FIRST LEVEL

SECOND LEVELLEARNING RESOURCES

Resource written by Jen Buchan

Tony Robinson

Contents2 Contents3 About Tony Robinson4 Activities Introducing Tony Robinson4 Activities for First Level4 Activities for Second Level

4 Greeks4 Activities for First Level 6 Activities for Second Level

8 Romans8 Activities for First Level 9 Activities for Second Level

11 Egyptians11 Activities for First Level 12 Activities for Second Level

13 British13 Activities for First Level 14 Activities for Second Level

16 Authors Live Event16 Activity for First Level 16 Activity for Second Level

17 Additional Resources 118 Additional Resources 219 Additional Resources 320 Additional Resources 421 Additional Resources 5

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About Tony Robinson

Tony Robinson is an English actor, comedian, amateur historian, TVpresenter and political activist. He has also written sixteen children'sbooks. He has written several titles on historical subjects including TheWorst Children’s Jobs in History, which sold over 60,000 copies and wonthe Best Book with Facts category in the Blue Peter Book Awards. HisWeird World of Wonders series includes books about the Romans, Greeks,Egyptians and British. They combine facts, jokes, anecdotes, cartoons andinformation to provide readers with a quirky and entertaining insight intodifferent parts of history.

Robinson is known for playing Baldrick in the BBC television seriesBlackadder and for hosting Channel 4 programmes such as Time Teamand The Worst Jobs in History. He has also written several television seriesfor children including Maid Marian and Her Merry Men, for which hereceived a BAFTA and a Royal Television Society Award.

Official Weird World of Wonders website packed with games, jokes, clipsand information: www.panmacmillan.com/weirdworldofwonders

BBC website with excellent activities, quizzes and information about theGreeks, Romans and Brits: www.bbc.co.uk/schools/primaryhistory/

Good source of child-friendly information about ancient Rome, Greece andEgypt as well as British history:www.chiddingstone.kent.sch.uk/homework/history/index.html

The National Museum of Scotland offers some excellent downloadableresources relating to the Egyptians and Romans. Class visits to themuseum in Edinburgh can also be made and handling boxes with originaland replica artefacts can be borrowed. See the website for details:www.nms.ac.uk/learning/schools/visiting_our_museums/national_museum_of_scotland.aspx

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Activities Introducing Tony Robinson

ACTIVITIES FOR FIRST LEVEL

Navigate your way around Tony Robinson’s website(www.panmacmillan.com/weirdworldofwonders) to discover the games,jokes, activities and information there. Play the game to practise your co-ordination and navigation skills:www.panmacmillan.com/weirdworldofwonders/fun-stuff

ACTIVITIES FOR SECOND LEVEL

Watch the clip, ‘Introducing Tony Robinson’ on the homepage of hiswebsite: www.panmacmillan.com/weirdworldofwonders. Look closely atthe different costumes and animations to see what you already know aboutthe Greeks, Romans, Egyptians and Brits. Which of the images oranimations would you most like to find out about?

Look at some of the different Tony Robinson texts and discuss:

l Which genre(s) are they?l What is the effect on the reader of combining more than one genre?l Do you think this is a good idea? Why/why not?

Greeks

ACTIVITIES FOR FIRST LEVEL

Art and Design

On page 19, we learn about the different uses that the Greeks had for oliveoil. Design a label for a jar of olive oil which could have appeared in Greektimes to show all of the different ways it could be used.

Drama

Create your own tragedy/comedy masks (see pages 98-99). Discuss whyyou think the masks were used (because the audiences were so large thatthey could not see the faces of the actors. The masks were clearer to seefrom long distances. Actors could also change parts by changing masks).Discuss the sorts of things which might have happened in a tragedy(illness, death, crime, fighting, sadness) and in a comedy (happy ending,laughing, joking, teasing). Think about stories, films and plays that youknow and classify them as tragedies or comedies.

