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

Week: Date:
L
E RESOURCES STARTER MAIN ACTIVITY PLENARY DIFFERENT ISLAMISA EVALUA
S
TION
S
O IATION TION
N

* book x 25 Ch. informed of the initial discoveries WALA how the IVC was discovered Why did people decide L/A- Supported Name
L * pencil x 25 and archaeological excavations of the to settle in the Indus by T/A another River
1 * atlas IVC from 1926 onwards. Valley, in those which is said
Ch. to locate Harappa & M-D on the map
* blank map of IVC x 25 of IVC. Ch. to measure the distances particular sites? Ch. of mixed to be one of
How did they realise that this was a
* coloured pencils per different civilisation from any other? betw. Sites and id the location of the sites River- fertile ability to support the rivers of
table in relation to rivers, mountains or sites. surrounding land for each other. Paradise and
* ruler x 25 Verbal brainstorm of what qu’s could the Ch. to write why did people decide to farming, fishing, is present on
archaeologists answer after discovering settle in the Indus Valley, in those travel & trade, earth?
the site. (Who lived there? What were particular sites? Ch. to compare this personal hygiene.
their homes like etc) settlement pattern with their own area
today. (Ch. to answer qus written up on
Brainstorm with ch. on the board using a
spider diag. all the things they would
board)
want to know about the IVC.

Ch. to find Indus Valley in the atlas and

* book x 25
* pencil x 25
L archaeologists are able to estimate
* Wksht 1 ‘Time-line’
2 * Wksht 2 ‘Historical periods
in history’
* scissor x 25
* book x 25
L * pencil x 25
3 * pics of M-D blu-tacked
* site plan of M-D x 25
* site plan of a town x
25
* coloured pencils per
table
* book x 25
L * pencil x 25
4 * pics of artefacts &
strucs from the IVC blu-
tacked
* photocopy of pics
displayed per table
* Wksht 3 ‘Artefact
enquiry sheet’’ x 25
to id environmental & physical features
e.g., deserts, mountains, rivers, oceans.
Ch. informed about how WALA how long ago was the IVC Go thru time-line. L/A- Supported by How do us
T/A
Which parts of the time- Muslims
the date of when the IVC came Wksht 1& 2 line we know most Ch. of mixed ability begin our
about (2500-1,500BC) using radio- Ch. to order historical periods in history about and where the to support each calender?
carbon dating. on a time-line biggest gaps are. other. Hijrah
Ch. to look at pics of the remains of WALA what the streets and buildings Go thru lists- What are L/A- supported The Sunnah
taught us how to
the streets and buildings in M-D. tell us about life in M-D ch. conclusions? by T/A stay clean- prior
Ch. then to look at a site plan of M-D Organised and to this people did
and locate important buildings Ch. to compare site plans and list the community based Ch. of mixed not know how to
(Citadel? a stronghold into which people comparisons. Use a key to identify civilisation ability to support keep clean-
could go for shelter during a battle) Queen Eliz had
(Stupa? A funerary monument in the shape buildings used in a similar way/ similar each other. baths once a
of a dome or pyramid, containing a relic of distances from other types of buildings year.
a Buddha)
Pics of the artefacts and structures WALA artefacts which give us clues Share ch’s conclusions L/A- Supported What
belonging to IVC stuck on to how the people of the IVC by T/A artefacts
board and numbered. Ch. lived: Part 1 represent
informed of what each Ch. of mixed Islaam?
artefact is. Wksht 3 ability to support Prayer mat,
Ch. informed that these types of Ch. to examine pics of the artefacts and each other. tasbeeh,
artefacts have been found in the write what they believe each artefact tell Quran
Indus Valley. As the language has us about the lifestyle of the IVC.
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.
DAILY LESSON PLANS: Year 6 Subject: HISTORY-How can we find out about the Indus Valley Civilisation?
Week: Date:
L
E RESOURCES STARTER MAIN ACTIVITY PLENARY DIFFERENT ISLAMISA EVALUA
S
TION
S
O IATION TION
N

