HISTORY OVERVIEW, TERM 2 - 2013
UNIT TITLE:
HISTORICAL
CONCEPTS
Evidence
Continuity &
Change
Cause and effect
Perspective
Empathy
Significance
Contestability
How can we bring the Ancient World to life?
CONTENT DESCRIPTIONS
ASSESSMENT (A)
Historical Knowledge and Understanding
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
How 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
LINKS TO OTHER LA’S
Historical Skills
English
Geography
Maths
ICLT
* 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)
Assessment of learning
Presentation options
Oral 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 learning
Students 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 learning
END OF UNIT KNOWLEDGE & UNDERSTAND TEST
Diocese of Cairns, Catholic Education Services
Achievement Standard
By 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 LEARN ERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
Unit Outline
Student 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.
Diocese of Cairns, Catholic Education Services
CROSS CURRICULA PRIORITIES
Catholic Ethos
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.
Aboriginal and Torres Strait Islander
Histories and Cultures
Asia and Australia’s Engagement with
Asia
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.
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
Social Emotional Learning
Inclusive Education
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
Defining Features, Diocese of Cairns
The curriculum provides opportunities to value and
3. Know about contemporary and traditional
The curriculum provides opportunities for young respect:
Asia
people to connect their curriculum experiences to a
1. traditional knowledge and practices
4. Connect Australia and Asia
living Christian faith.
2. culture and natural heritage
5. Communicate effectively with people of the
3. spirituality
Asian region both within and outside
and to critically examine and/or challenge:
Australia confidently
1. social constructs
2. prejudice and racism
Sustainability Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships
issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital.
difference, to value diversity and learn to respond
with dignity and respect to all through mutually
The curriculum provides opportunities to reflect The curriculum provides opportunities to develop:
enriching interactions.
upon:
1. Self Awareness
1. the gift of creation
2. Social Awareness
The curriculum provides equitable access for and/or
2. an attitude of responsible stewardship
3. Responsible Decision Making
positive interactions with students from different
and to critically examine and/or challenge:
4. Self-Management
backgrounds and with diverse needs and abilities.
1. the impact of human interaction with the
5. Relationship Management
natural, built and social environment
2. current environmental issues
Diocese of Cairns, Catholic Education Services
GENERAL CAPABILITIES
Literacy
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.
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.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
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As they become literate students learn to:
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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)
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.
Critical and Creative
Thinking
Information and
Communication Technology
Numeracy
Students develop ICT competence when
they learn to:
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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:
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Diocese of Cairns, Catholic Education Services
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
Ethical Behaviour
Students 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:
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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?
Personal and Social Competence
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:
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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 selfconfidence (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).
Diocese of Cairns, Catholic Education Services
Intercultural Understanding
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:
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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.
WEEKLY PLANNER
WEEK
1
2
3
GENERAL CAPABILITIES
4
5
6
7
8
Exploring 
10
CROSS CURRICULAR PRI ORITIES
CE
Tuning In
9
Looking
Sorting 
Testing 
SEL
IE
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’ devices
Teacher 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,
Diocese of Cairns, Catholic Education Services
Teacher Resources: Copy of quote, A3/A4
paper, flipchart
http://www.babylon.com/define/52/HistoryDictionary.html (useful site for searching
definitions), access to internet, map of world
with the location of Sumer, Egypt and India
http://distancebetween.info/india/egypt/road_ma
p
http://history-world.org/Sumer-Akkad.jpg
ASSESSMENT OPPORTUNI TIES
ACTIVITY
- Student begin a glossary in their books using 4 pages (could be under heading – Ancient Worlds?)
- Click on book image to view historical on-line dictionary (flipchart)
HISTORICAL LANGUAGE
Historians, Archaeologists, BCE, commerce, civilisation, discipline, prehistory (can use these words for glossary)
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
Exploring 
9
10
CROSS CURRICULAR PRI ORITIES
CE
Tuning In
8
Looking
Sorting 
Testing 
SEL IE
Acting 
Reflecting
EXPLORING
RESOURCES
Teacher will:
Pose big question to the students.
