Alan Coulson

Teacher
Resource
Book



 







" #$%
 &"#'
()*
%  +

##%#,#-#  

,
.,
#-
#+ //  -#,,
#, /
+ '%.0 %#
# ,*122.
  -#, ,  -%-
,%

 '%, %% ,.1  #-')#
.
3*1 4
 /
 ##5
#, #,#-# # ,-# ,#
,+,#-

#-#% 4
3  +  # -#
#, ,%
.##,$/
% - # #
+  -
.  
/  #
-#$   , ###% - # 4

#$#

Contents
Section A

Page

1)

Introduction

2)

The Traditional Approach to teaching history

3)

The New Approach to teaching history

4)

Explaining the Knowledge, Skills and Understanding required for

learning history

5)

Introducing the Knowledge, Skills and Understanding into the

classroom

6)

Assessing the pupils Knowledge, Skills and Understanding

10

Section B
1)

The principles of good classroom practice

12

2)

The Aims

13

3)

Classroom development
(A) Pupil Book questions
(B) Skills Book exercises

15
19

4)

Marking
(A) Pupil Book questions
(B) Skills Book exercises

26
31

Section C
1)

Guidance on the examination paper

39

2)

Assessment of the examination paper

40

3)

Photocopiable examination paper

41

Section A
1)

Introduction
This series of lower secondary school textbooks is based on the new approach
to history teaching as described in the National Curriculum for history in
England. The main features of the books are:
relevant factual content covering important events, issues and people in
Pakistan and elsewhere,
easy-to-read, story-telling text,
illustrations to support and complement text,
end-of-chapter questions to develop pupils knowledge, skills and understanding,
an introductory chapter in book 1 to help teachers to move easily and
confidently away from the traditional approach.

2)

The Traditional Approach to teaching History

This is concerned solely with knowledge of history (factual content). Lessons
consist of the teacher describing and explaining detailed facts of the past to
the class whose role is to sit, listen and memorise. In the later part of lessons
pupils may recite key facts to aid memorisation, and attempt questions that
involve sentence/ paragraph/ essay-length writing.
The teacher is the focal point of such lessons as a provider of knowledge.
Because of this, and of little pupil involvement, this traditional approach is
also called Passive Learning.

3)

The New Approach to teaching History

(a) The Main Features

This approach is based on knowledge, skills and understanding of history,
divides less detailed factual content into story-telling episodes, in which the
skills help to give the content both shape and clarity,
creates opportunities for pupils to undertake a wide range of interesting and
thought provoking, enquiry-based activities,
makes possible much more varied lessons.
The pupils become the focal point of lessons, with teachers becoming
providers of resources and guides to help them with their enquiries.
Because of the pupil involvement and style of learning this approach is also
called Active Learning.
2

(b) The Purposes

(i)

To develop pupils knowledge, skills and understanding of these 5 aspects of

the study of history :
Chronology
Knowledge and Understanding of Events, issues, people and changes
Historical interpretation
Historical enquiry
Organisation and communication
through teaching relevant national, continental and world history from different
periods, and from different angles e.g. political, social, economic etc.

(ii) To enable pupils to gain a qualification in history, and generally to assist in

career development.
(iii) To create a lasting interest in history.
(iv) To help to create a deeper understanding of contemporary society in Pakistan,
thus enabling pupils to become informed, tolerant adults who will take an
active part in community and national affairs.
(c) The benefits of the New Approach
it makes possible a greater variety of teaching techniques and learning styles,
reduces the amount of factual content,
increases pupils interest in lessons and improves attentiveness and academic
performance. Pupils want to learn rather than being forced to do so.
enquiry based learning involves pupils in thinking in order to work out answers
which helps to improve intelligence.
4)

Explaining the Knowledge, Skills and Understanding required for learning

History
The following explanations apply to the entire lower school years (6-8).

(a) Chronology
History is a vast subject, concerned with human activity from mans first
appearance on earth to the most recent times. To help make sense of all of this

we need to arrange the things that happened into a sensible order.

This involves:
sequencing objects, events etc,
dividing up the past into periods/ages and placing events, people and changes
into these,
using dates and terms about the passing of time e.g. decade, century etc.
(b) Knowledge and Understanding of events, people and changes
This is concerned with the breaking down of the facts of history into 4 main parts.
This involves identifying, describing and explaining
the characteristic features of periods/societies (similarities),
the diversity within periods/societies (differences),
the reasons for and consequences of events and changes,
the trends within periods/societies (continuity/change).
(c) Historical Interpretation
This is concerned with historians views/opinions about the past. Each opinion
is called an interpretation. It is also concerned with the different ways
in which these interpretations are shown (represented).
This involves identifying, describing and explaining:
the different ways in which the past is represented,
the different ways in which the past is interpreted.
(d) Historical Enquiry
This is concerned with the methods used by historians to research and write
about the past. They act like detectives sifting through the evidence at the scene
of a crime, trying to find out what really happened.
This involves:
using a wide range of historical sources,
selecting, recording relevant information, and evaluating the sources.

(e) Organisation and Communication

This combines with and builds onto (a), (b), (c), (d) above.
This involves:
selecting and organising historical information,
using appropriate dates and terms,
communicating in a variety of ways e.g. essay, drawing etc.
5)

Introducing Knowledge, Skills and Understanding into the classroom

The following introductions are all suitable for Year 6.
Each of the 5 aspects of the study of history can be easily introduced through
question and answer sessions using only the board, markers, pens and exercise
books. Each aspect can be understood by using present day examples/situations
with which children are familiar.This gives pupils practice in the skills required
for answering questions and exercises in the Pupil Book and Skills Book based
on each of 4) (a)-(e). Each introduction should be undertaken immediately
before that aspect features for the first time in a history lesson.

(a) Chronology
Step 1
Ask pupils to recall what has happened in their previous history lesson. Record
this on the board. Answers will not be in any particular order, as shown in the
example below:

Step 2

Wrote in our books

Put books and pens on desk
Teacher explained things about the past
Sat down
Entered classroom

Read out the list from top to bottom and ask pupils what is wrong with it. They
should realise that it does not make sense because the events are not in the
order in which they really happened.
Step 3
Ask pupils to record an accurate version in their exercise books by putting all
these events in chronological order.
5

Step 4
Link this introduction to history. Just as placing events etc in chronological
order makes sense of the present, so it will also makes sense of the past. Refer
to pages 12-13 in the Pupil Book.
(b) Knowledge and Understanding of events, people and changes
(i)

Cause/Consequence
Step 1
At the start of the lesson write this chart on the board and explain its details:
A cause

leads to an event/helps to
make it happen

An Event

is the incident that took place

A consequence

leads from /comes about

because of an event

Step 2
Ask pupils to copy the chart into their exercise books, and fill in the blank
column with
reasons why they were in a history lesson e.g. to learn about the past,
basic details of the lesson e.g. lesson topic,
possible consequences of the lesson e.g. gained some knowledge and
understanding.
Step 3
Link this introduction to history. Events today, just like ones in the past normally
have things that made them happen (reasons), and things which come about
because of them (results). Then undertake work from Pupil Book and Skills Book.
(ii) Similarity/Difference
Step 1
At start of lesson explain to the pupils the meanings of the words similarity
and difference (every day usage).
6

Step 2
Get the pupils to list their leisure interests in their exercise books.
Step3
Use their answers to complete this chart on the board.
Gender

Leisure interests

boys

girls

Step 4
Get pupils to compare boys answers with the girls answers. Write an S, by
those that are similar and a D by those that are different.
Step 5
Link this introduction to history. People today can have some similarities and
some differences, just as those in the past had. Then undertake work from
Pupil Book and Skills Book.
(iii) Continuity/Change
Ask pupils in their previous lesson to bring in a photograph of themselves
taken when they were very young.
Step1
At start of lesson get pupils to work in pairs, each studying the others photo.
They should make a list of the physical features that have stayed the same, and
another showing those that have changed e.g.
Continuity

Change

2 eyes

Darker hair

Step 2
Ask the pairs to read out their answers so it will become obvious that both
continuity and change have been experienced. Link this to history. In the past
there have been great changes e.g invention of the wheel, and periods when
life did not seem to change e.g. shown by rock carvings. Refer to pages 75, 77,
99 etc. in the Pupil Book. Then undertake work from Pupil Book and Skills
Book.
(c) Historical Interpretations
Step 1
At start of lesson write this chart on the board and explain its contents:
representation

how interpretations of historians are depicted/shown

interpretation

opinions of historians about the past

Pupils should copy the chart into their exercise books.

