Browse Sets

Block C - Thanksgiving Day

Learn about events beyond living memory that are significant nationally or globally: events commemorated through festivals or anniversaries. Choose from our series of lively and creative blocks: find out about key commemorative days such as Remembrance Day, Bonfire Night, Thanksgiving Day, the first aeroplane flight, Shakespeare’s birthday, the Monarch’s official birthday, important National Days and Commonwealth Day.

Traditionally the first Thanksgiving Day occurred in 1621 when the Plymouth Pilgrim community joined in a feast with Native Poeples to celebrate the first harvest. Take part in role-play, practical tasks and creative activities, inspired by this annual family orientated day of turkey dinners and parades in USA.

This Topic is written for Key Stage 1. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Journey to a new land

What would it be like to have to leave the known & journey to the unknown?  Children empathise by imagining a journey into space to an unknown planet – what would you need to take?

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02: Folk hero Squanto

New ways and life style for Pilgrims, helped by Squanto and indigenous population, Wampanog Tribe.  

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03: Learning from others

Pilgrims and Native peoples interact together and teach each other new skills. Hot seat Pilgrim and Native peoples; experience practical and creative tasks.

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04: Performance time!

Children present their learning to invited audience. Watch present day traditional parade.

Block A - Remembrance Day

Learn about events beyond living memory that are significant nationally or globally: events commemorated through festivals or anniversaries. Choose from our series of lively and creative blocks: find out about key commemorative days such as Remembrance Day, Bonfire Night, Thanksgiving Day, the first aeroplane flight, Shakespeare’s birthday, the Monarch’s official birthday, important National Days and Commonwealth Day.

Children reflect on their memories and understand the meaning of symbols, in particular the Remembrance Day poppy. Explore and discover the reasons behind Remembrance Day and how the event is marked around the world.

This Topic is written for Key Stage 1. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: I remember when....

Children reflect on their memories – birthday celebrations, family holidays, significant faith days, funny things, trips and treats. Is there a special something that you and their family always remember and celebrate?

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02: Symbols help us to remember

On everyday items symbols represent and signify things we want to identify and/or remember. 

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03: Poppies part 1

Poppies as symbols of Remembrance.  Combine story ‘Where the Poppies Now Grow’ with contemporary artists Scarlett Raven, Paul Cummins and Tom Piper. (Continue into Session 4).

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04: Poppies part 2

Learn when Remembrance Day takes place. Complete Art work and listen to poem ‘Poppies for Remembrance’.

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05: Memorials, parades and poppies

Class visit to local memorial. Do we recognize any of the surnames listed?  National memorial = The Cenotaph Whitehall, London; Remembrance Sunday; also, Menin Gate, Ypres.

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06: Around the world

Is Remembrance Day only a national event or is it global? What do other countries do?

Block H - Trade and Currency

This topic provides you with an outstanding set of inspired plans and resources to enable you to study Benin (West Africa) c. AD 900-1300 and to contrast many of its features with contemporary developments in British history; learn about the rise and establishment of the Benin Kingdom, consider what brought the Edo people to the rainforests of Benin and how the empire grew; study the rulers of the Edo people, their everyday life, their religion and worship, their trading currencies and trade routes, their music and art and finally how the Kingdom of Benin came to an end.

Learn about the trading currencies of the Benin kingdom and how it changed over time; explore the different trade routes the kingdom of Benin was part of; learn about the trading between foreign traders and the Benin people and finish by devising a trading role-play.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: What did they trade with?

Learn about the trading currencies of Benin and how it changed over time. Make replicas of some of the trading tokens.

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02: Who did they trade with?

Explore the different trade routes that the kingdom of Benin used to trade with different people around Africa, and even beyond.

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03: Benin trading role-play

Learn how trading took place: that Benin traders would meet with foreign traders in an appointed spot. Explore how they negotiated for days, sometimes weeks. Learn that if the foreign traders stole from the Benin people, they refused to trade until they apologised. Undertake a role-play to show trade between foreign traders and the Benin.

Block G - History of the Islamic Religion

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

This block looks at the history of important aspects of Islam, such as the Quran and hadiths, hajj, the observance of Ramadan and the festival of Eid al-Fitr.