BIG QUESTION: Should we be custodians of the ancient past? (flipchart)
Student Resources: History exercise book,
colours (fro graffiti board)
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 Resources:
Website (see plan), pictures of different
museums and different items being stored in
these buildings, access to internet, large
paper, task card
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)
Diocese of Cairns, Catholic Education Services
ASSESSMENT OPPORTUNI TIES
 Introduce major assessment task
Begin working on history assessment by
researching information for homework
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.aspx
Smithsonian 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 sources
Teacher 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 reflect
Reflection 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.html
ACTIVITY
- 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?
Diocese of Cairns, Catholic Education Services
ACTIVITY
- Student continue a glossary in their books
ACTIVITY
- Student complete worksheet Timelines (2) from Pearson History 7 – activity book
Teacher will:
- Correct this as a whole class discussing answers
HISTORICAL LANGUAGE
Museum, archives, United Nations Educational, Scientific & Cultural Organisation (UNESCO), BC, AD, CE,
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
GENERAL CAPABILITIES
4
5
6
7
8
9
10
CROSS CURRICULAR PRI ORITIES
SEL IE
Tuning 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?
Student Resources: History exercise
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: Herodotus
http://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 historian
http://www.ourcivilisation.com/smartboard/shop/tacitusc/about.htm
His major work were;
- The Germania: Germanic
- The Annals
- The Histories
Glue in background information on historians
Diocese of Cairns, Catholic Education Services
book, Venn diagram sheet or online
creation tool or power-point (using
SmartArt Graphic), history checklist
Teacher Resources:
http://www.babylon.com/define/52/Hist
ory-Dictionary.html
background information, access to
internet,
http://www.rphs.devisland.net/toms/par
ents.htm
Matching task sheet for Archaeologists,
anthropologist, etymologists, linguists
and conservators, History task card 2
ON-LINE TOOLS FOR VISUAL MAP –
(How to use power-point – SmartArt)
http://www.mindmapping.org/mindmapping-learningstudy-memory/Early-visual-maps.html
(example of visual map)
HTTP://WWW.TEXT2MINDMAP.COM/
https://bubbl.us/
http://www.visuwords.com/fullscreen
/
ACTIVITY
- Students create a visual map (in pairs) on the information by using on-line tool (in diigo)
http://office.microsoft.com/enau/powerpoint-help/create-a-venndiagram-HA010335959.aspx#BM2
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
need help from others including; Archaeologists, anthropologist, etymologists, linguists and conservators
PEARSON HISTORY 7 S.B (2011)
ACTIVITY
- Students complete the matching activities with roles and definition (see resources for w/sheet)
Teacher will:
Discuss the differences after the matching activity
What is Archaeology? (flipchart)
ACTIVITY
- Students write definition for archaeology and archaeologist
Teacher will: (using task card during library session)
- Show the following sites relating to archaeologists to engage students and to expand their understanding and
ACTIVITY
- Students will use the task card to expand their knowledge and understanding about archaeology
http://library.thinkquest.org/J001645/main.shtml (What is it? How they do it? History of the Science of Archaeologist) or
http://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)
Teacher will:
- View the top 10 discoveries to engage students
- Show the Ancient city of Pompeii & Herculaneum (flipchart)
Diocese of Cairns, Catholic Education Services
HOMEWORK TASK
Students create a Venn diagram on the
two roles of a historian & archaeologist
using on-line tool or in word or by hand.
Assessment Opportunities
Students begin highlighting
information on research & filling in
note-taking checklist sheet.
**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
GENERAL CAPABILITIES
Tuning In
Exploring 
5
6
7
8
9
10
CROSS CURRICULAR PRI ORITIES
Looking
Sorting 
Testing 
CE SEL
IE
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/105
or
http://busyteacher.org/4837-how-to-teach-writing-4-essential-note-taking.html
- Discussing examples and how to avoid plagiarism with the class
Student Resources: History exercise book,
note-taking/checklist sheet, information on
topic
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 of
dates, 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 dating
http://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)
Diocese of Cairns, Catholic Education Services
Teacher Resources:
http://www.babylon.com/define/52/Histor
y-Dictionary.html, Background information,
Guest speaker on Geologist and
Archaeologist dating, flipchart, note-taking
sheet, attached teacher resources
ASSESSMENT OPPORTUNI TIES
Continue filling in note-taking checklist
sheets.