Step 2
Suggest the idea to pupils that there can be different ways to show things e.g.
todays news can be seen on TV, heard on the radio or read in newspapers.
Step 3
Ask the pupils to imagine that their school is planning to advertise itself.
The chart below contains advertising topics, and the oval contains ideas for
how the topics can be shown. Put these on the board
What the school buildings look like

photograph

What subjects are taught

What resources are available

interview

What pupils think of their school

timetable
books

Step 4
Get the pupils to match up the ideas to the topics in their exercise books e.g.
what subjects are taught = timetable etc.

Step 5
Link this introduction to history. Different things about the present can be
shown in different ways, just like things in the past. Then undertake work
from Pupil Book and Skills Book.
(d) Historical Enquiry
Step 1
At the start of the lesson ask the pupils to imagine that the Headteacher wants
to know what progress their class is making in history. Ask them what pieces
of evidence the Headteacher will want to look at e.g. attendance register,
teachers mark book, exercise books and Skills Books etc.
Step 2
Ask pupils to complete this chart in their exercise books.
Pieces of evidence

What they show

Attendance Register
Teachers mark book
Exercise books
Skills Books

Step 3
Link to history. Historians find out about the past by using the same methods
as the Headteacher. Refer to pages 4-5 in the Pupil Book. Then undertake
work from Pupil Book and Skills Book.
(e) Organisation and Communication
Step 1
At the start of the lesson ask pupils to write 1-2 paragraphs about their lives
over the last few months. Give no more help. Their answers will be
unstructured/haphazard.
Step 2
Put this chart on the board to provide a structure.
Aspect of your life

Details

Family
School
Friends

Step 3
Get them to rewrite their stories in their exercise books, using the above structure.
Step 4
Link to history. Using a structure helps to make a present-day story easy to
understand, just as it does for stories about the past. Then undertake work
from Pupil Book and Skills Book.
6)

Assessing the Pupils Knowledge, Skills and Understanding.

(a) The Traditional Approach to Assessment

this is for knowledge based answers only,
rewards every correct fact with a mark,
the total mark is determined by adding up the number of ticks i.e. by quantity,
but does not reward:
thinking,
some alternative answers,
opinions.
(b) The New Approach to Assessment
Involves
rewarding quality by requiring answers to be written in ways that demonstrate
pupil thinking and understanding,
only rewarding quantity by the amount of knowledge required to prove
understanding,
being flexible by allowing for appropriate alternative answers, opinions.
Marking Recommendations:
all Pupil Book questions and Skills Book exercises should be marked in the
same way,
total marks are for each page of questions in the Pupil Book and for each entire
exercise in the Skills Book,
total marks for questions and exercises vary from 10 to 45, and can be made
into a mark out of 10 or 20 if preferred e.g. 8/15 = 5.5/10 or 29/40 = 14/20,
within each mark scheme _ is for a heading, + is for each separate answer,
/ is for alternative answers e.g.
Skills Book chapter 1 Exercise 2 Archaeology and Chronology (a) mark scheme:
Small spade
Measuring rod
Trowel
Sieve

remove bigger amounts of soil + 1st stage

work out depth
remove small amount of soil
separate artefacts from soil + later stage

10

Here are two possible answers showing how they should be assessed:
Small spade
Measuring rod
Trowel
Sieve

remove bigger amounts of soil

work out depth
separate artefacts from soil
remove small amount of soil

The last 2 answers are wrong because they are next to the wrong heading.
Small spade
Measuring rod
Trowel
Sieve

remove top soil

see how far down they are
take away small bits of soil
shake soil through to leave objects

All answers correct, because even when the words are different the meaning
is the same or most of the answer is given.

11

Section B
1)

The Principles of good classroom practice

The New Approach differs in a number of ways from the Traditional Approach
because it involves active learning instead of passive learning. This means that
teachers provide pupils with opportunities to think and answer questions/solve
problems,
pupils do not sit, listen and copy, they play a more active role in lessons,
teachers do not present facts and provide answers, they introduce topics and
skills and guide pupils to complete the tasks set.

The essential features of a good Active Learning lesson will normally include:
a reference to the previous lesson to provide a link with the current one
a statement of lesson aims, including the topic to be covered and skills to be
developed
a brief introduction by the teacher to the background of the topic for the lesson
oral guidance only to pupils concerning the questions/ exercises
questions/ exercises which are answered by pupils
an oral summary of the lesson by questioning the pupils to ensure that the
aims have been achieved.
Then set homework.

12

2)

The Aims

(A) PUPIL BOOK QUESTIONS

To develop Knowledge, Skills and Understanding of history
a
b
c
d
e

=
=
=
=
=

Chronology
Knowledge and Understanding of events, people and changes
Historical Interpretation
Historical Enquiry
Organisation and Communication

The table below shows which of the 5 aspects a, b, c, d, e of K, S & U is/are

required when answering the questions.
Chapter

Knowledge, Skills and Understanding

a

Q 1- 2- 4

Q 1-2-3

Q 5-6

Q 1-2-3-4-5-6-8

d
Q2

Q2

Q 1-2-3-4-5-6

Q8

Q 1-2-3-4

Q1

Q4

Q5

Q 1-2-3-4-5

Q2

Q4

Q 1-2-3-4-5

Q2

Q1

Q 1-2-3-4

7
8
9

Q2

Q 1-2-3-4-5
Q 1-2-3

13

Q5

Q3

Q 1-2-3-4-5
Q1

Q5
Q 3-4-5

(B) SKILLS BOOK EXERCISES

To develop knowledge, Skills and Understanding of history
a
= Chronology
b
= Knowledge and Understanding of events, people and changes
c
= Historical Interpretation
d
= Historical Enquiry
e
= Organisation and Communication
The table below shows which of the 5 aspects a, b, c, d, e of K, S & U is/are
required when answering the questions.
Chapter

2
3
4

8
9

Exercise

1
2
1
2
3
4
5
1
1
2
1
2
3
4
1
2
1
2
3
4
5
6
7
8
9
10
1
2
1
2

Knowledge, Skills and Understanding

a

b-c

a
a-b
a-b-c
a-b-c-d-e-f
a-b
a-b-c-d-e
a-b-c
a-b
a-b
a-b
a-b
a-b-c
a-b-c
a-b-c-d-e-f-g
a
a-b-c
a-b
a-b
a-b-c-d
a-b-c
a-b
a-b-c-d-e
a-b-c
a-b-c
a-b
a-b
a-b
a-b-c
a-b

a
c

a-b-c

a-b-c

14

a-b-c-d
a-b
a-b-c-d
a-b-c
a-b-c-d-e-f

a-b-c-d-e
a-b

c
c
d-e-f-g

d-e-f-g

a-b-c

a-b-c

b
b

a-b

a-b

a-b

a-b

3)

Classroom Development

(A) PUPIL BOOK QUESTIONS

Chapter 1
Q1) This will help to give pupils an insight into the nature of history, their place
in it, and its role in relation to the present and future.
Q2) Asks pupils to research into/recall their personal histories.
Q3)

The purpose is to illustrate just how much effect geographical forces have
had on human life.
Q focuses on just how dependent pre-historic peoples were on the environment
in order to survive.

Q4)

The idea is to reinforce and extend pupils own ideas on measurement of

time by calendars.
It emphasises the religious origins of calendars.
It allows pupils to distinguish clearly between AD and BC and sequencing
regarding the passing of time.