* book x 25 The same pics of the artefacts and WALA artefacts which give us clues Go thru answers. L/A- Supported If a non-
L * pencil x 25 structures belonging to to how the people of the IVC by T/A muslim were
5 * pics of artefacts & IVC stuck on board and lived: Part 2 to enter a
strucs from the IVC blu- numbered. Ch. informed Ch. of mixed Muslims’
tacked of what each artefact is. Wksht 4 ability to support home and
* photocopy of pics each other. noticed that
displayed per table there were no
* Wksht 4 ‘Artefact Info Ch. to work in pairs and look up pics, what
sheet’ x 25 using the internet and other sources, could his
* ICT Suite what each artefact indicated to the conclusions
archaeologists of the lifestyle of the be?
IVC.
* book x 25 Ch. to work in pairs/grps on specific WALA different aspects of the lives Ch. to present work L/A- Supported Why are
L * pencil x 25 aspects of life in IVC: of the people of the IVC by T/A Muslim men
6 * brief x 25 Fashion & Jewellery; Food DT: Ch to make not allowed to
& * sugar paper per & Diet; Occupations; Ch. to research info from a variety of Ch. of mixed wear certain
7 pair/grp Travel & Trade; Rulers & sources and make an IVC jewellery ability to support types of
* colour pencils per Religion; Leisure Time. information poster for other each other. jewellery?
table groups to use.
* coloured felt pens per
table
* ICT Suite
* book x 25 Ch. to recall facts on each aspect of WALA how to classify artefacts Ch. to discuss why L/A- Supported Allaah will
L * pencil x 25 IVC life that they researched. certain artefacts were by T/A classify us
8 * pics of IVC artefacts Ch. to produce a plaque for a museum grouped together for into good and
& per table Ch given pics of artefacts and to exhibition using ICT skills, where a the museum? Suggest Ch. of mixed bad- How
9 * sugar paper x 25 draw one. Ch. to write a small description of the artefact is given as well reasons for different ability to support can/will Allaah
* coloured pencils per description as per Wksht 4 but in as short backgrd info-Teachers would be classification. each other. distinguish
table prose. Ch. to then research info then invited to visit the museum. between us?
* ruler x 25 about a different artefact that they
* ICT suite have not researched about before
and make notes.
 * book x 25
L * pencil x 25
1 * pics of seals per table
0 them? (All pics of animals) Explain
* book x 25
L * pencil x 25
1 * pics of fish ideogram
1 per table, each with 1 of
the 3/4 interpretations
* book x 25
L * pencil x 25
1 * word on paper, 3 per
2 table
* A4 paper (rough) x 25
* pics of seals per table
Pics of seals distributed to tables. WALA the written evidence found in Ch. to look at each L/A- Supported What is the
the IVC others’ seals to see if by T/A ‘Islamic
Ask ch. what they notice about they can interpret it’s personality’?
Ch. to play a game of Pictionary using meaning. Ch. of mixed
that the patterns above were the the techniques of imagery ability to support
IVC script, remains un-deciphered. referred to in the discussion. Ch. to consider in which each other.
Script was written R to L. other countries are
Ch. then to draw their own personalised animals considered
Why do you think so many seals seals of some aspect of their personality. ‘holy’?
show animals?
What do you think seals were used DT: To make an
for?
Who might have used them? IVC seal using
clay
Discuss the archaeologists’ belief re:
meaning of seals.
Pics of the fish ideogram distributed WALA the different interpretations of Ch. to suggest reasons L/A- Supported In some
to tables. evidence why there are different by T/A aspects of
interpretations. Islam there are
differences of
What is an Ideogram? A pictorial (Because of limitation Ch. of mixed
opinion, e.g.,
symbol used to express a Ch. pick out and list what is the same of evidence) ability to support what to do in
concept or idea and what is different in two explanations each other. the Tashahud.
What does a fish show? of the fish ideogram We must follow
What are the reasons given for the the strongest
way it looks? opinion and not
Suggest reasons why there are different
what suits us.
interpretations E.g. Hadith re:
When the children have realised that
there is more than one consult your
interpretation, discuss the heart.
similarities and differences between
interpretations.
Brainstorm what Ch. have found out WAL recalling what we know about Why do we have some L/A- Supported We are told
about IVC. the IVC qu’s unanswered? by T/A certain things
Why can you answer about the
What are the most important things you Ask ch. to write answers next to the qus some qu’s more fully Ch. of mixed hereafter-
found out about life in IVC? How did you in the spider diag. that they can answer than others? ability to support What has
find out? What do you still want to citing evidence. Also, ch to underline in a each other. Allaah in His
know? coloured pencil all qu’s which remain (Gaps in evidence wisdom, not
unanswered. from the past, lack of told us?
Remind ch. of the spider diag. Qu’s. Ask understanding of the
ch. to write answers next to the qu that script)
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.
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

What this tells us about the life

Feature

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.