Year 1 Communication Over Time (8 hours)

Year 1 Communication Over Time (8 hours)

Chronology Location Conflict Travel & Exploration

Lifestyle (e.g. homes, pastimes,

food, clothing, beliefs)

Artefacts

Links Back

New

Learning

The most critical part of this unit

is to develop a sense of what

history actually is – the

understanding of what has

happened before and how it always

influences what happens next.

The children will learn how methods

of communication have changed

hugely over the last century. The

first telephone was invented by

Alexander Graham Bell in 1876. They

will explore how phones have

changed over time and evolved into

smart phones. The children will also

look at the first computer and how

these have changed and developed

overtime alongside phones. The

children will spend time learning

about Tim Berners-Lee who invented

the world wide web in 1990.

Alexander Graham Bell and Tim-

Berners Lee are both British

inventors. Children should know that

many famous inventors and

inventions came from Britain, which

is increased Britain’s influence in the

world.

Now, much of this technology comes

from China and the USA.

The children will learn that before

methods of communication were

developed over time, messages and

news were communicated through

travelling to deliver them directly

(e.g. telegrams). This meant that

everything happened at a much

slower pace in the world. For

example, to get a message by ship

from Australia to England before

the invention of the phone would

take about 100 days!

The children will learn that

telephones and computers to

communicate have become an

essential part of daily life – they

mean that we can communicate much

more quickly and therefore do

things much more quickly. The world

wide web is hence one of the most

influential inventions of all time.

Web pages are used to share

information, communicate, discover

sports, arts, to listen to music, play

games, to read and to learn. Almost

every aspect of daily life can be

seen and shared online.

Another critical part of this unit

is understanding artefacts as our

only sources on information for all

history units to come. Children

need to handle primary resources i.e.

actual old phones and computers but

also see photos and read about them

too (secondary sources)

Next

Learning

The children will look at how flight

has changed over time.

The children will look at other

British people including Queen

Victoria.

The space race technology changes

over time sparked the Cold War.

The children will learn how

communication was during the times

of famous people including Queen

Victoria and Grace Darling.

Children will learn about the culture

during the times of famous British

people.

Children will continue to use and

understand the terms primary and

secondary sources through using

them to form opinions.

Vocabulary Past

Invented

Changed

Develop

Recent

British

England

Scotland

Communication

World wide web

Internet

Digital

NC Links Develop an awareness of the

past, using common words and

phrases relating to the passing

of time

Know where the people and

events they study fit within a

chronological framework and

identify similarities and

differences between ways of

life within 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.

Changes within living memory.

The lives of significant

individuals in the past who have

contributed to National and

International achievements.

Understand some of the ways in

which we find out about the

past and identify different

ways in which it is represented.

Aspiration The children to visit the school office and talk with the school staff about their role and the reliance on phones and computers/internet to do their jobs. Discussion around what their jobs would be like without this modern technology.

Cultural

Capital

The best that’s been said and done – Alexander Graham Bell and Tim Berners Lee

Year 1 Flight Over Time (8 hours)

Chronology Location Conflict Travel & Exploration

Lifestyle

(e.g. homes, pastimes, food,

clothing, beliefs)

Artefacts

Links Back The children have learnt how phones

and digital technology has changed

over the last century and affected

how messages were spread remotely

– they will now do the same with

flight and understand that people

now had a desire to do this in

person.

The children have learnt about key

inventors in Britain when learning

about communication over time. They

are now exploring key events

elsewhere in the world for the first

time.

The children have learnt about

communication over time.

The children have looked at primary

and secondary sources of evidence

when looking at phones and

computers over time.

New

Learning

The most critical part of this unit

is to develop a sense of what

history actually is – the

understanding of what has

happened before and how it always

influences what happens next.

The first flight of an engine-

powered aeroplane took place in

1903 from the Wright brothers who

had numerous failed attempts. The

children will explore this key event

and then learn about how planes

have changed and developed over

time, making flight quicker, safer

and more convenient. They will also

then explore the history of rocket

technology, leading up to Neil

Armstrong’s first moon landing in

1969.

The first flight was in North

Carolina, USA.

Neil Armstrong was American and

worked for NASA – Kennedy Space

Centre, Florida, USA.

The Soviet Union were part of the

space race as they were trying to

challenge / replicate the technology

of the USA.