Chapter 2
Q1) Asks pupils to extract relevant information from the text to illustrate the common
factors in the development of several early civilisations.
Q2) (a) (b) (c) The purpose is to help pupils to gain a better understanding of the work
of archaeologists and historians, and in particular at the limited evidence on which
they make judgements.
Q3) (a) (b) (c) Pupils need only locate and record relevant data from the choice provided
in the text.
Q4) (a) (b) (c) Ask for a simple definition of each term to create a distinction between
goods entering and leaving the Indus Valley.
Q5) (a)-(d)
The purpose is to demonstrate the differences between mens and womens
clothing at the time
The use of quotations is to bring a sense of immediacy and to remove
remoteness.

15

Q6)

Pupils have an opportunity to link previous work on archaeology with the

Indus Valley.
It also brings to pupils attention that even in ancient times pastimes were enjoyed.

Q7) Is concerned with matching brief descriptions to labels.

Q8) This involves extended writing, in which pupils must select only those facts that
relate to discoveries and inventions.
Chapter 3
Q1) This focuses on the reasons why the Aryan conquest of the Indus Valley area was
so successful. Pupils are to locate and list all reasons given in the text.
Q2) This deals exclusively with the Rigvedic Period, and every word in the Q must
match the relevant sentence in the textbook in order to be true.
Q3)

This deals exclusively with the Later Vedic Period.

Pupils are asked to locate data and match these to the topics in the Q.
The topics are all concerned with changes brought about by the Aryans.

Q4)

This covers the main religious changes of the time.

It is important that pupils follow the structure provided to help them to
produce a well planned account, with facts placed under the given subheadings.

Chapter 4
Q1) (a)_(f) This allows pupils to match the names of 2 Persian kings to their achievements.
Q2) Pupils should be introduced to the 2 ideas central to the Q (fairness and personal
/Persian benefit), to ensure that a clear understanding exists before answering.
Q3) (a)_(g) Pupils should locate the missing word in each sentence.
Q4) (a)(b) This Q illustrates 2 important aspects of the role of the city of Taxila:
learning and trade. There are 5 aspects of learning and 4 aspects of trade to
record in the chart.
Q5) (a) (b) Involves naming battles and their outcomes as from the Persian Viewpoint.
(c) Requires locating 2 things that led to the decline of the Persian Empire.

16

Chapter 5
Q1) (a) (b) (c) These aim to inform pupils of the fragmented political situation in
Ancient Greece.
Q2) Asks pupils to examine the text to discover reasons why the Acropolis was so
important.
Q3) (a) (b) The aim is to help to give pupils a broad picture of Classical Greek
architecture.
Q4) (a) The idea is to make pupils realise that the origins of this famous sporting event
lay in religious festivals.
(b) Pupils should take care over BC and AD. The correct answer lies in adding
the dates together.
(c) Requires simple location of data in text.
Chapter 6
Q1) (a)-(c) This gives pupils an insight into the period of rule by the Nanda Dynasty.
Q2) (a)-(b)
This helps pupils to recognise that there are 3 kinds of stories about the past.
This should help pupils to identify likely and unlikely aspects to stories about
the past.
Q3) (a) Asks pupils to study and extract information from a primary (original) source.
(b) Answers should be confined to palace buildings and rooms.
Q4) (a) Requires only the use of sub-headings in the Pupil Book.
(b) Facts located should fit the appropriate 3 methods used to spread Buddhism.
Chapter 7
Q1) (a)_(e) Pupils need only select data from the text to give an overview about the
founding of Rome.
Q2) (a)_(f) This is to enable pupils to see the hierarchical structure of society in the
Roman Republic.

17

Q3) (a) This aims to acquaint pupils with an understanding of the quality/superiority
of the Roman army, and thus help to explain its successes.
(b) (c) These should help to create a balanced view of soldiers experiences in the
Roman army.
Q4) The anagrams are a way of allowing pupils to uncover the names of Roman gods,
and to improve their linguistic skills.
Q5) The purpose of the comparison is to highlight areas of similarity (things common
to both invaders), and areas of difference. A structure is provided to direct pupil
efforts along productive lines.
Chapter 8
Q1) (a) (b)
This involves basic sequencing of events into chronological order.
Pupils must use the Skills Book before reading the Pupil Book.
Q2) (a) (b) Ask pupils to identify and record only the good points about the 2 rulers.
Q 3) (a) (b) These let pupils study a primary source to extract basic information.
Q4) (a) (b) These get pupils to extract basic data on the rule of the Guptas, as seen by
Fa Hsien.
Q5) (a) (b)
These further develop Q4 to revise earlier work on types of sources.
Emphasis should be on the nature of the source rather than the information
it contains e.g who produced the source, when etc.
Chapter 9
Q1) (a) (b)
The Q aims to show pupils the contrasts between different civilisations/empires.
Similarities are those things that are common to both civilisations/empires.
Differences will show things that are in one civilisation/empire but not in
another.
Q2) (a) This requires pupils to locate appropriate data and to categorise it into facts
(True) and fiction (False).
(b) This seeks to highlight the great military achievements of one great leader.

18

(B) SKILLS BOOK EXERCISES

Chapter 1
Exercise 1 Sources
(a)(b) This helps pupils to gain a clear understanding of the differences between
primary and secondary sources.
(c)(d)
Enables pupils to understand how different sources are studied.
It reinforces their understanding of how sources are categorised.
Exercise 2 Archaeology and Chronology
(a) This will allow pupils to build up a picture of how sites are excavated by
matching tools to tasks, as required by the Q.
(b)
Introduces the idea that artefacts found will not be in their original condition.
It helps to provide explanations of why some artefacts are better preserved
than others.
It helps pupils to understand that archaeology can only provide a partial
explanation of the past.
(c)
Introduces the idea of divisions of time created by mankind.
Reinforces the understanding that each of these divisions is of different length.
Chapter 2
Exercise 1 Planning a City.
(a)(b)
Gives an opportunity for pupils to use their imagination in a role-play situation,
in which they can decide on the layout of an Indus Valley Civilisation city.
Q asks that they model their city on Mohenjo-Dara to ensure that answers are realistic.
Focuses attention on the necessary features, their purposes and positions.
Relates these features to the basic requirements of the time e.g. food, safety, comfort.
Exercise 2 The Achievements of Sumeria.
(a)
Links the idea of achievements at the time to their subsequent effect on later
civilisations through the means of a Will.

19

Pupils need to match the drawings to the text and realise that only the main
achievements are included in the Skills Book.
(b) Requires only a descriptive response.
(c) Requires pupils to build on previous answers and base their responses on the
central idea of the benefits to people.
Exercise 3 The Building of the Great Pyramid.
(a)_(f)
Focuses pupils attention on noticing as much as possible from a visual source.
The key word building needs to be stressed to enable pupils to extract relevant
data.
Exercise 4 The Pyramids and the Mummies.
(a) Involves simple comprehension of the text.
(b)
Requires pupils to sort burial data into the 4 categories given.
The limited space is deliberate in order to encourage careful selection of brief
details.
Exercise 5 The End of the 3 Civilisations.
(a)(b)(c)(i) Allows pupils to make deductions in order to be able to name each
civilisation.
(a)(b)(c)(ii) Allows pupils to show how they arrived at the (a) answers by finding
the proof in each source.
(a)(b)(c)(iii) Focuses pupilsattention on finding reasons in the text.
(d)(e)
Emphasises the similarities between civilisations by comparing sources (i.e.
cross-referencing) e.g. sources relating to invasion.
Emphasises the differences between civilisations by comparing sources e.g.
sources about famine, flood.
Chapter 3
Exercise 1 The Aryans and the Caste System.
(a)(b)(c)(i)
This matching exercise gives pupils an opportunity to develop an understanding
of the hierarchical nature of the caste system.
(c)(ii)
Necessitates pupils using their imagination to identify appropriate qualities.

