is to fill in this sheetwith words, sentences, drawings or whatever will remind you of these important ideas.


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… tell different stories about the past.

Different people

… tell different stories about the past by including some people, topics or evidence and leaving out or down-playing others.

Different people


Roman Empire interpretations: sorting exercise


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Water supplies Roman army Entertainment

Building skills Baths and heating Taxes

Slavery Ruled by Rome Trade

Thousands killed inconquests Deaths in rebellions Travel


Learning Log – The Big Story of Empires PartOne


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