The Soviet Union became the first

country to send a man into space –

Yuri Gagarin. The USA and Soviet

Union entered into a space race; the

two countries were rivals and both

wanted to prove they had the best

scientists and technology. This

developed into the Cold War, which

was the first time that nations so

far apart had been threaten each

other’s homelands. They applied the

weapons (nuclear) technology had

invented and mounted them on long-

range rockets to threaten one

another.

Stories of attempts to fly can be

seen throughout history e.g. kites,

gliders, hot air balloons etc. The

aeroplane has brought people closer

together to live, work and trade and

is a part of everyday life for millions

of people across the world. This was

a stepping stone to space travel.

Space exploration has allowed

humans to learn a great deal about

the planets and stars in space.

People have much greater option to

travel further and in less time for

leisure and for work. The invention

of the aeroplane has really opened

up the world for people to spread

and share ideas.

The moon landing was a huge

National event which many people

watched huddled around the few

TVs which some people then had.

Space travel has brought about

surprising innovations which we use

every day e.g portable vacuum

cleaners, instant coffee.

Another critical part of this unit

is understanding artefacts as our

only sources on information for all

history units to come.

Mostly secondary sources of

evidence will be used to help us find

out more in this unit.

Photographs and reports of the first

flight.

Models and pictures of planes over

time.

Moon landing – newspaper cuttings,

reports, photographs of the landing.

Next

Learning

The children will study other famous

British people.

The children, in Year 2, will learn

about events resulting from conflict

including Spanish Armada, The

Gunpowder Plot & the Battle of

Hastings.

The children will touch upon travel

with Grace Darling – she became

famous because Britain had become

the most successful maritime nation.

Parts of the British culture and

pastimes will be explored through

units on famous people.

The children will continue to develop

their understanding of historical

events through primary & secondary

sources.

Vocabulary Past

Invented

Changed

Develop

Recent

American

NASA

U.S

Soviet Union

Rivals

Conflict

Race

Moon

Gravity

Space

Achievement

Travel

Leisure

Explore




of time














events.

Changes within living memory.



contributed too National and


Events beyond living memory

that are significant nationally or

globaly.





Aspiration Possible visit to an airport for possible job opportunities and to promote a desire to want to travel – combine with below

Cult Cap Possible trip to aviation museum

Year 1 Queen Victoria (6 hours)

Chronology

Location Conflict

Travel & Exploration

Lifestyle


clothing, beliefs)

Artefacts

Links Back The Victorian era came before the

modern forms of communication and

flight that the children have learnt

about.

The children have learnt about

British people and will now find out

about one of the most influential

British Queens and the countries of

the commonwealth.

The children have touched on

countries engaged in conflict (or the

threat of it) when they learnt about

the Cold War and space race.

The children have learnt about flight

over time which, came after the

Victorian era. Hence, the fastest

and easiest way to travel was still by

ship.

The children have explored primary

sources when looking at

communication over time. They will

now look predominately at secondary

sources to find out more about

Queen Victoria.

New

Learning

The children will learn that in 1837

Queen Victoria became monarch.

She went on to become Britain’s

second longest reigning monarch –

only our current Queen Elizabeth II

has reigned longer.

She died in 1901.

She was a popular Queen who helped

to improve the relationship between

the public and the monarchy. That

was her legacy as well as that of the

British Empire.

Queen Victoria ruled over Britain

for 64 years. Her husband, Prince

Albert, was from Germany.

When Victoria came to the throne,

Britain already ruled over Canada,

India, Australia, New Zealand, and

parts of Africa. It was already a

large empire. By the time Queen

Victoria died in 1901, the British

Empire was the largest the world

had ever seen and Britain ruled over

¼ of the world’s people.

The reason for this conquering

expansion was that Britain was

looking for new markets to trade

their industrial revolution goods

with, as well as for other countries

where they could exploit the natural

resources and people (cheap labour

etc.)

This will be first time that children

encounter historical conflict on a

large scale as an expansion of

territory.

They should learn that conflict in

history is almost always as a result

of the things:

1) Exerting power over other

countries

2) The search for wealth /

economic gain through

conquest

This was certainly the case for the

conquering of countries in the

British Empire. Wealth was

exploited from these countries

through the taking of their natural

resources (jewels, metals, fuels etc.)

as wealth as the exploitation of

their people through cheap and

forced labour.

