Chronology, terms and concepts:



Subject: HistoryGrade: 7ACARA title: Investigating the Ancient PastDuration: 1 term/13 weeks/ approximately 1 times 1-hour lesson per week. Extra class time shall be designated so that students can research and complete their summative assessment pieces, perform their presentations, and complete their exam.Overview: Students will be introduced to the subject of ancient history. Students will build on and develop their understanding of the past, from human migration out of Africa (about 60,000 BCE ) to the development of ancient civilisations, including Australia, Egypt and China. Students will learn to incorporate the basic terminology relevant to the subject of history which will lay the foundations that are vital for further study in this subject area, and across other curriculum areas. They will be taught how to use inquiry questions to assist in the development of knowledge while at the same time teaching a framework for historical inquiry.Week 1Historical SkillsChronology, terms and concepts: Sequence historical events, developments and periods (ACHHS205)Use historical terms and concepts (ACHHS206)Locate, compare, select and use information from a range of sources as?evidence?(ACHHS210)Explanation and communication:Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)AssessmentFormative, Observational, anecdotal checklist.Key Inquiry Questions:How do we know about the ancient past?Why and where did the earliest societies develop?Key Terminology:Theory, Ancient world, archeologist, historical investigation. This website used in this activity is quite complex, but the teacher can explain the key highlights without going into too much detail.Content DescriptorThe theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. (ACOKFH001)General Capabilities:Literacy, numeracy, critical and creative thinking, and ICT capabilityCross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and culturesSustainability (This is touched upon in one of the resources I used)Learning Sequence:Orientating (introduction): The teacher will then display WALT (what are we learning today) and WILF (what I am looking for) on the interactive whiteboard.WALT: the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. (ACOKFH001) WILF: using a map to describe the pattern of movement of humans ‘out of Africa’ and across other continents over time, and looking at the types of evidence of these movements (for example stone tools, human remains and cave paintings).The teacher will then show an abstract from the BBC series, ‘walking with Caveman’ (Dale, 2003). The last DVD deals human migration out of Africa. Elaboration (explicit teaching):The teacher will then display a map which is listed on a website called the Bradshaw Foundation (Oppenheimer, S., 2003).The Bradshaw foundation map is quite complicated, so the teacher will need to guide the students in navigating the most essential features on the map (including how long ago the Aboriginal people arrived in Australia!). The teacher will then ask students to form small groups and to research the theories of human migration. The teacher will provide research books and webpages for each group. These will be simple articles and webpages. In the group there must be a reader, a scribe, an actor and a date expert. The reader will read the text to the group while the rest of the group and the scribe extract the main points from the articles. The date expert will order the notes into chronological order. The actor will be responsible for organising the acting for the group as later, students will be asked to briefly act out what they have learnt while the reader is speaking.Synthesise (activities and conclusions): The main reader will read what they have learnt to the class. The rest of the group will act out what the reader is saying (ice-age – pretend to kill other animal for their fur?).Week 2Historical SkillsChronology, terms and concepts: Sequence historical events, developments and periods (ACHHS205)Use historical terms and concepts (ACHHS206) Explanation and communication:Use a wide range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)AssessmentAssess group timeline, Formative, observational checklist.Key TerminologyGregorian, Millennium, century, timeline, BC/BCE, AD/CE General Capabilities: Literacy, Numeracy, ICT capability, intercultural understanding, and critical and creative thinkingSequence of activities:Orientating (Introduction):The teacher should engage students’ prior knowledge to elicit what they know about timelines. Introduce students to the concept of a timeline. First, the teacher should model a timeline by demonstrating it on board. The teacher can do a timeline from their birth onwards. They can add in a few key details and draw silly pictures or events to make it funny. Make sure students understand how we label time (i.e. x units of measurement represents a certain number of years). The teacher should make the timeline easy to read for beginners.Elaboration (explicit teaching):Make another example of a timeline where 1cm = 1 year. The teacher needs to get the students to understand that if they were to make a large timeline to display in the classroom, their timelines would be very small. Therefore, they need to change the unit of measurement, and how it measures time to make the timeline larger. The teacher can demonstrate an example of this. Next, the teacher would ask the class how they would make 10-year segments, 100 year segments and 1000 year segments when trying to show a timeline that includes a large period of time.Now, the teacher will extend their timeline to show BCE and take the timeline back 3000 years or so. The teacher should explain that this