CURIOUS CURATORS OF THE DELERIUM ARCHIVEdownloads.bbc.co.uk/schools/teachers/doctorwho_adventure...Curious Curators of the Delerium Archive This unit known as Curious Curators of the

© BBC

CURIOUS CURATORS OF THE

DELERIUM ARCHIVE

ALL AGE GROUPS

© BBC

Curious Curators of the Delerium Archive

This unit known as Curious Curators of the Delerium Archive is formatted slightly

differently from the other units in the Teachers’ Pack and is aimed at students of all ages,

ranging from 5-14 years of age.

In this section, students will be inspired to be the curators of a museum about Guy Fawkes or

the organisers of an exhibition about the Gunpowder Plot.

A recurring feature of the gameplay within The Adventure Games: The Gunpowder Plot

is the discovery of Historical Objects. These historical artefacts and key objects are woven

throughout the game and are related either to the Gunpowder Plot itself or to life in the

seventeenth century. Each object is accompanied by a mini fact-file, which appears whenever

the object is found. Across the game there are a total of 42 objects to be collected. These

supporting resources are available to download from bbc.co.uk/teachers

These artefacts are an ideal way to engage students in historical enquiry. The facts and

information that accompany each one provide useful information and act as an ideal starting

point for further research.

There are three approaches outlined for using the Historical Objects within the classroom to

develop historical enquiry skills:

1. Individual student work

2. Group activity

3. Whole class project

These approaches can be carried out in conjunction with the other themes in this pack, namely,

The Plot, Childhood, Crime and Punishment and London Life in 1605, or carried out as an

independent, standalone project. Students could undertake one approach or a combination of

all three.

Students may want to draw on information from museums and displays they have visited in the

past. The approaches are appropriate for all age ranges.

Aims and Objectives

Students will develop their ability to assimilate information from a wide variety of source

material and develop their ability to research, analyse and evaluate historical data in order to

develop their own interpretations of the past.

Supporting Resources

Historical Objects, Characters and Environments are available to download from

bbc.co.uk/teachers

Downloading the game

Before starting this unit of work, the Gunpowder Plot Adventure Game should be

downloaded from bbc.co.uk/doctorwho

Instructions on how to do so are available in The Adventure Games help section. It is suitable

for both PC and Mac platforms.

© BBC

1. Individual student work: Time Historians

Learning Outcome

To develop the ability to assimilate a wide range of source material.

To begin to understand the context in which an object was created.

To begin to understand how objects are used by historians to study the past.

To enable students to begin to develop their own historical interpretations.

MAIN ACTIVITY

In this activity, students will carry out a personal research project based around a particular

object, or objects, from the game and present their findings to the rest of the class.

Having played the Gunpowder Plot Adventure Game, each student should choose one

historical object to research. They should prepare a presentation or a class talk where they

will be able to share their learning with the rest of the class. Students should be encouraged to

find out as much as they can about their particular object. Students should consider the

following key questions when compiling their project and presentation:

What was the object called?

How was the object used?

Who might use or own the object?

What other interesting information can be found?

How can I make my project and presentation interesting for my audience?

Younger students should be encouraged to make or draw some of the objects and use the

existing facts from the resource sheets to label them, while the older students should be

encouraged to carry out additional research about their chosen objects and cite their sources.

A Useful Websites document is available to download on bbc.co.uk/teachers

© BBC

FURTHER ACTIVITIES

Doctors’ Detectives (5-7 year olds)

The teacher gives each student an object to research; information about the objects can be

found by playing the game, as well as by looking at the Historical Objects fact-files and

researching online (see the Useful Websites document). Students then present information

about their object to the class, and accompany their presentation with a drawing or model.

After each presentation, the object could be placed in a Class Museum, eg a small table display

in the classroom. The presentations could be made over a number of weeks, giving the class

plenty of time to look at the objects. When the last object is added to the display, the class

could ‘go on a visit’ to the museum, look at all the objects and read the labels. As an added

challenge, the teacher may wish to rearrange the objects and facts and students can then

complete a mix and match activity, labelling them correctly, in order to review their

knowledge. To conclude, students complete an individual piece of writing called ‘Our Museum’,

which would outline what can be discovered at their museum and/or which object they liked

best. This activity could be extended to opening up the Class Museum to fellow students,

parents, members of staff and school governors, with each child standing by their object ready

to answer any questions from the visitors.