The Empire led to Britain becoming

the most wealthy nation in the world.

In 1837 as flight was not yet an

option, the Victorians had to travel

long distances by ship. Because

Britain is an island, sea-faring skill

was vital and highly-prized.

Consequently, Britain developed the

biggest navy and merchant navy in

the world, which it used to transport

its manufactured goods all over the

world, primarily to its empire, where

it would unload them to sell and then

use the empty ships to bring back

precious commodities that had been

taken from the countries under its

rule. This trade made Britain

exceptionally wealthy and a leading

player in world politics.

Railways, originally built to transport

goods (Britain led the world in

industrial manufacturing), meant

people could travel easily around the

country for the first time.

When Queen Victoria came to

power, there had only been five

(some disputed) ruling Queens in the

preceding 1000 years – and most of

these only ruled for a very short

time! Queen Elizabeth was really

the only other significant Queen of

England before this time. Victoria

was very powerful and consequently

instrumental in changing public

opinion of women. Queen Victoria

and Prince Albert attended public

events which made them popular and

they supported many charities. They

were responsible for creating public

facilities such as libraries /

museums and art galleries i.e. The

Royal Albert Hall. During her reign,

the number of people in Britain more

than doubled, causing a huge demand

for food, clothes and housing.

Victoria and Albert changed how the

monarchy were viewed as they were

seen to care about these issues of

the common people and influential in

the building of new houses and

facilities for the people. Factories

were built to meet this demand and

new towns grew.

A critical part of all history is using

artefacts to understand the past –

history simply would not be possible

without primary and secondary

resources and children must

understand this.

The Victoria and Albert Museum

houses over 4 million objects each

telling a story about life in the past.

Victoria wanted the public to see

these.

Maps of expanding Empire

Newspaper articles

Pictures / photographs

Next

Learning

The children will learn about Grace

Darling & Florence Nightingale in a

similar period in History.

Grace Darling and Florence

Nightingale were similarly Victorian

British females.

Children will learn about innovation

as a result of some of these

conquests for Empire expansion – i.e.

Florence Nightingale and nursing

during the Crimean War.

Grace Darling lived on the coast.

Lighthouses were vitally important

to Britain due to the huge scale of

shipping.

The children will learn more about

Grace Darling and Florence

Nightingale who became popular

heroines. People’s perception of

women was changing.

Vocabulary Monarch Queen

Reign Legacy

Victorian

London

Britain

Commonwealth

Empire

Conquest

Conquer

Victorian

Heroine

Courageous

Significant




of time














events.



contributed to National and




globally.

Understand some of the

ways in which we find out

about the past and identify

different ways in which it is

represented

Aspiration Become a Historian – studying previous monarchs, working in museums.

Cult Cap Visit London – Buckingham Palace, Victoria & Albert museum – train, underground etc.

Year 1 Grace Darling (4 hours)

Chronology Location

Conflict


Lifestyle


clothing, beliefs)

Artefacts

Links Back The children have learnt in their

‘Communication over time’ unit that

200 years ago, radios and telephones

were not yet invented and

communication was usually written.

The children have not yet looked at

maps of the UK in History. They

have in Geography and this

knowledge will need to be re-

activated.

The children have learnt about the

first powered flight in 1903 and how

flight then developed over time

from this point. The children have

learnt that people instead relied

heavily on shipping for moving goods

and people.

The children have learnt that in this

period of time, news was

communicated to the masses via

newspapers (in their communication

over time unit). They also know that

communication was not instant as it

can be today – it took much longer.

The children have used primary

sources of evidence when looking at

the change in phones and internet

over time, and secondary sources

when exploring the change in flight

and space exploration over time, as

well as Queen Victoria’s reign.

New

Learning

The children will learn that in 1838

Grace Darling completed a rescue

which would bring about vital change

in the use of lifeboats.

Grace’s father was the keeper of

Longstone Lighthouse on the tiny

Farne islands. During thje night of

7th September, 1938, Grace saw a

wreck of a steamship from her

window. Knowing that it would take

too much time to send a message to

the lifeboat, she set off with her

father in the storm and rescued 9

survivors.

Grace’s rescue happened on the

Farne Islands, Northumberland, UK.