Technologies –Computing

sciencecontexts fordeveloping

technologicalskills and

knowledge –TCH 1-09a

Technologies –ICT to enhance

learning – TCH 2-03b

Reading –Understanding,Analysing and

Evaluating LIT 2-16a

EXA 1-04a

EXA 1-15a

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Numeracy and Mathematics

Robinson tells us how the Greeks used water clocks (page 36). Make yourown water clock by using a plastic bottle with the neck cut off. Makemarks every cm on the inside of the bottle and make a small hole in thebottle near the bottom. Fill the bottle with water and time how long it takesfor water to empty from one line to the next. Record this time. Use thisclock to measure the length of time of activities during the school day. If ittakes three minutes for the water to move down one mark on the bottle,and a reading lesson drains seven marks, then the reading lesson will havelasted for 21 minutes (3 minutes x 7 marks = 21!)

Social Subjects

Find out how many sporting events there were in the 2012 Olympics. Carryout the activities on Robinson’s website www.panmacmillan.com/devpanmacmillan/media/panmacmillan/Activities/great-greek-mystery.pdf?ext=.pdf to compare which events from Greek times are stillparticipated in today. Take the Newsround Olympics quiz to see how muchyou remember about the 2012 Olympics:www.bbc.co.uk/newsround/13797097

Create a diary entry to show a day in the life of an Athenian girl or boy.Describe the types of things s/he would do, what s/he would have eatenand the different games s/he would have played. Write these onto tea-stained paper to look like diary entries which have been unearthed fromGreek times!

Homework Activity

Write a fact that you have learnt about the Greeks using the Greekalphabet on page 100. Bring in your message and swap it with a friend toshare your learning about the Greeks. Create a ‘Did You Know …’ indisplay of facts written in Greek in the classroom and ask other children tocome and decipher the information.

Number,money andmeasure –MTH 1-12a

People, pastevents andsocieties –SOC 1-04a

People, pastevents andsocieties –SOC 1-04a

Social subjects– People, past

events andsocieties –SOC 1-04a

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ACTIVITIES FOR SECOND LEVEL

Art and Design

On pages 40-41, Robinson teaches us about Pandora’s Box and the evilthings that she let escape from it. In groups, discuss what you would put ina Pandora’s Box for the year 2013. Think about things that you thinkshould be locked up and should not be allowed in our society. Ideas couldinclude smoking, racism, bullying or illness, for example. Once you havechosen your ideas, write each item in different font and style, using brightcolours, onto card and cut around each word. Attach each work to a pieceof wire or a stick. Decorate a cereal box or equivalent as Pandora’s Boxand show each wire or stick coming out of the box as if it has beenopened. You could even have creatures such as those shown in theillustrations coming out of the box, along with the evils you have chosen.

Work in groups to make your own Greek coins. Think about your groupvalues and the message you would like your coin to give (see pages 56and 57 for information about this) and design a picture or image to showthis message. Swap coins with other groups and try to work out theirvalues and message from their designs.

Social Subjects

Compare what life was life for a Spartan and Athenian girl and boy. Useinformation from the book and from the following websites:www.bbc.co.uk/schools/primaryhistory/ancient_greeks/sparta/www.bbc.co.uk/schools/primaryhistory/ancient_greeks/growing_up_in_greece/

Put information into the correct place in the table found in AdditionalResources 1. Take the ‘Growing up in Greece’ quiz found at:www.bbc.co.uk/schools/primaryhistory/ancient_greeks/growing_up_in_greece/

Religious and Moral Education

On page 55, we read about the Greek philosopher and teacher, Socrates.Research some of his ideas and the questions he asked (trywww.kidspast.com/world-history/0071-socrates.php). As a class, choosefour or five questions and write each one at the top of a different piece offlipchart paper (“What is wisdom?”, “What is the right thing to do?”, “Whatis truth?” and “What is justice?” for example). Form four or five groups(according to the number of questions you have) and visit each piece ofpaper, discuss the question and note down ideas. Spend five minutesdiscussing each idea. Once all questions have been discussed by allgroups, ask one person from each group to share ideas with the class.