BOOK LIBRARY SESSION
- Discuss the steps a scientists takes to analyses DNA
A 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 & Secondary Sources
Teacher will - (flipchart)
Revise prior knowledge of Primary & Secondary Sources (from ‘overview’ unit in term 1)
http://www.kidscomputerlab.org/index.php/research-skills/primary-vs-secondary-sources/
on-line tutorial (optional) http://www.historyonthenet.com/Lessons/sources/sourcesexplain.htm
ACTIVITY (flipchart)
- Students will make a table showing the 2 different types & examples of each source
Primary Sources
Secondary Sources
(authentic document or original item that was
(a description, report or recording about the past that
produced at the time of the events you are study)
was produced after the event being studied took place)
Example
Example
Written
Movie or text form
Said
Recount
Preserved item
Analyses 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
ACTIVITY
Students 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
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
8
9
10
CROSS CURRICULAR PRI ORITIES
SEL IE
Tuning In
Exploring 
Looking
Sorting 
Testing 
Acting 
Reflecting
ACTING
RESOURCES
Homework
ACTIVITY
- 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**
Student Resources: Folder with all
assessment items and research
information, note-taking/checklist sheet,
criteria sheet, homework sheet
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 options
Oral 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 checklist
Assessment
Knowledge & understanding written test
HISTORICAL LANGUAGE
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Teacher Resources: class set of homework sheet, knowledge &
understanding
ASSESSMENT OPPORTUNI TIES
CREATE A STORYBOARD FOR
NARRATIION
Assessment task (see task sheet)
BOOK LIBRARY SESSIONS
REFLECTION
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WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
8
Exploring 
10
CROSS CURRICULAR PRI ORITIES
CE
Tuning In
9
Looking
Sorting 
Testing 
SEL
IE
Acting 
Reflecting
REFLECTING
RESOURCES
Assessment
Student Resources: History book
ACTIVITY
-
Presentations will be marked as Speaking and Listening (English) & History content (SOSE)
Students listen to presentations and record their responses.
Role play
ACTIVITY
- 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
ASSESSMENT OPPORTUNI TIES
Knowledge test
Audio/visual presentations & Speaking
& Listening assessment
Discussion circle with sentence
What I found most exciting about history is that…………
What I didn’t find exciting about history is that ………
Reflection
ACTIVITY
- Students continue using their ‘Reflective Journal’ answer the following questions….
- What have you learnt or discovered relating to the topic?
-
Teacher Resources: criteria marking
sheet,
Allow time for students to share a few items from their journals about what they didn’t know and now know
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
8
Exploring 
10
CROSS CURRICULAR PRI ORITIES
CE
Tuning In
9
Looking
Sorting 
Testing 
SEL
IE
Acting 
Reflecting
TESTING
RESOURCES
OPTIONAL TASK
Researching using an online Archaeological Dig (assessment task)
Student Resources: field notes and an
artefact catalogue sheets, internet
access/computer, questions for ‘Where to
dig’ task sheet
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 sites
http://www.lparchaeology.com/prescot/learning/what-tools-do-archaeologists-use
www.buzzle.com/articles/what-tools-do-archaeologists-use.html
http://www.indiana.edu/~arch/saa/matrix/ia/ia03_mod_05.html
http://idahoptv.org/dialogue4kids/season7/archaeology/facts.cfm
HISTORICAL LANGUAGE
Layers, artefacts
REFLECTION:
Diocese of Cairns, Catholic Education Services
Teacher Resources: field notes and artefact
catalogue (class set), internet access, copy
of assessment task, criteria sheet,
ASSESSMENT OPPORTUNI TIES
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)
Teacher Resources
Cairns library & State Library
Helpful sites
http://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.html
http://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, DC
http://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 Civilizations
http://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);
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Diocese of Cairns, Catholic Education Services
Week 5/6
Diocese of Cairns, Catholic Education Services
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.shtml
Archaeology 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:
Archaeology
What is it? How they do it? History of the Science of Archaeologist
http://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 Archaeologist
http://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 studies
Types of Archaeology
Prehistoric 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 Definition
Match the roles with the correct definition
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Roles
ANS
i) Archaeologists
ii) Anthropologist
iii) Etymologists
iv) Linguists
v) Conservators
Definition
expert in etymology, one who studies the roots and
grammatical derivatives of words, one who studies
the historical development of words
one who studies ancient cultures through their
artifacts
one who specializes in linguistics; one who is fluent in
a number of languages
protector, guardian, custodian; person who restores
and maintains antiquities and works of art
expert in anthropology (study of the development of
the human race)
ANSWERS
Archaeologists - one who studies ancient cultures through their artifacts
anthropologist - 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 words
linguists - one who specializes in linguistics; one who is fluent in a number of languages
conservators - 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.
