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Carnival KS1

Carnival

This is one of four units designed to be delivered at any, or all three of the stages of Primary school. Through exploration of the topic 'Carnival', children at EYFS can develop 'Building Blocks' of knowledge and understanding in key areas that will help equip them to make sense of the challenging history of transatlantic slavery later in their schooling. Explore the unit's 'Learning Objectives' to understand how this unit prepares children for approaching this history. The topic has been designed to also deliver key components of the EYFS curriculum.

Children in this unit learn about, plan and stage their own carnival. In doing so they explore some of the historical and cultural significance of carnival in Britain today. Children at EYFS will use the unit as a platform to learn about African, Caribbean and South American culture and how and why it has a strong influence in UK society today. As the children progress trough to Key Stage 2, the unit provides a creative and non-threatening entry into learning about the history and legacies of transatlantic slavery.

The unit is structured around a learning cycle and offers teachers a topic that can be tailored according to the needs and interests of the class and teacher.

 

 

Stage 1 : Entry Activity
Carnival

Children are introduced to 'carnival' through images, video clips, music and stories to establish an understanding of what it is (context of UK carnivals eg. Notting Hill; St Paul's, Leeds). The class (or school) will be staging its own carnival parade and to do this they must find out about carnival, the Caribbean and why we have carnival in the UK.

Teacher Approach

Adult led / supported - drawing out questions from the class such as:

question-or

 

  • Why do people celebrate carnival?
  • Why do the costumes look like this?
  • Where does the tradition come from?
  • Who has been to one?
  • Why is it held in August?

 

 

Big Question: Why is carnival celebrated today in Britain?




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Stage 2: Immersion

Children identify their challenge and raise their own questions to investigate. Final challenge is introduced.

Big Question: Why is carnival celebrated today in Britain?

'Pupil voice':

opportunity for learners to ask questions to direct the enquiry

 

  • Is there a carnival near where I live?
  • Which cities have carnivals?
  • Why these cities?
  • Where does carnival come from?
  • How can we tell?
  • Why are there people from the Caribbean living in the UK today?
  • What is Caribbean life like?
  • What stories are told in carnival through costume and dance?

Teacher approach:

leading the class or dividing into groups to undertake suggested activities

 

  • Exploring any local links, using the internet and museums to find out about Caribbean immigration (such as the Windrush etc) and Caribbean influence on our society.
  • Researching the significance of costume, mask and music in carnival
  • Researching Caribbean life and culture today.

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Stage 3: Have a go

Children use their learning to have a go - activities that allow them to make mistakes and develop skills.

Big Question: Why is carnival celebrated today in Britain?


'Pupil voice':

opportunity for learners to ask questions to direct the enquiry.

 

 

  • Is there a carnival near where I live?
  • Which cities have carnivals?
  • Why these cities?
  • Where does carnival come from?
  • How can we tell?
  • Why are there people from the Caribbean living in the UK today?
  • What is Caribbean life like?
  • What stories are told in carnival through costume and dance?

Teacher approach:

leading the class or dividing into groups to undertake suggested activities.

 

 

  • Working with local artists & musicians to develop costume and music
  • Using museum collections to explore music, history and storytelling in carnival
  • Using collections to inspire empathy/role-play/creative writing activity relating to Caribbean immigration and its legacy

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Stage 4: The Challenge

Children prove their learning by answering the 'big question'- adult steps back, children are empowered and supported.

Big Question: Why is carnival celebrated today in Britain?


Suggested 'challenges' to answer the 'big question'

Children stage a carnival at school - they make their own costumes based on African, Caribbean and South American themes and compose and play their own music.

In addition to this children prepare and present a 'news report' to answer their 'big question' - this is filmed and may also be done as a 'live presentation' to serve as an introduction for parents attending the carnival.

 

Learning Objectives

Making sense of the history and legacies of transatlantic slavery in Britain today requires first some knowledge and understanding of some key areas.  These have been listed in the Building Blocks resource as 'Learning Objectives' under the headings

1. Africa, the Caribbean and North and South America (the African diaspora)
2. Trade Links
3. Human Rights
4. Identity

 

Carnival within Britain has come to represent a celebration of Caribbean culture and community. The event has a fascinating history and melds together African, Caribbean, South American and European culture and tradition – the convergence of these cultures was and is a direct result of the transatlantic slave trade. Within enslaved African communities, carnival represented a form of resistance – offering a chance to celebrate forbidden African music and culture and mock the slave ‘masters’ and plantation owners. The costumes, customs and musical traditions in modern day carnival in Britain (eg Notting Hill) and around the world (Trinidad and Tobago; Rio de Janerio) contain many references to transatlantic slavery and resistance.

