HISTORY OVERVIEW - YEAR 7 - TERM 3
UNIT TITLE:
UNIT OUTLINE
Why study Ancient Egypt today?
CONTENT DESCRIPTIONS
Humans have occupied the
fertile areas around the Nile
for 1000 of years because of
the richness of foods and
natural resources.
Historical Knowledge and Understanding
The
ancient
Egyptians
adapted
their
lifestyles
including fashion, house and
activities to suit the arid
environment in which they
lived.
there (ACDSEH002) influenced the civilisation that developed
Roles of key groups in ancient Egyptian
society (such as the nobility, bureaucracy,
women, slaves), including the influence of law
of the ancient Egyptians, with a particular
emphasis on ONE of the following areas:
everyday life, warfare, or death and funerary
Cause and effect
customs (ACDSEH033) Empathy
Significance
Contestability
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.
and religion (ACDSEH032) Continuity & Change
Perspective
History Achievement Standard
By the end of Year 7,
The physical features of ancient Egypt
(such as the River Nile) and how they
The significant beliefs, values and practices
Evidence
ASSESSMENT (A)
Contacts and conflicts within and/or with
other societies, resulting in developments
such as the conquest of other lands, the
expansion of trade, and peace treaties
(ACDSEH034) The role of a significant individual in
ancient Egyptian history such as Hatshepsut
or Rameses II (ACDSEH129)
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.
Diocese of Cairns, Catholic Education Services
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
Historical Skills
Chronology, terms
and concepts
Historical
questions and
research
Analysis and use
of sources
Perspectives and
interpretations
Explanation and
communication
Sequence historical events, developments and
periods
Use historical terms and concepts
Identify a range of questions about the past to
inform a historical inquiry
Identify and locate relevant sources, using ICT
and other methods
Identify the origin and purpose of primary and
secondary sources
Locate, compare, select and use information
from a range of sources as evidence
Draw conclusions about the usefulness of
sources
Identify and describe points of view, attitudes
and values in primary and secondary sources
Develop texts, particularly descriptions and
explanations that use evidence from a range of
sources that are acknowledged
Use a range of communication forms (oral,
graphic, written) and digital technologies
Session 5
Sessions 5 - 10
Session 4
Sessions 5 - 10
Session 6
Sessions 5 – 10 (Research item
Diocese of Cairns, Catholic Education Services
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.
CROSS CURRICULA PRIORITIES
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 and critically examine and/or
Asian region both within and outside
challenge:
Australia confidently
1. Social constructs
2. Prejudice and racism
Sustainability 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 creation
2. An attitude of responsible stewardship
And to critically examine and/or challenge:
1. The impact of human interaction with the
natural, built and social environment
2. Current environmental issues
Social and emotional competencies are integral to It is by the quality of interactions and relationships
academic and work success and are the basis of that all students learn to understand and appreciate
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 develop:
enriching interactions.
1. Self Awareness
2. Social Awareness
The curriculum provides equitable access for and/or
3. Responsible Decision Making
positive interactions with students from different
4. Self-Management
backgrounds and with diverse needs and abilities.
5. Relationship Management
Through Team work
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.
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
Acting 
TUNING IN – TO THE TOPIC BEING STUDIED…
SESSION 1:
a. Mystery Box – Who am I?
b. Distribute a mystery box to each group.
Each box will contain:
1. An image of a mummy
2. Questions starters to help establish contextual information about the mummy:
 What?
 Where?
 Why?
 When?
 How?
c. Groups are asked to study the pieces carefully and then answer the questions:
 Who am I?
d. Students regroup and discuss the value of their “Mystery Box” person and ask the question:
 How am I of value today?
 Why are so many people interested in me?
HISTORICAL LANGUAGE
Mummy, contextual
Diocese of Cairns, Catholic Education Services
IE
Reflecting
RESOURCES
Student Resources:
6 mystery boxes
Teacher Resources:
http://www.mummytombs.com/main.otzi.htm
ASSESSMENT OPPORTUNITIES
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Sorting 
Looking
Testing 
TUNING IN
IE
Acting 
Reflecting
Student Resources:
Teacher Resources:
http://www.mummytombs.com/main.otzi.htm
Analysing and evaluating your sources - ask yourself:
In what historical context was it
produced?
What are the key facts or dates
mentioned?
What are the main ideas, points of
information or opinions stated?
SEL
RESOURCES
SESSION 2:
Use the following web link to establish:
 How are old things of value today?
