Mr Daly's Website
|Depth Study 1: Investigating the Ancient Past | Stage 4 |
|Summary |Duration |
|The first section of the unit is based on investigating historical concepts, terms and different |Term 3 |
|specialist associated with history such as archeologists and historians. The latter section of the |6 weeks: Approximately 20 x 53 minutes |
|unit focuses on human remains and investigating ancient Australia. | |
|Unit overview |Resource Overview |
|Investigating the Ancient Past including ancient Australia. |Resources used are derived from relevant educational sites, YouTube, Digital Software, prescribed |
|Inquiry Questions: |text books including Pearson History, Macmillan History 7 for NSW: The Ancient World, Oxford: Insight|
|* How do we know about the ancient past? |History Retro Active 1 (Third Ed), Coupe et.al TimeTravellers, Old Worlds New Worlds Kiem et.al, |
|* Why and where did the earliest societies develop? |Time Quest Conroy et.al. Also interactive software such as Brainpop and Tale. |
|* What emerged as the defining characteristics of ancient societies? | |
|* What have been the legacies of ancient societies? | |
|Outcomes |Assessment overview |
|History K-10 |Formative assessment will be given in a test format focusing on key concepts, terms and specialist |
|HT4-1 describes the nature of history and archaeology and explains their contribution to an |practices in History. Teacher assessment of student achievement of outcomes to occur throughout unit |
|understanding of the past |in the form of both project based and independent learning. |
|HT4-5 identifies the meaning, purpose and context of historical sources | |
|HT4-6 uses evidence from sources to support historical narratives and explanations | |
|HT4-8 locates, selects and organises information from sources to develop an historical inquiry | |
|HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past | |
|HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the | |
|past | |
|Content |Teaching, learning and assessment |Resources |
|Stage 4 - Depth Study 1: Investigating the Ancient Past |Lesson 1: Introduction |Textbook |
|How historians and archaeologists investigate history, including |Purpose: To introduce the content covered in this unit including |Dennett, B and Dixon, S. (2013) Insight History: Australian |
|excavation and archival research (ACDSEH001) |the key terms. |Curriculum for NSW. Oxford University Press, Melbourne. Page 12. |
|Students: |Suggested activities:- |Anderson, M; Keese, I and Low, A. (2009) Retro Active 1 (Third |
|outline the main features of history and archaeology |1. KLW introductory exercise: K( what students already know about |edition). John Wiley and Sons, Milton. |
|outline the role of historians and archaeologists [pic] |the unit)-W(What they would like to know)-L(What they have learnt) |Activity Sheet |
|define the terms and concepts relating to historical time, |activity (students to add to this table before, during,after the |What is History |
|including BC/AD, BCE/CE |unit) |My Family Tree |
|describe and explain the different approaches to historical |2. Mind-mapping: Teacher to draw mind map on board, with the center| |
|investigation taken by archaeologists and historians [pic] [pic] |of the mind map being, What is History? Students contribute to the | |
| |mind map e.g., it is about learning about the past. | |
| |3.Writing task: From this mind map the classes are to write a few | |
| |sentences about what investigating history is, such as the | |
| |following paragraph: | |
| |History is the study of the past. Studying the past allows us to | |
| |appreciate what has been left to us by our ancestors. It helps us | |
| |to understand how they have shaped and changed the world in which | |
| |we live. A better understanding and appreciation of ourselves and | |
| |our world can also help us to shape our future. | |
| |4. Comprehension activity: What is History’ activity sheet. - This | |
| |activity helps understand more about history through reflecting on | |
| |significant events in their past. | |
| |5. Picture glossary activity: e.g., Use of internet to locate | |
| |pictures which visually represent glossary terms. Key terms | |
| |include:-Absolute dating, age, archeologist, artefact, Bronze age, | |
| |evidence , excavate, generation, historian, heritage, hypothesis, | |
| |perspective primary sources, radiocarbon dating, secondary sources,| |