EXA 2-05a

EXA 2-04a

People, pastevents andsocieties –SOC 2-04a

World religionsselected for

study – RME 2-05b

CfE

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Science

Aristotle believed that heavy objects fall faster than lighter ones (see page139). Work with a partner to design a test which would investigate whetherhis theory was correct. Carry out your test to see if Aristotle knew a thingor two about science!

Numeracy and Mathematics

Find out what Archimedes’ great idea was and design a test to prove histheory. Use his theory to find the volume of different 3D objects. Discusshow his theory can be used in everyday life today.

Homework ActivityDesign an image which would have appeared on a piece of Greek pottery and which shows something you have learnt about the Greeks (see examples on pages 46 and 47). It could, for example, show a chariot, a soldier or a god. Be ready to share your design with the class. You could even paint it onto a clay pot or cup that you had made in class.

Forces,electricity and

waves – SCN 2-08a

Number,Money and

Measurement –Mathematics –its impact on

the world past,present and

future – MTH 2-12a

Art and Design– EXA 2-04a

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Romans

ACTIVITIES FOR FIRST LEVEL

Social Subjects

Hold a Roman banquet to show different aspects of life in Roman times.You could…

l Dress in togas, practising how to put them on correctlyl Make and wear Roman sandals (draw around your foot onto a piece of

card, punch holes down each side of the foot and use string to lacethese around your foot and ankle)

l Sample some foods commonly eaten in Roman times – dates, olives,cheese, grapes and figs

l Greet each other in Latin (salve, mihi nomen est....= hello, my name is…)

Become archaeologists and historians and create your own dig site. Lookat this BBC clip about the job of an archaeologist from the NationalMuseum of Scotland: www.bbc.co.uk/learningzone/clips/what-is-an-archaeologist/467.html. Fill a large box with sand and hide different objectswhich could have been found in Roman times in the sand (coins, pieces ofpottery, scraps of metal or jewellery, for example). Practise gentlysearching for different pieces of evidence, using paintbrushes to carefullybrush away grains of sand and look closely under the microscope at whatyou have found. Complete the activity sheet found athttp://downloads.bbc.co.uk/schools/primaryhistory/worksheets/romans/roman_amphorae.pdf to show how archaeologists would make deductionsfrom images found on broken pots and jars.

Choose one of the Roman Emperors (see pages 112-117) and create aFactfile for him. Give details such as the dates he ruled, notable acts,things he liked and any crazy things that he did!

Art and Design

Make your own Roman oil lamps from clay. Look at images of what oillamps looked like and how they were used to help you. This website givesan excellent step by step guide to making your own lamp:www.mormonshare.com/lds-activity/how-to-make-a-clay-olive-oil-lamp-late-roman-style

People, pastevents andsocieties –SOC 1-04a

People, pastevents andsocieties –SOC 1-02a

People, pastevents andsocieties –SOC 1-04a

EXA 1-04a

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Numeracy and Mathematics

Look around you for examples of Roman numerals in our everyday lives(on clocks, watches, buildings and at the end of some televisionprogrammes, for example!) Make your own Roman numeral paper plateclock by drawing on the numerals in bright pens, making the numeralsfrom plasticine, or using magnetic or felt letters (XV and I) and placingthese on. Attach two hands using a paper fastener. Write different times inRoman numerals and work with a friend, asking him/her to show the timesyou have written.

Technologies

Use Google Earth to see images of Rome today. Which buildings do youthink still stand from the times of the ancient Romans? Look for theColosseum, the Pantheon and the Forum. Can you spot any famousmodern buildings which you know (Stadio Olimpico, for example!)?

