HISTORY OVERVIEW, TERM 2 - 2013UNIT TITLE: How can we bring the Ancient World to life?

HISTORICAL CONCEPTS

CONTENT DESCRIPTIONS ASSESSMENT (A)

Historical Knowledge and UnderstandingHow historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)

- identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating

The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

- evaluating various methods for investigating the ancient past, for example stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases

Historical Skills

* Use historical terms and concepts (ACHHS206)* Identify and locate relevant sources, using ICT and other methods (ACHHS208)* Locate, compare, select and use information from a range of sources as evidence (ACHHS210)* Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)* Draw conclusions about the usefulness of sources (ACHHS211)

As a journalist you have been given the assignment to report on an ancient (BC/BCE) archeological discovery (Troy, the Royal Tombs of Ur, the Minoan palace at Knossos or Mohenjo-Daro in the Indus Valley). Create a report by completing the checklist (with visual and audio components) on the following sections:

A detailed map of the site A timeline of events (relating to the site itself, an archaeological

work on the site) What was discovered? When and how it was discovered & by whom? The techniques and/or technology they employed to discover this

site How and where it is being preserved? Significance of this discovery. Why should we continue preserve the ancient past? Include relevant images or artifacts

Assessment of learningPresentation optionsOral presentation as the reporter or audio power-point or audio flipcam presentation with illustrations, computer generated newspaper report with illustrations that will be presented to the class as an oral presentations.

Assessment for learningStudents will use a Reflective Learning Journal throughout the unit relating to the topics covered each week and assessment task to ensure they are on task and fulfilling the essential requirements (see week 4)

Assessment of learningEND OF UNIT KNOWLEDGE & UNDERSTAND TEST

Evidence

Continuity & Change

Cause and effect

Perspective

Empathy

Significance

Contestability

LINKS TO OTHER LA’S

EnglishGeographyMathsICLT

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Achievement StandardBy the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

Unit OutlineStudent will be introduced to ‘ancient history’, through how to preserve the past by exploring different types of museums and what a historian and an archaeologist do relating to investigating ancient pasts including the use of primary and secondary sources.

Students will build on their understanding of how the ancient pasts have been discovered and techniques use to discover the past.

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CROSS CURRICULA PRIORITIESCatholic Ethos Aboriginal and Torres Strait Islander

Histories and Cultures Asia and Australia’s Engagement with

Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices, which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

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GENERAL CAPABILITIES Literacy Numeracy Information and

Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations

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Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

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

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCES

Teacher will:- Show quote to class (flipchart)A nation which does not know what it was yesterday, does not know what it is today, nor what it s trying to do.

US President & Nobel Prize winner, Woodrow Wilson (1856 – 1924)Teacher will ask the students: SEL

How does this quote make you feel? What does it make you think about history?ACTIVITY- Students will orally discuss their views and opinions or use ‘ActivExpression’ devicesTeacher will:- Pose questions to the students by using the ‘Silent Discussion’ ACTIVITY strategy on large sheets of butchers paper or students can work independently or in groups to discuss these question and collate as many responses as possible or use ActivExpression to gather students responses & display on flipchart. (flipchart)

WHAT DO YOU UNDERSTAND ABOUT THE STUDY OF HISTORY?HOW DO WE LEARN ABOUT ANCIENT PASTS?HOW DO WE FIND, SELECT & INTERPRET HISTORICAL EVIDIENCE?WHAT CAN WE LEARN FROM THE PAST?

**This will stimulate a class discussion about history and how we investigate and learn about the ancient past. Words such as Historians, Archaeologists, excavations etc. may arise which should be briefly discussed.Teacher will: (flipchart)- Introduce the students to ‘Ancient History’ and when humans began to produce written records (from about 3400 BCE), which correspond to the rise of civilisations, which were highly developed, and complex arrangements.- Discuss how the early civilisations showed some evidence for religion, commerce, culture, law and social development. Sumer, Egypt and India were the first civilisations. Pre-history is known as the time frame before civilisations. ** Use links on 5 flipchart to teach AD, BC, BCE**- Show a map of the location of these countries and display in room (use flipchart& click on world map)

Student Resources: History exercise book, felt pens,

Teacher Resources: Copy of quote, A3/A4 paper, flipcharthttp://www.babylon.com/define/52/History-Dictionary.html (useful site for searching definitions), access to internet, map of world with the location of Sumer, Egypt and Indiahttp://distancebetween.info/india/egypt/road_maphttp://history-world.org/Sumer-Akkad.jpg

ASSESSMENT OPPORTUNITIES

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ACTIVITY- Student begin a glossary in their books using 4 pages (could be under heading – Ancient Worlds?)

HISTORICAL LANGUAGE

Historians, Archaeologists, BCE, commerce, civilisation, discipline, prehistory (can use these words for glossary)

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WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IETuning In Exploring Looking Sorting Testing Acting Reflecting

EXPLORING RESOURCES

Teacher will:Pose big question to the students.BIG QUESTION: Should we be custodians of the ancient past? (flipchart)

ACTIVITY- Students make suggestions of why we should be custodians of the past and different ways that they think historical discoveries have been made. Also what types of questions could we use to answer this question and find out more information (Inquiry Questions).

Teacher will:- Make a list of the questions generated on large paper and display around the room. These papers can be added to throughout the unit (Graffiti board)- Introduce ‘Why we need to study History?’

ACTIVITY- Students do a PMI as a whole class on this question.

Teacher will:Discuss student’s responses

Teacher will:- Show the passage below and discuss their feelings and attitudes towards passage. (flipchart)History is important because understanding the past can help people comprehend and appreciate why things are the way they are. A good understanding of history is also useful when planning for the future as it can mean that people avoid making the same mistakes. History can teach important skills like, how to pose questions, how to research and how to think and especially learning about historical events and the way people lived in the past – like traveling back in time.