 WHAT IF ANYTHING, CAN WE LEARN FROM OLD THINGS
 Why should we preserve old things?
 What and how can mummies contribute to today’s society?
View: http://www.mummytombs.com/main.otzi.htm
Discuss the mummy’s:
 health, occupation, equipment, clothing, final route, last meals
When and where was the
source produced?
Who is the author or
creator?
What do you know about
them?
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Is there any evidence that the source is
inaccurate or is missing some information?
For whom was it produced and why?
Is there any evidence that the source is
inaccurate or is missing some information?
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
ASSESSMENT OPPORTUNITIES
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Looking
Testing 
SEL
IE
Acting 
TUNING IN
SESSION 3: SHARED READING ACTIVITY (Text 1.1 History Alive Jacaranda plus)
Assessing Prior Knowledge: Why study history?
Students use a graphic organiser to brainstorm reasons why it’s important to study history.
Content:
History is a journey of discovery through time. Often it will excite you, and sometimes it will shock and amaze you. Sometimes
it will seem as though the people of past societies were from another planet. At other times their actions and ideas will be as
familiar to you as those of your friends and neighbours.
Discuss:
 What is a historian?
 The value of history
 History, the present and the future
 History, work and leisure
 “Those who cannot remember the past are condemned to repeat it” George Santayanna
Response:
Today we live in a world where people are sometimes killed over differences in religion. How might knowledge of history help
bring understanding between different religions?
HISTORICAL LANGUAGE
VOCABULARY: History, heritage, society, conclusion, brainstorm
Diocese of Cairns, Catholic Education Services
Reflecting
RESOURCES
Student Resources:
Teacher Resources:
Why Study History 1.1
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
1. Observe student interaction in group situation.
2.
Prior Knowledge: Does response include
something about gaining: an understanding about
how past events can inform us of how our present
(today) evolved.
3. Does response include ideas about:
Cause and effect
Perspective
Empathy
Significance
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
EXPLORING
SESSION 4: Students’ knowledge, attitudes and questions, as well as the methodology to be used in the inquiry in order to
formulate a BIG QUESTION and sub-questions.
a. Collaboratively develop the BIG QUESTION. Why study ancient Egypt today?
Display the following quote on the board.
“The Ancient Egyptian civilisation was dominant in the Mediterranean region for approximately 3000 years, from 3000 BCE to
30BCE. During that time, the ancient Egyptians made huge improvements to their lifestyles in many different ways. Egyptian
inventions, ideas, theories, skills and crafts were adopted by later civilisations. Our modern world has greatly benefited from
these early Egyptian developments.”
b. Present the following questions on butchers’ paper around the room. Students use the ‘Silent Discussion’ strategy for 3 mins
to record their responses.
What does ancient Egypt mean to you?
What questions do you have about ancient Egypt?
How do you want to learn what you want to know?
c. Stop students and allow them to view http://www.youtube.com/watch?v=6q4FxvTEFRY An Introduction to Egypt.
Allow the students another opportunity to engage in the ‘Silent Discussion’ strategy for another five minutes .
Discuss, categorise responses. Collaborate on the BIG QUESTION.
What can we learn from the ancient Egyptians?
d. Distribute and discuss the assessment task and rubric. Give students time to read through the assessment task so they are
aware of the questions they must address and expectations. Answer any questions.
Diocese of Cairns, Catholic Education Services
SEL
IE
Acting 
Reflecting
RESOURCES
Student Resources:
Teacher Resources:
ASSESSMENT OPPORTUNITIES
Assess student participation.
WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
8
Exploring 
Sorting 
Looking
Testing 
EXPLORING
e. Teams develop a research plan around a sub-question of their choice. They research this and communicate their
findings to the class.
f. Students work on these sub-questions for the next six sessions. From session 5 – 10.
What is so special about the River Nile?
Why are so many movies set in Egypt?
What did the ancient Egyptians believe?
What do we know about the ancient Egyptian burial rituals?
Why do so many people visit Egypt?
Why is ancient Egypt considered so mysterious?
Where did the ancient Egyptians work?
How was the ancient Egyptian society structured?
Who made a significant contribution to AE society?
Who was the most powerful person in Egypt?
Why are there so many stories about Egypt in the Bible?
WERE there any powerful women in Egypt?
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Why did the Egyptians believe in the afterlife so strongly?
How did the ancient Egyptians live? (64)
What did the children do all day?
Did the Egyptians have enemies? Who fought? How did
they fight?