People and goods were travelling long

distances by ship to move between

different cities and countries for

trade. This was despite it being

common knowledge that sailing in

this part of the North Sea was very

dangerous. Lighthouses were

therefore a very common and a

crucial part of this infrastructure.

The steamship was being used much

during the Victorian era as it was

not governed by wind direction - it

could therefore sail anywhere and

this dramatically changed where and

when people could go.

The children will learn that Grace

lived during the Victorian period

where women were treated

differently to men. At this time,

many people never imagined that a

young woman would be able to do

something so courageous. She was a

national heroine and people wrote to

her from all over the world to

congratulate her (including Queen

Victoria). People never though it

possible that a young girl could do

something like this – Grace’s exploits

continued to help change public

perception.






understand this.

Silver medal for Gallantry

Letter from Queen Victoria

Newspaper Report

Pictures/paintings of the boat and

rescue

(There is a Grace Darling museum

full of artefacts in Bamburgh)

Next

Learning

The children will be learning about

Florence Nightingale during a similar

period in History.

The Vikings also landed here in

Northumberland after crossing the

North Sea.

Florence Nightingale travelled by

sea. Year 2 units: the Black Death,

The Spanish Armada & B of Hastings

involved sea travel.

The expectations of life for

Florence Nightingale.

Vocabulary Society

Rowing boat

Lifeboats

Survivors

Lighthouse

North Sea

Steamship Victorian

Heroine

Courageous

Significant




of time














events.







globally.





represented.

Aspiration Visit Calshot RNLI station

Cult Cap

Year 1 Florence Nightingale (6 hours)

Chronology

Location

Conflict


Lifestyle


clothing, beliefs)

Artefacts

Links Back The children have learnt about

Queen Victoria and Grace Darling,

both influential females who lived at

this time.

The children have not yet studied

many world maps – other than

briefly to see the size of the British

Empire. Re-activate this knowledge.

Children have learnt about the

British Empire under the reign of

Queen Victoria. They understand

why countries pursued empires –

usually for economic gain.


period of time, there were other

influential females who overcame

the barriers of Victorian society.

Looking at primary & secondary

sources of information.

New

Learning

In 1851 Florence trained ion nursing

and became an inspirational nurse

who changed the face of nursing

from a mostly untrained profession

to a highly skilled and well-

respected one.

1853 – Crimean War breaks out

between Russian and Ottoman

Empires

1854 – Britain joined the Crimean

War on the side of the Ottoman

Empire, worried that Russia was

winning and would gain more

territory for their Empire if

victorious.

She was born in Florence, Italy but

grew up spending her Summers in

Hampshire, just outside Romsey.

As a nurse she went to the Crimea

(part of Russia / Ukraine in modern

day) to nurse the wounded British

soldiers in the Crimean War.

1854 – War broke out between the

Russian and Ottoman (modern-day

Turkey) Empires. Great Britain sent

soldiers to Crimea to fight on the

side of the Ottomans. This was

because Britain was worried that

the Russian Empire was expanding

rapidly and was therefore a threat

to their domination of Europe.

Britain did not want Russia to win

and grow their Empire ever larger by

taking over the Ottoman territory.

The Crimea was also strategically

important as it was the start of the

Silk Road – the main overland trade

route from Europe to Asia. Any

cities on trade routes always grow

wealthy as lots of money and

materials pass through them.

The children will learn that when

Florence was born many girls did not

receive any form of education.

However, her father believed all

women should receive an education

so he taught her. Nursing was not

thought to be a suitable profession

for an educated woman but in 1851

her father gave his permission for

her to train. She improved the

conditions of hospitals by training

nurses and improving insanitary

conditions after witnessing how poor

they were in battlefield hospitals.

Her legacy is that she realised that

these dirty, unhygienic conditions

meant many soldiers were dying of

infections, rather than actually of

their wounds. This changed nursing

forever.






understand this.

She published a book – ‘Notes on

Nursing’.

Photographs

Oil Lamp

Paintings

Next

Learning

The health care in Britain during the

time of the Black Death.

British history including London. Spanish Armada, Gunpowder Plot and

The Battle of Hastings.

How religion impacts on British life

(The Gunpowder Plot & The Spanish

Armada)

Health care: The Black Death

Vocabulary Hampshire

Crimean War

Soldiers

War

Education

Profession

Nursing

Insanitary conditions




of time














events.