PEARSON HISTORY 7 S.B (2011)

Student Resources: History exercise book, colours (fro graffiti board)

Teacher Resources:Website (see plan), pictures of different museums and different items being stored in these buildings, access to internet, large paper, task card

ASSESSMENT OPPORTUNITIES

Introduce major assessment taskBegin working on history assessment by researching information for homework

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Teacher will:- Introduce ‘How do we preserve the past?’ by the following (flipchart)

- Historians, archaeologists- Organisations: libraries, museums, United Nations Educational, Scientific & Cultural Organisation (UNESCO)

- Discuss with the students how these people & organisations believe that places and objects of historical interest are part of our legacy and so should be preserved for future generations.ACTIVITY (using task card during library session)- Students can Explore different types of museums (as a whole class or in small groups on laptops) (flipchart)British Museum, London http://www.britishmuseum.org/about_us/departments/ancient_egypt_and_sudan.aspxSmithsonian Institution, Washington, DC http://www.si.edu/Australian history (ancient, colonisation, post Federation, etc) http://www.australianhistory.org/**This will show where the information for assessment topic may be located and what resources could be needed for assessment item

Teacher will:Introduce assessment (ASSESSMENT for LEARNING)- Go through assessment task with the whole class, discussing expectations and requirement from the

assessment sheet- Go through the criteria sheet as a whole class discussing any concerns and clarifying any questions- Discuss relevant sites and where students could look to find information for task- Allow time for students to select an archaeological site/discovery for final assessment topic- Students begin researching information on their selected topic for HOMEWORK- Students are given the history checklist- Students to keep a record of the web-sites used & record all sourcesTeacher will: (ASSESSMENT as LEARNING)- Introduce a reflective learning journal that could be kept in their books or using a digital forum (e.g Wiki or

ActivExpression etc)- Discuss how to reflect correctly and what reflecting means and why it is important to reflectReflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills. http://www.nwlink.com/~donclark/hrd/development/reflection.htmlACTIVITY- Students can answer the following questions after then have completed their research homework….

What have you learnt or discovered relating to the topic? How will you keep track with the assessment task? Where do you need to go?

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ACTIVITY- Student continue a glossary in their books

ACTIVITYHISTORICAL LANGUAGE

Museum, archives, United Nations Educational, Scientific & Cultural Organisation (UNESCO), BC, AD, CE,

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

SEL IETuning In Exploring Looking Sorting Testing Acting Reflecting

LOOKING RESOURCES

Historians & Archaeologists (flipchart)Teacher will:- Discuss with students what they think a Historian and an Archaeologist does.ACTIVITY- Students use the ActivExpression devices to put forward their ideas or done on a piece of butchers paper (this could be

referred to after this topic has been taught).Teacher will:- Discuss with students do they think they are different?

What do Historians do?Teacher will:- Use background information to learn about historian’s role in investigating ancient past.ACTIVITY- Students write a definition of a ‘historian’ (see background information for support)Teacher will:- Show an example of first Historians (flipchart)First Historian: Herodotushttp://www.livius.org/he-hg/herodotus/herodotus01.htm He was able to give an account of the Persian Wars and he wrote his account more than a generation after the events. Though nowadays they regard him as a curious traveller and storyteller as well as historian because he wrote of single account of an event rather than corroborate it.Cornelius Tacitus: Rome’s greatest historianhttp://www.ourcivilisation.com/smartboard/shop/tacitusc/about.htmHis major work were;- The Germania: Germanic- The Annals- The HistoriesGlue in background information on historians

Student Resources: History exercise book, Venn diagram sheet or online creation tool or power-point (using SmartArt Graphic), history checklist

Teacher Resources:http://www.babylon.com/define/52/History-Dictionary.htmlbackground information, access to internet, http://www.rphs.devisland.net/toms/parents.htmMatching task sheet for Archaeologists, anthropologist, etymologists, linguists and conservators, History task card 2ON-LINE TOOLS FOR VISUAL MAP –

(How to use power-point – SmartArt)http://www.mind-mapping.org/mindmapping-learning-study-memory/Early-visual-maps.html (example of visual map)

HTTP://WWW.TEXT2MINDMAP.COM/

https://bubbl.us/http://www.visuwords.com/fullscreen/

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ACTIVITY- Students create a visual map (in pairs) on the information by using on-line tool (in diigo)

ACTIVITY (flipchart)- Students write the paragraph below.History is a very dynamic discipline. As new evidence is discovered all the time, historians must constantly re-examine the conclusions they draw to ensure their accounts are accurate. Historians have been around for a very long time. Historians cannot work alone, they

http://office.microsoft.com/en-au/powerpoint-help/create-a-venn-diagram-HA010335959.aspx#BM2

What is Archaeology? (flipchart)ACTIVITY- Students write definition for archaeology and archaeologistTeacher will: (using task card during library session)- Show the following sites relating to archaeologists to engage students and to expand their understanding andACTIVITY- Students will use the task card to expand their knowledge and understanding about archaeologyhttp://library.thinkquest.org/J001645/main.shtml (What is it? How they do it? History of the Science of Archaeologist) orhttp://www.nps.gov/archeology/public/kids/index.htm (who they are? what they do?)http://www.bbc.co.uk/learningzone/clips/what-do-archaeologists-do/8048.html (What do Archaeologist do)http://ashkelonexcavations.blogspot.com.au/2010/05/day-in-life-of-archaeologist.html (Day in the life of an Archaeologist)- Create a brief presentation on archaeologist in word (OPTIONAL TASK – IF TIME PERMITS)

ACTIVITY – HOMEWORK TASK- Students create a Venn diagram on the two roles of a historian & archaeologist using background information or

laptops. This activity could be done as a whole class or in small groups using written text or computers.- Students refer to previous thoughts to compare their answers now that they have been learning about Historians and

Archaeologists. (e.g. Similarities – they both study the past)

HOMEWORK TASKStudents create a Venn diagram on the two roles of a historian & archaeologist using on-line tool or in word or by hand.

Teacher will:- View the top 10 discoveries to engage students- Show the Ancient city of Pompeii & Herculaneum (flipchart)

Assessment OpportunitiesStudents begin highlighting information on research & filling in note-taking checklist sheet.

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**Excavation began at modern Ercolano in 1738 by Spanish engineer Rocque Joaquin de Alcubierre & also archaeologist Mario Pagano that has led an 18-year excavation.- Show the site from the Discovery Channel http://curiosity.discovery.com/question/lost-city-of-pompeli-discovered which has a presentation from archaeologist (flipchart – click image)http://www.archaeology.org/interactive/pompeii/history.html and this shows diagrams of digs being performed for this site**This will show what evidence/information student may like to use and by whom to complete investigation**ACTIVITY- Students will continue using their ‘Reflective Journal’ answer the following questions….

What have you learnt or discovered relating to the topic? Are you on track with the assessment task? Where do you need to go? Do you think you have consulted enough sources to gather evidence? Have you recorded your sites and sources? How has this lesson been relevant to your assessment task?