Deep Cover Time Agents (7-10 year olds)

The teacher gives each member of the class an object to research using the key questions

mentioned in the Main Activity above. Students will be given the task of finding out about how

and why an object was made, who created it, what it was used for etc. They then produce a

presentation on why these objects are important to historians and why they should therefore

be preserved in a museum for everyone to see. Students then play a version of BBC panel

shows, such as ‘Would I Lie to You?’ or ‘Call My Bluff’ as a way of reviewing their knowledge.

After these activities, students should rank the objects they have learnt about in order of

importance, with 1 being the most important object that illustrates life in the seventeenth

century. Students then select their Top 5 objects and speak for thirty seconds to explain their

choice. The class should then be given a ballot paper with all the objects researched by the

students, and they vote using a preferential voting system.

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TARDIS Media Team (10-14 year olds)

Each student selects 5-10 objects to research. Students then create an online museum tour or

trail, creating a webpage for each object. On each page, they need to explain why the object

featured is important to historians and why they think this object should be preserved in a

museum for everyone to see. These will include explaining how and why they were produced.

They must include an interactive task at the end of the tour, which will ensure that they can

review what they have learnt. After these activities, students should rank the objects they have

learnt about in order of importance, with 1 being the most important object that illustrates life

in the seventeenth century. Each student then selects their Top 5 objects and speaks for thirty

seconds to explain their choice. The class should then be given a ballot paper with all the

objects researched by the students, and they vote using a preferential voting system.

The Personal Project Planner Resource Sheet can be used to help the students record and

focus their research.

Resources

Resource Sheet 1: Personal Project Planner

Resource Sheet 2: Ballot paper

Resource Sheet 6a: Labels

Resource Sheet 6b: Labels

Message from the Doctor

Historical Objects: All

© BBC

2. Group Activity: Expert Groups

Learning Outcome

To develop the ability to assimilate a wide range of source material.

To begin to understand the context in which an object was created.

To begin to understand how objects are used by historians to study the past.

To enable students to begin to develop their own historical interpretations.

To develop their ability to look at history thematically.

MAIN ACTIVITY

In this activity, students work in groups to research objects related to an assigned theme. They

work cooperatively to create an informative and educational museum display and present their

findings to the rest of the class.

The class should be split into four groups for this activity. Each group should be assigned one

of the main themes covered in the Teachers' Pack:

The Plot

Childhood

Crime and Punishment

London Life in 1605

Students should play the game, collecting objects along the way. Each group should decide

which objects are the most appropriate for their assigned theme. When the students have

collected the objects that they feel are the best fit for their particular topic, they should create

a themed display using their relevant artefacts. They should also draw on additional

information that they have researched in books and on the internet and incorporate these

additional facts into the display. They should consider the following questions for each object:

What was the object called?



What other interesting information can be found?

How can I make my display and presentation interesting for my audience?

Students can use the resource sheets provided to support them with their planning and

research.

When all the groups have completed their displays each group should be given the opportunity

to present their work to the rest of the class.

Younger students should be encouraged to make or draw some of the objects and use the

existing facts from the resource sheets to label them, while the older students should be

encouraged to carry out additional research about their chosen objects and cite their sources.

A Useful Websites document is available to download on bbc.co.uk/teachers

© BBC

FURTHER ACTIVITIES

Doctor’s Detectives (5-7 year olds)

Split the students into 4 groups. Each group should be assigned one of the key themes from

the Teachers’ Activity Pack. Students should be given modelling clay or a selection of materials

for junk modelling or collages. Each group chooses one or two Historical Objects from their

chosen theme and creates a large model or collage, or a combination of both, to display to the

rest of the class. Once they have completed their model, they should each create a label for

their object. They then write a couple of sentences about their assigned theme in a mini guide

book. Each group then places the completed model and guide book on a display table in order

to create a Class Museum. The rest of the class can then visit each display table and read the

guide books and labels. Students should then return to their groups to discuss which object or

theme they found most interesting and why, and feed back their ideas to the rest of the class.

When this is completed, students should complete a writing task on which object or theme

they found most interesting and why. These reports can then be displayed above the museum

display tables.



the Teachers’ Activity Pack. The groups are told that a local museum is considering redesigning

their seventeenth century display section, but the local council only have enough money to do

it theme by theme. Therefore, each group has to prepare a presentation in order to justify

why their theme should be displayed first. As part of their presentation, students have to

produce a design layout for their display in a local museum and explain why their objects are

important for local people to see. These presentations should be given in front of the whole

class as if they are presenting to the finance committee of the local council. Therefore, they

need to use formal language and construct a clear argument. The teacher, the headteacher and

a school governor could listen to the pitches and decide which theme would be awarded the

finance first. This could be concluded with each group writing a tweet to explain their

reactions to the choices.



the Teachers’ Activity Pack. Students should create a video app that could be downloaded to a

phone. This should be a mixture of pictures and videos in order to create a mini-tour of a

museum that could be used by parents on a smart phone. Students would need to construct

something that is suitable for a variety of ages. Different groups could be given the task of

aiming their app at different age groups, eg the Childhood theme could be aimed at 5-7 year

olds. Each group should then review the tours of the other groups and write a pop-up advert

to persuade people to go to the museum.

