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DAILY LESSON PLANS: Year 6 Subject: HISTORY-How can we find out about the Indus Valley Civilisation?

Week: Date:



LESSON

RESOURCES

STARTER

MAIN ACTIVITY

PLENARY

DIFFERENT

IATION

ISLAMISATION

EVALUATION


L1

* book x 25

* pencil x 25

* atlas

* blank map of IVC x 25



* coloured pencils per table

* ruler x 25





Ch. informed of the initial discoveries and archaeological excavations of the IVC from 1926 onwards.
How did they realise that this was a different civilisation from any other?
Verbal brainstorm of what qu’s could the archaeologists answer after discovering the site. (Who lived there? What were their homes like etc)
Brainstorm with ch. on the board using a spider diag. all the things they would want to know about the IVC.
Ch. to find Indus Valley in the atlas and to id environmental & physical features e.g., deserts, mountains, rivers, oceans.

WALA how the IVC was discovered

Ch. to locate Harappa & M-D on the map of IVC. Ch. to measure the distances betw. Sites and id the location of the sites in relation to rivers, mountains or sites. Ch. to write why did people decide to settle in the Indus Valley, in those particular sites? Ch. to compare this settlement pattern with their own area today. (Ch. to answer qus written up on board)



Why did people decide to settle in the Indus Valley, in those particular sites?

River- fertile surrounding land for farming, fishing, travel & trade, personal hygiene.

L/A- Supported by T/A
Ch. of mixed ability to support each other.

Name another River which is said to be one of the rivers of Paradise and is present on earth?





L2

* book x 25

* pencil x 25

* Wksht 1 ‘Time-line’

* Wksht 2 ‘Historical periods in history’

* scissor x 25


Ch. informed about how archaeologists are able to estimate the date of when the IVC came about (2500-1,500BC) using radio-carbon dating.

WALA how long ago was the IVC

Wksht 1& 2

Ch. to order historical periods in history on a time-line


Go thru time-line. Which parts of the time-line we know most about and where the biggest gaps are.

L/A- Supported by T/A
Ch. of mixed ability to support each other.

How do us Muslims begin our calender? Hijrah





L3


* book x 25

* pencil x 25

* pics of M-D blu-tacked

* site plan of M-D x 25

* site plan of a town x 25

* coloured pencils per table



Ch. to look at pics of the remains of the streets and buildings in M-D.

Ch. then to look at a site plan of M-D and locate important buildings

(Citadel? a stronghold into which people could go for shelter during a battle) (Stupa? A funerary monument in the shape of a dome or pyramid, containing a relic of a Buddha)


WALA what the streets and buildings tell us about life in M-D
Ch. to compare site plans and list the comparisons. Use a key to identify buildings used in a similar way/ similar distances from other types of buildings

Go thru lists- What are ch. conclusions? Organised and community based civilisation

L/A- supported by T/A
Ch. of mixed ability to support each other.

The Sunnah taught us how to stay clean- prior to this people did not know how to keep clean- Queen Eliz had baths once a year.





L4


* book x 25

* pencil x 25

* pics of artefacts & strucs from the IVC blu-tacked

* photocopy of pics displayed per table

* Wksht 3 ‘Artefact enquiry sheet’’ x 25

Pics of the artefacts and structures belonging to IVC stuck on board and numbered. Ch. informed of what each artefact is.


Ch. informed that these types of artefacts have been found in the Indus Valley. As the language has not been deciphered, (seals, which bear IVC writing) cannot be fully utilised to tell us more about the civilisation.

Therefore, the archaeologists have to work out the lifestyle of the IVC from what is available.

WALA artefacts which give us clues to how the people of the IVC lived: Part 1

Wksht 3


Ch. to examine pics of the artefacts and write what they believe each artefact tell us about the lifestyle of the IVC.

Share ch’s conclusions

L/A- Supported by T/A
Ch. of mixed ability to support each other.

What artefacts represent Islaam? Prayer mat, tasbeeh, Quran




DAILY LESSON PLANS: Year 6 Subject: HISTORY-How can we find out about the Indus Valley Civilisation?

Week: Date:


LESSON

RESOURCES

STARTER

MAIN ACTIVITY

PLENARY

DIFFERENT

IATION

ISLAMISATION

EVALUATION


L

5

* book x 25

* pencil x 25

* pics of artefacts & strucs from the IVC blu-tacked

* photocopy of pics displayed per table

* Wksht 4 ‘Artefact Info sheet’ x 25

* ICT Suite


The same pics of the artefacts and structures belonging to IVC stuck on board and numbered. Ch. informed of what each artefact is.


Ch. to work in pairs and look up using the internet and other sources, what each artefact indicated to the archaeologists of the lifestyle of the IVC.


WALA artefacts which give us clues to how the people of the IVC lived: Part 2




Wksht 4


Go thru answers.


L/A- Supported by T/A
Ch. of mixed ability to support each other.