ACTIVITY- Students continue a glossary in their books

ACTIVITY – ASSESSMENT (Assessment for learning)- Students continue researching for assessment task and bring in information- Students begin highlighting important information from research that matches the checklist- Students to keep a record of the web-sites used & record all sources

Teacher will: (ASSESSMENT for LEARNING)- Remind students to continually check and preview criteria sheet. Teacher to check student’s researched information to

ensure that they are meeting the criteria and have enough information to fulfil the task.- Remind students to keep a record of the web-sites used & record all sources

HISTORICAL LANGUAGE

Museum, archives, United Nations Educational, Scientific & Cultural Organisation (UNESCO), anthropologist, etymologists, linguists and conservators

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting

SORTING RESOURCES

Teacher will: (LINK WITH ENGLISH)- Introduce how to complete note-take (using on-line links)http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/105orhttp://busyteacher.org/4837-how-to-teach-writing-4-essential-note-taking.html- Discussing examples and how to avoid plagiarism with the class

ACTIVITY - ASSESSMENT- Students complete researching for assessment task and filling in the note-taking checklist- Students should aim to have note-taking checklist sheet completed.- Students to keep a record of the web-sites used & record all sources

How do historians and archaeologists investigate history? (flipchart)Teacher will- Define excavation and discuss the importance of dating material evidence for both archaeologists and

historians- Read the following ….. ‘Dating also helps historians and archaeologist develop a chronology or arrangement ofdates, events. There are two types of dating: relative and absolute.’

ACTIVITY- Students write definition of relative dating and the three types typology, association & stratigraphy + absolute dating and dendrochronology & radiocarbon datinghttp://www.nps.gov/archeology/public/kids/kidsTwo.htm# (explaining stratigraphy & dating)http://www.andaman.org/BOOK/chapter52/8-Tasmania-ancient/8-Tasmania-ancient2/archaeology2.htm (Archaeology and oldest Tasmanian discovery)

Teacher will - (flipchart)- Introduce DNA analysis (Deoxyribonucleic acid) (refer to background information attached)

Student Resources: History exercise book, note-taking/checklist sheet, information on topic

Teacher Resources:http://www.babylon.com/define/52/History-Dictionary.html , Background information,Guest speaker on Geologist and Archaeologist dating, flipchart, note-taking sheet, attached teacher resources

ASSESSMENT OPPORTUNITIES

Continue filling in note-taking checklist sheets.BOOK LIBRARY SESSION

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- Discuss the steps a scientists takes to analyses DNAA 28 000 year old thighbone fragment, found in southern Italy. The DNA extracted from this sample shows that modern Europeans descended from Cro-Magnon men and women, the modern looking humans.

GUEST SPEAKER – Andrew Harwood- Speaks to students about attending a national seminar on DNA analysis, relative dating and the three types

typology, association & stratigraphy + absolute dating and dendrochronology & radiocarbon dating- Shows power-point

Primary Sources(authentic document or original item that was produced at the time of the events you are study)

Secondary Sources(a description, report or recording about the past that was produced after the event being studied took place)

Example ExampleWrittenSaidPreserved item

Movie or text formRecountAnalyses of the event

ACTIVITY- Students continue using their ‘Reflective Journal’ answer the following questions….- What have you learnt or discovered relating to the topic? Are you on track with the assessment task?Teacher will -- View students assessment folder and notes to ensure they are making progress with their assessment- Remind students to keep a record of the web-sites used & record all sources

ACTIVITYStudents complete worksheet on ‘Historical Information: Where Does It Come From? (Pearson History 7)Teacher will:- Correct this as a whole class discussing answers

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HISTORICAL LANGUAGE

Excavation, relative and absolute, typology, association, stratigraphy, dendrochronology, radiocarbon dating, primary & secondary sources, cartographers, ephemera, thesis

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WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

ACTING RESOURCES

HomeworkACTIVITY- Students will complete their glossary words and phrases meanings- Summarise a passage on the Rosetta Stone & Hieroglyphs**This activity will be helpful for knowledge test**Assessment (SEE ASSESSMENT TASK SHEET)ACTIVITY- Students will read over notes on checklist sheet- Translate their draft notes into an audio script by creating a storyboard for each slide that includes:Slide 1: IMAGE / NARRATION / EFFECTS **Narration must be checked before recording- Students are given a lessons from IT specialist on using ‘photo-story’- Copy images into a folder to use for visual presentation- Begin creating the visual presentation using selected program (PHOTOSTORY)**NEED LIBRARY TIME TO USE THE COMPUTERS*

Presentation optionsOral presentation as a reporter or themselves in an audio presentation with illustrations (photostory), computer generated newspaper report with illustrations that will be presented to the class as an oral presentation.

Teacher will- Continually go through assessment task with the whole class, revising expectations and criteria sheet- Remind students to continually check their criteria sheet and checklistAssessmentKnowledge & understanding written test

Student Resources: Folder with all assessment items and research information, note-taking/checklist sheet, criteria sheet, homework sheet

Teacher Resources: class set of - homework sheet, knowledge & understanding

ASSESSMENT OPPORTUNITIES

CREATE A STORYBOARD FOR NARRATIIONAssessment task (see task sheet)BOOK LIBRARY SESSIONS

HISTORICAL LANGUAGE

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REFLECTION

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Tuning In Exploring Looking Sorting Testing Acting ReflectingREFLECTING RESOURCES

AssessmentACTIVITY- Presentations will be marked as Speaking and Listening (English) & History content (SOSE)- Students listen to presentations and record their responses.

Role playACTIVITY- Students form small groups that have studied the same assessment topic and role-play an aspect of life during

it.- Allow time for students to work in their groups to organise and prepare before their presentation

Discussion circle with sentenceWhat I found most exciting about history is that…………What I didn’t find exciting about history is that ………

ReflectionACTIVITY- Students continue using their ‘Reflective Journal’ answer the following questions….- What have you learnt or discovered relating to the topic?- Allow time for students to share a few items from their journals about what they didn’t know and now know

Student Resources: History book

Teacher Resources: criteria marking sheet,

ASSESSMENT OPPORTUNITIES

Knowledge test

Audio/visual presentations & Speaking & Listening assessment

HISTORICAL LANGUAGE

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting

TESTING RESOURCES

OPTIONAL TASKResearching using an online Archaeological Dig (assessment task)Teacher will -Introduce assessment task and give-out task sheet and criteria sheet. Discuss any concerns and questions

ACTIVITY- Students work through a variety (3-4) different dig sites to locate and plot different archaeological finds.- Students mark discoveries on field notes and then create an artefact catalogue (see teacher resources

attached)

Where to dig? (could be an assessment task)ACTIVITY- Students will research the previously discussed questions and create a poster or a visual presentation about what they think archaeologist use, what types of artefacts they may find at the dig site, what happens to the artefacts after they are found, why it is important to conserve the past and why does learning about the past, help us in the future?

