UNIT No. 7.1
SUBJECT
UNIT TITLE
History
YEAR
Investigating the Ancient Past Approach C (V3.0)
7
FOCUS QUESTION:
How do historians and archaeologists investigate the past and what are the problems they encounter?
CODES FOR RESOURCES: V = Video, PP = Power Point, TN = Teachers Notes, SN = Student Notes, H = Handouts,
Curriculum Plan Topics
Duration
Historical evidence
Australia's ancient past
OR
The Mystery of the skeletons of Maiden Castle
OR
The Mystery of OTZI
OR
The Mystery of Narrabeen Man
Guided research
Conserving the past
Total Unit
6 Lessons
7 Lessons
Weeks 1-2
Weeks 3-4
6 Lessons
2 Lessons
21 Lessons
Weeks 5-6
Week - 7
T
o
p
i
c
CONTENT AND KEY CONCEPTS: How do historians and archaeologists investigate the past and what are the problems they encounter?
In this unit you will investigate the ancient past with a focus on how historians and archaeologists gather and use sources to uncover, reconstruct
and interpret the past. You will come to understand the problems they encounter and the limitations of historical sources from the ancient past.
The contestable nature of history is investigated through exploring an historical controversy or mystery
Link to the Year 7 Australian Curriculum - Investigating the ancient past


How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
1

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)
Adjustments for needs of learners
Link new information to existing information
Instructions verbalised & visualised
Clear scaffolding of work
Constant checking of comprehension
Use of concrete examples & materials
Give multiple examples
Constant review of information
Give clear concise instructions
Task recall/clarification with student
Extensions Activities for G&T
Use of check lists
2
Success criteria
Learning Goal 1
Investigate the work of historians and
archaeologists
Understand how the ancient past is
investigated and the challenges facing
historians when reconstructing an account of
the past.
Draw conclusions about the nature of history and historical sources?
Construct an account that is based on evidence?
Identify and understand the nature of an historical inquiry
Appreciate different and contested interpretations of the past
Draw conclusions about the problems faced when trying to reconstruct the past
Success criteria
Learning Goal 2 - 3
Lessons 2-3 Investigating the movement of
ancient peoples
Understand the contestability of theories about
the migration of
ancient peoples.
Understand the challenges faced by historians examining the ancient past
Process contestable theories related to the migration of ancient peoples
Examine evidence related to modern humans who migrated from Africa to various parts of
the world
Examine the contestability of theories about the
migration of ancient peoples
JACARANDA SECOND EDITION
Use the text book to cover areas such as
All of chapter 1
3
Success criteria
Learning Goal 4
Lesson 4 - Lake Mungo archaeological site
Understand the significance of excavations at
Lake Mungo and what they reveal about
Australia's past
Learning Goal 5
Lesson 5 - Lake Mungo, the puzzle continues
Understand the controversy surrounding the
archaeological excavations at Lake Mungo for
revelations about Australia's ancient past.
Learning Goal 6
Lesson 6
Lake Mungo: What else have they found?
Understand the way artefacts excavated at Lake
Mungo reveal the life of the earliest people in
Australia.
Explain the significance of excavations at Lake Mungo and what they reveal about Australia's
past
Understand the significance of Lake Mungo as an archaeological site
Success criteria
Explain the controversy surrounding the archaeological excavations at Lake Mungo
Identify a possible journey to Australia of Aboriginal peoples and Torres Strait Islander peoples
Reflect on understanding of archaeology and Australia's ancient past
Success Criteria
Draw conclusions about life at Lake Mungo from sources, and possible reasons for change over time
in Australia's ancient past?
Examine sources of evidence of the ancient pastto investigate the life of the earliest inhabitants at
Lake Mungo
Analyse the significance of ancient oral traditions to modern understandings of the past
Understand the role of Aboriginal oral traditions in
explaining unresolved mysteries about Australia's Draw conclusions from source evidence about possible reasons for the changes to the Lake Mungo
region
ancient past.
Learning Goal 7
Lesson 7
Success Criteria
Example learning sequence
• Review, reinforce and extend learning
Review, reinforce and extend learning
4
Learning Goal 8
Lesson 8 Beyond Lake Mungo
Success criteria
Describe features of an excavation site or an artefact
Understand how historians and archaeologists
investigate sites and artefacts.
Explain how sites and artefacts show evidence of ancient people's use of natural resources
Understand how excavation sites show evidence
of ancient people's use of natural resources.
Use historical information and sources to identify and evaluate various kinds of occupational sites
used by ancient peoples
Analyse visual sources and descriptions of ancient artefacts to understand their features and
purpose
Draw conclusions about the strata sequence in an archaeological site to understand changes over
time
Alternative units for lessons 4 to 8
Success Criteria
The Mystery of the skeletons of
Maiden Castle
The Mystery of Narrabeen Man
Ability to use sources to develop an hypothesis that can be supported by evidence
The Mystery of OTZI
Ability to use sources to develop an hypothesis that can be supported by evidence
Ability to use sources to develop an hypothesis that can be supported by evidence
5
Learning Goal 9 -10
Success criteria
Write an explanation of the purpose and significance of an artefact
Lessons 9-10
Example learning sequence
Developing texts about an artefact
Understand how to select and use information as
evidence in a text to describe and explain an
artefact.