20

Chapter 4
Exercise 1 Persia and the sub-continent.
(a) Focuses attention on the exact influences which each side exerted on the
other side.
(b)
Enables pupils to show their understanding of Q(a) by drawing a new scales
to illustrate the balance of influences.
Pupils must take care to show the correct angle of the scales by considering the
number of boxes on each side.
Pupils drawings reflect their understanding of the balance of influences and,
in particular, how little the difference was.
Exercise 2 The Battle of Marathon
(a)
This requires pupils to distinguish between infantry and cavalry.
Each stage is represented by 1 bullet point, thus requiring 4 arrows to be drawn
and numbered. The use of 2 different coloured pencils (one per side) for
greater clarity is recommended.
(b)
Requires selection of only things favourable to the Athenians for the top speech box.
Items for the bottom box need to be less cheerful in the form of a warning.
The best answers will have the right tones as above, and be written in the first person.
Chapter 5
Exercise 1 The Greek Gods
(a)
Pupils should identify with the people mentioned in order to discover their
needs.
The needs can then be matched up with the Gods.
(b) Aims to get pupils to identify the causes involved in (a).
Exercise 2 Some Famous Greeks
This is to acquaint pupils with the quality of Greek culture and, in particular,
with the contributions made by certain individuals.
They need to identify the clues in the text/name box to enable them to allocate
names to the correct subject circles.

21

Exercise 3- Aristotle
(a)(b)
Requires only the main details of Aristotles life.
It reflects the idea that data on headstones say only favourable things about the
deceased.
(c)
Pupils should be encouraged to make a judgement on the significance of
Aristotles life.
Help could be given with the idea that the greatest achievements tend to last
a long time.
Exercise 4 - Alexander the Great
(a)(b)
These enable pupils to gain an overview of both Alexanders military and
cultural achievements.
(c)
It requires pupils to make a judgement about Alexanders achievements.
It is important to emphasise that the answer is an opinion, arrived at by deciding
which achievement they think there is most evidence for.
Chapter 6
Exercise 1 The Rule of Chandragupta and Ashoka
(a)(b)(c)
The purpose is to reveal a clear contrast between the rule of the 2 Emperors.
Pupils attention should be focused on the control exerted by Chandragupta and
the freedom given by of Ashoka.
(d)(e)(f)(g)
Involves pupils matching idea to Emperor, and giving an opinion as to the
reasons involved.
Asks pupils to select what they think are the clearest examples of the 2 ruling
ideas.
Exercise 2 The Decline of the Mauryan Empire
(a)(i) Pupils attention should be focused on the arrows as the symbol of the
connections between the events.

22

(a)(ii)(iii)
This is to help to create an understanding of the sequence of the causes that
led to the downfall of the Mauryan Empire an understanding that one thing
led to another.
It is to help pupils to realise that an event can have more than one cause, and
that these causes can happen at the same time.
Chapter 7
Exercise 1 Impressions of Julius Caesar
(a)
This is to reinforce pupils knowledge about types of sources and aims to enable
them to label 4 sources correctly.
It is also to create an understanding that the past can be shown in different
ways e.g. from books and illustrations.
(b) This asks pupils to identify Caesars role in each source to acquire a broad
understanding of his actions both as a ruler and as a person e.g. as a friend or
as a soldier etc.
(c)
Pupils are only expected to give an immediate reaction e.g. afraid/shocked in
Source D, but brave in Source A etc.
Exercise 2 The Legacy of the Romans
(a)(b) It should be made clear to pupils that legacy means what the Romans
did that still exists or influences modern life.
(a) Asks pupils to match up the symbols to the names of aspects of the legacy.
(b)
Requires pupils to undertake extended writing.
Pupils need to confine their answer to only the buildings aspect of the legacy.
Exercise 3 Numerals and Latin
(a)(b)(c) It is advisable to remind pupils of the difference between BC and AD.
(a) Involves conversion to numerals using the chart in the Pupil Book if
necessary.
(b) Calculations should be made by deducting the 1st/lowest number
from the 2nd/highest number for each Emperor.
(c) Requires simple additions before locating the events.
(d) Involves locating appropriate facts using the years for reference.

23

(e)(f)
Illustrate how widespread the use of the Latin language is today.
All Q require locating and recording appropriate information from the Pupil
Book.
Exercise 4 Trade in the Roman Empire
(a)
Is to show the wide range of goods imported into Rome.
It involves pupils identifying names of items from the drawings.
(b) Involves placing these items as goods in the correct categories.
One line is provided per answer.
Exercise 5 The Decline of the Roman Empire
(a)
This focuses pupils attention on the reasons for the decline.
Care is needed to ensure answers are written in the appropriate boxes.
(b) Involves only locating and recording of facts.
(c)
Endeavours to enable pupils to distinguish between problems which were
internal and external.
(d)(e) Pupils need to realise that the Western Empire did continue to decline,
whilst the Eastern one flourished.
Exercise 6 The Invasions
(a)(b)(c)
All seek to develop a sense of chronology in pupils, whilst re-emphasising the
BC/AD difference.
Pupils need to have some idea of the scale involved in the timeline in order to
complete the work properly.
Exercise 7 The Bactrian Greeks
(a) Uses the idea of a sack of gifts from the Bactrian Greeks to convey the
ideas etc which their rule brought to the sub-continent.
(b) Pupils must select only those gifts that led to the changes.
(c)
Involves making a judgement on the nature of change (for better or for worse).
Creates the need to justify the judgement with pupils own reasoning, using
buildings as the example.

24

Exercise 8 A Report on Kanishka

(a) Examples chosen for the comments column will vary from one pupil to
another. All should have equal value as long as they are placed in the correct rows.
(b) This can be achieved by using Coins A as the starting point. All other
judgements on grades can be gauged from this benchmark standard.
Chapter 8
Exercise 1 The Golden Age of the Guptas.
The crossword format is used as a means of highlighting key features of the
Golden Age.
It is worth answering the clue down first, because this helps with all other words.
The crossword is only intended to read across, apart from the 1 down word.
All the answers are headings/ in bold type in the Pupil Book.
Exercise 2 The Decline and Fall of the Gupta Empire
(a) Pupils should work from left column first to right column last.
Pupils should turn the Work Book page sideways to make the writing of key
facts easier.
(b) Requires a brief answer from data in the Pupil Book.
Chapter 9
Exercise 1 Keeping Power
(a) This is a matching exercise to match the step taken by rulers to keep
power to the name of the ruling race.
(b) Pupils need to look back over their previous answer to select a reason
why each step was taken.
(c)
Pupils need to select only those steps given in a previous answer that show
largely or wholly personal benefit to the ruler/their family, and should ignore
any steps of sufficient benefit to the country/peoples.
Exercise 2 Losing Power
(a)(i)(ii)
Requires pupils to fill in the missing letters by matching these to the headings
in the Pupil Book.
This involves selecting relevant details of the reasons for decline and recording
these in the correct boxes.
(b) Enables pupils to give specific Empires where these causes of decline existed.

25

4)

Marking

(A) PUPIL BOOK QUESTIONS

All the following are appropriate responses:
Q1)
Q2)
Q3)

Q4)

Chapter 1
Battles/rulers/politics + peoples lives + help us understand the modern
world + show us the future.
(a)(d) As per individual pupil.
(e) Pakistan created in 1947.
(a) Barriers against invaders.
(b) Passes existed e.g. Khyber to allow invasions + from different tribes e.g.
Aryans.
(c) For water to live/irrigate land to grow crops.
(d) Earthquakes + landslides + drying up of tributaries + people had to move
elsewhere.
(a) Islamic + Christian.
(b) Islamic Hazrat Muhammads (pbuh) journey to Medina + Christian birth
of Jesus Christ.
(c) Christian.
(d) 500 BC + 400 BC + 100 BC + 200 AD + 350 AD + 450 AD.

Chapter 2
Q1) Large area of land could be cultivated + flat land made farming easier + hot
climate allowed for several harvests a year + food already growing in river valleys
+ could hunt animals and birds + damp soil was easy to plough + land stayed
fertile.
Q2) a) Seals gods + an e.g. shiva/mother goddess + graves/cremation + river
burials + Pots for food & water + belief in afterlife.
(b) Temples + jewellery in graves.
(c) To mark things + as amulets/lucky charms + name of family/clan + traders
marking goods.
Q3) (a) wheat + barley + millet.
(b) bananas + melons + dates.
(c) Any 3 of copper/ bronze/gold/silver/lead/tin.