Helpful siteshttp://www.lparchaeology.com/prescot/learning/what-tools-do-archaeologists-usewww.buzzle.com/articles/what-tools-do-archaeologists-use.htmlhttp://www.indiana.edu/~arch/saa/matrix/ia/ia03_mod_05.htmlhttp://idahoptv.org/dialogue4kids/season7/archaeology/facts.cfm

Student Resources: field notes and an artefact catalogue sheets, internet access/computer, questions for ‘Where to dig’ task sheet

Teacher Resources: field notes and artefact catalogue (class set), internet access, copy of assessment task, criteria sheet,

ASSESSMENT OPPORTUNITIES

Online Virtual Dig (see attachment)

Where to dig?Students answer questions in test and use the computer to research information to answer questions on the task sheet (see attachment)

HISTORICAL LANGUAGE

Layers, artefactsREFLECTION:

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Teacher ResourcesCairns library & State Library

Helpful siteshttp://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/ (interactive maps)http://ancienthistory.pppst.com/ (ancient history power point)http://www.abookintime.com/history-games/world-history-games.htmlhttp://www.bbc.co.uk/history/interactive/games/ (world history and games)http://www.watchknowlearn.org/Category.aspx?CategoryID=167 (videos about ancient civilizations from teachertube)

Week 3

History Task Card: This task will help you to prepare for your major assessment.

In pairs, explore the following sites:

British Museum, London http://www.britishmuseum.org/about_us/departments/ancient_egypt_and_sudan.aspx

Smithsonian Institution, Washington, DChttp://www.si.edu/

Australian history (ancient, colonisation, post Federation, etc) http://www.australianhistory.org/

The British Museum (visit the British Museum for this interactive site that looks at buildings, religion, technology, trade, writing and cities)http://www.ancientcivilizations.co.uk/home_set.html

Ancient Civilizationshttp://cybersleuth-kids.com/sleuth/History/Ancient_Civilizations/index.htm

These sites will help you to understand where the information for assessment topic may be located and what resources might be needed for assessment item.

* After you have read some information on these sites, begin thinking about an important archaeological site to research for a presentation. (Examples include Troy, the Royal Tombs of Ur, and the Minoan palace at Knossos or Mohenjo-Daro in the Indus Valley)

Include any other sites that would be worthwhile for your archaeological site (cut & paste the URL);________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Week 5/6

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Background information: A historian is a person who studies and writes about the past and is regarded as an authority on it.[1] Historians are concerned with the continuous, methodical narrative and research of past events as relating to the human race; as well as the study of all history in time. If the individual is concerned with events preceding written history, the individual is a historian of prehistory. Although "historian" can be used to describe amateur and professional historians alike, it is reserved more recently for those who have acquired graduate degrees in the discipline.[2] Some historians, though, are recognized by equivalent training and experience in the field.[2] "Historian" became a professional occupation in the late nineteenth century at roughly the same time that physicians also set standards for whom could enter the field. Or http://www.wisegeek.com/what-does-a-historian-do.htm

Background information: http://library.thinkquest.org/J001645/whatisa.shtmlArchaeology is the study of human history through the excavation of sites and the analysis of artefacts.Archaeology has been called 'the science of rubbish' because it involves digging up things that people in the past threw out. The word 'archaeology' comes from the Greek language and means 'the study of that which is ancient.'An archaeologist is a scientist who studies the lives of people of the past by finding remains and digging up certain areas, or sites. These sites may contain artefacts.

History Task Card 2: This task will help you to prepare for your major assessment.

In pairs, explore the following sites to engage and to expand your understanding:

ArchaeologyWhat is it? How they do it? History of the Science of Archaeologisthttp://library.thinkquest.org/J001645/main.shtml

Who are some archaeologist & what did they do?http://www.nps.gov/archeology/public/kids/index.htm http://www.bbc.co.uk/learningzone/clips/what-do-archaeologists-do/8048.html

Day in the life of an Archaeologisthttp://ashkelonexcavations.blogspot.com.au/2010/05/day-in-life-of-archaeologist.html

Create a brief visual presentation on archaeologist http://office.microsoft.com/en-au/powerpoint-help/create-a-venn-diagram-HA010335959.aspx#BM2 (Venn Diagram help site)

Types of Archaeology (flipchart) (OPTIONAL ACTIVITY)Prehistoric archaeology, Classical archaeology, Industrial archaeology & Maritime archaeology- Discuss with students what each archaeologist studiesTypes of ArchaeologyPrehistoric archaeology: the study of the origins and early life-styles of mankind through evidence such as fossils, ancient campsites, cave paintings, stone tools and implements. Classical archaeology: the study of early civilizations through artefacts found in the excavation of ancient cities. Industrial archaeology: the study of more recent periods of man's past through evidence such as old buildings, bridges, mills, mines, carts and wagons. Maritime archaeology: the study of artefacts from below the sea, generally from shipwreck sites.

Roles and DefinitionMatch the roles with the correct definition

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Roles ANS Definitioni) Archaeologists expert in etymology, one who studies the roots and

grammatical derivatives of words, one who studies the historical development of words

ii) Anthropologist one who studies ancient cultures through their artifacts

iii) Etymologists one who specializes in linguistics; one who is fluent in a number of languages

iv) Linguists protector, guardian, custodian; person who restores and maintains antiquities and works of art

v) Conservators expert in anthropology (study of the development of the human race)

ANSWERSArchaeologists - one who studies ancient cultures through their artifactsanthropologist - expert in anthropology (study of the development of the human race)etymologists - expert in etymology, one who studies the roots and grammatical derivatives of words, one who studies the historical development of wordslinguists - one who specializes in linguistics; one who is fluent in a number of languagesconservators - protector, guardian, custodian; person who restores and maintains antiquities and works of art

Pompeii was an ancient Roman city, buried by a volcanic eruption. Mount Vesuvius erupted on August 24th, 79AD. 2000 years later, archaeologists uncovered the city. The people in ancient Pompeii did not have a chance to escape because the city was quickly buried by volcanic ash. (Visit Pompeii, Italy ruins to 'walk through' using Google Maps!)When archaeologists dug out the city, two thousand years later, they found petrified bread still in the ovens that had been baking that day!Archaeologists learned a great deal from the ruins of this city.