Significant historical events,

people and places in their own

locality.







globally.





represented.

Aspiration Visit from a nurse / doctor to inspire a medical profession.

Cult Cap

Chronology

Location

Conflict

Travel &

Exploration

Lifestyle

(e.g. homes, pastimes, food, clothing,

beliefs)

Artefacts

Links Back This unit is the furthest back in

time so far which the KS1 children

have studied.

Previous units have

concentrated on England – both

people and events. Children

have looked at the North of

England when learning about

Grace Darling.

The children have previously learnt about the

conflict for economic and territorial gain when

studying Victoria’s British Empire, as well as

Britain fighting against Russia on the side of

the Ottomans in The Crimea (Florence

Nightingale study) to prevent the Russian

Empire gaining territory.

English culture and pastimes have been learnt about

in previous units when studying famous people.

Children have studied both primary

and secondary sources of historical

artefacts but not their reliability or

potential bias.

New

Learning

The Battle of Hastings is one of the

most important battles in English

history. It took place on 14 October

1066 and was the start of the

Norman conquest of England. The

battle was between two rivals for

the English throne: William, from

Normandy in northern France, and

an Anglo-Saxon called Harold. After

beating King Harold's army in

battle, William the Conqueror

marched on to London. He was

crowned King William I of England

on Christmas Day, 1066.

Stamford Bridge, England

Hastings, England

Normandy, France

King Edward the Confessor of England died in

January 1066. This started a conflict for

control of England (a rich and productive land)

between Harold Godwinson of England, William

of Normandy and the Viking King of Norway,

Harald Hardrada. When the old King Edward

died, a power battle ensued. Harold Hardrada

invaded from Norway but was defeated in the

Battle of Stamford Bridge by Harold

Godwinson of England. But, in the meantime,

William of Normandy had landed / invaded in

the south near Hastings (at Pevensey) and

Harold of England had to march his army the

length of England to engage in a second battle!

William landed with about 10,000 men. He

came face to face with Harold's army just

outside Hastings a few days later. Harold had

lined his army up at the top of Senlac Hill. The

Norman army used archers & cavalry but

Harold's army used their shields to make a

shield-wall to protect themselves. The battle

went on for a long time and both sides had

chances to win, until William pretended to

retreat. Harold's army chased them but it was

a trick; William and his soldiers turned back to

fight. During the fighting King Harold was

killed. William had won and was consequently

named ‘The Conqueror’.

English language and culture were

changed forever once William the Conqueror was

crowned and his descendants have ruled ever

since – this legacy is the reason why this conflict

was so important to England.

Norman motte and bailey castles were introduced

(Tower of London etc.) which reshaped warfare in

England, reducing the necessity for and risk of

large-scale field engagements. 500 were built to

subdue the Anglo-Saxon people.

Huge cathedrals were built too – Winchester,

Salisbury.

The Domesday Book was compiled – a list of who

owned what (land, buildings etc.) in England. The

rich (Lords) took the land and servants were

employed to work on it for the Lord’s benefit

(feudalism)

Trade (and therefore communication) with France

and continental Europe hugely increased which

meant fashions, clothing changed.

Our English language, which used to be based on

Anglo-Saxon Germanic (Saxony is a region of

Germany), changed greatly and became much more

like French – 10,000 current English words are

derived from French)






understand this.

One of the most famous historical

sources in the world, the Bayeux

Tapestry tells the story of the

Norman invasion in great detail. It

even shows how it is believed King

Harold II was killed.

Children can study pictures of this.

Children should know that this may

seem like a contemporary source

but it was actually made much after

the battle. It is also believed to be

biased towards the Norman point of

view, which is a good opportunity to

discuss the reliability of sources

with children. Potential link to

today’s social media / fake news

equivalence.

Next

Learning

Vocabulary Monarchs

Norman

Conquest

France Conflict Conquer / Conqueror

Tactics Retreat

Archers

Cavalry

Language

Culture

Descendants




of time




choosing and using parts

of stories and other

The lives of significant individuals in the

past who have contributed too National

and International achievements.

Events beyond living memory that are

significant nationally or globally.




different ways in which it

is represented.

William the Conqueror & Battle of Hastings (6 hours)







sources to show that they

know and understand key

features of events.

Significant historical

events, people and places

in their own locality.