Homework ActivityRobinson tells us about the way in which historians can tell a lot about life in Roman times from the remains found at Pompeii. Imagine you could preserve three things from your life to tell people in the future what life is like in 2013. Discuss with a parent, carer or sibling which three things you would preserve and why. Be ready to share your ideas with the class!

ACTIVITIES FOR SECOND LEVEL

Listening and Talking/Social Subjects

Watch the BBC Timewatch episode which explores Hadrian’s Wall. Takenotes using the headings provided in Additional Resources 2.www.dailymotion.com/video/xlfpkm_hadrian-s-wall-timewatch_shortfilms#.URN5Ix11GSo. Use your notes to write a postcardback to Rome as a Roman soldier building the wall and living in a fort.Listen out for how the Romans felt about living in the British weather! Drawan outline of a map of Britain and show the location of Hadrian’s Wall onthe front of your postcard.

Art and Design

Make a class life-size model of a Roman soldier. Draw around one childonto card and cut this out. Form eight groups and give each one part ofthe soldier’s outfit (see pages 44 and 45) to make. Lay out differentmaterials and tell children to choose what they think would best suit theirpart of the uniform. Materials could include: tinfoil, card, newspaper, glueand paperclips (for mail armour!), for example. Alternatively, children coulddiscuss in advance the materials they think would be most suitable andbring these in from home or source these within the school. During the

Number,money andmeasure –MTH 1-12a

ICT to enhancelearning – TCH

1-03b

Social Subjects– People, past

events andsocieties –SOC 1-04a

Organising andUsing

Information –LIT 2-05a

People, placesand past

events – SOC2-06a

EXA 2-04a

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activity, lay out the cut-out of the child and remind groups to make sure theitems they create will fit the soldier! Tell each group to also prepare aninformation card about their item. Dress and arm the soldier and displayhim for all to see!

Social Subjects

On pages 68 and 69, Tony Robinson tells us about some Roman gamesand toys. Research different toys and games played by Roman children(see images of toys here: www.bbc.co.uk/schools/primaryhistory/romans/family_and_children/teachers_resources.shtml). Make some ofthese yourself and ask another class to join you for a Roman gamesafternoon. Teach them how to play games such as Trigon (see this websitefor how to play and make a Roman dice: http://downloads.bbc.co.uk/schools/primaryhistory/worksheets/romans/games.pdf) and Tabula. Seethis website for an example of a Tabula board and rules for how to play –click on the link to the Powerpoint at the bottom of the information aboutdifferent games: http://rome.mrdonn.org/toys.html. Compare games inRoman times with games today – can you spot any similarities? (Tabula issimilar to Backgammon, and we still use dice for chance and uncertaintygames today!)

Imagine you are a rich Roman, recruiting a slave. Create a job advert forthe slave, indicating whether you would like a male or female, what youexpect him/her to do for you and any skills you would like him/her to have(reading and writing/cooking or entertaining, for example). Use theinformation in the text (pages 76 and 77) and carry out some research ofyour own to help you (www.chiddingstone.kent.sch.uk/homework/romans/slaves.html is very useful!)

Social Subjects/Writing

Imagine it is the time of the Romans invading Britain. Create newspaperheadlines to show the things that the Romans have brought to Britain(research these first! Ideas could be the calendar, Latin, Christianity, roads,central heating…) Try to make your headlines as catchy as possible, usingalliteration and puns to catch the reader’s interest, for example, “RaucousRomans teach Brits to Read!”

Homework ActivityMake a set of matching cards which match the names of Roman gods to their powers. Either draw or write the names of gods on one set of cards and their powers on a second set. Look at images and descriptions of gods at this website: http://www.roman-empire.net/children/gods.html or use the text on pages 94 and 95. Use the template in Additional Resources 3 (you will need two copies!). Play the matching game with a sibling, family member or friend at home.