26

Q4) (a) goods brought in.

(b) goods sent out.
(c) Timber export + lead export + gold import + tin both + cotton export +
ivory export.
Q5) (a) Men.
(b) Both.
(c) Women.
(d) Men.
Q6) (a) Board games with counters & dice.
(b) Hunting wild animals + dog/bear fights.
(c) Puppets + music played.
(d) Animal toys + marbles + hopscotch + cooking set any 3.
Q7) Nanna- moon god and patron god of Ur; Inanna - goddess of love and war;
Enlil god of the air.
Q8) Writing hieroglyphics as word signs + over 700 signs + only scribes wrote +
on papyrus + used pen and ink.
Irrigation shaduf + bucket and weight to raise water + nilometer to measure
water depth.
Time divided year up into 365 days + divided each day into 24 hours.
Maths used for measurement + helped create pyramids.
Medicine doctors had great knowledge of human body + understood circulation
of blood + developed medicines.
Q1)
Q2)
Q3)
Q4)

Chapter 3
Fierce fighters + tough people + expert horsemen + bronze weapons + used 2
wheeled chariots.
(a) True (b) False (c) True (d) True (e) False (f) True (g) False
(h) True (i) True (j) False
(a) Conquered area around Doab/North East India. (b) Already used
old/copper/bronze + developed iron-making skills. (c) Kings needed support
of Brahmins to rule + priests grew in importance/became highest caste.
(a) Hinduism beliefs Samsara + circle of life + Karma + behaviour in present
life determines next life + asceticism + do unusual things to bring them closer
to Brahman + Moksha + uniting soul with Brahmin, so freeing from circle of
re-birth.
spread origins in Aryan history/caste/gods/epics. Literature Mahabharata
+ struggle over land rights + worlds longest poem + Ramayana + triumph of
good over evil.

27

(b) Buddhism origins Hindu difficult to understand + difficult to escape

from circle of life beliefs influenced by ascetics + rejected castes + rejected
power of Brahmins spread many soon followed new religion + important
influence over sub-continent.
Q1)
Q2)

Q3)
Q4)

Q5)

Q1)

Q2)
Q3)
Q4)

Q5)

Chapter 4
(a) Cyrus. (b) Cambyses. (c) Cyrus. (d) Cambyses. (e) Cyrus. (f) Cambyses.
(a) Efficient law system + retained ways of life and religions + new money system
+ efficient postal service + opened new land and sea routes
+ new style of archictecture. + 20 provinces set up. (b) Annual tributes to Persia
+ provided Persia with ships and soldiers + officials to spy on provinces to keep
control.
(a) 1,400 years. (b) sixteen. (c) Kshatriya. (d) Gandhara. (e) Taxila/Taksas. (f) trade.
(g) wool.
(b) Learning had university + students came from far away + courses included
maths,law etc + where Kharosthial script began + centre for development of
Buddhism.+ Trade on major routes + links to India, China etc + goods included
horses, silk etc + many merchants and craftsmen lived there.
(a) (b) Thermopylae + victory + Salamis + defeat + Plataea + defeat.
(c) Economy weakened/prices rose quickly + people revolted/protested.
Chapter 5
(a) Mainland divided by mountains/many small islands/trade and
communications difficult.
(b) Coastal settlements grew up to become city states.
(c) New city-states were set up in other countries called colonies.
centre of city + centre for worship of goddess Athene + had many buildings
and statues + these were well decorated by a great sculptor Phidias.
(a) (b) (i) pillars-columns. (ii) Frieze-panels of relief sculpture. (iii) Metopescarved panels. (iv) Pediment-triangular area above frieze.
(a) Olympic Games developed from religious festivals in honour of chief god
Zeus.
(b) 1,170 years.
(c) Pentathlon + chariot races.
(a) Power to the people.
(b) Council 500 men + decided on new laws Assembly all adult males +
met 40 times a year + voted to decide on the running of the city + every member
had a right to speak + voting by show of hands + system of getting rid of people
who were becoming too powerful + Ostraka method to ban them from the city.
(c) Had law courts + rich and poor treated as equals in law + judgement of
court cases by juries + no judges or lawyers.
28

Chapter 6
Q1) (a) Mahapadma.
(b) 360BC-321AD.
(c) (i) Taxed people heavily + huge army to take treasures from other lands.
(ii) famous for their greed (iii) 1 Nanda insulted Brahmin priest.
Q2) (a) Son of noble warrior + son of Nanda king + brought up in village of
peacock trainers + probably son of wealthy man because he studied at Taxila
University.
(b) Watched mother tell child to eat cooler food around edge of plate +
befriended rulers of surrounding kingdoms + moved in to overthrow king.
Q3) (a) Wooden wall around + holes for firing arrows + big ditch in front of walls
+ many gates and towers.
(b) Luxurious + made of wood + hundreds of well decorated rooms + large
halls + well decorated pillars + large storerooms full of precious metals and
jewellery.
Q4) (a) Made Edicts + built stupas & monasteries + sent missionaries overseas.
(b) Edicts needed love of Dharma/self-discipline + enthusiasm/obedience
+ stupas 84,000 grand stupas built + many monasteries built + Missionaries
Mahayanas in sub-continent + spread to Asia + to Sri Lanka + to Europe + to
Middle East/Africa.
Q1)
Q2)
Q3

Q4)
Q5)

Chapter 7
(a) Tiber. (b) War. (c) Wolf. (d) Uncle. (e) Remus.
(a) People. (b)100 men. (c)Patricians. (d) Plebeians. (e) Tribunes. (f) Consuls.
(a) Best trained + best discipline + best roads + best weapons + 2 e.g. siege
machines/catapults/battering rams/siege towers to scale walls.
(b) Pay quite good/225 denarii a year + gain land on retirement + training as
engineer + brilliant fighters.
(c) Pay for food/bedding/tent/boots + hard training + 1 e.g.
drill/running/jumping/throwing things/sword fighting/route marches.
Mars + Janus + Jupiter + Venus.
(d) Similarities Origins nomadic tribes + from Central Asia + characteristics
- very good horsemen + Achievements - built up Empires + Differences
Achievements Shakas befriended Romans + Parthians fought Romans +
Shakas gave gifts to Roman Emperors + Parthians traded with Romans + Shakas
Empire smaller and centred on Indus Valley + Partians Empire much larger
and extended across Middle East and Asia.

29

Q1)

Q2)
Q3)
Q4)
Q5)

Chapter 8
(a)(b) Family ruled Pataliputra at time of Kushans + married princess
from Licchavi family + formed strong army + conquered nearby kingdoms +
became most powerful ruler in N. India + conquered areas west to Indus
Valley.
(a) Samudra Most powerful ruler in India + skilled musician and poet.
(b) Chandra Extended Gupta Empire + stretched from Bay of Bengal to
Arabian Sea.
(a) Hsien able to travel across empire in safety. (b) Rugged route + steep bank
of rock + not possible to climb bank of rock + paths had been chiselled and
ladders put there + suspension bridge of ropes.
(a) Mauryans. (b) Pataliputra. (c) 2. (d) Ashoka.
(a) Primary. (b) From diary Record of Buddhistic Kingdoms + written
by Fa Hsien + written during his visit to the sub-continent + between
399-414 AD.

Chapter 9
Q1) (a) All rulers/Empires rose to power + all stayed powerful for a time + all
declined.
(b) Indus Valley had towns/cities + Aryans had tents/shelters + Alexander the
Great was warlike + Ashoka was peace loving.
Q2) (a) (i) true + (ii) true + (iii) true + (iv) false + (v) false + (vi) false + (vii) true +
(viii) false.
(b) Re-organised army + soldiers had new weapons + men grouped onto phalanx
+ benefit of being fast moving.