| |world heritage site. | |
| |6. Homework task: ‘My Family Tree’ activity sheet. Students to | |
| |research their family tree. | |
|Stage 4 - Depth Study 1: Investigating the Ancient Past |Lesson 2: Historians and Archeologists as Detectives. |Textbook |
|The range of sources that can be used in an historical |Purpose: outline the role of historians and archaeologists. |Kiem et.al, Old Worlds New Worlds, pages 6-7. |
|investigation, including archaeological and written sources |Suggested activities |Worksheet |
|(ACDSEH029) |7.Introductory notes: Teacher to write down the following |Historians as detectives |
|Students: |information on the board: |Archeological artifacts |
|list a range of sources used by archaeologists and historians in |Heading: Historians and Archeologists. | |
|historical investigations[pic] |Historians use written and oral sources to study the human past. | |
| |Written sources can include newspapers, books, letters, maps, | |
| |labels, business records and posters. An example of an oral source | |
| |could be a grandparent or army nurse who lived through a time of | |
| |war or conflict. Archeologists use the products of human | |
| |activities, called artefacts, to study the human past. Artefacts | |
| |include objects such as weapons, clothing, jewelry and pottery, | |
| |bones and plant seeds. | |
| |8. Comprehension activities: Historians as Detectives-Sources of | |
| |Evidence worksheet. | |
| |9. Source based activities: Students to complete worksheet: | |
| |‘Archeological artifacts’ This activity helps them to understand | |
| |exactly what archeologists and historians must do to understand the| |
| |past. | |
| |10. Visual Literacy: e.g., Create a Venn diagram showing | |
| |similarities and differences between archeologists and historians. | |
| |Lesson 3: An Archeological Dig |Worksheet |
| |Purpose: to gain further insight into the activities of |Cross section of the site of Archaeo-a hypothetical dig |
| |archeologists. |The Archaeological Dig |
| |Suggested activities: |DVD |
| |11. Comprehension activity: Complete questions a-f from the |History Channel, Digging for the past, Episode 1. |
| |worksheet ‘Cross section of the site of Archaeo- hypothetical dig’.|ICT |
| |12. Comprehension activity: Complete questions a,b and c from the |Website page: |
| |worksheet ‘The Archeological Dig’. | |
| |13. ICT Task: using the internet students log on to: | |
| | | |
| |This site tests background knowledge and has lots of interesting | |
| |facts on archeological digs. | |
| |14. Digital Video activity: The 5 W’s: Using the series ‘Digging | |
| |for the Truth: episode 1’, students learn about who, when, where, | |
| |when and why the Egyptian pyramids were built. When viewing the | |
| |film teacher is to stop it at points and discuss and write down the| |
| |answers to the 5 W’s. | |
| | | |
| |Lesson 4: Examining an Artifact | |
| |Purpose: to learn how to examine an artifact asking key questions. | |
| |Suggested activities: | |
| |15. Source analysis task: Using the worksheet, ‘You be the | |
| |archeologist’ students are put into groups of 3-4 students. One | |
| |worksheet is given per group. Teacher explains questions that | |
| |archeologist use to examine artifacts. Different artifacts are | |
| |placed around the room and students are to use the worksheet | |
| |questions to examine each artifact. Answers to be written in their | |
| |books and discussed towards the end of the activity. | |
| |16. ‘Vase puzzle activity’ worksheet | |
| |Students colour in vase puzzle. They then cut out the pieces. In | |
| |groups of 3-4 students they then mix their pieces up with the rest | |
| |of the groups. Each member is to then work out the pieces of the | |
| |puzzle and how the artifact is correctly assembled. | |
| |17. Monitoring – Coding Activity: Case Study - The Mystery of the | |
| |Rosetta Stone - Retroactive 2, 3rd Edition, page 48/49. During | |
| |reading of the text on chosen historical society, students code | |
| |facts presented according to the following: | |
| |(= I understand | |
| |?= I don’t understand | |
| |!= I worked it out myself. | |
| |18.Summarising-Pass Around Retells Activity-In groups of 3 or 4, | |
| |students listen to and view the following clip: Mystery Videos of | |
| |Ancient Egypt: The Mystery of the Rosetta Stone BBC full | |
| |Documentary - YouTube - | |
| |They then write down how much they can remember of the documentary | |