Resources

Resource Sheet 3: Group Task Planner

Resource Sheet 4: Individual Object Planner





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3. Whole Class Project: TARDIS History Room

Learning Outcome

To develop an ability to categorize a wide variety of information.

To understand the importance of placing artefacts in a historical context.

To understand why historical artefacts are an important source from which historians can

learn about the past.

MAIN ACTIVITY

In this activity, the whole class will work together to research the Historical Objects from the

game, and plan an exhibition to display and present their findings to an identified audience.

The class is given the challenge to create a room in the TARDIS to store all the historical

objects that have been found by the Doctor and his companions in London in 1605. Older

children will be encouraged to organise an exhibition for their year/school/parents/governors.

This can be presented to the students in the form of a class challenge or through a letter from

the Doctor, whichever method is most appropriate for the age and stage of the students.

While playing the game, the students should be encouraged to collect as many historical

objects as they can find.

Once all the objects have been located, the students discuss how they are going to organise

and present the items. Students should be encouraged to think about the following questions:

How should the objects be categorised?

What other information can be found about each object?

How should each object, or group of objects, be displayed or presented?

What features would a History Room in the TARDIS require?

Students may use the resource sheets provided to support their discussions and planning.

The exhibition could be open for other classes within the school to visit or for a Parents'

Open Day. The students would be able to take on the different roles needed to staff a

museum or exhibition, including guest speakers and expert historians who could talk with

authority about the objects on display.

© BBC

FURTHER ACTIVITIES

Doctor’s Detectives (5-7 year olds)

Open this activity with a discussion about what makes a good museum and discuss examples of

museums that the students may have already visited.

Get the class to read the letter from the Doctor and explain to the class about creating a

room in the TARDIS to display these objects. The class will then need to discuss the

categories they will use to display the objects.

Split the class into groups to prepare certain points.

Group 1 – Create models and drawings of the objects.

Group 2 – Write the labels and create an activity, eg a word jumble or treasure hunt.

Group 3 – Produce a guide book to the exhibition which lists the key areas. This could be

done as mini-books with a sentence on each theme.

Group 4 – Produce a video extract to go on a website to persuade people to visit their

museum.

Group 5 – Create a table/display/tour layout around the room. The TARDIS is always an

odd shape so they need to work out the shape, where each object will stand and how they

will be displayed. They will need to create a version of this for parents to visit, so they may

have to work out the material they would use to create the room. (A member of staff may

give the group an area in which they have to place their museum room so that it can be

seen by parents or the rest of the school in the final exhibition). This will depend upon the

age of pupils.

Group 6 – Prepare an audio guide for the Doctor to listen to that tells him why they selected

their categories and then the order in which he would visit the objects.

Group 7 – Create an interactive task for the Doctor to complete at the end of the Museum

tour to use the information he has gained to produce a key which locks the room in the

TARDIS until he needs it again.

Group 8 – Take photographs of the models, images, and the work in progress that can be

made into postcards that the Doctor could send to people.

© BBC



museums they may have already visited.


room in the TARDIS to display these objects. The class will then need to discuss categories

they will use to display the objects.



Group 2 – Write the labels and create an activity, eg a word jumble/crossword/riddle.

Group 3 – Produce a guide book to the exhibition which lists the key areas.

Group 4 – Produce a video extract to go on a website that people could forward so that the

site could go viral, which encourages people to visit the museum.

Group 5 – Create a table/display/tour layout around the room. The TARDIS is always an odd

shape so they need to work out the shape, where each object will stand and how they will be

displayed. They will need to create a version of this for parents to visit so they may have to

work out the material they would use to create the room. (A member of staff may give the

group an area in which they have to place their museum room so that it can be seen by

parents or the rest of the school in the final exhibition).


their categories and then the order in which he should visit the objects.






© BBC



museums they may have already visited.


room in the TARDIS to display these objects. The class will then need to discuss the

categories they will use to display the objects.



Group 2 – Write the labels and create an activity, eg a word jumble/crossword/treasure

hunt/hangman diagram/message from the Doctor.