 

It is important when children learn the history of transatlantic slavery at Key Stage 3 that they understand the many ways in which African people resisted their enslavement and that there were many forms that this resistance could take – physical, cultural, intellectual and passively. Without this understanding, a study of this history can lead to stereotyping, misunderstanding and, at worst, racist impressions of superiority and inferiority. By learning about carnival, children have a positive context within which to place the distressing details of this history and one which helps them to appreciate both its positive and negative legacies in Britain today.

 

Beginning with simpler concepts at EYFS, then working through more sophisticated issues at Key Stage 1 and Key Stage 2, completion of this unit will allow children to better understand Africa and its ‘diaspora’, human rights and resistance to their abuses and cultural identity– essential building blocks of knowledge and understanding to make sense of transatlantic slavery. All children will learn this history at Key Stage 3.

 

 

USI Carnival ‘Building Blocks’ Learning targets

 

By completion of this unit at Key Stage 2 children will:


1  Africa, the Caribbean and North and South America (and the African ‘Diaspora’).

 

1c Be able to identify some of the Caribbean islands and North and South American countries on a contemporary map and use their knowledge to describe some of the geographical features, traditions, culture and ways of life in these countries.

 

1d Know why North and South America and the Caribbean has a strong link to Africa and be able to communicate their thoughts and feelings about this history.

 

1e Know how and why Britain has historical connections to these countries that impacted directly on their development and Britain’s, and understand how these connections are reflected within Britain’s diverse society today.




2   Trade Links

 

2f Be able to make links between the history of Britain, Africa, the Caribbean and North and South America to understand why inequalities exist between these countries in terms of trade.




3   Human rights

 

3b Know that people in the world suffer abuses of their human rights and use their knowledge to give examples.

 

3c Be able to give examples of when and how individuals have resisted the infringement of their human rights past and present.



4   Identity

 

4a Know that British society is shaped by a long history of various forms of migration from around the world and be able to give examples of how this has influenced our identity, and how Britain is viewed by other countries.

 

4b Be able to identify some of the direct influences of African, Caribbean and North and South American culture, individual achievement and tradition on British contemporary life and use their knowledge to discuss this.

 

4d Be able to make historical connections between Britain, Africa, the Caribbean and North and South America and use their knowledge to recognise how this history’s legacy has shaped attitudes and values in both negative and positive ways.

Curriculum Links


 

The following tables map the content of this unit across the primary curriculum subjects History, Citizenship and Geography at KS1 & 2. The third column highlights the knowledge and understanding in the same key areas that they will be required to have in these subjects at KS3. This allows teachers to see the progression of learning and how the unit 'builds' knowledge and understanding towards the Key Stage at which most children will learn the history of Transatlantic Slavery.

Carnival: Building blocks learning objectives

 

1   Africa, the Caribbean and North and South America (the African diaspora)

1c, 1d, 1e

 

2   Trade links

2f

 

3   Human Rights

3b,   3c

 

4   Identity

4a,   4b,   4d

 

 

National Curriculum subject: HISTORY

 

Knowledge, skills and understanding
Key Stage 1

Chronological understanding:
1a, 1b


Knowledge and understanding of events, people and changes in the past:
2a, 2b


Historical enquiry:
4a, 4b


Organisation and communication:
5




Key Stage 2

Chronological understanding:
1a, 1b


Knowledge and understanding of events, people and changes in the past:
2a, 2b, 2c, 2d


Historical interpretation:
3


Historical enquiry:
4a, 4b


Organisation and communication:
5a, 5b, 5c

Breadth of study
Key Stage 1

6a - Changes in their own lives and the way of life of their family or others around them


6b - The way of life of people in the more distant past who lived in the local area or elsewhere in Britain


6d – Past events from the history of Britain and the wider world




Key Stage 2

7 – Local history study (population movement, settlement of people from different cultures)


10 – Britain and the wider world in Tudor times


11 – a Victorian Britain b Britain since 1930


13 a world history study (Benin)

Building blocks to approach & content of History at KS3
Key concepts:

1.1 Chronological understanding


1.2 Cultural ethnic and religious diversity


1.3 Change and continuity


1.4 Cause and consequence


1.5 Significance


1.6 Interpretation




Key processes:

2.1 Historical enquiry


2.2 Using evidence


2.3 Communicating about the past



Range and content:

British History


– f, the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles


- g, the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture, that have driven these changes


- h, the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisation


European and world history – the impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and World societies.