| |in a given time, when the time bell rings, all students pass their | |
| |paper along and then the next student adds in more detail and so | |
| |on. | |
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| |Lesson 5: Understanding Historical Time |Textbook |
| |Purpose: to learn to define the terms and concepts relating to |Pearson History, What is History, Unit 2, pages 72- 75 |
| |historical time, including BC/AD, BCE/CE |Electronic Booklet |
| |Suggested activities: |Year 7 home work booklet |
| |19. Comprehension task: Using the Year 7 Homework Booklet, page 10| |
| |complete exercise 1 and 2 to understand what BC and AD is. | |
| |20. Alpha boxes: From the text Pearson History, pages 72-75, Create| |
| |a summary using alpha boxes a-z. For every letter of the alphabet | |
| |find a word from the passages, then write a sentence about the word| |
| |to further understand concepts. For example, T= Time. Time is a | |
| |concept that humans use to measure change in our environment. | |
| |Lesson 6: Anachronisms and Chronology | |
| |Purpose: to understand anachronisms and chronology in History | |
| |Suggested activities:- | |
| |21. Predicting-Word Prediction Activity: Look at headings, | |
| |subheadings, pictures and questions/activities in a section of a | |
| |textbook and then lead the class in a discussion of what you are | |
| |likely to learn about this area of history. | |
| |22. Comprehension activity: using the year 7 ebooklet, pages 1 and | |
| |2 complete activities on anachronism and chronology. | |
| |Lesson 7: Dividing up the past | |
| |Purpose: to understand key terms such as ages and eras and how they| |
| |are used to divide up the past. | |
| |Suggested activities: | |
| |23. Comprehension task: Using the Year 7 homework booklet complete | |
| |the activity ‘Dividing up the past’, page 7. | |
| |24. KWL Table: Know- want to know-Learn. Construct a table with the| |
| |heading K (what students know about a topic), W (What students | |
| |would like to know), L (writes down ideas, facts, concepts learnt).| |
| | |ICT |
| |Lesson 8: Primary and Secondary Sources |PowerPoint presentation on primary and secondary sources. |
| |Purpose: to understand the difference between primary and secondary|Worksheet |
| |sources. |Primary and Secondary Sources |
| |Suggested activities | |
| |25. Visual literacy task: Teacher introduces lesson through showing| |
| |PowerPoint on different examples of primary and secondary sources. | |
| |prehension Task: Students to complete the worksheet ‘Primary | |
| |and Secondary Sources’. |Websites |
| |27.Oral/Aural communication task: Play 'pass the message' to | |
| |demonstrate the reliability of oral history as it is retold through| |
| |time | |
| | |Worksheet |
| |Lesson 9: Tollund Man |Who was the Tollund Man? |
| |Purpose: to use the process of historical investigation to examine |Websites |
| |at least ONE historical controversy or mystery. | |
| |Suggested activities: | |
| |28. Visual task: Teacher shows the following YouTube clips on bog | |
| |bodies:- |Textbooks |
| | |Pearson Stage 4 text pages |
| | | |
| |-ask students when and where bog bodies were found and what aspects| |
| |of Tollund man makes him an unusual human mystery. | |
| |29. Comprehension Task: Complete ‘Who was the Tollund Man?’ | |
| |worksheet. Through the use of sources, students investigate who, | |
| |when and where Tollund Man was found. Key aspects relate to carbon | |
| |dating and the process of compiling a scientific report. | |
| |30. Reading-Making Notes Activity: Using Macmillan Text pages 29-33| |
| |or Pearson pages 81-84, Students are introduced to the idea that | |
| |reading is a process that involves a variety of steps to be taken | |
| |before, during and after the reading of a text in order for | |
| |effective note taking to take place and for maximum comprehension | |
| |of information. | |
| |31. Homework mapping activity: on a map of the world students are | |
| |to write down the different places bog bodies were found. They are | |
| |to write the names, key dates and names of regions. | |
|Stage 4 - Depth Study 1: Investigating the Ancient Past |Lesson 10: Archeological sites of human remains | |
|The nature of the sources for ancient Australia and what they |Purpose: to locate different sites where human remains have been | |
|reveal about Australia's past in the ancient period, such as the |found and to discover what we can learn from these findings. | |