Note – Hamilton Trust uses the form ‘Muhammad (pbuh)’ where he is mentioned. This follows a general convention and is seen by some as a mark of respect. It is up to individual teachers as to whether they follow this convention in written and spoken materials.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: The Quran

Find out about the history of the Quran, look at ancient copies of the book and hear it recited. Find out about the history of hadiths. Learn how to write in early Arabic script using an ancient style pen and ink.

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02: The Kabaah and the Hajj

Examine the history of the Kabaah and the hajj - the annual pilgrimage to Mecca in Saudi Arabia. Make a model of the Kaaba.

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03: Eid al-Adha

An important festival in the Islamic calendar is Eid al-Adha. Find out about its long history. Discuss ideas of sacrifice and charity and how they have been used in other religions.

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04: Ramadan and Eid al-Fitr

Find out about the history of Ramadan, the period of fasting in the Islamic calendar, and the festival at the end of Ramadan known as Eid al-Fitr. Make some traditional Eid food.

Block F - Scheherazade

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

Legendary queen Scheherazade, who told the tales of 1001 Arabian Nights, needs your help! Can you write and illustrate a magical story to enthral King Shahryar for the 1002nd night? You will need to investigate the themes and structures of the original ‘1001 Arabian Nights’ stories, as well as including authentic details of early Islamic civilisation, in order to write an authentic story ready to re-tell to Scheherazade and an invited audience.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Scheherazade

Revisit elements of Baghdad life through a role play, meeting legendary queen Scheherazade.

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02: 1001 Arabian Nights - Ali Baba and Aladdin

Get ready to write your own Arabian Nights story by investigating the themes and structures of the original ‘1001 Arabian Nights’ stories.

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03: 1001 Arabian Nights - Sinbad the Sailor

Learn more about the magical ‘Sinbad the Sailor’ stories.

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04: The 1002nd Arabian Night - storyboard

Can you write a ‘1001 Arabian Nights’ story with convincing early Islamic civilisation elements?

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05: The 1002nd Arabian Night - narrative writing

Write and illustrate your story for the 1002nd Arabian Night.

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06: 1002 Arabian Nights - storytellers

Revisit Scheherazade and retell your Arabian Night stories.

Block I - Legacy of Early Islam

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

Explore the remnants of early Islamic civilisation that we enjoy today. Discover that many words in common use today have their origins in the time of the early Islamic civilisation; experiment with calligraphy; watch videos and read about a range of Islamic scholars; decorate manuscripts in an Islamic style; and much more!

Note – Hamilton Trust uses the form ‘Muhammad (pbuh)’ where he is mentioned. This follows a general convention and is seen by some as a mark of respect. It is up to individual teachers as to whether they follow this convention in written and spoken materials.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

 

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01: What's in a word?

Discover that many words we commonly use are from languages other than English/Old English. Realise that language travels with people and is not confined by borders (just as the goods and cultures that passed along the ‘silk road’).

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02: A gift from China

Explore how the Islamic conquest of Central Asia spread the knowledge of paper-making. Discover how to make paper, pen and ink.

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03: Paperback writers

Learn about 4 Key Islamic Scholars and choose one to write a biography about using appropriate knowledge and skills.

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04: Paperback writers 2

Continue reviewing children’s biographies on the Key Islamic Scholars, then decorate them using the paper, pens and ink created in Session 2.

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05 and 06: Then and now

Collaborate to create a poster presentation that links the work of an ancient scholar/early work, within a specific discipline, with modern-day understanding.

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07: Then and now 2

Continue working on their poster and prepare to present it to the class or wider audience.

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08: King of the castle

Discuss and debate to decide which of the incredibly varied discoveries and teachings of the early Islamic scholars, are the most important, enduring and influential.

Block H - Important Places

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

Certain places are very important in the Islamic world as their history is intertwined with the religion. Explore the histories of the cities of Mecca, Medina, Jerusalem, Damascus, Karbala and Istanbul.

Note – Hamilton Trust uses the form ‘Muhammad (pbuh)’ where he is mentioned. This follows a general convention and is seen by some as a mark of respect. It is up to individual teachers as to whether they follow this convention in written and spoken materials.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Historic cities

Introduce all the cities mentioned and prepare a timeline and map with basic information about each.

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02: City research

Explore one of the cities in more detail and produce a resource pack for it.