Aspiration A career in the army. Visitor to talk about battle techniques then and now.

Cultural

Capital

New Forest visit to see the Rufus Stone – where William’s son, King Rufus II, was killed. It is speculated that he was shot by his own Sir Walter Tyrell, for his cruelty and greed has grown too much. William Rufus’ was buried in

Winchester Cathedral.

Chronology

Location

Conflict


Lifestyle


clothing, beliefs)

Artefacts

Links Back Children will know about the spread

of Covid-19 disease from their own

experience of it.

The children will be learning about Britain in

Europe as part of their 1st Year 2 Geography

unit – Mapping the World. This is an event

which spread throughout the globe.

The children have learnt that sea

travel was very common around

Britain before flight was invented.

It was the only form of international

travel in and out of Britain.


period of time, news was

communicated to the masses via

newspapers. Some people wrote

diaries, like Samuel Pepys.

The children have explored primary

and secondary sources in Year 1.

The have learnt that insanitary

conditions lead to infection spread

when studying Florence Nightingale.

New

Learning

The children will learn that the

bubonic plague is an ancient disease

that is carried by the fleas that live

on rats. In the 1300s’ it spread

across Europe killing more than 25

million people. It became known as

the Black Death because of the

black patches that appeared on

victims' skin.

There were outbreaks of the same

disease as late at the 1500’s as

there was no vaccine or cure (there

still is not today) although it was at

its worst in the 1300’s.

Location of London as the main port in

England.

Location of England in Europe.

The Black Death most likely originated in

Central Asia or East Asia in 1346, from

where it travelled along the Silk Road

(overland trade route to Asia), reaching

Crimea (starting point for the Silk Road) by

1347.

From here it travelled on merchant ships to

the rest of Europe (including Britain) and

North Africa.

It arrived in Britain in 1348. Discuss with

children why the Black Death infection took

years to reach Britain and the Covid-19

infection took only days or months.

By the 1300s, travel in and across

Europe was very common by ship.

People moved regularly to trade

goods with other people. Trade

brought money and materials and

was an essential part of daily

life. Unfortunately, travellers and

rats also spread infection and

disease. The Black Death spread

across Europe and millions of people

died as a result.

The Black Death spread disease,

death & panic everywhere, affecting

rich & poor families alike. A white

cross was painted on the door on a

house of someone who had it as a

warning to others to stay away.

Some people tried to help nurse the

ill & dying; others buried the dead in

burial pits on the outskirts of towns

to prevent the spread of infection.






understand this.

An eyewitness, Samuel Pepys, wrote

a recount of the plague in his famous

diary. Extracts from his diary, and

other contemporary ones, help

us to learn more about what London

was like at the time (insanitary, lack

of healthcare) and therefore why

the plague spread so easily and what

was done to try and stop it.

Next

Learning

The children will continue to look at

primary and secondary sources of

historical evidence.

Vocabulary Ancient

Plague

Merchant (ships)

British

England

London

Artefacts

Objects/paintings/pictures

Evidence/diary/reports/chronicles

Same Different Eye witness




of time







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.





Aspiration

Cult Cap

The Black Death (6 hours)

Chronology

Location

Conflict


Lifestyle

(e.g. homes,

pastimes, food,

clothing, beliefs)

Artefacts

Links Back Children have studied European

history and some worldwide

expansion through the British

Empire. Children will have just

learnt about continents and

oceans in Geography at the start

of Year 2.

Children know about the reasons for and purpose

for seeking and settling new lands (for trade and

exploitation) through their learning about the

British Empire (Queen Victoria), Russian Empire

(Florence Nightingale) and William the Conqueror.

The children know about ship exploration through

their study of the British Empire (Victoria),

Grace Darling and the Black Death.

Children have studied many

secondary artefacts and some

primary. They understand that

everything we know about the past is

informed by these sources. They

have begun discussion about the

reliability of them during the study

of William the Conqueror.

New

Learning

There is some evidence that

a Viking named Erik the Red

(Greenland) and his son, Leif

Erikson (mainland Canada)

sailed to North America in

approx. 1000AD. They did

not stay however and sailed

back to Iceland and

Scandinavia.

Christopher Columbus was an

Italian explorer who sailed

from Spain to America in

1492 (landing in the

Bahamas). He is famous

because it was because of his

voyage, the large scale

colonisation of the Americas

happened.