Week 7/8

Ancient DNA is DNA isolate from ancient specimens.[1] It can be also loosely described as any DNA recovered from biological samples that have not been preserved specifically for later DNA analyses. Examples include the analysis of DNA recovered from archaeological and historical skeletal material, mummified tissues, archival collections of non-frozen medical specimens, preserved plant remains, ice and permafrost cores, Holocene plankton in marine and lake sediments, and so on. Unlike modern genetic analyses, ancient DNA studies are characterised by low quality DNA. This places limits on what analyses can achieve. Furthermore, due to degradation of the DNA molecules, a process which correlates loosely with factors such as time, temperature and presence of free water, upper limits exist beyond which no DNA is deemed likely to survive. Current estimates suggest that in optimal environments, i.e. environments that are very cold, such as permafrost or ice, an upper limit of around 1 million years exists. As such, early studies that reported recovery of much older DNA, for example from Cretaceous dinosaur remains, may have stemmed from contamination of the sample.

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Examples of Stratigraphy

Optional Activity How archaeologists know where to look?Teacher will - Discuss how archaeologist know where to look by using the following techniques: The presence of mounds or 'tells', Observation of vegetation patterns, Aerial photographs, Fossils (refer to b/ground information attached)ACTIVITY- Students will write down the 4 different techniques

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Where to dig? (OPTIONAL ACTIVITY)Teacher will - Discuss with students about what they think archaeologist use, what types of artefacts they may find at the dig site, what happens to the artefacts after they are found, why it is important to conserve the past and why does learning about the past, help us in the future?Make a class displays of students ideas.http://www.nps.gov/archeology/public/kids/kidsTwo.htmUse site to show ‘how do they work’ & click on tools & read/discuss

How archaeologist knows where to look?The presence of mounds or 'tells' - people of different periods in the past tended to choose the same site for building their towns and villages. As old buildings were pulled down they were used as foundations for new buildings. New buildings were, therefore, generally built on a higher level than the original buildings. Over a period of time a mound or tell developed.

2) Observation of vegetation patterns - archaeologists are aware that crops grow differently above buried walls, ditches or mounds, and may reveal the shapes of these below the surface

3) Aerial photographs - such photographs often expose outlines of archaeological sites such as ancient settlements, roads, fence-lines and burial sites.

4) Fossils -archaeologists search the seashore, stone quarries and weathered rock surfaces. With the assistance of geologists, who are able to date rocks, archaeologists can learn which plants and animals lived in particular times.

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PRIMARY SOURCESPeople use original, first-hand accounts as building blocks to create stories from the past. These accounts are called primary sources, because they are the first evidence of something happening, or being thought or said.Primary sources are created at the time of an event, or very soon after something has happened. These sources are often rare or one-of-a-kind. However, some primary sources can also exist in many copies, if they were popular and widely available at the time that they were created.All of the following can be primary sources:

Diaries Letters Photographs Art Maps Video and film Sound recordings Interviews Newspapers Magazines Published first-hand accounts, or stories

SECONDARY SOURCESSecond-hand, published accounts are called secondary sources. They are called secondary sources because they are created after primary sources and they often use or talk about primary sources. Secondary sources can give additional opinions (sometimes called bias) on a past event or on a primary source. Secondary sources often have many copies, found in libraries, schools or homes.All of the following can be secondary sources, if they tell of an event that happened a while ago:

History textbooks Biographies Published stories Movies of historical events Art Music recordings

WHEN IS A PRIMARY SOURCE NOT A PRIMARY SOURCE?You may have noticed that some things are on both the lists of primary and secondary sources. This isn't a mistake. The difference between a primary and secondary source is often determined by how they were originally created and how you use them.Here's an example: a painting or a photograph is often considered a primary source, because paintings and photographs can illustrate past events as they happened and people as they were at a particular time. However, not all artworks and photographs are considered primary sources. Read on!C.W. Jefferys was a talented artist who painted many scenes from Canada's past. His paintings and drawings show the War of 1812, the Rebellions of 1837-38 and many of Canada's explorers from the 1600s and 1700s. But C.W. Jefferys lived from 1869-1951, so he never saw the subjects of these paintings! Instead, he did a lot of research using primary sources to create his illustrations. Some people would argue that his illustrations are not primary sources. Although they illustrate past events, they were created long after the events they show, and they tell you more about C.W. Jefferys' own ideas and research.Other people would argue that C.W. Jefferys' paintings and drawings are primary sources. They would say that his perspective, his bias, and the way he illustrated historical events are reflections

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of what he thought and what he believed. If you use C.W. Jefferys' paintings to talk about him, or the world he lived in, then they can also be primary sources.http://www.collectionscanada.gc.ca/education/008-3010-e.html

PRIMARY & SECONDARY SOURCES – for studentshttp://www.kidscomputerlab.org/index.php/research-skills/primary-vs-secondary-sources/

Primary & Secondary

Primary Sources(authentic document or original item that was produced at the time of the events you are study) ExampleWritten

Said

Preserved item

Secondary Sources(a description, report or recording about the past that was produced after the event being studied took place) ExampleMovie or text form

Recount

Analyses of the event

ANSWERS

Primary Sources(authentic document or original item that was produced at the time of the events you are study) ExampleWritten

Said

Preserved item

Drawings, paintings, photographs, tomb or tablets inscriptions, The Rosetta Stone or Letter from the Roman governor of Achaea

Oral histories, audio recordings, film & video

Artefacts such as a axe, lades, temples, tombs, Canopic jars, perfume pots, pottery

Secondary Sources(a description, report or recording about the past that was produced after the event being studied took place) ExampleMovie or text form

Recount

Analyses of the event

Map that shows the Battle of Cannae, Pearson History book, a documentary about Ancient Egyptian

Bibliography on Martin Luther

Scholarly articles are written by experts studying in a particular field, provide historical perspective based on other events that have taken since the original event or work

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Diocese of Cairns, Catholic Education Services

Diocese of Cairns, Catholic Education Services

History Assessment TaskTips to remember

- As a journalist you have been given the assignment to write a report on an ancient (BC/BCE) archeological discovery (Troy, The Royal Tombs of Ur, The Minoan Palace at Knossos or Mohenjo-Daro in the Indus Valley).