Who built the pyramids?
What is the idea behind the ‘Walk Like Egyptian’ song?
What can art tell us about life in ancient Egypt?
Why was fashion so important to the ancient Egyptians?
g. Model how to develop a research plan around a sub-question.
i. Discuss note-taking and acknowledging sources
Diocese of Cairns, Catholic Education Services
SEL
IE
Acting 
Reflecting
RESOURCES
Student Resources:
Teacher Resources:
ASSESSMENT OPPORTUNITIES
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Looking
Testing 
SEL
IE
Acting 
Reflecting
RESOURCES
LOOKING for information which addresses the questions
SESSION 5: SHARED READING ACTIVITY - (Text: Ages and time 1.2)
Student Resources:
Assessing prior knowledge: Create a illustrated or visual timeline of events in your life. “My life so far …”
My Life so far… (3)
History Alive Jacaranda plus
Timelines
Content: History is a Greek word that means ‘the investigation and study of past human events’. Historians reconstruct events
form the past through the objective examination of documents and artefacts. Historians also use timelines to sort and visually
display past events in chronological order. Historical timelines can cover any period from the start of civilisation to the present
day.
Discuss:
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Ages and time
Dividing the past
Counting time
BP and circa
Chronological order and timelines.
Teacher Resources:
Ages and time 1.2
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
Response:
Placing Ancient Egypt in time:
Students are given a bag of significant dates and events. What to do: Organise these periods, dynasties and events in
chronological order. Groups examine the timeline and share something they’ve learned or that surprised them with
the class.
Prior Knowledge:
1. Have I calibrated my timeline accurately?
2. Have I annotated my timeline neatly?
3. Have I paid attention to spelling and
punctuation?
4. Is my timeline visually legible?
Egyptian Timeline:
HISTORICAL LANGUAGE
VOCABULARY: Old kingdom, middle kingdom, New kingdom, dynasty
WEEK
1
2
3
4
5
6
7
Diocese of Cairns, Catholic Education Services
8
9
10
GENERAL CAPABILITIES
CROSS CURRICULAR PRIORITIES
CE
Tuning In
Sorting 
Looking
Exploring 
Testing 
SEL
IE
Acting 
LOOKING
Reflecting
RESOURCES
SESSION 6: ENGLISH – SHARED READING ACTIVITY (Text: Detective Work 1.3) Where do we find evidence?
Student Resources:
Establish Prior Knowledge: Sorting Sources: Is it a Primary or a Secondary source?
Sorting Sources (4)
History Alive 7 Student Workbook Jacaranda plus
Content: Historical evidence is all around us. Wherever people live they leave evidence of their lifestyles, culture and beliefs.
Your house, street and suburb maybe evidence that future generations investigate to learn about our world, just as we study
places such as the Pyramids to learn about the Ancient Egyptians.
What happened here? (8)
History Alive 7 Student Workbook Jacaranda plus
Discuss:
Be a detective and find out about the past by investigating:
 Primary and secondary sources
 Archaeological sources
 Archival research
 Forming a hypothesis
Responses:
Forming a hypothesis. Carefully study a given ancient stone sculpture made around 1000BCE by people called Hittites in the
Middle East. It depicts a storm god. Form a hypothesis to explain why it was made and suggest what other evidence you would
need to test your hypothesis.
Teacher Resources:
Detective Work 1.3
History Alive 7 Jacaranda plus
ASSESSMENT OPPORTUNITIES
Can students identify primary and secondary
sources?
History Alive 7 Student Workbook Jacaranda plus
(63)
Forming a Hypothesis
History Alive 7 Student Workbook Jacaranda plus
(9)
HISTORICAL LANGUAGE
Primary, secondary, archaeological, archival, hypothesis
WEEK
1
2
3
4
5
6
7
Diocese of Cairns, Catholic Education Services
8
9
10
GENERAL CAPABILITIES
CROSS CURRICULAR PRIORITIES
CE
Tuning In
Exploring 
Looking
Sorting 
Testing 
LOOKING
SEL
IE
Acting 
Reflecting
RESOURCES
SESSION 7: ENGLISH – SHARED READING ACTIVITY - Evidence from Archaeology (Text 1.4)
Student Resources:
Establishing Prior Knowledge: Analysing Sources (RE)
Analysing Sources (5)
History Alive Jacaranda plus
Content: Historians often draw on the work of experts. Archaeologists are most important among these experts.
Archaeologists find evidence; they collect or record and interpret it. Sometimes we already know where to find such evidence.