is before Christ (BC) or before Common Era (BCE). The teacher would then discuss the new key terms and they should put these definitions in their books (explain to students that we use a Gregorian calendar etc.)Students will be asked to create their own ancient history timeline for a formative assessment piece. They can work in small groups so that they can help each other, discuss ideas and share computers. They will be told to try and add to it in their own time, or during learning activities. They should add lots of detail and pictures over time, as they will be assessed on it.The teacher should make sure students use appropriate measurement so that they can display the timelines in the classroom.In their groups, the students should use websites and books to label their timeline. The students can use websites like: to aid them in making their timeline.Synthesise: Students will come to the front of the class with their timelines. They will explain what unit of measurement that they used to represent time and describe what they added to them. Students will be given time to revise/add details to their timelines over the coming weeks. Week 3:Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research:Identify a range of questions about the past to inform a historical inquiry (ACHHS208).Analysis and Use of Sources:Identify the origin and purpose of primary and secondary sources (ACHHS209).Compare, select and use information from a wide range of sources as evidence (ACHHS210).Perspectives and interpretations:Identify and describe points of view, attitudes and values in primary and secondary resources (ACHHS212)AssessmentFormative, observational checklist.Key Inquiry Questions:How do we know about the ancient past?Why and where did the earliest cities develop? What are the legacies of ancient societies?Key Terminology:Evidence, sources, excavation, archival, archeological, stratigraphy, radiocarbon dating, natural clocks, symbolism, primary and secondary resource.Content descriptor:The evidence for the emergence and establishment of an ancient society (ACOKFH002). Key features of ancient societies (ACOKFH003). How historians investigate history (ACDSEH001). The range of sources that can be used in a historical investigation, including archeological and written sources (ACDSEH029).General Capabilities:Literacy, numeracy, critical and creative thinking, ICT capability, Ethical behavior, and intercultural understandingCross Curriculum Priorities:Sustainability and Aboriginal and Torres Strait Islander histories and culture can come up during class discussionLearning Sequence:Orientating: Students are to be seated in a circle on the floor. In the middle of the floor is a box. The teacher will tell the students that in the box are the remnants of ancient civilisations, and articles, book extracts and pictures that relate to ancient artifacts. The teacher will then display WALT and WILF on the interactive whiteboard. WALT: We are learning about the evidence for the emergence and establishment of ancient societies. We are also having a look at how we investigate history, and also about sources that may be used to understand history and make sense of it.WILF: I am looking for you to explore the evidence of ancient cultures. I am looking for you to keep brief notes about the artifact, what it may be evidence of, and sometimes, we will explore methods that may have been used to date the artifacts. Feel free to draw pictures.Elaborate (explicit teaching):The teacher will introduce the concept of primary and secondary resources and define this for the students. The teacher can also define archeological evidence, artifact and excavation sites. The teacher should define words as they come up in history lessons, and students can write these in the backs of their books.The teacher will get each student to pull an artifact out of the box one at a time. For each object, the students should explore the evidence and be encouraged to ask inquiry questions such as: What kind of evidence do you think this is? Is it a primary or secondary resource? What is this? What is this evidence of? What might this tell us? What could this be used? Who could have used this? How old do we think this item is and can we date it?The teacher should model how to fill out a worksheet for each item so that students learn how they are to set out their notes. These worksheets should be similar to the worksheets in Appendix 1. Students should also be shown how to cite sources (website, reference book, archeological, primary/secondary resource etc.) The teacher should model how to fill out the first two worksheets and get the students to copy. Then slowly as they work through the items, students should be encouraged to help fill out the worksheets. For the last few items, students should fill out the worksheet on their own and the teacher can check for answers.Additional teacher instructions:If the object has been dated, the teacher may then briefly outline the dating method in child-friendly terms. The teacher should do this for at least 1 dating method: stratigraphic, written history, radiocarbon dating and dating using DNA. They should also define the type of evidence and discuss some of the pitfalls and advantages of using primary and secondary resources in isolation to create a view of history. Some of these can be grouped according to date (if known) and the teacher is ambitious, they can get students to place these on a large timeline that the teacher has constructed beforehand. Try to date at least a few artifacts so that students understand humans migrated from hunter-gather societies to develop more permanent settlements.Some examples of types of evidence are:Pictures of early