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143 pages

English

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KS2 History is Easy: Romans in Britain (Studies, Activities & Questions) is the only book your child needs in order to get all the knowledge, practice, and technique required for studying the topic of the Romans and their influence on Britain at primary school level. Filled with engaging activities and striking facts, this book will nurture your child's enthusiasm for history and increase their marks! Unlike other KS2 history books, this book contains the entire national curriculum, practice questions and puzzles (plus 2 mock tests) and answers to every question

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Publié par	How2become
Date de parution	22 décembre 2016
Nombre de lectures	2
EAN13	9781911259473
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,0500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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HISTORY IS EASY: ROMAN BRITAIN
(KS1 AND KS2)

www.How2Become.com
As part of this product you have also received FREE access to 100s of interactive educational practice papers, including KS2, 11+, KS3 and GCSE test questions.
To gain access, simply go to: www.MyEducationalTests.co.uk
Get more products for passing any test at:
www.How2Become.com
Orders: Please contact How2Become Ltd, Suite 14, 50 Churchill Square Business Centre, Kings Hill, Kent ME19 4YU.
You can order through Amazon.co.uk under ISBN: 9781911259091, via the website www.How2Become.com or through Gardners.com.
ISBN: 9781911259091
First published in 2016 by How2Become Ltd.
Copyright © 2017 How2Become.
All rights reserved. Apart from any permitted use under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information, storage or retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licenses (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd, Saffron House, 6-10 Kirby Street, London EC1N 8TS.
Contains public sector information licensed under the Open Government Licence v3.0.
Typeset for How2Become Ltd by Anton Pshinka.
Disclaimer
Every effort has been made to ensure that the information contained within this guide is accurate at the time of publication. How2Become Ltd is not responsible for anyone failing any part of any selection process as a result of the information contained within this guide. How2Become Ltd and their authors cannot accept any responsibility for any errors or omissions within this guide, however caused. No responsibility for loss or damage occasioned by any person acting, or refraining from action, as a result of the material in this publication can be accepted by How2Become Ltd.
The information within this guide does not represent the views of any third party service or organisation.
CONTENTS
The New National Curriculum – Guidance for parents
Introducing the Romans
• Who were the Romans?
• Romulus and Remus
• From Republic to Emperor
• Life in Ancient Rome
• The Empire and its military might
Julius Caesar and Britain
• Iron Age Britain
• Caesar’s First Invasion of Britain
• Caesar Tries Again
Claudius and Britain
• Emperor Claudius
• Claudius’s Campaign
Celtic Resistance
• Boudicca
• What the Resistance Meant for Roman Britain
• Scotland Says No
How the Romans Changed Britain
• Changing British Life and Culture
• Roads and Technology
• Rome’s Legacy in Britain
Mock Tests

WHY CHILDREN ARE TAUGHT HISTORY IN SCHOOLS
History is part of the primary syllabus. Studying history gives children an introduction to the major events which have shaped Britain, and provides them with a better understanding of historical global relations. The aim of the subject is to inspire a deeper curiosity for how society has changed over the course of time.
WHAT ARE THE AIMS OF THE HISTORY SYLLABUS?
The syllabus provides children with:
• An understanding of British history as a chronological narrative from ancient times to the present day, focusing on how the British people as a whole have been influenced by the rest of the world, and indeed, how they have made their own influence felt.
• An understanding of the essential events and features of the history of the world as a whole, focusing on the earliest civilisations, most powerful empires, and the ways in which humanity has succeeded and failed.
• A wide historical vocabulary and an understanding of wider terms and concepts such as ‘civilisation’ and ‘society’.
• An introduction to wider historical concepts such as: continuity and change, cause and consequence, similarity, difference, and significance; and how to use them to make connections, draw contrasts, analyse trends, frame historically valid questions, and create their own structured accounts, including written narratives and analysis.
• An understanding of the importance of evidence when putting forward historical opinions. This also includes thinking about why some people interpret events or facts differently.
• An introduction to historical perspective by considering contexts such as locations, economics, politics, religion, and key points in time.
Key Stage 1
Below we have outlined specific criteria that should be considered when studying the History subject at Key Stage 1.