Generally archaeologist have to dig to find evidence of the past. Generally the older the site, the deeper the dig has to be.
Discuss:
The role of archaeology:
 Deciding where to dig
 Excavating remains
 Help from scientists
 Clues from pottery
 Survival by chance
Response:
Explain why pottery is such an important source of evidence for archaeologists.
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
Teacher Resources:
Evidence from Archaeology 1.4
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Looking
Testing 
LOOKING
SEL
IE
Acting 
Reflecting
RESOURCES
SESSION 8: ENGLISH – SHARED READING ACTIVITY (Text: How old is it? 1.5)
Student Resources:
Establish Prior Knowledge: (Choose an item from a bag and use your knowledge to place the items a timeline)
Source 1 – page 16
History Alive 7 Jacaranda plus
Content: Archaeologists are finding evidence of our past all the time. Before we can assess what this evidence tells about past
human activity, we need to know how owl it is . Being able to date evidence allow historians to place events and human
behaviours in time order. It also helps to identify any links between past groups of people. Sometimes it allows experts to
detect fakes.
Discuss:
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Teacher Resources:
How old is it? 1.5
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
Stratigraphy
What’s its age?
Fluorine dating
Radiocarbon dating
Dendrochronology
You be the judge. Groups present their
conclusions to the class.
Look at the information presented, is the group’s
conclusion reasonable.
Response:
Investigate the artefacts found in each stratum in source 1 on page 16. Generally, the lower the layer, the older the remains
found in it (unless the layers have already been disturbed). Look carefully at the illustration. Imagine you are standing in a
trench at an archaeological dig, looking at this cross-section in the earth. What conclusions can you draw about the lifestyles of
the people who once lived here, by examining the remains in the marked layers?
HISTORICAL LANGUAGE
Absolute dating techniques, relative dating techniques, strata, stratum
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
IE
Acting 
LOOKING
Reflecting
RESOURCES
SESSION 9: ENGLISH – SHARED READING ACTIVITY (Text: Conserving the Past 1.7)
Content: Teacher led discussion: Conserving the Past: Much historical evidence is kept in public museums. Many of the items
in a museum collection are donated; others are borrowed and some are bought. They may include artefacts, works of art,
fossils, documents such as letters and scientific specimens.
Discuss:
 How a museum works
 National Museum of Australia
 The Gallery of First Australians
Student Resources:
Teacher Resources:
Conserving the past 1.7
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
Response:
The proper conservation of historical evidence allows future generations to enjoy the experience of viewing items that show
what life might have been like for people who came before us. Debate the pros and cons of this statement.
HISTORICAL LANGUAGE
VOCABULARY: conservation, conservator, curator
Diocese of Cairns, Catholic Education Services
Student:
 Articulates, defends, and clarifies own
arguments somewhat persuasively?

Challenges faulty logic in opponent’s
arguments?
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
Sorting 
Testing 
LOOKING
SEL
IE
Acting 
Reflecting
RESOURCES
SESSION 10: ENGLISH – SHARED READING ACTIVITY (Text: In Their Shoes 1.10)
Historical Skill: Perspectives
Student Resources:
Teacher Resources:
Content: Teacher led discussion ‘Perspective and Empathy’. It is very important to empathise with those they study. This
means trying to understand how people thought and felt at different times in the past. At different points throughout this book
you will be asked to put yourself in the situation of someone in the pat. This is not a creative writing task, in which you can let
your imagination run wild. Rather, you will be using historical imagination. This requires using your imagination, but basing
your ideas on evidence.
Discuss:


10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Understanding how they felt
How should we judge people in the past?
Response:
Look carefully at the societal structure of ancient Egypt and propose why parents might want their sons to become scribes?
OR
Role-play a two-minute conversation for the class between four or five characters from the social hierarchy of ancient Egypt.
HISTORICAL LANGUAGE
VOCABULARY: perspective (point of view or attitude)
Diocese of Cairns, Catholic Education Services
In Their Shoes 1.10
History Alive Jacaranda plus
ASSESSMENT OPPORTUNITIES
Student can:
1. Used historical information from the
period accurately and with some
chronological information
2. Can clearly explain one way in which
his/her
character
"saw"
things
differently than other characters.
3. Used own dialogue along with the
character's perspective to convey the
story of the day
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Sorting 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Testing 
SEL
IE
Acting 
LOOKING
Reflecting
RESOURCES
SESSION 11: Teacher-led discussion: Physical Features of Egypt
Modelled joint construction of research plan for sub-question response.