People, pastevents andsocieties –SOC 2-04a

People, pastevents andsocieties –SOC 2-04a

People, pastevents andsocieties –SOC 2-06a

Creating texts –ENG 2-27a

Social Subjects– People, past

events andsocieties –SOC 2-04a

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Egyptians

ACTIVITIES FOR FIRST LEVEL

Social Subjects

Robinson tells us about the harsh conditions of living in the Sahara. Onpages 56 and 57, he describes how difficult it is for things to live in thedesert. Research different plants and animals which live in the desert andthe ways in which they have adapted for survival. Make a diorama of adesert scene using a shoebox, sand, stones, and models or drawn picturesof the creatures and plants which live there. This website gives clearinstructions for making a desert diorama: www.brighthubeducation.com/science-fair-projects/95358-how-to-make-a-desert-diorama/

Use the hieroglyphic alphabet and activities on this website to create anddecode messages and play a hieroglyphic game.http://education.scholastic.co.uk/resources/4301.

Religious and Moral Education

Robinson tells us about the way in which Bible stories are often set inEgypt. He mentions how the Bible character Moses leads Jewish peopleout of Egypt. Read about what happened to Moses as a baby(www.youtube.com/watch?v=MZ-BbFQ3K1A). Have you ever seen orheard of a Moses basket? Weave your own Moses basket using theinstructions and template at this website: www.dltk-bible.com/crafts/mbasketweave.htm and put a little model or toy character inside to showwhat happened to Moses when he was born under the cruel Pharaoh’srule.

Art and Design

Make your own Pharaoh’s headdress (see page 101) by following theinstructions and painting your own headdress using the template at thislink: www.firstpalette.com/tool_box/printables/pharaoh.html. Work in pairsto write out one fact about the pharaohs that you have learnt. Visit anotherclass wearing your headdresses and share your facts with the class.

Technologies

Robinson tells us about the recent scanning of mummies in theBirmingham Museum. Discuss where or when you have heard orexperienced CT scanning and read about how it is carried out at thewebsite below. Look at the images of the mummies and scroll over thedifferent parts to see the scans which were taken.(www.flickr.com/photos/birminghammag/sets/72157620959958671/).

People, Placeand

Environment –SOC 1-12b

People, placeand societies –

SOC 1-04a

Christianity –RME 1-02a

EXA 1-04a

Technologicaldevelopmentsin society –TCH 1-01a

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Homework ActivityImagine you are packing things that you would like to take to the afterlife. Discuss with a parent, carer or sibling which three possessions you most treasure and would like to take with you. Come prepared to tell the class about the threee things you have chosen and why.

ACTIVITIES FOR SECOND LEVEL

Reading

Make a mindmap to show the different uses of the Nile for the ancientEgyptians. Choose which sub-headings you will have on your mindmap,reading the information on page 59 to help you. Create your mindmap byhand or using the Kidspiration software, including illustrations or cartoonssuch as those drawn by Del Thorpe to bring your mindmap to life!

Social Subjects

Throughout the book, Robinson tells us about lots of different ways thathistorians and archaeologists have pieced together information aboutEgypt and the ancient Egyptians. Discuss what the term ‘evidence’ means.Discuss also what primary and secondary sources of evidence are, andtake the interactive quiz to sort sources at this website:www.historyonthenet.com/Lessons/sources/sourcesexplain.htm. Lookthrough Robinson’s text and identify primary and secondary sources ofevidence about the Egyptians. Hold a discussion about which sources youthink are the most reliable and why.

Art and Design

Look through the text and online for examples of Egyptian tomb paintings.What do they all have in common (see page 97 for suggestions)? Draw atomb painting of your family or the people with whom you live, showingparents or carers as the more important people! Use a long strip of paperand use the hieroglyphic symbols on page 103 and decorate your pantingwith these. Remember to use the correct colours for males and femalesand ensure to draw everyone in profile!

Numeracy and Maths

Look at images of the pyramids and describe their properties (square-based pyramids, eight edges, five corners, five faces). Discuss everydayobjects which are or contain square-based pyramids. Choose which netwould make a square-based pyramid from those shown in AdditionalResources 4, and make your own square-based pyramids on sand-coloured paper. Write a fact about the pyramids of Egypt on each of thefour faces around the sides of the pyramid.