artifacts that show evolution in tool sophistication (and small accompanying descriptions) like stone tools, bone and wood, metalworking objects. Pictures of artifacts that provide evidence for the emergence of organised states like Hammurabi’s law (clay tablets), pictures of evidence of farming, pottery made in Palestine and later found on the banks of the Nile (evidence of trade?) and the Rosetta Stone.Pictures of landmarks like pyramids, Abu Simbal, Karnak temple.Pictures of Mungo Man or the IcemanPictures of a sunken city in Alexandria, Egypt. Also mention the primary resources that have spoken of this city and the pitfalls of using websites as a secondary resource. Perhaps put pictures on the interactive whiteboard showing the sunken city.Pictures of ancient art and what they tell us (indigenous cave drawings).Evidence of the movement from hunter-gatherers to the domestication of animals and growing of crops, which led to the need to develop more permanent settlements.A timeline of the ancient world: Wiltshire; K. (2004). A timeline of the ancient world, London, British Museum Press.Extracts from the books Mammal’s who morph: Morgan, M. (2006). Mammals who morph. Hong Kong, Regent Publishing Services. This book discusses sustainability.Extracts from books that describe sources of evidence. A fantastic book I would use is called ‘the complete world of human evolution’ (Stringer & Andrews, 2005). Another fantastic book that briefly covers dating methods in a way that 10 year old may understand is called ‘The Magic of reality’ (Dawkins, 2011) Synthesise: Get students to glue their note taking into their history books. As they are doing this show them the timeline that shows we evolved from hunter-gatherer societies to civilisations with laws. If there is time, students can then complete a matching activity/game. Depending on the teacher’s main focus, students can match the type of evidence with the source (archeological etc.), or dating method with description. Alternatively, the teacher can use KWL questions out loud with the class: What do you know? What do you want to know? What did you learn?Homework: ask students to look up this website: On the right hand side of the screen, click on "Game: Dig it up Romans". See what clues can be found. Students can copy down the key things learnt.Week 4Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sourcesIdentify the origin and purpose of primary and secondary sources (ACHHS209)Locate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretationsIdentify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)AssessmentFormative, observational checklist.Key Inquiry Questions:How do we know about the ancient past?What have been the legacies of ancient societies?Key Terminology:Pyramids, Giza, historical source, unreliable, reliable, bias, educated guess. There are many words in these articles that students may not understand so it’s better to list them as they come up.Content Descriptor:The methods and sources used to investigate at least one historical controversy or mystery that has puzzled archaeologists, such as the analysis of unidentified human remains (ACDSEH030). The range of sources that that can be used in a historical investigation, including archaeological and written sources (ACDSEH029). How historians investigate history, including excavation and archival research (ACDSEH001).General Capabilities:Literacy, critical and creative thinking, Ethical behavior, intercultural understanding, and ICT capabilitySequence of activities:Orientating:Explain that throughout time there have been many mysteries, which have puzzled scientists. For example, if you were walking along the desert in Egypt and you came across these photos, what kind of questions would you ask? (Teacher then shows photos of pyramids of Giza or alternatively, a video). Who built them?Why did they build them? How did they build them?Today we will examine the evidence to see if we can take an educated guess at some of the answers of these questions. Write focus questions on the board.Elaborate (explicit teaching)The teacher should recap some of last lesson to remind students what kind of historical sources they can use to answer these focus questions. The teacher should generate a mind map with the class and put it on the interactive whiteboard as they are making it. The teacher should encourage the students to help fill this in if they can remember any of the information from the last lesson. An example of a mind map is in Appendix 2. The teacher should discuss some of the pitfalls and advantages of these sources (bias etc), and how you should try and use many different types of sources instead of one to answer an inquiry question. Some sheets similar to Appendix 3 and 4 should be given to the students so they can write down the evidence as they find it.The teacher should place the first piece of evidence on the interactive whiteboard and model how they would fill in the worksheet (appendix 3 and 4). Students can research in pairs or small groups. The teacher should give each group a small list of reliable website links (designed for young adults) to research answers to the focus questions. The teacher should also include a few unreliable sources so students can know how to detect the difference and remind themselves to not consider evidence in isolation. Each group should have different pieces of evidence. For example, they could include the theory that Aliens built the pyramids. Here is a website link:: The class should sit in a circle on the floor. Students should share their evidence and sum up how they would answer their focus questions with the evidence they see. They should also show how they filled out their worksheet, and take an educated guess whether the information they researched was a reliable resource. The teacher should check for understanding. Then students can update their terminology dictionary with any new terminology they come across.Week 5: Historical SkillsChronology, terms and concepts:Use historical terms and concepts (ACHHS206)Historical questions and research:Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Locate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretations:Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communication:Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213).Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)AssessmentFormative Assessment, observational checklistSummative assessment 30% to be given this weekKey Inquiry Questions:How do we know about the ancient past?Why and where did the earliest societies develop?Key TerminologyControversy, Mungo Content Descriptor:The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)General Capabilities:Literacy, numeracy, critical and creative thinking, ethical understanding, intercultural understanding, and ICT capabilityCross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and culturesSequence of activities:Orientating:Show YouTube Video on Mungo woman controversy. WALT: We are going to learn about the nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period (ACDSEH031) WILF: I am looking for you to show that you can investigate and analyse these sources of evidence, and also the sources you use to research them.Elaborate (explicit teaching)Students will be introduced to their assignment!!!!! The purpose of the assignment is to make judgments about students’ abilities to research, collect, analyse and draw conclusions about a range of historical sources.The assignment question queries students to use a historical inquiry process to research an Ancient Australian artifact to explain the purpose and significance of this artifact. The assignment is 300-400 words. We will begin in class today, and the students will be expected to research and write their essay at home over 3 weeks. Some class time will be given for the teacher to mark their research notes and check their sources. They can choose from the following topics:Investigating the discovery of Mungo Woman in 1969 and the use of radio-carbon dating to draw conclusions about the longevity of human occupation at Lake MungoThey may also choose between shell middens, stone tools, fish traps or the remains of ancient campfires.They must generate research questions such as:Where was it found?What was it used for?How was it used?Who used it? How did we date the artifact?What does it reveal about technology or the use of local resources and the environment?What is the significance of this artifact? Why should we preserve it?In class the students will generate some research questions and write these in their history notebook. The teacher shall then demonstrate how to keep notes using worksheets similar to appendix 3 and 4. Students shall then begin researching on the ICT’s or go the library. Alternatively, the teacher can leave a variety of books on these topics in the classroom for students to explore. As the questions also asks how we date the artifact, the students may need some information on dating methods in the classroom that is suitable to their age group. The teacher can select age-appropriate material to be given to the students for home reading.Students can glue 5 sheets into their history books to start their assignment These can be similar to the sheets contained in Appendix 3, 4, and 5. The students may need to be given 3 copies of sheet 5, as they only need to list the type of evidence once.Students have had practice filling out these sheets, but the teacher may want to model how they would fill out a sheet for the Mungo woman to make sure students have appropriate scaffolding. They can talk about the reliability of using sources such as Wikipedia compared to .edu, .gov or museum sites. Here are some sites the teacher could use to demonstrate which kind of sites is definitely reliable, probably reliable and not reliable: Mungo Man: Article teacher will be checking the notes and drafts regularly before the final copy is written, so that they can scaffold students appropriately over the next few weeks.Synthesise (activity): The teacher will pay a matching game. The teacher will list Mungo man, stone tools, shell middens, fish traps and ancient campfires. The students will match the item, to the type of evidence (archeological etc.). This can be marked in class and may aid students in their assignment. Homework: Students will be provided with examples of how to keep their notes and things to check for (etc). They will also be reminded of words they can use to make their writing cohesive (words such as on the ‘other hand’ if comparing, ‘in conclusion’ etc). Students will be given an example of a text with highlighted parts to show how they should sequence their text (introduction, conclusion, and topic sentences etc.). They will also receive information on referencing.Week 6Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Perspectives and interpretationsIdentify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communicationUse a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)AssessmentFormative assessment, observational checklist, worksheets/journalsKey Terminology:World heritage site, intercultural understanding, reconciliation.Key Inquiry Questions:How do we know about the ancient past?What have been the legacies of ancient societies?Content Descriptor: We are going to learn about the importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)General