Group 3 – Produce an interactive guide book to the exhibition which lists the key areas and

which could be downloaded onto a tablet device or a smart phone.

Group 4 – Produce an informative but amusing video extract which encourages people to go

onto a website that people could forward so that the site could go viral.

Group 5 – Create a tour layout around the room or school. The TARDIS is always an odd

shape so they need to work out the shape and where each object will stand and how they will

be displayed. They will need to create a version of this for parents to visit, so they may have

to work out the material they would use to create the room. (A member of staff may give the

group an area in which they have to place their museum room so that it can be seen by

parents or the rest of the school in the final exhibition).


their categories and then the order in which he should visit the objects.






© BBC

When writing the labels or explanatory notes to accompany the objects, students need

to consider which written style would be most appropriate. They could opt for a formal

explanation of what the object is, just as they would see in a traditional museum.

Alternatively, they could write exclusively for the Doctor, which would mean they would

have to explain why people in different eras of history would find these objects useful to

find out about the past.

After the students have completed the tasks and each group has fed back to the rest of the

class they need to create their Museum Room for the parents or the rest of the school.

The visitors could be asked to record their views on the postcards and send them back to

the class.

Once the activity is complete, each student should write a postcard or letter to the Doctor

explaining what they contributed to the room and why they think he will like it, as an

assessment of the whole game and task.

Resources


Resource Sheet 5: Class Planner





© BBC

PERSONAL PROJECT PLANNER

What is the object called?

______________________________________________________________________

Drawing, sketch or image of the object:


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Other interesting information?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Resource Sheet 1: Personal Project Planner

© BBC

BALLOT PAPER

1. _________________________________________________

2. _________________________________________________

3. _________________________________________________

4. _________________________________________________

5. _________________________________________________

6. _________________________________________________

7. _________________________________________________

8. _________________________________________________

9. _________________________________________________

10. _________________________________________________

Resource Sheet 2: Ballot Paper

© BBC

GROUP TASK PLANNER

Theme

______________________________________________________________________

Objects Collected:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

How are the objects going to be displayed ?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What other information is needed?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Resource Sheet 3: Group Task Planner

© BBC

Individual Object Planner

Object

______________________________________________________________________

Drawing, sketch or image of the object:

Who would have owned or used the object?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Other information

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


© BBC

CLASS PLANNER

How should the objects be categorised?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What other information can be found about each object?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

How should each object, or group of objects, be displayed or presented?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What features would a history room in the TARDIS require?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Resource Sheet 5: Class Planner

© BBC

LABELS


© BBC

LABELS

WHIP AND TOP BREECHES SWADDLING

CLOTH

NINE MEN’S

MORRIS BOARD FOOTBALL BIRCH ROD

HORN BOOKS TYBURN TREE DUCKING STOOL

PILLORY GIBBET RACK

WATTLED

HURDLE

GUNPOWDER

BARREL

THE MONTEAGLE

LETTER

PRIEST HOLES

PRINCESS

ELIZABETH ROSARY

GUNPOWDER SIR FRANCIS DRAKE WATCH

VEILED LANTERN FREE

MONARCHIES ROYAL WAX SEAL

PORTRAIT OF

KING JAMES I COINS LITTER

UNION FLAG BLACK RAT CABBAGE

POTATOES DEADLY

NIGHTSHADE LEECHES

BEER BARREL TRAGEDY OF

MACBETH CHAMBER POT

QUILL AND INK WELL CLAY PIPE

FORK AND SPOON SUGAR MACE


© BBC

Hello there! How are you lot today? Good I expect. I’m very good. I’ve just been on the most interesting adventure to London in 1605. You’ll never guess who I met. Guy Fawkes! I know that he was so excited to meet me. When I was there I gathered lots of really interesting stuff. I like collecting stuff. I have rooms and rooms of stuff all over the TARDIS. And that's my problem. It would be really good to find some interesting ways to organise the objects that I found on my trip to London. You know, a bit like a museum. Each object, or group of objects, could have its own display with a little label. I have lots of rooms in the TARDIS. Maybe you could help me create my very own museum! You’d need to think about how to categorise all the things that I've found. You might want to find out more about each of them. Oh, and remember to think of clever, interesting ways to display them. I’m sure you can create a wonderful exhibition for my TARDIS. I really am looking forward to seeing what you come up with! All the best,

The Doctor


Documents

CURIOUS CURATORS OF THE DELERIUM ARCHIVEdownloads.bbc.co.uk/schools/teachers/doctorwho_adventure...Curious Curators of the Delerium Archive This unit known as Curious Curators of the