Listening andTalking –

Creating Texts– LIT 1-09a

Finding andusing

information –LIT 2-15a

People, pastevents andsocieties –SOC 2-01a

EXA – 2-04a

Shape, Positionand Movement– MTH 2-16b

CfE

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Homework ActivityRetell the eight gruesome steps of mummification to a parent, carer or sibling at home. Look at the examples of Del Thorpe’s illustrations on pages 86-88 and make your own cartoon strip of mummification. You can use the template in Additional Resources 5 to help you.

British

ACTIVITIES FOR FIRST LEVEL

Health and Wellbeing

Throughout the book, we learn of foods and products which were broughtto Britain from the different colonised countries. On separate sticky labels,draw a picture of each of the products that you learn about (sugar,potatoes, tobacco, spices and tea). Work with a partner and use an atlas tohelp you place your sticky labels on the correct countries to show wherethe products came from. Look at today’s packets for each of the fooditems and see if they have travelled from the same countries as they did allthose years ago.

Social Subjects

Robinson teaches us about all the ways in which steam enabled the Britsto become more efficient. Make a mindmap with pictures and words toshow the different things that steam enabled the Brits to do and thechanges it made to our transport. Sub-headings in your mindmap couldinclude ships, trains and factories, for example.

Research what school life was like in Victorian days and have a Victorianschool day of your own. Divide into groups to research a different aspecteach. These could include: uniform, subjects, the classroom or teachers!You could arrange the classroom in individual desks in rows, write onslates, have lessons in sewing and dictation and play Victorian games atbreak time.

Music

Imagine that you are Dr David Livingstone, exploring undiscovered parts ofdeepest Africa. Discuss some of the different types of landscape youwould have encountered (jungle, forest, rivers, waterfalls, lakes, savannahs)and look at pictures of examples of these to help you visualise them. Thinkabout the types of noises you might have heard in each place. Usedifferent instruments to make the sounds of the landscapes, weather andcreatures (rattles, rainmakers, bongo and ocean drums, for example). Work

Social Subjects– people, past

events andsocieties –SOC 2-06

Food and theConsumer –HWB 1-35a

People, pastevents andsociety –

SOC 1-04a

People, pastevents andsociety –

SOC 1-04a

EXA 1-18a

CfE

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in groups to choose a landscape and create the different noises thatLivingstone would have heard there. Take it in turns to create your soundsfor others to listen to and have them guess where Livingstone might havebeen on his journey.

Homework ActivityTony Robinson mixes lots of important information with funny facts and entertaining stories. Think of three of the funniest or strangest facts that you have learnt about the Brits and tell them to a parent/carer or sibling at home. You could also put these into an A4 sized poster, entitled, “Did You Know…”. You could draw an accompanying cartoon illustration for each of your facts, like those drawn by the illustrator Del Thorpe.

ACTIVITIES FOR SECOND LEVEL

Social Subjects

Throughout the book, we learn of Grace’s Top 10 British Colonies. Using ablank world map and an atlas, read about the different colonies andlocate/colour these on the map. You could colour code the colonies anduse a key to show the order and dates in which they were colonised.

Imagine you are posted to India as an official in the British Raj. Write aletter home to your family, describing what life is like. You could mentionthe weather, the food, the lifestyle and your accommodation. Read pages97-104 and look at the images on this website to help you:www.guardian.co.uk/artanddesign/gallery/2012/may/07/photography-india-raj-glass-in-pictures#/?picture=389732848&index=0

Health and Wellbeing

Robinson describes some of the tropical diseases encountered byexplorers of Africa and India (see pages 121-123). One of the deadliestkillers was malaria. Malaria is still one of the world’s largest killers today.Research how it is spread and what can be done to stop it. Use thisinteractive website to help you and to identify the countries which are stilltroubled with Malaria today: www.malariahotspots.co.uk/. What do younotice about the location and climate of all of the countries? One of thesimplest ways of preventing Malaria is by sleeping under a mosquito net.Hold a class or whole school fundraising event to raise money to buymosquito nets to help people prevent catching the disease:www.oxfam.org.uk/shop/oxfam-unwrapped/parents-and-carers/mosquito-nets-ou7024hu. The event could be an Explorers’ Day when you pay asmall amount and dress up as an explorer for the day, for example.