Diocese of Cairns, Catholic Education Services
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.htm
Use 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 SOURCES
People 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 SOURCES
Second-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 students
http://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)
Example
Written
Said
Preserved item
Secondary Sources
(a description, report or recording about the past that was produced after the event being studied took place)
Example
Movie 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)
Example
Written
Drawings, paintings, photographs, tomb or tablets inscriptions, The Rosetta Stone
or Letter from the Roman governor of Achaea
Said
Oral histories, audio recordings, film & video
Preserved item
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)
Example
Movie or text form
Map that shows the Battle of Cannae, Pearson History book, a documentary about
Ancient Egyptian
Recount
Bibliography on Martin Luther
Analyses of the event
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 Task
Tips 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 MohenjoDaro 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)
NOTES
e.g. Should we be custodians of …………..
Guide
i. Question Analysis
What is your question?
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?
Or
Formulate 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)
Diocese of Cairns, Catholic Education Services
Assessment Task Sheet
Student Name:
______________________
Year Level: 7
Name of Task:
Archaeological Discovery
Teacher:
Should we be Custodians of the Ancient Past?
Learning Area/s:
Date Commenced:
History and English (speaking & listening) and ICLT
__/___/ 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
Assessed By:
Self
Peer
Teacher
Technology
Task Description
Bringing the Ancient World to Life
As 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)
2)
3)
4)
5)
6)
7)
Decide on selected topic _______________________________
Locate sites and different resources/sources to find information on selected topic (NOTE: write them down!)
Read information on selected topic & highlighting key information
Take notes (Remember to write notes in your own words)
Translate draft into an oral presentation
Finalise illustrated presentation (slide show or photo story or poster e.t.c)
Present oral presentation to class & teacher
Diocese of Cairns, Catholic Education Services
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
E
HISTORY
4 pages of field
notes completed
accurately and
neatly. Detailed &
extensive
descriptions of
artefacts.
HISTORY
4 pages of field
notes with all
elements
completed
accurately.
Detailed
descriptions of
artefacts.
HISTORY
Artefact catalogue
completed with
artefact no.,
location, layer and
description (minor
errors)
HISTORY
3 pages of field
notes completed.
Partly completed
descriptions of
artefacts.
HISTORY
Less than 3
pages of field
notes partly
completed with
some errors of
plotting. Brief
description of
artefacts.
HISTORY
Artefact
catalogue
incomplete.
Many errors with
artefact no.,
location, layer
and description
ICLT or V.Art
Simple title page
included.
Missing many
key elements;
name, date,
task, year level
and illustration.
HISTORY
Field notes
not submitted
HISTORY
Artefact catalogue
completed
accurately with
artefact no.,
location, layer and
description.
ICLT or V.Art
Well-presented title
page includes all
key elements;
name, date, task,
year level, border
and illustration.
Display
comprehensive
computer or
drawing skills.
ICLT or V.Art
Well-presented title
page includes key
elements name,
date, task, year
level and
illustration. Display
good computer or
drawing skills.
HISTORY
Artefact
catalogue mostly
completed with
artefact no.,
location, layer
and description
(some errors)
ICLT or V.Art
Title page
included.
Missing some
key elements;
name, date,
task, year level
and illustration.
HISTORY
Artefact
catalogue
not included
ICLT or V.Art
Title page not
included.
Overall Result & Comment:
Diocese of Cairns, Catholic Education Services
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/
Diocese of Cairns, Catholic Education Services
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:






absolute dating
aerial photography
association
context
dendrochronology
deoxyribonucleic acid (DNA)
(5 marks)




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radiocarbon dating
stratigraphy
typology
varves
cartographers
ephemera
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4) What do ‘BC’ and ‘AD’ and ‘BCE’ and ‘CE’ mean?
(2 marks)
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5) What is the difference between a historian and an archaeologist?
(2 marks)
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_____________________________________________________________________________
6) Define the following:
(2 marks)
Diocese of Cairns, Catholic Education Services

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)
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8) Look at the following sources and state if it is primary or secondary and explain why you
decided on this classification.