Sub- question: How do geographical features influence human settlements?
Content: Locate a map showing the River Nile and key geographical features, resources, cities, monuments and
other treasures of ancient Egypt.
Discuss:
a. Using the following website introduce the students to the various maps of Egypt.
b. Help students interpret the Ancient Egyptian maps with the following questions:
I. The location of Egypt in relation to the rest of the world
II. The number of cities that grew in this area
III. The physical features: rivers, mountains, deserts, etc.
IV. The strengths and limitations of these geographical features for the ancient Egyptians.
V. How did the ancient Egyptians use these geographical features to their benefit?
VI. How did the ancient Egyptians incorporate these geographical features into their lifestyles?
VII. Are we using any of the ancient Egyptian techniques today?
VIII. Should we continue to study and use ancient Egyptian techniques today?
Students work on developing their sub-question research task plans.
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
Student Resources:
Teacher Resources:
Map (74)
Retroactive 7
Jacaranda Plus
ASSESSMENT OPPORTUNITIES
Mapping Skills:
1. The map includes the expected conventions (e.g. title,
legend, cardinal directions) and geographic elements
(e.g. countries, cities, rivers).
2. The map conventions are used correctly and the
geographic elements are placed accurately.
3. The map conventions are used appropriately in
relation to the purpose of the map (e.g. red dashed
line indicating exit routes on map for school fire
drills).
4. The map clearly communicates the targeted
geographic information (e.g. symbols are easy to
interpret, legend is easy to read).
VOCABULARY: Delta, Lower Egypt, Upper Egypt, Memphis, Crocodilopolis, Aswan, Thebes, the Black Lands, Heliopolis, Giza, Hatshepsut’s Temple, The Valley of the Kings, the
Red Lands, First Cataract, second cataract (rapids)
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Sorting 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Testing 
SEL
IE
Acting 
LOOKING
Reflecting
RESOURCES
SESSION 12: Revisit Research Plan:
Student Resources:
Is there anything we need to modify or change?
Research plans
Teacher Resources:
ASSESSMENT OPPORTUNITIES
Research Plan
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SORTING THROUGH INFORMATION GATHERED…
SESSION 13:
Pairs work through their proposed research plan and sort through information gathered to address sub-questions.
SEL
IE
Acting 
Reflecting
RESOURCES
Student Resources:
Peer Evaluation Checklist
Teacher Resources:
ASSESSMENT OPPORTUNITIES
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
IE
Reflecting
Acting 
TESTING – INFORMATION COLLECTED AGAINST SUB-QUESTIONS
RESOURCES
SESSION 14:
Student Resources:
Does the information presented by each group explain: “Why we should study ancient Egypt today?”
At the end of each presentation students complete a peer evaluation titled: Am I convinced? Which will be used to assess the
strength of their arguments.
Presentation resources
Am I convinced? (Student evaluation.)
Teacher Resources:
Teacher assesses research projects of sub-questions.
Rubric
ASSESSMENT OPPORTUNITIES
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
IE
Reflecting
Acting 
ACTING ON FINDINGS
RESOURCES
SESSION 15: ACT on FINDINGS… Big Question: Why should we study ancient Egypt today?
Student Resources:
After all students have presented their research on sub-questions. Students create a flipbook of reasons explaining why we
should study ancient Egypt today. This will be placed in the library.
Peer evaluation
Teacher Resources:
ASSESSMENT OPPORTUNITIES
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
IE
Acting 
REFLECT ON KNOWLEDGE, ATTITUDES, QUESTIONS AND METHODS USED…
Reflecting
RESOURCES
SESSION 15: How do we feel about the topic now?
Student Resources:
Students will be given a reflection tool containing the following questions:
 What aspects of this project did you enjoy?
 What aspects of this project did you least enjoy? Why?
 What did you learn from this project?
 (Skills, information…)
 What aspects of the project did you find difficult and would like further support with?
 What would you do differently next time?
 What aspects of this unit of study would you use in future?
Reflection tool
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
Teacher Resources:
ASSESSMENT OPPORTUNITIES
Diocese of Cairns, Catholic Education Services
Educational Modifications
CLASSROOM ACCOMMODATIONS
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 LESSONS
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 EVALUATION 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
Diocese of Cairns, Catholic Education Services
NOTE TAKING STRATEGIES
FOR WHOM
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 STRATEGIES
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