 

 

National Curriculum subject: CITIZENSHIP / PSHE

 

Knowledge, skills and understanding
Key Stage 1

Developing confidence and responsibility and making the most of their abilities
1a, 1b


Preparing to play an active role as citizens
2a, 2b, 2c, 2f, 2g, 2i


Developing good relationships and respecting the difference between people
4c, 4e




Key Stage 2

Developing confidence and responsibility and making the most of their abilities
1a, 1b, 1c, 1d


Preparing to play an active role as citizens
2a, 2c, 2d, 2e, 2f, 2h, 2i, 2k


Developing good relationships and respecting the difference between people
4a, 4b, 4d, 4e, 4f

Breadth of opportunities
Key Stage 1

5b – feel positive about themselves


5c – take part in discussion (for example European Commonwealth and global concern such as where our food comes from)


5e – meet and talk with people


5f – develop relationships through work and play


5g – consider social and moral dilemmas they come across in everyday life




Key Stage 2

5b – feel positive about themselves


5d – make real choices and decisions


5e – meet and talk with people


5g – consider social and moral dilemmas that they come across in life


5h – find information and advice

Building blocks to approach & content of Citizenship & PSHE at KS3
Key concepts:

1.1 Democracy and justice
1a Participating actively;
1b Weighing up what is fair and unfair;
1c Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions;
1d Understanding and exploring the roles of citizens and parliament in holding government and those in power to account.


1.2 Rights and responsibilities
2a Exploring different kinds of rights and obligations and how these affect both individuals and communities;
2b Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected;
2c investigating ways in which rights can compete and conflict


1.3 Identities and diversity: living together in the UK
3a Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK;
3b Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them ;
3c Considering the interconnections between the UK and the rest of Europe and the wider world;
3d Exploring community cohesion and the different forces that bring change in communities over time.


Key processes:

2.1 Critical thinking and enquiry


2.2 Advocacy and representation


2.3 Taking informed and responsible action


Range and content:

a – political, legal and human rights and responsibilities of citizens


b – the roles of the law and justice system


d – freedom of speech and diversity of views


e – actions that individuals, groups and organisations can take to influence


g – the needs of the local community


i – the changing nature of UK society, including the diversity of ideas, belief, cultures, identities, traditions, perspectives and values that are shared


j – migration to, from and within the UK and reasons for this


k – the UK’s relations with the EU, Europe, the Commonwealth, the UN and the world as a global economy



National Curriculum subject: GEOGRAPHY

 

Knowledge, skills and understanding
Key Stage 1

Geographical enquiry and skills
1a, 2c, 2e


Knowledge and understanding of places
3b, 3e




Key Stage 2

Geographical enquiry and skills
1b, 1c, 2c, 2d, 2e, 2f


Knowledge and understanding of places
3b, 3c, 3f, 3g

Breadth of study
Key Stage 1

N/A




Key Stage 2

7 a - study at a range of scales – local, regional, national


7 b – study a range of places and environments in different parts of the world

Building blocks to approach & content of Citizenship & PSHE at KS3
Key concepts:

1.1 Place


1.2 Space


1.3 Scale


1.4 Interdependence


1.7 Cultural understanding and diversity


Key processes:

2.1 Geographical enquiry


2.3 Graphicacy and visual literacy


2.4 Geographical communication


Range and content:

a – a variety of scales from personal, local, regional, national, international and continental to global


b – a range of investigations, focusing on places, themes or issues


c – the location of places and environments


d – key aspects of the UK – current issues and its place in the world today


Books & Resources


‘The Story of Slavery’
Usborne Young Readers: Series Three

Sarah Courtauld
ISBN: 978074608752-7

Anansi at the Pool

Retold by Grace Hallworth, Illustrated by Sheila Moxley
ISBN: 0-582-12414-X

Anansi the Spider – a tale from the Ashanti

By Gerald McDermott
ISBN: 0-8050-0311-8

The Adventures of a Spider – West African Folktales

Retold by Joyce Cooper Arkhurst, Illustrated by Jerry Pinkney
ISBN: 0-316-05107-1

The History of the Steel Band

by Verna Wilkins and Michael La Rose – Illustrated by Lynne Willey
ISBN: 1-870516-74-5

Lola Tortola; Caribbean Limericks

by Molly Manley, Ilustrated by Janet Marshall
ISBN: 0-333-72688-X

Henry’s Freedom Box; A True Story from the Underground Railroad

by Kadir Nelson
ISBN-13: 978-0-439-77733-9
ISBN-10: 0-439-77733-X

Mary Prince: The History of Mary Prince

ISBN: 978-0-14-043749-2

Olaudah Equiano: The Interesting Narrative and Other Writings

ISBN: 978-0-14-243716-2

For every child

published by Red Fox
ISBN: 978-0-099-40865-9

We are all born free

published by Frances Lincoln Children's Books
ISBN: 978-1-84507-650-

Global Citizenship for Young Children

Margaret Collins, SAGE publications
ISBN: 9781412946308