Capabilities:Literacy, critical and creative thinking, ethical behaviour and intercultural understandingCross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and culturesSustainabilitySequence of activities:Orientation:WALT: We are going to learn about the importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148) WILF: I am looking for you to understand the importance of world heritage sites and the importance of place for Indigenous Australians. The students will be told they have a guest speaker. An Australian Indigenous Aunty/Uncle will come in the room. Firstly they will pass out Indigenous musical instruments and do a small demonstration for the students to copy. Elaborate (explicit teaching):The guest will then give the lesson, which is centered on the importance of conserving the remains of the past for Indigenous people. The guest speaker can also talk about any issue dear to them: preserving their culture, the importance of place for their people, inequality, Indigenous communities or Indigenous health. However, they need to spend a little bit of time talking about a world heritage site that is dear to them. The teacher can bring photos of this place and explain the efforts Indigenous people have gone to try and preserve the place of interest.Synthesise (activity): The teacher will teach an Indigenous dance or tell a story that has been passed through the generations. Then students will be asked they three W’s: What did they learn? So what? (Relevance, importance, usefulness) Now What? (How does this affect our thinking or fit into what we are learning) The students will given guided questions relating to the talk and they will write their responses to these questions in their journals (formative assessment). Week 7Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sourcesLocate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretationsIdentify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communicationUse a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal checklistKey Terminology:HatshepsutKey Inquiry Questions:How do we know about the ancient past?Content Descriptor: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032). The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129) General Capabilities:Literacy, critical and creative thinking, ethical behaviour, intercultural understanding and ICT capabilityCross Curriculum PrioritiesSequence of Activities:Orientating:Ask students to complete a pre-made, true or false checklist regarding their beliefs about the rights and responsibilities of women in ancient Egypt. This can includes statements such as: ‘There have been more powerful female rulers in ancient Egypt than there have been in Australia’ (true or false).Ask everyone for his or her responses. Elaborate (explicit teaching): Students will be asked to update their responses to the correct answers, which they will hopefully obtain after researching the answers.The teacher will then put the students in to groups of 4 with 2 ICT’s per group and 2 reference books or printed articles and a dictionary. They will be given some web addresses to start, but may find some on their own.Together, they will research the rights and responsibilities of women in Ancient Egypt so that they can fill in the worksheet.Then, half the class will be expected to compile a few points to argue why they would rather live as a woman in modern day Australia, and half the class needs to argue why they would rather live as a woman in Ancient Egypt. They must give reasons for their preferences.Teacher’s notes: It may be wise to give the class some articles about some positive facts about Ancient Egyptian women to the group that is arguing that they would rather live in Egypt. In a short class, we want students to be able to find information that helps them in a short period of time. After an internet search, I realized many of the educational sites listed many negative facts about women’s ‘rights’ and responsibilities. The teacher could provide some links to articles that show some Egyptian rulers were women and these women had immense power. Synthesise: Students share their updated answers from the checklist which they obtained after research. After that, each group and their elected speaker must come to the front of the class to persuade the class of the better place to live. The teacher could choose the best group and give them a prize (moved up on the behavior chart, class currency etc.).Week 8Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sourcesLocate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretationsIdentify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communicationDevelop texts, particularly descriptions and explanations from a range of sources that are acknowledged (ACHHS212) – relates to assignmentUse a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal checklistSummative – this week during class time students will be given their summative assignment (30%).Key Terminology:Mummification, mummy, tomb, techniques, burial chambers.Key Inquiry Questions:How do we know about the ancient past?What emerged as defining characteristics of ancient societies?What have been the legacies of ancient society?Content Descriptors:The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033) General Capabilities:Literacy, numeracy (dating methods), ethical understanding, intercultural understanding, critical and creative thinking, and ICT capabilityCross Curriculum PrioritiesEthical Understanding Intercultural understandingLearning Sequence: Orientating: Teacher will show a YouTube video about funerary customs in Egypt and the mummification process.Elaborate (explicit teaching): The students are to research the mummification