- Create an ICT product (with visual and audio components) that tells the story of a famous or interesting archaeological site.

- You will use your note-taking sheet to translate into……. Oral presentation as a reporter with supporting illustrations or Narrated slide show presentation including illustrations or Computer generated report including illustrations (presented as an oral presentation)

Guide NOTESi. Question AnalysisWhat is your question?

e.g. Should we be custodians of …………..

ii. Include a detailed map of the site

iii. Include a timeline of events (relating to the site itself, an to archaeological work on the site)

iv. Writing the Introduction

(Indicate the major points that will be discussed in your presentations)

v. Major areas to cover What was discovered? When and how it was

discovered & by whom?(including the archaeologist/s and other professionals involved) The techniques and/or

technology they employed to discover this site

How and where it is being preserved?

OrFormulate your own questions(check with the teacher before researching)

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vi. Writing the Conclusion Significance of this discovery. Why should we continue

preserve the ancient past?

vii. Include relevant images or artifacts(well described & visual representation)

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Assessment Task SheetStudent Name: ______________________ Year Level: 7

Name of Task: Archaeological DiscoveryShould we be Custodians of the Ancient Past?

Teacher:

Learning Area/s: History and English (speaking & listening) and ICLT

Date Commenced: __/___/ 1 - Term Date Due: __/___/ 1 - Term

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task DescriptionBringing the Ancient World to LifeAs a journalist you have been given the assignment to create a report on an ancient (BC/BCE) archeological discovery (Troy, The Royal Tombs of Ur, The Minoan Palace at Knossos or Mohenjo-Daro in the Indus Valley).

Create a draft report/notes (see note-taking sheet) covering the following ….. A detailed map of the site A timeline of events (relating to the site itself, an archaeological work on the site) What was discovered? When and how it was discovered & by whom? The techniques and/or technology they employed to discover this site How and where it is being preserved? Significance of this discovery. Why should we continue preserve the ancient past? Include relevant images or artifacts

**OR formulate your own questions (check your questions with the teacher before researching)

Final Presentation (Options)Translate report into…….

- Oral presentation with supporting illustrations or - Narrated slide show presentation including illustrations (photo story) or - Computer generated report including illustrations (presented as an oral presentation)

Note: There will be a listening assessment component added during presentation.Procedure

1) Decide on selected topic _______________________________2) Locate sites and different resources/sources to find information on selected topic (NOTE: write them down!)3) Read information on selected topic & highlighting key information4) Take notes (Remember to write notes in your own words)5) Translate draft into an oral presentation6) Finalise illustrated presentation (slide show or photo story or poster e.t.c)7) Present oral presentation to class & teacher

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History ASSESSMENT (OPTIONAL)

VIRTUAL ARCHAELOGICAL DIG Year 7

Name:…………………………………………………..

You are required to participate in a virtual archaeological dig, plot information on field notes (4 pages) and complete an artefact catalogue.The link below is bookmarked on Diigo.http://www.museevirtuel-virtualmuseum.ca/sgc-cms/expositions-exhibitions/esprits-spirits/English/Dig/index.html

When you have completed all requirements, prepare a title page and submit your field notes (minimum 5 pages) as a stapled booklet.

Your work will be assessed according to the criteria below when you submit your work, so this sheet will need to be attached to your booklet.

Due Date: ………………………………….

A B C D EHISTORY4 pages of field notes completed accurately and neatly. Detailed & extensive descriptions of artefacts.

HISTORY4 pages of field notes with all elements completed accurately. Detailed descriptions of artefacts.

HISTORY3 pages of field notes completed. Partly completed descriptions of artefacts.

HISTORYLess than 3 pages of field notes partly completed with some errors of plotting. Brief description of artefacts.

HISTORYField notesnot submitted

HISTORYArtefact catalogue completed accurately with artefact no., location, layer and description.

HISTORYArtefact catalogue completed with artefact no., location, layer and description (minor errors)

HISTORYArtefact catalogue mostly completed with artefact no., location, layer and description(some errors)

HISTORYArtefact catalogueincomplete. Many errors with artefact no., location, layer and description

HISTORYArtefact cataloguenot included

ICLT or V.ArtWell-presented title page includes all key elements; name, date, task, year level, border and illustration. Display comprehensive computer or drawing skills.

ICLT or V.ArtWell-presented title page includes key elements name, date, task, year level and illustration. Display good computer or drawing skills.

ICLT or V.ArtTitle page included.Missing some key elements; name, date, task, year level and illustration.

ICLT or V.ArtSimple title page included. Missing many key elements; name, date, task, year level and illustration.

ICLT or V.Art

Title page not included.

Overall Result & Comment:

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Diocese of Cairns, Catholic Education Services

Diocese of Cairns, Catholic Education Services

TASK Where to dig?

What to do…..

Create a poster that answers the following questions…..- What types of artefacts they may find at the dig site?- What happens to the artefacts after they are found?- Why it is important to conserve the past?- Why does learning about the past, help us in the future?

http://bradshawfoundation.com/journey/

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Investigating the Ancient Past - Knowledge & Understanding Test

Name: ________________________ Year: 7 Date: __/___/___ Result: ____/____ = ____ A / B / C / D / E

1) What is the study of history & why is it important? (2 marks)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Explain in your own words, what is the difference between history and pre-history? (2 marks)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Select FIVE words or phrases and explain their meanings: (5 marks)

absolute dating aerial photography association context dendrochronology deoxyribonucleic acid (DNA)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) What do ‘BC’ and ‘AD’ and ‘BCE’ and ‘CE’ mean? (2 marks)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) What is the difference between a historian and an archaeologist? (2 marks)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) Define the following: (2 marks)

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radiocarbon dating stratigraphy typology varves cartographers ephemera

relative dating: ___________________________________________________________

absolute dating: __________________________________________________________

7) Write a paragraph outlining the importance of fieldwork to archaeology and the ways fieldwork is carried out, including how sites are discovered. (3 marks)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8) Look at the following sources and state if it is primary or secondary and explain why you decided on this classification. (7 marks)

* Exterior of the Colosseum, * Inscribed Rosetta Stone or tablet,

* The Map that shows the Battle of Cannae, * Ancient Greek Perfume pot

* A documentary about the Ancient Egyptian mummification

* A report by a school student detailing their grandparent’s involvement in the Second World War

* Letter from the Roman governor of Achaea

Item (½ mark) Explanation (½ mark)

PRIM

ARY

SOU

RCES

SECO

NDA

R Y

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Investigating the Ancient Past - Knowledge & Understanding TestName: ________________________ Year: 7 Date: __/___/___ Result: ____/____ = ____

A / B / C / D / E1) What is the study of history & why is it important?