Pupils should:
• Develop an awareness of the past, using common words and phrases to describe the passage of time.
• Know where the people and events they study fit within a chronological framework, and identify similarities and differences between ways of life in different periods.
• Use a wide vocabulary of everyday historical terms.
• Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
• Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Key focuses
• Changes in national life within living memory.
• Historical events beyond living memory with national and/or international significance.
• The lives of significant individuals who have contributed to significant achievements.
Key Stage 2
Below we have outlined specific criteria that should be considered when studying the History subject at Key Stage 2.

Pupils should:
• Continue to develop a chronologically secure knowledge and understanding of local, British, and world history.
• Establish clear narratives within and across the studied historical periods.
• Note connections, contrasts, and trends over time and develop the appropriate use of historical terms.
• Address questions about change, cause, similarity, difference, and significance.
• Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
• Understand how our knowledge of the past is constructed from a range of sources.

Key focuses
• Changes in Britain from the Stone Age to the Iron Age.
• The Roman Empire and its impact on Britain.
• Britain’s settlement by Anglo-Saxons and Scots.
• The Viking and Anglo-Saxon struggle for the Kingdom of England, up to the time of Edward the Confessor.
• A local history study (this will of course vary from school to school.)
• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. (E.g. the changing power of monarchs – using case studies such as John, Anne, and Victoria.)
• The achievements of the earliest civilisations, such as Ancient Egypt or Ancient China.
• Ancient Greece, its achievements, and its influence on the western world.
• A non-European society that provides contrasts with British history, such as early Islamic civilisation, or the Mayan civilisation.
INTRODUCTION TO THE ROMANS
Before we start looking at what the Romans did in Britain, we need to look at the Empire itself.

These are the questions whose answers will help us understand how and why the Romans did what they did when they conquered Britain, so let’s get started!

WELCOME, SOLDIERS!
CHAPTER CONTENTS
My name is Atticus, and I am going to talk to you about all things Roman!
1. Who were the Romans?
2. Romulus and Remus
3. The Legendary Kings
4. The Roman Republic
5. The Fall of the Republic
6. Pompey, Caesar and the Roman Empire
7. Everyday Life in Ancient Rome
8. Gladiators
9. The Empire and its Military Might

WHO WERE THE ROMANS?
Ancient Rome was an amazing civilisation which lasted for over 1000 years – from around 750 BC (Before Christ – who we say was born in the year 0) to the year 476 (around 1500 years ago).

During this time, the Romans were responsible for huge amounts of political progress and technological development, thinking of many ideas and inventions that we still use today!

WHAT WERE ROMAN PEOPLE LIKE?
However, the Romans did have a ruthless and barbaric side to them.
They enslaved thousands and had a love of blood sports like GLADIATOR FIGHTING!
What’s more, the famous Roman army was the most ruthless killing machine the world had ever seen.

THE ROMAN ARMY
Its capital, Rome, (now the capital of Italy) was able to control this area for approximately 500 years, using its incredibly strong army to enforce its will.
This army was so successful, that the main reason for the fall of the Roman Empire is that it took over too much land and became too big to rule over!
THE ROMAN GOVERNMENT
Before the Romans had an empire, they had a fairly efficient system of government! The system of senators and governors inspired the democracies seen in many countries today.
At the peak of its powers, the Romans controlled most of Western and Central Europe, including large parts of North Africa and the Middle East. They were able to take over this land by invading and defeating other powers.
QUESTION 1
Answer these true/false questions:
I. Ancient Rome first had a system of government with politicians, and then was ruled by emperors.

II. The Romans were only a force for good.

III. The Roman Empire only spanned modern Europe.

IV. The Roman Army was very important in maintaining control of the Empire.

QUESTION 2
Mark (as closely as you can) where the city of Rome is on this map.

QUESTION 3
Why do you think that gladiator fighting is called a ‘blood sport’?

QUESTION 4
Draw yourself as a Roman. What do you think you would look like?
ANSWERS

Q1.
I. True
II. False
III. False
IV. True
QUESTION 2

QUESTION 3
A ‘blood sport’ is a competitive sport in which people get hurt or blood is spilled! More than accurate for gladiator battles.
QUESTION 4
Show someone your drawing! Did they like it?