process, and funerary customs in Egypt. Students can make a poster, or use any multimedia application to make their presentation. It should include:Pictures (these need to interest the reader/viewer and draw them in)Resources (just list the website/book)A step by step procedure of a mummification processOther funerary customs that the students find interesting Include some archeological evidence!Students should write their key inquiry questions down before they search. The poster should also include WHY the Egyptians had these funerary customs (belief in an afterlife etc.)Synthesise: If posters are finished we can print them out and share them. Otherwise, students can be asked to say 1 thing they already knew before the lesson, and 1 thing they now know after the lesson. Students will be introduced to their SUMMATIVE assessment. It is worth 30%.The purpose of this assessment is to make judgments about students’ abilities to research, collect, analyse and draw conclusions about historical sources.Students will present a PowerPoint presentation explaining, with references to evidence and sources a historical controversy or mystery that has challenged historians or archeologists, OR an issue related to the presentation of the remains of the ancient past. Some examples are: Otzi Ice Man (Austria/Italy)Bog Man (Denmark)Megafauna fossils (Australia)StonehengeRosetta StoneEgyptian Mummies etc.…-Some class time will be given (not during history), but they will be expected to complete the majority of the work at home.-Due in three weeks-300-400 words- Notes will be checked weekly -Resources need to be provided on each PowerPoint slideWeek 9Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sources:Locate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretations:Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communication:Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal checklist. Key Terminology:Mummification, mummy, tomb, techniques, burial chambers.Key Inquiry Questions:How do we know about the ancient past?What emerged as defining characteristics of ancient societies?Why and where did the earliest societies develop? Content Descriptor:The role of a significant individual in ancient Egyptian history such as Hatshepsut or Rameses II (ACDSEH129)General Capabilities:Literacy, critical and creative thinking, ethical behaviour, and ICT capabilities.Learning Sequence: Orientation:Students will watch a DVD about the mystery of how Hatshepsut’s stepson attempted to remove her image from history by having her image removed from most Egyptian artwork/tombs. WALT: We are learning about the famous Queen Hatshepsut. You are going to find out who she was, and describe her early life and achievements. WILF: I am looking for you to use your research skills to find useful and appropriate sources when finding out who Hatshepsut was. Elaborate (explicit teaching):Who was Hatshepsut?Students will be asked to create a letter to a ruler in a far away land while pretending to be Hatshepsut. They must outline who they are and describe their accomplishments and achievements to the other ruler. They should remember to be persuasive because Queens aren’t supposed to be humble and the Queen needs to impress this other Ruler with her achievements! Students will be given links to resources and books in class.The letter will be a formative assessment pieceSynthesise:Students can form pairs and read their letter to each other while pretending to be a queen. Alternatively, they can be read as a class. Students can be asked to give 2 compliments to the reader and 1 constructive criticism to improve their work next time. Week 10Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sourcesLocate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretationsIdentify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communicationUse a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal checklistKey Terminology:Irrigation, boundaries, protective features, impact of features, Himalayas, defining features.Key Inquiry Questions:How do we know about the ancient past?What emerged as the defining characteristic of ancient societies?What have been the legacies of ancient societies?Content Descriptor: We are learning about the physical features of China (such as the great wall of china and the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005) General Capabilities:Literacy, numeracy, intercultural understanding, critical and creative thinking, and ICT capabilityCross Curriculum Priorities:Asia and Australia’s engagement with AsiaLearning Sequence:Orientation: The teacher will first describe the learning objectives.WALT: We are learning about the physical features of China (such as the great wall of china and the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005) WILF: I would like you to be able to describe the impact that features (such as the Himalayas, Gobi desert, Yellow River etc.) may have on inhabitants of a country and their contacts with other societies (including trade).Tell students they are about to watch a video clip about The Great Wall and why it was important to the people living in China. Enhancing (explicit teaching): The teacher encourages learners by modeling inquiry questions they would ask about the great wall, such as:Why was the great wall important to the people?What are the positive and negative impacts of The Great Wall? Were the boundaries good, bad or both?Why was it built?The teacher should hand students a worksheet with a map of China that lists important details such as the Great Wall of China, it’s rivers, the Gobi desert, Himalayas and it’s surrounding countries and seas. If the teacher has ample time devoted to history, they