HISTORY IS THE STUDY OF THE PAST AND HOW PEOPLE LIVED THEM. HISTORY IS IMPORTANT BECAUSE UNDERSTANDING THE PAST CAN HELP PEOPLE COMPREHEND AND APPREICATE WHY THINGS ARE THE WAY THEY ARE. A GOOD UNDERSTANDING OF HISTORY IS ALSO HELPFUL WHEN PLANNING FOR THE FUTURE AS IT IS CAN HELP VOID MAKING THE SAME MISTAKES.

2) Explain in your own words, what is the difference between history and pre-history? (2 marks)HISTORY IS A RECORD OR ACCOUNT OF THE TIME WHEN CIVILISATIONS DEVELOPED AND HUMANS STARTED TO CREATE WRITTEN RECORDS.PREHISTORY IS THE TIME BEFORE LARGE GROUPS OF PEOPLE STARTED LIVING TOGETHER IN CITIES AND DEVELOPING SYSTEMS OF ORGANISATION AND STRUCTURE IN ORDER TO BUILD CIVILISATIONS.

3) Select FIVE words or phrases and explain their meanings: absolute dating: DATING OBJECTS BY MORE PRECISE & SCIENTIFIC METHOS SUCH AS DENDROCHRONOLGY & DNA ANALYSIS

aerial photography: PHOTOGRAPHS TAKEN OF THE GROUND FROM AN ELEVATED POSITION, USUALLY IN AN AIRCRAFT.

Association: DATING INDIVIDUAL OBJECTS BY THEIR PROMINITY, WHEN THEY ARE FOUND, TO OTHER OBJECTS WHOSE AGE IS KNOWN.

Context: THE CONDITIONS OF SURROUNDINGS THAT ARE RELEVANT TO, OR ASSOICATED WITH, A FACT OR EVENT.

Dendrochronology: A DATING METHOS USING ANALYSIS OF TREE RINGS

deoxyribonucleic acid (DNA): A MOLECULE THAT CARRIES THE GENETIC INFORMATION FOR THE DEVELOPMENT & FUNCTIONING OF LIVING THINGS.

radiocarbon dating: AN ABSOLUTE DATING TECHNIQUE USING RADIOACTIVE CARBON IN ORGANIC MATERIALS TO DETERMINE THEIR AGE.

Stratigraphy: METHOD OF DATING AN OBJECT BECAUSE IT IS FOUND IN THE SAME STRATUM OF EARTH AS ANOTHER OBJECT WHOSE DATE IS KNOWN.

Typology: METHOD OF DATING AN OBJECT BECAUSE IT IS OF THE SAME TYPE AS ANOTHER OBJECT KNOWN DATE.

Varves: THE THIN ANNUAL LAYERS OF SEDIMENT THAT FORM IN ICE SHEETS AND GLACIERS.

Cartographers: PEOPLE WHO MAKE MAPS

Ephemera: ITEMS NOT ORIGINALLY INTENDED TO LAST FOR A LONG TIME.

4) What do ‘BC’ and ‘AD’ and ‘BCE’ and ‘CE’ mean? (4 marks)BC – BEFORE CHRIST: THE TIME BEFORE THE BIRTH OF JESUSAD – ANNO DOMINI – THE YEARS AFTER THE BIRTH OF JESUSBCE – BEFORE THE COMMON ERACE – COMMON ERA

5) What is the difference between a historian and an archaeologist? (2 marks)HISTORIANS EXAMINE WRITTEN MATERIAL OF THE PAST BUT ARCHAEOLOGISTS FOCUS ON PAST MATERIAL REMAINS.

6) Define the following: (2 marks) relative dating: is approximate & relies on knowing the date of a nearby object so it is assumed the undated object is about the

same age absolute dating: is more accurate & is a scientific way to date the actual object7) Write a paragraph outlining the importance of fieldwork to archaeology and the ways fieldwork

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is carried out, including how sites are discovered. (3 marks)FIELDWORK IS IMPORTANCT BECAUSE IT REVEALS OBJECTS FOR EXAMINATION TO BUILD UP A PICTURE OF THE HISTORY AREA.POTENTIAL EXCAVATION SITES ARE DISCOVERED BY ACCIDENT, AERIAL PHOTOGRAPHY, INFRA-RED & THERMAL IMAGINING & RADARFIELDWORK IS CARRIED OUT BY CAREFULLY & SYSTEMATICALLY DIGGIN TO REMOVE SOIL USING PICKS, BRUSHES, DENTAL TOOLS & SIFTING SCREENS. PHOTOGRAOHS & NOTES ARE TAKEN TO RECORD THE EXCAVATION.

8) Look at the following sources and state if it is primary or secondary and explain why you decided on this classification. (7 marks)

Exterior of the Colosseum, Inscribed Rosetta Stone or tablet, The Map that shows the Battle of Cannae, A documentary about the Ancient Egyptian mummificationAncient Greek Perfume potA report by a school student detailing their grandparent’s involvement in the Second World WarLetter from the Roman governor of Achaea

Item Explanation

PRIM

ARY

SOU

RCES

Exterior of the Colosseum IT IS WHAT REMAINS OF THE ORIGINAL BUILDING COMPLETED DURING ANCIENT ROMAN TIMES

Inscribed Rosetta Stone or tablet IT IS THE ORIGINAL PART OF THE ROSETTA STONE FROM THE ANCIENT EGYPTIAN TIMES

Ancient Greek Perfume pot AN ORIGINAL ITEM FOR THE ANCIENT GREEK TIMES

Letter from the Roman governor of Achaea AN ORIGINAL LETTER FROM THE ROMAN GOVERNOR OF ACHAEA AT THAT TIME

SECO

NDA

RY S

OU

RCES

The Map that shows the Battle of Cannae IT IS A MAP CREATED AFTER THE BATTLE OF CANNAE

A documentary about the Ancient Egyptian mummification

A RECONSTUCTION AFTER THE EVENT NOT AT THE TIME OF THE ANCIENT EGYPTIAN MUMMIFICATION

A report by a school student detailing their grandparent’s involvement in the Second World War

It IS A RECOUNT OF AN ACTUAL EVENT.