30

(B) SKILLS BOOK EXERCISES

All the following are appropriate responses:
Chapter 1
Exercise 1 Sources
(a) Primary + produced at the time of an event
(b) secondary + produced much later by historians + often as books.
(c) Written & textbooks + artefacts & coins + pictorial & photos.
(d) Read textbooks + letters + government records.
Viewed photos + TV programmes + cartoons + rock carvings.
Handled jewellery + coins + tools.
Exercise 2 Archaeology and Chronology
(a)
Small spade
Measuring pole
Trowel
Sieve

remove bigger amounts of soil

work out depth
remove small amount of soil
separate artefacts from soil

(b) Human body bone + building stone + possessions clay pot

(c) Second + minute + hour + day + week + month + year + decade + century +
millenium.
Chapter 2
Exercise 1 Planning a City
(a) (i)Stone/brick. (ii) Walls. (iii) Gateways. (iv) Drains. (v) East-West.
(vi) mound. (vii) Same size. (viii) Citadel in east + Lower Town in east.
(b) Walls on outside + gateways in walls + Citadel in west + includes one e.g. of
Assembly Hall, College, Granary, Great Bath + Lower Town in east + includes one
e.g. of Housing, workshops + streets in grid pattern.
Exercise 2 The Achievements of Sumeria
(a) (i) Cuneiform + (ii) arithmetic system + (iii) wheel + (iv) plough + (v) sail
boats.
(b) (i) Wedge shaped writing on clay tablets + (ii) multiples of 60 + (iii) made
from tree trunks + (iv) pulled by animals + (v) made of reeds and animal skins.
(c) (i) Write letters (ii) calculate numbers for e.g. taxes + (iii) transport advances
+ (iv) grow more food + (v) sail further/increase trade.

31

Exercise 3 The Building of the Great Pyramid

(a) By boats + up the river Nile + from Tura/Aswan. (b) unloading boat.
(c) Earth ramp. (d) Wooden rollers + ropes. (e) Water to moisten wooden rails.
(f) 2.3 million.
Exercise 4 The Pyramids and the Mummies
(a) To create tombs for burying pharoahs.
(b) Possessions treasure + chariots + food + models of servants.
Protection passages built with dead ends/ false doors + traps to catch robbers.
Preservation organs removed and dried + oil and bandages applied.
Ka Portrait for Ka to recognise mummified + so Ka would inhabit the body.
Exercise 5 The End of the 3 Civilisations
(a)(i) Indus Valley. (ii) Harappa/ Mohenjo-Dara + River Indus. (iii) Aryan
invasion + Change in course of River Indus.
(b)(i) Sumeria. (ii) where first cities were built/Mesopotamia. (iii) Conquered
by Assyrians + Babylonians.
(c)(i) Egypt. (ii) Pharoahs. (iii) Conquered by Libyans/ Assyrians + famines
+ weak leaders.
(d) Invasions + floods + famines.
(e) Different invaders + at different times.
Chapter 3
Exercise 1 The Aryans and the Caste System
(a) Kshatriyas nobles + Vaishyas merchants + Brahmins priests +
Shudras servants.
(b) (i)1st Brahmins + 2nd Kshatriyas + 3rd Vaishyas + 4th Shudras.
(ii) Shudras.
(iii) Were non-Aryan + many were poor farmers.
(c) (i) Brahmins+ Kshatriyas + Vaishyas + Shudras.
(ii) Strong religious beliefs + Leadership + know about trade + work hard.
Chapter 4
Exercise 1 Persia and the subcontinent
(a) (i) Persian money + government + architecture + aramaic script + new
religion.
(ii) Indo-Pakistan- troops + gold + wool + weights and measures.
(b) (i) scales tipping slightly down to the Persian side.
(ii) Persia 5 + the subcontinent 4.
(iii) 1 influence.

32

Exercise 2 The Battle of Marathon.

(a)
Athenians
4

3
Persians

1
Persian ships

(b) Top box Athenian victory + outnumbered by Persians + Persian had better
weapons + Athenians surrounded Persians + only 192 Athenians killed + 6,400
Persians killed.
Bottom box Persians sent some forces back to their ships + already sailed for
Athens + want to attack before Athenian troops return.
Chapter 5
Exercise 1 The Greek Gods.
(a) More crops Demeter + soldier Ares + Writer Dionysus + merchant
Poseidon + couple Hera + family Artemis + girl Aphrodite + decision
Athena.
(b) Believed gods controlled their lives + need to please them.
Exercise 2 Some Famous Greeks.
Maths Pythagoras + Thales + Science Aristarchus + Archimedes + Drama
Aristophanes + Sephodes + Philosophy/History Socrates + Herodotus +
Aristotle + Medicine -Hippocrates.
Exercise 3 Aristotle.
(a) Born 384 BC + Died 322 BC.
(b) Achievements Teacher in Athens for 20 years + tutor to Alexander the
Great + had own school + where he established a library + was scientist + studied
many subjects + wrote books.
(c) Judgement his work greatly influenced later Western and Islamic
philosophers + Great philosopher.

33

Exercise 4 Alexander the Great.

(a) clever fighting techniques + cavalry to support infantry + great courage and
energy + inspired great loyalty/great leader + defeated all Greece + beat Darius
III at battle of Issus 333 BC + took Afghanistan/Egypt/Persian Empire + 330
BC ruler of Persian Empire + subcontinent victories in Bactria/Sogdana/
Swat/Bajour + Indus Valley surrendered + defeated Porus at Jhelum River
(b) Scientists + doctors + architects settled in new lands and spread Greek
culture + soldiers married Persian women + Greek traders set up colonies +
Greek language in widespread use + 25 cities established + featuring Greek grid
pattern + Greek style buildings.
(c) (i) Statement A or B.
(ii) A always remembered for military genius + SE Asian rulers used his name+
conquered huge areas of land + many great victories + regarded by many as a
god.
Or B - Empire lasted only a short time + split into 3 parts on his death + cultural
aspects lasted much longer + on a scale never seen before + Greek influence
called Hellenism.
Chapter 6
Exercise 1 The Rule of Chandragupta and Ashoka
(a) Government/Law & Order Empire into provinces ruled by viceroys + spies
used + Chandras personal safety guarded + bodyguards as skilled archers/food
tasters/slept in different places.
Industry/Agriculture/Trade Chandra owned all land.
Taxes farmers paid taxes.
Armed Forces any 2 of - 600,000 soldiers/30,000 cavalry/9,000 elephants/
thousands of chariots.
Education University built at Pataliputra + schools for technical subjects.
(b) Government/Law & Order people as children & governors as good nurses+
provide welfare and happiness.
Industry/Agriculture/Trade many schemes to help farming e.g. irrigation +
new roads and towns for trade.
Taxes reduced.
Armed Forces small + Asoka declined to go to war again.
Education University built for ordinary people to study at.
Religion people treated as equals whatever their religion + wanted people to
follow his Dharma.
(c) Ashoka.
(d) (i) Idea A Chandragupta + (ii) Idea B Ashoka.
(e) (i) follow ideas of Alexander the Great.
(f) remorse for bad treatment of Kalinga people/his conversion to Buddhism.
(g) (i) Any 2 from Government/armed forces. (ii) Any 2 from government/armed
forces/education/religion.
34