can give the students a blank map and ask them to label and draw in the country’s defining features. There are several maps online. Here is an example: teacher points out the different features on the map and tries to elicit which inquiry questions that the students may wish to answer about the features on the map. Some of these questions may be:What would the rivers be used for?How would the rivers be vital to people’s survival?What are the positive and negative impacts of the Himalaya’s and Gobi desert?Would some of these features define boundaries, isolate or give protection to people living nearby? How would it affect trade? How would the boundaries affect the Chinese culture?Students then choose a feature on the map that interests them. Ask students to use ICT’s and library books (teacher provides appropriate reference material). If resources are low, ask students to choose a feature and put students into groups according to what feature of the landscape that they choose. As a group, students are to write some inquiry questions and their answers on a sheet of paper. They are then to prepare some true or false questions and answers.Synthesise: Students will sit in a circle. They must play true or false with the class. They must make a statement, and then class should guess if the information is true or false. Week 11Historical SkillsChronology, terms and concepts: Sequence historical events, development and periods (ACHHS205)Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sources:Locate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretations:Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communication:Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal records, observational checklist.Key Terminology:Dynasty, Emperor, ImperialKey Inquiry Questions:What emerged as the defining characteristics of ancient societies?What have been the legacies of ancient societies?General Capabilities:Literacy, numeracy, critical and creative thinking, intercultural understanding and ICT capabilityCross Curriculum Priorities:Asia and Australia’s engagement with Asia.Learning Sequence: Orientation:Teacher shows a timeline of China, which show the different dynasties of Ancient and Imperial China. The teacher then gives the class instructions:In groups of four, students will organise the dream holiday of their choice in Ancient China! They must visit all the Dynasties listed on the timeline, and describe what they did in that dynasty (at least three sentences for each destination). They should include key dates that they are visiting, what was happening at the time in the destination, photos of things they saw or people they met.The teacher will then display WALT and WILF on the board:WALT: You will be studying a timeline of Ancient/Imperial China that I will provide. You will navigate the timeline and use it to research information.WILF: I am looking for you to use the timeline to research dynasties, key dates, photos, and people and places of interest. Ask key inquiry questions about the dynasty/time you are researching and that will help you research your information!Enhancing (explicit teaching): Teacher should briefly review the timeline they are providing as a resource, what they are and how they work.The teacher can provide some resources which students can use to begin their search.Students are then to make a poster showing off their dream holiday (or create a travel brochure). They need to make sure it includes key points from the dynasties, famous people, key dates etc.Synthesise: A few students will be asked to show their travel poster. Students will be chosen at random to give 2 compliments and 1 constructive criticism. Posters can be placed in the classroom when finished.This week will be a revision week. The teacher will play matching games in class to make sure students are aware of the key terminology and definitions. They will be provided with study notes for home reading, which should outline the main points that they should have learnt throughout the course of this unit.Week 12Historical SkillsChronology, terms and concepts: Use historical terms and concepts (ACHHS206)Historical questions and research: Identify a range of questions about the past to inform a historical inquiry (ACHHS207)Identify and locate relevant sources, using ICT and other methods (ACHHS208)Analysis and use of sources:Locate, compare, select and use information from a range of sources as evidence (ACHHS210)Draw conclusions about the usefulness of sources (ACHHS211)Perspectives and interpretations:Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)Explanation and communication:Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS212)Assessment:Formative, anecdotal checklist. At the end of this week during spare periods, students will do a short answer summative assessment test (20%) and they will perform their PowerPoint presentation, which is a summative assessment (30%). Key Terminology:Revolutionise, warring states, military strategies, contemporaries, perceived, interacted, philosophies.Key Inquiry Questions:How do we know about the ancient past?Why and where did the earliest societies develop?What emerged as defining characteristics of ancient societies?Content descriptors:The role of a significant individual in ancient Chinese history (ACDSEH132) Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043) General Capabilities:Literacy, numeracy, ethical behaviour, intercultural understanding, critical and creative thinking, and ICT capabilityCross Curriculum Priorities:Asia and Australia’s engagement with Asia.Learning Sequence:Orientation:Show class an engaging clip/video of Sun Tzu.WALT: We are going to learn about a significant individual