Reading –Understanding,analysing andevaluating –ENG 1-17a

People, pastevents andsocieties –

SOC – 2-06a

People, pastevents andsocieties –

SOC – 2-04a

Mental,emotionalsocial andphysical

wellbeing –HWB 2-16a

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Art and Design

Look at the way in which the illustrator, Del Thorpe, depicts the invention ofthe steam train on pages 68-69. Choose one of the other inventionsdescribed on pages 77-82 and show the discovery and development ofthis in cartoons of your own. Include speech bubbles with humorous textto engage the reader and help explain the illustrations. Put all of thecartoons together and bind these in a book entitled, “British Inventions ofthe 1800s” or “Victorian Inventions”.

Technologies/Social Subjects

Present information about the Battle of Trafalgar (see pages 54-59) in yourown chosen way using ICT. Watch the animation of the battle atwww.bbc.co.uk/history/interactive/animations/trafalgar/index_embed.shtmland read more about the battle at www.chiddingstone.kent.sch.uk/homework/trafalgar/index.htm. Different ways of presenting yourinformation could include, for example:

l in a Powerpoint presentationl in a cartoon strip (using Comic Life software)l in a newspaper article or a leaflet using Word

Homework ActivityTell a family member or carer at home what it was like to be a child working on the Royal Navy ships during the 18th century. Use the following words in your descriptions: skylarking, cabin boy, powder monkey. Discuss any aspects of life that you would have enjoyed and those you would not have liked so much. You might want to think about the living conditions, illnesses or food that you would have experienced on board, too!

EXA 2-04a

ICT to enhancelearning – TCH 2-04b

People, pastevents andsocieties –SOC 2-06a

Listening andTalking –

Creating texts –LIT 1-09a

Social Subjects– People, past

events andsocieties –SOC 2-06a

CfE

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Authors Live Event

ACTIVITY FOR FIRST LEVEL

Create your own headdress to wear for the event. Choose from either aRoman laurel wreath, an Egyptian headdress, a Greek soldier’s helmet or aBritish top hat and moustache. Look at the video clip, “Introducing TonyRobinson” on his website to spot the different headdresses that he wears(www.panmacmillan.com/weirdworldofwonders). Can you match each tothe correct groups of people in history?

ACTIVITY FOR SECOND LEVEL

Read the excerpts from reviews of Robinson’s books which are given atthe bottom of his webpage(www.panmacmillan.com/weirdworldofwonders). Write your own commentabout the books, sharing your ideas about how the information ispresented, the effect this has on the reader and your own personalexperience of reading the book(s). Collate these in a class leaflet of reviewsabout the books and put these in your school library for others to read.

Art and Design– EXA 1-04a

Literacy andEnglish –Reading –

Enjoyment andchoice – Lit 2-11a

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Additional Resources 1

Comparison of the Lives of Spartan and Athenian Girls and Boys

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Athenian

Spartan

Girl Boy

Additional Resources 2

Note-taking: Hadrian’s Wall

www.youtube.com/watch?v=uUNk3qQTJ1Q

18

Emperor Hadrian and his ideas

Building the wall

The Vindolanda Fort

Artefacts found on the wall and what they teach us

Additional Resources 3

Matching Cards for Roman Gods

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Additional Resources 4

Net of a square-based pyramid

Which net would create a 3D square-based pyramid?

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Additional Resources 5

Cartoon Strip: Mummification

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