Discuss the research component of the assessment task
Group research notes about the Bradshaw rock art paintings
Review features of a paragraph
Critique a descriptive paragraph about the Bradshaw paintings
Compose an explanatory paragraph from notes
Success criteria
Learning Goal 11
Lesson 11 Historical inquiry process
Understand the historical inquiry process,
including the development of a key question, for
investigating an ancient artefact.
Develop focused inquiry questions to guide the investigation of an ancient artefact?
Example learning sequence
Understand the process of historical inquiry
Explore the requirements of the assessment task
Pose inquiry questions for an historical inquiry into an ancient artefact
Locate relevant sources using ICT and other methods
6
Learning Goal 12 - 13
Lessons 12-13 Comparing and selecting
information
Understand how to compare and select
information from sources as evidence to answer
inquiry questions.
Success criteria
Select and record information from a range of sources as evidence to answer inquiry questions
Identify sources relevant to historical inquiry
Lesson Plan 12 - 13
Locate, compare and select information from a range of sources as evidence to answer inquiry
questions.
ILP Lesson Plan 12 - 13
Evaluate information from sources as evidence to answer inquiry questions
Learning Goal 14
Lesson 14
Refining research
Lesson plan 14
ILP Lesson plan 14
Success criteria
Lesson objectives
Students will:
• Understand how to refine process of historical inquiry to select relevant information as evidence.
Evidence of learning
Can the student:
• Select information from a range of relevant sources as evidence to answer inquiry questions about
an ancient artefact?
Example learning sequence
• Review and refine inquiry questions
• Select information from a range of sources to answer inquiry questions
• Deconstruct a model response to identify text and language features
7
Success Criteria
Learning Goal 15
Lesson 15 Developing texts
Write coherent and well-structured paragraphs about an ancient artefact
Understand how to use research notes to develop Example learning sequence
• Plan a descriptive and an explanatory paragraph about the ancient artefact
descriptive and explanatory paragraphs about an
• Write a descriptive and an explanatory paragraph about the ancient artefact
ancient artefact.
Lesson plan 15
ILP Lesson plan 15
Learning Goal 16
Success Criteria
Review, reinforce and extend learning
Lesson 16
Review, reinforce and extend learning
Lesson Plan 16
ILP Lesson 16
Learning Goal
Lessons 17-18
Issues and controversies
Understand the controversy and sensitivity
surrounding the preservation of the past.
Success Criteria
Discuss the preservation of the artefact chosen for the assessment task
List the advantages and disadvantages of World Heritage listing
Reflect upon the value of and controversy surrounding the conservation of the ancient past
8
Student learning aligns to the following components of the 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.
General capabilities
This unit provides opportunities for students to engage in the following General capabilities.
Literacy
•
Comprehending texts through listening, reading and viewing
•
Composing text through speaking, writing and creating
•
Text knowledge
•
Grammar knowledge
•
Word knowledge
•
Visual knowledge
Numeracy
•
Using spatial reasoning
9
Year: 7
Status:
Master
Duration: 18 Weeks
Learning Areas: HISTORY
No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.
Historical Skills
Analysis and use of sources
• Draw conclusions about the usefulness of sources (ACHHS211)
• Identify the origin and purpose of primary and secondary sources (ACHHS209)
• Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
Chronology, terms and concepts
• Sequence historical events, developments and periods (ACHHS205)
• Use historical terms and concepts (ACHHS206)
Explanation and communication
• Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
• Use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS214)
Historical questions and research
• Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
• Identify and locate relevant sources, using ICT and other methods (ACHHS208) Perspectives and interpretations
• Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)
Historical Knowledge and Understanding
Overview
The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the
total teaching time for the year. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology
that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built
into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to
and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. (ACOKFH001)
10
Depth Studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It
is expected that ONE elective will be studied in detail. A depth study elective will constitute approximately 30% of the total teaching time for the year. The content in each depth
study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated
with the overview content and/or with other depth
study electives.
Investigating the ancient past
Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.
Investigating the ancient past
• How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
• The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)
• 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)
• The nature of the sources for ancient Australia and what they reveal about
Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
• The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029
Feedback to students
Establish active feedback partnerships between students, teachers and parents to find out:
• what each student already knows and can do
• how each student is going
• where each student needs to go next.
Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to misunderstandings and common alterative conceptions. In this unit this may include the following.
• Students may think that because a source is not written it is not useful. Explain how important non written sources are in understanding ancient societies and that often non-written sources
are the only ones available. Explain the problems of gaps in the sources from the ancient past and the strengths and weaknesses of making intuitive 'leaps' in our explanations of the past.
Use feedback to inform future teaching and learning.
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning. Reflection may include:
• activities that worked well and why
• activities that could be improved and how
• monitoring and assessment that worked well and why
• monitoring and assessment that could be improved and how
• common student misconceptions that need, or needed, to be clarified
•
differentiation and future student learning needs.
11