in ancient Chinese history called Sun Tzu (ACDSEH132). We are also going to learn about conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043). WILF: I am looking for you to research information about a significant historical figure from China called Sun Tzu. Enhancing (explicit teaching)In this lesson, the teacher will design focus question that students will need to research answers to in groups of four. The teacher will provide some links to resources. The first group to finish will win a prize.The questions are:Who was Sun Tzu? What are the key ideas behind his military strategies?What is Sun Tzu’s ‘the art of War’?How did he revolutionise the Chinese Army? China went through a period known as the ‘Warring states’. The separate provinces of China then became a unified countryWho was responsible for the change?How did they unify the country? Why did they do it?How long did it take? How long did it last?The effects of the warWhat was the impact of the war on the people? How did it change the way China interacted with other regions and people groups? (e.g. trade)What did it change the philosophies and beliefs of the people in China?BONUS QUESTION: Which of his techniques are used or could be used successfully in today’s world?Synthesise:In their journals, they must write 1 sentence that summerises the main idea of what they have learned, 2 of the most important details and 3 questions to quiz their classmates. The teacher will then allow students to quiz their classmates.Week 13Before this class, students should have performed their PowerPoint presentations (during other periods). Also, a short multiple choice and short answer exam should have already been given. The exam should only cover the basics of what they have learnt over the course of the unit, and is worth 20% of their overall mark. Their formative marks form 20% of their final grade. Students should receive their final grades this week for both their main summative assessment pieces (worth 60% overall).Engage:The teacher plays an icebreaker game to relax the students. This can be a true or false game to do with history.Enhancing (explicit teaching):The teacher shall sum up some of the main parts of the unit with the class. The teacher should outline some of the issues that a large amount of students struggled with in their summative assessments to give class feedback. Individual feedback can be given separately.Synthesise:The teacher will ask students if they want to share their favourite piece of work from the term. The students will show or describe their work. The teacher will ask the class to give 2 compliments and 1 constructive criticism to the presenting students.References and Articles mentionedBowler, J. (2014). Retrieved from Broadcasting Corporation. (2014). Retrieved from Broadcasting Association (2014). Retrieved from , S. (2003, February 20). Mungo Mans’s age rattles a few bones.The Age. Retrieved from , R. (Executive Producer). (2003). Walking with Cavemen (DVD). United Kingdom: British Broadcasting Corporation.Dawkins, R. (2011). The magic of reality: how we know what’s really true. Great Britain: Transworld publishers.Morgan, M. (2006). Mammals who morph. Hong Kong: Regent Publishing Services.N.B. retrieved Auguust 15, from . Retrieved from August 15, from N.B. Retrieved August 15, from , S. (2003). Retrieved from journeySarfati, J., & Byers, S. (2003, February 20). Was Adam from Australia? The mystery of Mungo man. Christian Ministries. Retrieved from Stringer, C., Andrews, P. (2005). The complete world of Human evolution. London: Thames and Hudson. Vickas, M (2013, February 26). On this day: Mungo Man found. Australian Geographic. Retrieved from: Software. (2014). SimpleMind plus mind mapping tool [Computer Software]. : Netherlands: AuthorWiltshire; K. (2004). A timeline of the ancient world. London: British Museum Press.Appendix 1Source and Reliability of source (include page number if this is from a reference book): _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Notes:This artifact provides evidence of:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Notes:____________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 2Example of a Mind Map Created with a free application (SimpleMind) from the Apple App storeAppendix 3Focus Questions:__________________________________________________________________________________________________________________________________________________________________________________________________________________________3. ______________________________________________________________________________________________________________Hypothesis:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 4Focus Question:______________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Type of historical evidence (archeological, radiocarbon dating, oral etc.)_____________________________________________________________________________________________________________________ Source (website address, book and page number etc.) ____________________________________________________________________________________________________________________Reliability of source? Fact, Opinion, Educated Guess?_____________________________________________________________________________________________________________________Notes:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 5Resource (website address, book etc.):____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How reliable do I think this resource is?___________________________________________________________________________________________________________Notes___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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