* 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
Explanation (½ mark)
SECONDARY
PRIMARY SOURCES
Item (½ mark)
Diocese of Cairns, Catholic Education Services
(7 marks)
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?
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 JESUS
AD – ANNO DOMINI – THE YEARS AFTER THE BIRTH OF JESUS
BCE – BEFORE THE COMMON ERA
CE – 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 object
Diocese of Cairns, Catholic Education Services
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)
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 & RADAR
FIELDWORK 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)
SECONDARY SOURCES
PRIMARY SOURCES
Exterior of the Colosseum,
Inscribed Rosetta Stone or tablet,
The Map that shows the Battle of Cannae,
A documentary about the Ancient Egyptian mummification
Ancient Greek Perfume pot
A report by a school student detailing their grandparent’s involvement in the Second World War
Letter from the Roman governor of Achaea
Item
Exterior of the Colosseum
Explanation
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
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.
IT IS WHAT REMAINS OF THE ORIGINAL BUILDING
COMPLETED DURING ANCIENT ROMAN TIMES
Diocese of Cairns, Catholic Education Services
Educational Modifications
CLASSROOM ACCOMMODAT IONS
FOR WHOM
Seat near teacher
Assign student to low- distraction area
Seat near positive peer models
Use support groups / cooperative learning
Use rows instead of tables
Use learning centre
Use of time-out
Stand near student when giving instruction
Arrange classroom for safe visibility, accessibility and
movement
PRESENTATION OF LESS ONS
FOR WHOM
Adjust work load, reduce assignments or give
alternative assignments
Use visual aids with oral presentation
Teacher gives student outlines or study guides
Ensure regular lesson revisits/reviews
Highlight instructions (marker or highlighter tape)
Give clear behavioural objectives
Ask student to repeat instructions for clarification and
understanding
Use high- impact game-like materials
Call on student often
Acknowledgment effort put forth
Give reminders for student to stay on task, monitor
student is on task/topic
Use large type/font and dark ink
Keep page format simple
Use visual prompts
Divide page into clearly marked sections
Remove distractions from paper
ALTERNATIVE EVALUATI ON PROCEDURES
FOR WHOM
Reduce number of items
Practice completely similar questions
Arrange for oral testing
Have support staff administer test
Permit student to type or use word processing
Adjust grading criteria based on individual
Adjusted grading option
NOTE TAKING STRATEGI ES
FOR WHOM
Diocese of Cairns, Catholic Education Services
Provide student the means to record
Arrange for note taker e.g. Aide
Give student a copy of notes
Provide time for periodic review of student’s notes
(written, dictated, word processed)
ORGANISATIONAL STRAT EGIES
FOR WHOM
Use calendar to plan assignments
Use of assignment notebook or work checklist
especially diary
Daily schedule
Give time top organise desk during class
AM check-in to organise for the day
Lunch-time check-in to organise for PM
PM check-out to organise for homework
Arrange a duplicate set of classroom material for use at
home
Develop parent/school contract
Training in time management
SUPPORT SERVICES
FOR WHOM
Peer tutoring
Cross-age tutoring
Student buddy
Work with school officer
Meet with staff during available times
Teach student to monitor own behaviour
Implement behaviour contract/reward
Self advocacy/communication skill training
Conflict resolution strategies
Other _____________________
Adapted with permission from Positive Partnerships PD Facilitators Guide
Module 5 Support materials
Diocese of Cairns, Catholic Education Services
Audio/Visual Marking Criteria
Technology (ICT)
Duration
Speaking
Name: __________________________________
Topic:________________________________
Year 7 – 201_
A
B
C
D
E
*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
3 – 2 ½ mins
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 visible
Comprehensive 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.
2 ½ - 2 mins
2 - 1 mins
Under 1 minute
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 incomplete
Images missing
Audio and images do NOT flow
simultaneously
No text included on slides.
Narration is partly included.
No evidence of transition.
No music.
No bibliography and reference
included
Diocese of Cairns, Catholic Education Services
No attempt
made
No attempt
made
CRITERIA SHEET – Bringing the Ancient World to Life - Should we be Custodians of the Ancient Past?
Criteria
A
B
C
D
E
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)
WAYS OF WORKING
HISTORY
Historical 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.
Feedback:
Diocese of Cairns, Catholic Education Services
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 incorrectly
No 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.