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Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM

Adjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOM

Reduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

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Provide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOM

Peer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials

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Audio/Visual Marking CriteriaName: __________________________________ Topic:________________________________ Year 7 – 201_

A B C D E

Spea

king

*Clearly pronounced*Easily heard*Fluid (flowing) speech with pausing to enhance*Adequate timing with audio and visual images working simultaneously*Great use of expression*No mistakes or stumbles in speech

*Mostly clearly pronounced*Good volume level*Fluid (flowing) speech with some use of pausing*Good use of expression*Most aspects had sufficient timing with audio and visual images working simultaneously*Minimal mistakes

*Some mispronunciation*Satisfactory volume*Mostly fluid (flowing) speech with partial pausing*Some expression used*Some considerations used with timing the audio and visual images to work together*Some mistakes and stumbles with speech (may include repetition of words & sentences)

*Difficult to understand*Mispronunciation of words*Straining to hear*Many pauses*Many mistakes with speech and consistently stumbles over words.*Timing with audio and visual images do not work together or match

No attempt made

Dura

tion

3 – 2 ½ mins 2 ½ - 2 mins 2 - 1 mins Under 1 minuteNo attempt made

Tech

nolo

gy (I

CT)

Slides have been created using appropriate images.Advanced effects on each slide that enhance presentations.Effects allow the audio and images to flow simultaneously.Text on each slide clearly visibleComprehensive narration.Evidence of customisation in transitions.The creation of a music track as background.Include a slide with bibliography and reference to all images and music.

Slides have been created using appropriate images.Suitable effects on each slide to enhance presentation.Effects mostly allow the audio and images to flow simultaneously.Text on each slide is visible.Comprehensive narration.Evidence of customisation in transitions.May include the creation of a music track as background.Include a slide with bibliography and reference to all images and music.

Slides created using appropriate images.Some effects on each slide.Effects allow the audio and images to flow but NOT ALL simultaneously.Text included on most slides.Clear narration included.Some evidence of transitions.Music track included.Include a slide with bibliography and reference to most images and music.

Presentation incompleteImages missingAudio and images do NOT flow simultaneouslyNo text included on slides.Narration is partly included.No evidence of transition.No music.No bibliography and reference included

No attempt made

Diocese of Cairns, Catholic Education Services

CRITERIA SHEET – Bringing the Ancient World to Life - Should we be Custodians of the Ancient Past?

Criteria A B C D EThe methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

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HISTORYHistorical Report – include relevant and accurate information on selected Archaeological discovery covering ….. A detailed map of the site A timeline of events

(relating to the site itself, an archaeological work on the site)

What was discovered? When and how it was

discovered & by whom? The techniques and/or

technology they employed to discover this site

How and where it is being preserved?

Significance of this discovery.

Why should we continue preserve the ancient past?

Include relevant images or artifacts

Communicates substantial historical knowledge on this topic that accurately covers a selected archaeological discovery.Includes a detail map of site relevant to topic.Includes an accurate and detailed timeline of events relating to the site’s existence, destruction/abandoned and archaeological work on the site (e.g existence of site, discovery of site) in chronological order & correct spacing.Logically sequencing information that shows fluency in ordering information to create a coherent, valid and clear report & presentation.Uses well structured concluding comments that succinctly sums up report and presentation.Show initiative in locating and organising primary and secondary sources.Creates and maintains a detailed, systematic, coherent records indicating extensive research, with clear demonstration of the aspect of inquiry on an archaeological discovery answering all questions thoroughly.Detailed & accurate note-taking.Includes relevant images and/or artifacts that are well-described & represented visually.Accurately uses a recognised convention when using a bibliography.

Communicates historical knowledge on this topic that covers a selected archaeological discovery.Includes a map of site relevant to topic.Includes a detailed timeline of events relating to the site’s existence, destruction/abandoned and archaeological work on the site (e.g existence of site, discovery of site) in chronological order & correct spacing.Well-constructed sections that logically order information to create a clear report and presentation.Uses effective concluding comments that sum up report and presentation.Show initiative in locating and using, primary and secondary sources.Creates and maintains systematic, coherent records indicating extensive research, with clear demonstration of the aspect of inquiry on an archaeological discovery answering all questions.Detailed note-taking.Includes relevant images and/or artifacts that are described & represented visually.Uses a recognised convention, some technical lapses when using a bibliography.

Communicates some historical knowledge that covers some parts of this topic on a selected archaeological discovery.Includes a map of site relevant to topic.Includes a timeline of events relating to the site’s existence, destruction/abandoned or archaeological work on the site (e.g existence of site, discovery of site) in chronological order.Has descriptive and explanatory language to create a satisfactory report & presentation.Contains some concluding comments that sum up report and presentation.Locates and organises some relevant sources.Maintains a record of research that demonstrates a basic understanding of the aspect of inquiry on an archaeological discovery answering most questions.Satisfactory effort with note-taking.Includes relevant images and/or artifacts that are represented visually.Uses some elements of referencing when using a bibliography.

Communicates limited and/or inaccurate historical knowledge of this topic on a selected archaeological discovery.Includes a map of site partly relevant to topic.Includes events relating to the site’s existence, or destruction/abandoned or archaeological work on the site with some errors in chronological order.Has descriptive language where the meaning is not always clear.Contains some concluding remarks to shows the end of report and presentation.Locates some relevant sources.Presents a record of research that demonstrates some of the aspects of inquiry an archaeological discovery answering most questions.Research may be flawed in terms of its use of correct note-taking.Includes images and/or artifacts that are irrelevant.Uses some elements of referencing with only a list of resources.

Communicates inaccurate historical knowledge of this topic on selected archaeological discovery.Map of site not include.Events lists incorrectlyNo apparent order, sequence or real sense of cohesion.No conclusions apparent.Locates limited information in sources provided.Limited research that demonstrates a lack of understanding with inquiry of an archaeological discovery.Submit fragmented, sometimes irrelevant research notes.No images and/or artifacts.Provides no system of referencing.

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Diocese of Cairns, Catholic Education Services