If a non-muslim were to enter a Muslims’ home and noticed that there were no pics, what could his conclusions be?





L

6&7

* book x 25

* pencil x 25

* brief x 25

* sugar paper per pair/grp

* colour pencils per table

* coloured felt pens per table

* ICT Suite

Ch. to work in pairs/grps on specific aspects of life in IVC: Fashion & Jewellery; Food & Diet; Occupations; Travel & Trade; Rulers & Religion; Leisure Time.

WALA different aspects of the lives of the people of the IVC




Ch. to research info from a variety of sources and make an information poster for other groups to use.


Ch. to present work
DT: Ch to make IVC jewellery

L/A- Supported by T/A
Ch. of mixed ability to support each other.

Why are Muslim men not allowed to wear certain types of jewellery?





L8&9

* book x 25

* pencil x 25

* pics of IVC artefacts per table

* sugar paper x 25

* coloured pencils per table

* ruler x 25

* ICT suite


Ch. to recall facts on each aspect of IVC life that they researched.
Ch given pics of artefacts and to draw one. Ch. to write a small description as per Wksht 4 but in prose. Ch. to then research info about a different artefact that they have not researched about before and make notes.


WALA how to classify artefacts

Ch. to produce a plaque for a museum exhibition using ICT skills, where a description of the artefact is given as well as short backgrd info-Teachers would be then invited to visit the museum.



Ch. to discuss why certain artefacts were grouped together for the museum? Suggest reasons for different classification.

L/A- Supported by T/A
Ch. of mixed ability to support each other.

Allaah will classify us into good and bad- How can/will Allaah distinguish between us?





L10

* book x 25

* pencil x 25

* pics of seals per table


Pics of seals distributed to tables.
Ask ch. what they notice about them? (All pics of animals) Explain that the patterns above were the IVC script, remains un-deciphered. Script was written R to L.
Why do you think so many seals show animals?

What do you think seals were used for?

Who might have used them?
Discuss the archaeologists’ belief re: meaning of seals.


WALA the written evidence found in the IVC

Ch. to play a game of Pictionary using the techniques of imagery referred to in the discussion.

Ch. then to draw their own personalised seals of some aspect of their personality.



Ch. to look at each others’ seals to see if they can interpret it’s meaning.
Ch. to consider in which other countries are animals considered ‘holy’?
DT: To make an IVC seal using clay

L/A- Supported by T/A
Ch. of mixed ability to support each other.

What is the ‘Islamic personality’?





L11

* book x 25

* pencil x 25

* pics of fish ideogram per table, each with 1 of the 3/4 interpretations


Pics of the fish ideogram distributed to tables.
What is an Ideogram? A pictorial symbol used to express a concept or idea

What does a fish show?

What are the reasons given for the way it looks?
When the children have realised that there is more than one interpretation, discuss the similarities and differences between interpretations.


WALA the different interpretations of evidence

Ch. pick out and list what is the same and what is different in two explanations of the fish ideogram

Suggest reasons why there are different interpretations


Ch. to suggest reasons why there are different interpretations. (Because of limitation of evidence)


L/A- Supported by T/A
Ch. of mixed ability to support each other.

In some aspects of Islam there are differences of opinion, e.g., what to do in the Tashahud. We must follow the strongest opinion and not what suits us. E.g. Hadith re: consult your heart.





L12


* book x 25

* pencil x 25

* word on paper, 3 per table

* A4 paper (rough) x 25

* pics of seals per table


Brainstorm what Ch. have found out about IVC.

What are the most important things you found out about life in IVC? How did you find out? What do you still want to know?

Remind ch. of the spider diag. Qu’s. Ask ch. to write answers next to the qu that they have answers for and under list of questions they produced for the activity 'How was the Indus Valley civilisation discovered?' Ask the children to select and answer questions from the list.


WAL recalling what we know about the IVC
Ask ch. to write answers next to the qus in the spider diag. that they can answer citing evidence. Also, ch to underline in a coloured pencil all qu’s which remain unanswered.

Why do we have some qu’s unanswered?

Why can you answer some qu’s more fully than others?


(Gaps in evidence from the past, lack of understanding of the script)



L/A- Supported by T/A
Ch. of mixed ability to support each other.

We are told certain things about the hereafter- What has Allaah in His wisdom, not told us?







L.O.: WALA what the streets and buildings tell us about how life was in Mohenjo Daro

1) Find the common features


Compare a site plan of a village with the site plan of Mohenjo Daro.
Key:





Place where people assemble




Streets




Place of education




Place of worship




Where food is stored

2) Clues to how life was in Mohenjo Daro



Feature


What this tells us about the life in Mohenjo Daro

Kilns & furnaces





Wells in most homes





Toilets & baths in every home





Drains connected to sewers





Roads






3) Do you think that the ancient city of Mohenjo Daro was planned? Explain your answer.


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