Christopher Columbus died in

1506.

The Italian explorer first set

sail in 1492 looking for a new,

quicker sea-trade route to Asia.

He was employed on behalf of

the Spanish King who believed it

would be possible to sail West

rather than East to reach China

and India as they knew the

world was spherical. At this

time, no-one knew the huge land

masses of North and South

America were there! They were

setting sail into the absolute

unknown.

It is important for children to

know that America wasn’t

‘discovered’, there were millions

of indigenous / native people

living there.

Once Columbus had landed in the Americas it

began a race to colonise them amongst the

European powers (those who had the strongest

navies) Britain, France, Spain and the

Netherlands. This brought them into conflict

with each other and many sea battles were

fought – the race for empire expansion and

therefore economic gain through exploitation of

the new lands and people took us to war with

each other. It also gave rise to large-scale

piracy in the Caribbean Sea as the pirate ships

attacked the vessels of other nations that were

transporting riches (gold etc.) back to Europe

across the Atlantic.

The civilisations that existed in America before

Columbus’ arrival were nearly totally destroyed

by war, disease (native people had zero immunity

to virulent, deadly European diseases like

smallpox – sometimes Europeans even used them

as chemical weapons; there are cases of the

British ‘gifting’ blankets infected with smallpox

to local tribes in order to eliminate them) and

slavery. It is estimated that there were approx.

60 million people living in the Americas before

the European expansion. It is believed that 90%

(54 million) of this population died as a result of

European greed. The natural wealth had not been

exploited as had the rest of the world but now it

would be.

Columbus was trying to find India and China. He

named the islands he arrived at The West Indies

and introduced European culture and beliefs to

this ‘New World.’ European countries and sailors

returned from the New Worlds with gold, plants

and animals, which they then traded and made a

lot of money from. Columbus was not the first to

set foot in the Americas, Vikings such as Leif

Eriksson had landed some 500 years previously.

Many sailors settled in ‘The New Worlds’ and

built villages close to rivers and sea ports. As

more Europeans settled, the villages grew into

towns and cities.

The Europeans brought

technologies, ideas,

plants, and animals

that were new to

America and would

transform peoples'

lives: guns, iron (hard,

strong) tools, and

other weapons;

Christianity

(Europeans were intent

on converting native

populations) and Roman

law; sugarcane and

wheat; horses and

cattle.






understand this.

Pictures, models, maps

Next

Learning

Britain and France were the two most powerful

navies in Europe (rivals) as a result of the

expansion into the ‘New World’. Next, the

children will learn how they came to war with

each other – The Spanish Armada

Queen Elizabeth I was coronated in 1533; she

was in favour of exploiting the Americas and

sponsored explorers to do so in her name – Sir

Walter Raleigh.

Children will learn

about how religious

beliefs – and the

desire to spread them

– can lead to

disagreement and

conflict.

Vocabulary Legacy Indigenous Disease Explorer Trading

Civilisation Slavery

Centuries Settlements

Colonised Native

Christopher Columbus & The New World (4 hours)

NC Links Develop an awareness of

the past, using common

words and phrases

relating to the passing of

time

Know where the people

and events they study fit

within a chronological

framework and identify

similarities and

differences between

ways of life within

different periods





stories and other sources

to show that they know and


events.

The lives of significant individuals in the past

who have contributed too National and


Events beyond living memory that are

significant nationally or globally.





represented.

Aspiration Travelling to a new country. Travel by sea. Experiencing a new culture.

A career at sea. Working in the travel and tourism industry.

Cultural

Capital

Chronology

Location

Conflict


Lifestyle

(e.g. homes, pastimes, food, clothing,

beliefs)

Artefacts

Links Back The children have learnt

about British people and a

Queen. They will now find out

about another British Queen

and a victory that kept

Britain safe whilst also

increasing its global power

and influence – after the

Armada was defeated Britain

ruled the seas.

Children have learnt during ‘The New

World’ that Britain and Spain were

military rivals.

They have learnt much about conflict

as a result of the conquest of new

lands – Queen Victoria, Florence

Nightingale, William the Conqueror.

Children will have learnt about

travelling by boats for reasons

including trade - The Black Death,

Christopher Columbus, Grace

Darling, Queen Victoria

Children have learnt during the study of the Queen

Victoria that women were viewed differently and

wrongly in the past. They have not yet known religion

as a cause for change or conflict.