|use of resources (ACDSEH031) |Suggested activities: | |
|Students: |32. ICT Task: Using the internet complete the worksheet ‘Australian| |
|♣ locate and describe a variety of sources for ancient Australia, |Archeological human remains’. Student write down when sites were | |
|eg animal and human remains, tools, middens, art and stories and |found and what was discovered there. | |
|sites related to the Dreaming |33. ICT Task: Create a digital collage on a page divided into two | |
|investigate what these sources reveal about Australia's ancient |sections. On one side place pictures of historical sites in good | |
|past |condition. On the other side show the same historical sites in a | |
|Stage 4 - Depth Study 1: Investigating the Ancient Past |state of disrepair or deterioration. Have students identify the | |
|The importance of conserving the remains of the ancient past, |reasons for deterioration. | |
|including the heritage of Aboriginal and Torres Strait Islander |34.Group research task - Students are to work in groups to create | |
|peoples (ACDSEH148) |an advertising campaign aimed at saving an ancient site (various | |
|Students: |sites issued by the teacher) that is currently on the World | |
|identify ancient sites that have disappeared, or are threatened or |Heritage List from being removed under a proposed culling of World | |
|have been protected and preserved, eg Akrotiri, Pompeii, the Pharos|Heritage Sites. Campaigns must include a slogan, bumper sticker, | |
|Lighthouse, Angkor Wat, Teotihuacan [pic] [pic] |poster and one of the following - storyboard for a TV | |
|identify some methods of preserving and conserving archaeological |advertisement/animated advert/PowerPoint Presentation. Groups are | |
|and historical remains [pic] |to 'pitch' their campaign to the class and students are to vote on | |
|describe an Australian site which has preserved the heritage of |the 'pitch' they found most persuasive to determine the winning | |
|Aboriginal and Torres Strait Islander peoples [pic] [pic] |campaign. | |
|using a range of sources, including digital sources, eg UNESCO |35. Textbook comprehension :Using pages 90-128 of Pearson text | |
|World Heritage criteria for ancient sites, choose ONE site to |complete activities. | |
|explain why it is important for a chosen site to be preserved and |36. Human remains case studies: investigate as a class a human | |
|conserved [pic] [pic] [pic] |remains case study, e.g., Mungo Man. Students will investigate the | |
| |mystery of what happened to the case study. They will critically | |
| |analyse and evaluate the archaeological evidence. They will then | |
| |develop their own interpretations of the circumstances surrounding | |
| |his/her death. | |
| |Students will follow an investigation process where they complete 7| |
| |tasks: | |
| |Develop inquiry questions – What happened to the case study? What | |
| |do you know? What do you need to know? | |
| |Contextualise topic – Where was the case study discovered? How long| |
| |ago did he/she die? | |
| |Analyse sources – What did the archaeologists find? | |
| |What did the experts say? | |
| |Develop interpretations – What happened to the case study? | |
| |Communicate findings – Forensic report on the death the case study | |
| |Review and evaluate learning – What have I learned about the case | |
| |study? | |
| |Additional Suggestions: | |
| |•Encourage students to critically evaluate the experts' | |
| |interpretations: if they agree, they must say why they agree; if | |
| |they disagree, they must say why they disagree. | |
| |•Encourage students to think creatively and develop their own | |
| |interpretations of what happened to the case study. Again, they | |
| |must support their interpretation with evidence. | |
| |•Extend students' thinking by asking: ◦What don't we know about the| |
| |death of the case study? | |
| |◦What else would you like to find out about the death of the case | |
| |study? | |
| |◦How could you find out this information? | |
| |*Information can be presented in multimedia form or written. | |
|Adjustments/Extension |Evaluation |
| | |
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Worksheets
• You be the archeologist
• Vase puzzle activity
Different “artifacts” e.g., stones, vases
Stage 4 - Depth Study 1: Investigating the Ancient Past
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