Exercise 2 The Decline of the Mauryan Empire

(a) (i) Arrows (ii) 3 (iii) Government Kings weak + Favourites control
handed to courtiers + who wanted power for themselves + Regions broke
away + formed separate kingdoms + Taxes heavy on farmers who could not
pay + less tax collected + people stopped farming + Army weakened. Religion
Buddhism declined without Ashokas support + Castes returned + prevented
those in lower caste setting up businesses + Work little created.
Chapter 7
Exercise 1 Impressions of Julius Caesar
(a) A written + B pictorial + C pictorial + D written.
(b) A being a soldier + B being a politician + C being a friend + D being
murdered + had opponents in Senate.
(c) A being brave + B being a good speaker + C being caring + D being
afraid/shocked.
Exercise 2 The Legacy of the Romans
(a) (i) Literature (ii) calendar (iii) Latin (iv) Christianity (v) numerals (vi) aqueducts
(vii) legal system (viii) roads (ix) towns and cities (x) public baths.
(b) Concrete - made for stronger/better buildings + central heating/hypocaustkept homes warm + heated public baths + arches - supported water channels+
improved water supply + vaults made for much larger buildings.
Exercise 3 Numerals and Latin
(a) Nero LIV-LXVIII + Titus LXXIX-LXXXI + Trajan LXXXXVIII-CXVII+
Hadrian CXVII-CXXXVIII.
(b) Nero XIV + Titus II + Trajan XIX + Hadrian XXI.
(c)(d)(i) 27 BC + Octavian became the first ruler of the Roman Empire.
(ii) 25 BC + building of the Pantheon Temple. (iii) 43 AD + start of the building
of Londinium (iv) 180 AD. + end of the Golden Age of the Roman Empire.
(e)(i) forum (ii) insulae (iii) hypocaust (iv) basilica (v) advcaius.
(f)(i) et cetera (ii) circa (iii) ante meridiem (iv) post meridiem.
Exercise 4 Trade in the Roman Empire
(a)(i) timber (ii) meat/leather (iii) linen (iv) bowl (v) meat/wool (vi) wine
(vii) marble (viii) grain
(b) Building marble + timber + pottery bowl + food/drinkwine + meat + grain + clothes wool + linen + leather.

35

Exercise 5 The Decline of the Roman Empire

(a) Raids by Barbarian tribes to seek grazing land for animals + opportunities
for trade + Army grew weaker + tax increases unpopular + famines/plagues+
bad emperors + high inflation.
(b) Divided Empire into East and West parts + centred on Byzantium + Rome.
(c) Raids by Barbarian tribes to seek grazing land for animals outside +
opportunities for trade outside + Army grew weaker inside + tax increases
unpopular inside + famines/plagues inside + bad emperors inside + high
inflation - inside.
(d) Internal + more of them than external.
(e) Not much + Western Empire continued to decline + 433AD Rome partly
destroyed by Vandals + yet Eastern Empire grew strong + called Byzantium.
Exercise 6 The Invasions
(a) Bactrian Greeks 183-90 BC + Shakas 90-50BC + Parthians 50BC-40AD +
Kushans 40-230AD.
(b) Bactrian Greeks -93 years + Shakas 40 years + Parthians 90 years + Kushans 190 years.
(c) Kushans
Exercise 7 The Bactrian Greeks
(a)Astronomy + architecture + coins + doctors + artists + engineers + scientists.
(b) buildings architects/engineers + health doctors + trade coins.
(c)(i) Better (ii) Buildings- Sagala built + well designed street system + had
strong defences + huge number of magnificent mansions + streets busy + Taxila
rebuilt on Greek lines + their craftsmen influenced building styles throughout
the subcontinent + became centre for Buddhism + shops had wide range of goods.
Exercise 8 A Report on Kanishka
(a) Art Gandhara School + in Greek/Roman styles + included sculptures and
architecture.
Religion Buddhism developed + Mahayan form became more important + at
expense of Hinanyana form + Buddhism spread in subcontinent and
China/Afghanistan etc.
Empire enlarged + included parts of Turkistan/Afghanistan/area that is
today Pakistan/N India + Gandhara at centre of Empire.
Literature Kanishka wrote plays and poems + other authors e.g.
Nagarjuna/Asvaghosha.
Science Charaka developed new branch of medicine + called Ayurvedic +
involved herbs and surgery.
Achitecture many religious buildings constructed e.g. monastery at Peshawar+
university at Taxila.
(b) Art- B + Religion A + Empire B + Literature C + Science C + Architecture C.
36

Chapter 8
Exercise 1 The Golden Age of the Guptas
(a) Clue Down classical + Clues across - caste + 2 plays + 3 sanskrit + 4 shiva+
5 astronomy + 6 Hindu + 7 mathematics + 8 art + 9 sculpture.
Exercise 2 The Decline and Fall of the Gupta Empire.
(a) (i) (ii) 443-451 AD White Huns conquered Kabul Valley, Gandhara and
Taxila + led by Lae-Lih + Buddhism crushed + W Huns defeated Skanda Gupta+
ruined Pataliputra + 467 AD Skanda died + W Huns broke up Gupta Empire+
500 AD W Hun leader Toramana + attacked N.India + 510 AD W Huns took
Sindh and Malwa + Toramanas son Mihirakula conquered Kashmir and Ganges
Valley + 550 AD Gupta power at an end + their lands broken up into
independent kingdoms.
(b) Guptas drove out W Huns from Ganges Valley and Malwa + conquered
Kashmir and Ganges Valley.
Chapter 9
Exercise 1 Keeping Power
(a) I Romans + II Mauryans/Guptas + III Mauryans/Guptas + IV Aryans + V
Persians/Guptas + VI Mauryans + VII Mauryans/Romans + VIII Macedonians/
Greeks + IX Persians/Guptas + X Mauryans/Guptas + XI Guptas/Mauryans/
Persians + XII Guptas/Mauryans/Romans + XIII Mauryans.
(b) I Stop anyone trying to seize their lands +II Alliances to stop neighbouring
countries invading + III Add more lands to empire + IV record histories of
their successes + V Publicise victories + VI Show sign of rulers power + VII
make conquered people follow rulers religion + VIII make rulers look strong
and brave + IX provide money to help rulers keep control + XI allow people
to go about daily lives in peace + XII help soldiers march to invaded areas/
trade/spread ideas + XIII improve peoples lives.
(c) I + II + II + IV + V + VI + IX.
Exercise 2 Losing Power
(a)(i) A Problems + B Invaded + C Costs + D Famine and Disease + E Natural.
(ii) A favourites/priests could take over from weak government + soldiergenerals fought for control + poor peasants revolted + B from stronger
enemies + ruler unprepared for attack + C huge cost of keeping
government/army beyond money raised in taxes + D disease killed lot of
people + plague/smallpox/measles + not enough people left/depopulation
+ E River Indus changed course + massive floods + destroyed canals and
irrigation systems.
(b) B Invaded - subcontinent + C Costs - Mauryan/Roman + E Natural - Indus
Valley.
37

Section C
1)

Guidance on the examination paper

The aim is to test pupils knowledge, skills and understanding of their Year 6
work in history. In order to achieve this aim the examination paper:
reflects an active learning approach, with questions and exercises similar to
those in the Pupil Book and Skills Book
includes only important topics
involves marks for both factual recall and what pupils can work out from the
information provided
should be completed by pupils in 1 hour to 1 hour 15 minutes
should be marked out of 15 for each of the 4 topics, total 60 marks.

The table below shows which of the 5 aspects a, b, c, d, e of K, S & U is/are

required when answering the questions.
Topic

Knowledge, Skills and Understanding

a

Indus Valley
Invasions of
the Indus
Valley B.C.
Alexander
Romans

b (including recall)

1-2

2-3

1-2

1
1

38

2)

1)
2)

3)
1)

2)

1)

2)