New

Learning

The Spanish Armada was a

large and powerful fleet of

ships, built on the orders of

King Philip II of Spain as he

planned to invade England

and overthrow Queen

Elizabeth I. The

Spanish set sail in May 1588

and met the English fleet in

battle off the coast of

Plymouth on 21 July.

Plymouth, England

Spain

Calais, France

Spain and England had emerged as

the powerful nations in Europe – much

of this was because of the huge

wealth they had both amassed

through their conquest of the

Americas.

The English were led by Sir Howard

of Effingham and Sir Francis Drake.

What followed was a famous victory

for the English sailors. They won

because of clever tactics, some

mistakes by the Spanish & terrible

sailing conditions. The defeat of the

Armada saved England from invasion

and possible conquest. The victory

allowed the English to start building

the most powerful navy the world had

ever seen.

Through English experience of

sea-travel in the preceding

century, English ships were

lighter (faster and more

manoeuvrable) than the Spanish &

also had better cannons. Spanish

ships were larger, with more less-

powerful cannon.

The Armada sailed in a

crescent formation, making it

difficult to attack, and the

English fleet did little damage at

first. After several battles at sea

the Armada anchored near Calais,

waiting to collect more soldiers

for their invasion. This

proved to be a mistake as the

English sent in fireships (boats

set on fire deliberately) that

caused great damage to the

Spanish fleet. The following day,

at the Battle of Gravelines, the

Armada was defeated. The

Spanish invasion had failed.

As well as conquest for economic growth and

opportunity, religious difference was a primary cause

of this event in history. Elizabeth I was the head of

The Church of England – her father, King Henry VIII

had fallen out with the catholic church (most of

Europe at the time) and pursued his own version of

Christianity (he was Protestant). Catholic monarchs

and the pope were very unhappy about this. Henry

VIII had persecuted Catholics under his rule and

many were executed. Queen Elizabeth changed this

when she came to power – she was more tolerant and

allowed people to worship as they pleased without

persecution.

Elizabeth’s sister, Queen Mary I had taken the

throne after their father’s death (Henry VIII) – she

was England’s first ever undisputed Queen Regnant

(ruling without a King) and she was Catholic. She did

however, eventually marry King Phillip II of Spain,

also Catholic. Mary I died of influenza in 1558 and

when she did, her sister, Elizabeth I, seized the

throne. Obviously, King Phillip was not happy about

this – firstly because he had lost what he thought

was his and secondly, Elizabeth returned England to

Protestant rule. As a Catholic he wanted to see a

return to Catholic rule in England. Phillip decided to

invade England for these reasons.

Queen Elizabeth I is recognised as one of England’s

greatest monarchs as she repelled the strong

Spanish invaders. This was at a time when women

were viewed differently than they are today – many

of the British public wanted a King rather than a

Queen as women were not believed to be strong.

There had been very few ruling queens before

Elizabeth I (i.e. Queen Regant, those that weren’t

married to a king – Elizabeth never married). Queen

Elizabeth I changed the opinions of many about

women.






understand this.

Paintings, pictures, boats, canons,

Queen Elizabeth I & The Spanish Armada (6 hours)

Next

Learning

Vocabulary Fleet

Formation

Overthrow

Monarchs

Rivals

Tactics

Manoeuvrable

Canons

Lighter

Crescent

Executed

Catholic

Protestant

Queen Regnant

NC Links Develop an awareness of

the past, using common

words and phrases

relating to the passing of

time

Know where the people

and events they study fit

within a chronological

framework and identify

similarities and

differences between

ways of life within

different periods


everyday historical

terms

Ask and answer

questions, choosing and

using parts of stories

and other sources to


understand key features

of events.

The lives of significant individuals

in the past who have contributed

to National and International

achievements.

Events beyond living memory that

are significant nationally or

globally.





represented.

Aspiration Visit from Royal Navy.

Cultural

Capital

Possible visit to Portsmouth Naval dockyard to see the development of naval ships as per last two units – Warrior, Victory, HMS Elizabeth. To understand our location as world changing due to its maritime history.

Cruise liner visit. Docks visit – Solent rib adventure. Southampton Oceanography Centre.

Documents

Year 1 Communication Over Time (8 hours)