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03: Tourist leaflet

Share the results of their research with the class and work up a tourist map of their city, with information about events that happened there inside.

Block E - Everyday Life in Baghdad

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

Ask questions about everyday life in Baghdad through hot seating; recreate scenes from everyday life in Baghdad through creating ‘tableaux’; find out about parallel aspects of life in London and Baghdad. Evaluate quality of life in those two cities; examine a range of sources of historical evidence relating to ancient Baghdad, evaluating their usefulness and reliability; collaborate as a group to plan and create an informative film to present to a wider audience.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Who were the citizens of Baghdad?

Learn about the citizens of Baghdad and their daily life. Demonstrate their knowledge through role play such as ‘hot-seating’ and tableaux (freeze-framing).

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02: Dark Age or Golden Age

Explore what life was like in both London and Baghdad c. CE 1000, then using the evidence uncovered decide which of the two cities they would have preferred to live in during this time.

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03: Believe it or not?

In this session, children will learn about examining sources of historical evidence and then rate this information for reliability.

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04: Movie-Makers 1

In this session, children will take their knowledge that they learned during the previous sessions to plan an informative film about a chosen element of life in Baghdad c. CE 900.

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05: Movie-Makers 2

Continuing from the previous session, children will source images and record commentaries for their film.

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06: Movie-Makers 3

The final session in this series, children will edit together the images and sound recordings to produce the completed film, before presenting it to an audience.

Block B - The Rise of Islamic Civilisation

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

Become an expert in the rise of the Islamic Civilisation; compare ancient and modern maps of the world and the region significant to early Islamic Civilisation; use a range of sources to discover more about the life of Muhammad (pbuh); put together a chronological account of the life of Muhammad (pbuh) using ICT ‘soundbite’ news clips; find out about the difficult time following the death of Muhammad (pbuh); summarise the key events of early Islamic conquests and place them on a timeline.

Note – Hamilton Trust uses the form ‘Muhammad (pbuh)’ where he is mentioned. This follows a general convention and is seen by some as a mark of respect. It is up to individual teachers as to whether they follow this convention in written and spoken materials.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Crazy Cartography

Compare ancient and modern maps of the world and the region.

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02: Discover: the life story of Muhammad (pbuh)

Use a range of sources to discover more about the life of Muhammad (pbuh).

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03: Record: the life of Muhammad (pbuh)

Put together a chronological account of the life of Muhammad (pbuh) using ICT ‘soundbite’ news clips.

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04: Division and conflict

Find out about the difficult time following the death of Muhammad (pbuh).

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05: The spread of Islamic Civilisation

Summarise the key events of early Islamic conquests and place on a timeline.

Block A - Introduction to an Early Islamic Civilisation

Track the development and history of an early Islamic civilisation – the great city of Baghdad. Compare and contrast these developments with Western Europe at the same time, learn about the spread of Islam through the Middle East and beyond, and examine trade and everyday life in Baghdad. Finally discover the legacy of early Islam and the continuing influences we see today.

 This block looks at the early history of Islamic civilisation including Baghdad from CE 900 on a broad brush scale and compares it to what was going on in western Europe at around the same time. This block touches on the effects of religion on culture and architecture, the development and maintenance of global trade networks and the history of intellectual and philosophical thought in both areas.

Note – Hamilton Trust uses the form ‘Muhammad (pbuh)’ where he is mentioned. This follows a general convention and is seen by some as a mark of respect. It is up to individual teachers as to whether they follow this convention in written and spoken materials.

This Topic is written for Upper Key Stage 2. If you want to use this Topic for a different Key Stage, you will need to consider how to adapt the outcomes, content, delivery methods, resources and differentiation, as well as the relevant National Curriculum objectives.

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01: Trade

Explore how Baghdad was the centre of a trade network that extended from China to Ireland, and from Scandinavia to sub-Saharan Africa. Illustrate maps with trade routes, transportation methods and goods traded.

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02: Religion

Compare the spread of Christianity across the Middle East, Africa and Europe to the spread of Islam in overlapping areas but later centuries, and create an animation, including images of specific buildings.

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03: Achievements

Sort the achievements of western Europe and the Islamic world and use your knowledge to create a comparative timeline. Highlight where Islamic thought has influenced Europe e.g. universities, architecture, maths etc...Make a blog post, podcast or infographic to share your research.