Assessment of examination paper

Indus Valley
1) Clothes = woollen garments + jewellery = bangles etc + food = meat etc +
household goods = pottery + trade = Persian tin + pastimes = ox-cart racing
1 mark for each matching pair.
2) (a) Mohenjo-Dara + wall + gateways + grid + citadel + lower town. 1 mark each.
(b) (i) Harappa + (ii) houses + (iii) workshops 1 mark each.
Total 15 marks.
Invasions of the Indus Valley
(a) Aryans + Persians + Greeks + Mauryans (in that order) 1 mark each.
(b) Greeks + Mauryans + Aryans + Persians (in that order) 1 mark each.
A spears/armour/phalanx formation - any1, 1mark.
B horses/chariots/elephants any 1, 1 mark.
C bow and arrow/chariots any 1, 1 mark.
D spear/sword/shield/helmet any1, 1 mark.
(a) false. (b) true. (c) true 1 mark each.
Total = 15 marks.
Alexander
(a) E - Brave/good fighter etc + F powerful/ respected etc + G cruel/ bad
etc 1 mark each accept valid alternatives.
(b) horseback + spears + helmets worn - 1 mark each accept valid alternatives.
(c) rulers bowed down + Alexander on throne + well guarded 1 mark each
accept sensible alternatives.
(d) gave them meal + used spear + regretful any 2 - 1 mark each accept
sensible alternatives.
Built up strong army + brave soldier + won many battles + determined to conquer
many lands 1 mark each.
Total 15 marks.
Romans
(a) given as example (b) lived in huts + houses with many rooms/large.
(c) walked on earth tracks + had proper roads. (d) faced attacks + attacked
others/built Empire. (e). believed in many gods/ affected their lives/
sacrifices in temples + believed in 1 god/ Christianity/ life after death/
worshipped in churches 2 marks each in (b)(c)(d)(e).
Legion 4,320 men + ordinary soldiers as legionaries/ leader as legatus any
1,1mark Training drilling/running/jumping/throwing things + route marches+
sword.
Fighting + engineer any 2, 1 mark each. Campaigns marching long hours +
moving equipment + building
camps + camps included barracks/hospital/
HQ/tents any 2, 1 mark each. Siege Machines - battering rams + catapults +
siege towers any 2, 1 mark each accept sensible alternatives.
Total 15 marks.
39

3)

Photocopiable examination paper

This question is about the Indus Valley Civilisation

Study the table below:

Life in the Indus Valley about 2,500 BC.
Aspects of life

1)

Examples

Clothes

blue-glazed pottery

jewellery

Persian tin

food

woollen garment

Household goods

meat, fish, fruit

trade

ox-cart racing

pastimes

bangles, necklaces, earrings

The examples in the right hand column are in the wrong order. Re-arrange
them so that each example matches the correct aspect of life. Write your answers
in the right hand column of the table below.
Aspects of life

Examples

Clothes
jewellery
food
Household goods
trade
pastimes

40

Look at this word box.

grid

citadel

Mohenjo-Daro
2)

wall

gateways
lower town

(a) Use the word box to complete the sentences below:

The largest city was _________ - ______ , which was surrounded
by a mud brick _______ with ____________ . The streets were
built north-south and east-west in a _______ pattern. The public
buildings were in the ____________area, whilst the residential
and commercial buildings were in the ______ - _____ area.

Use the word box and your own knowledge.

(b) Choose the only correct answer from the 3 words in brackets, and write it
on the line provided.
(i) One Indus Valley city was (Alexandria/ Harappa/ Rome).
__________________________________________________________________
(ii) The type of building found in residential areas was (baths/ pyramids/
houses).
__________________________________________________________________
(iii) The type of building found in commercial areas was (temple/ workshops/
houses). _______________________________________________________
41

This question is about Invasions of the Indus Valley.

Look at the names of 4 peoples who invaded the Indus Valley in the years BC.

Greeks
1)

Mauryans

Aryans

Persians

(a) Re-arrange them into chronological order (the order in which the invasions
really happened).

Study these sources about the invading peoples:

Source B.

Source A.

Military power was important to

Chandragupta. He sent an army, cavalry,
chariots and elephants to the Indus Valley
to fight its ruler Seleucus.
(Warriors from Europe)

(From a history textbook)

Source C.

Source D.

(Warriors from the Ural Mountain area)

(Warriors of Darius the Great)

42

Use the sources and your own knowledge.

(b) Name the peoples each source shows.
Source A ____________________________________________________________
Source B ____________________________________________________________
Source C ____________________________________________________________
Source D ____________________________________________________________
Use the sources.
2)

Write down 1 clue from each source that would have helped these peoples to
fight.
Source A

___________________________________________________________
___________________________________________________________

Source B

___________________________________________________________
___________________________________________________________

Source C

___________________________________________________________
___________________________________________________________

Source D

___________________________________________________________
___________________________________________________________

Use your own knowledge:

3)

Write true or false for these statements about the peoples who invaded.
(a) The Rigvedic period was during Greek rule.

_____________

(b) The Achaemenids were rulers of Persia.

_____________

(c) The Mauryans came from Magadha.

_____________

43

This question is about Alexander the Great

Look at the sources below:

Source E.

(The Battle of Issus, 333 BC. Alexander is shown on the far left).
Source F.

(Kings from the subcontinent paying tribute to Alexander).

Source G.

(Alexander on the far right, having just killed Clitus for criticising
him. Clitus had previously saved Alexanders life in battle).
44

Use the sources.

1)

(a) What impression do you get about Alexander from each source ?
Source E _____________________ as a soldier.
Source F _____________________ as a ruler.
Source G _____________________ as a person.

Use the sources.

(b) What does source E tell you about how battles were fought ?
______________________________________________________
(c) What does source F tell you about Alexanders court ?
______________________________________________________
(d) What does source G tell you about how Alexander treated friends ?
______________________________________________________
Study the information below:
He built up a very strong army
He was a brave soldier who actually fought alongside his men
He took scientists, doctors, writers etc to conquered lands to spread
Greek ideas
He won many battles
He was determined to conquer as many lands as possible
He ordered the building of Greek-style cities in conquered lands.
2)

Historians describe Alexander as being a great military leader.

Use the information box, which contains 4 reasons why he is seen as
a great military leader. Write out these reasons on the lines below.
1st reason ___________________________________________________
2nd reason ___________________________________________________
3nd reason ___________________________________________________
4nd reason ___________________________________________________
45

This question is about the Romans.

Study the information below on life in Rome in 700 BC and in 200 AD.

Life in Rome 700 BC.

(a)

The earliest Romans lived near the river Tiber to ensure they had fresh water
supplies.

(b) They lived in mud and wood huts.

(c) Travelling was normally by walking across grass fields.
(d) They faced frequent attacks from nearby tribes, particularly Etruscans.
(e) They believed the gods e.g. sun, land etc controlled their lives and so
kept them happy by making sacrifices in temples.

(a)

Life in Rome 200 AD.

#6
,

  +
,#

,#
-# / 
(Roman water supply and sewage removal systems).

46

(b)
+%
-

+%
-





-

%
%#

,#

-# #,

%#
-

#/# #$

#

##%


+%
-

-

$, 

-

-



-

(A rich familys home).

(c)
#,  #
%#+ 

0##%

,

(
#%

0##%

,

(A cross-section of a Roman road).

(d) By 200 AD the Romans ruled a huge Empire. It stretched from Africa and Asia,
through the Mediterranean Sea to large parts of Europe.
(e) In the AD years a new religion spread from the Middle East called Christianity.
Followers preached that there was a life after death, and that those who had led
a good life on earth would go to heaven. This religion involved only one God
who was worshipped in churches.
47

Use the information in the boxes.

1)

Compare Roman life in 700 BC with life in 200 AD. For each aspect of life,
write down what had changed. (the 1st one is done for you).
(a) In 700 BC water came from a river, but in 200 AD it came from aqueducts.
(b) ______________________________________________________________
(c) ______________________________________________________________
(d) ______________________________________________________________
(e) ______________________________________________________________

Use your own knowledge and the headings provided.

2)

The Romans conquered many lands to build up a huge Empire. Much of their
success was due to the army. Write about the following 4 features of the Roman
Ar my.

(a) Legion _________________________________________________________________

________________________________________________________________________
(b) Training ________________________________________________________________
________________________________________________________________________
(c) Campaigning ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
(d) Weapons ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
48

History in Focus 1
Teacher Resource Book

History in Focus is a ground-breaking series which

brings history to life for lower secondary pupils.
Packed with facts and illustrations, it covers the
history of the region of Pakistan from early times
up to the 20th century. To ensure a broad perspective,
other civilisations are also investigated.
Teachers and students will enjoy the friendly and
easy-to-use style of History in Focus.
History in Focus features:
Vivid and fascinating photographs/illustrations
Challenging questions and exercises
Colourful maps providing useful information
Interesting fact boxes and features for special
focus topics
Brainbox Quiz after every chapter
History in Focus 1

History in Focus 2

History in Focus 3