Stage 4 | History Program
Year 7
Depth Study 1
TOPIC: Investigating the Ancient Past (Depth Study:1)
Stage 4
Year 7
Duration:
6 weeks
Detail:
20 hours/ 24 lessons
The overview is integrated into the topic.
Historical Context of the Overview - According to the 'out of Africa' theory, about 60 000 years ago modern humans (Homo sapiens) began to leave that continent and gradually spread
throughout the world. Some groups eventually settled down to grow crops and domesticate animals. In some regions, villages, towns and finally cities emerged and specialised occupations and
trades developed. Organised activities and institutions developed, such as manufacture and trade, art and writing, religion and law, military and political structures. Some of these societies
became the focal points of empires which shaped various parts of the ancient world.
Investigating the Ancient Past: How historians and archaeologists investigate history, including excavation and archival research. The role of the Historian and Archaeologist and the
differences in their approaches to investigating the past. The range of sources that can be used in an historical investigation and how they can be used. The methods and sources used to
investigate at least one historical controversy. A site study of an ancient site. The nature of the sources for ancient Australia and what they reveal about Australia's past. The importance of
conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander peoples.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Key Inquiry Questions -
Focus Historical Skills -

How do we know about the Ancient Past?
The highlighted historical skills are targeted in this unit:

Why and where did the earliest societies develop?
Comprehension: chronology, terms and concepts

What emerged as the defining characteristics of ancient societies?

read and understand historical texts

What have been the legacies of ancient societies?

sequence historical events and periods (ACHHS205, ACHHS148)

use historical terms and concepts (ACHHS206, ACHHS149)
Framing Questions 
Content Q? What are the roles of the Archaeologist and Historian?

Conceptual Q? How do we know about the past?

Contestable Q? Does knowledge of the past help us shape our future?
Analysis and use of sources

identify the origin and purpose of primary and secondary sources (ACHHS209, ACHHS152)

locate, select and use information from a range of sources as evidence (ACHHS210, ACHHS153)

draw conclusions about the usefulness of sources (ACHHS211, ACHHS154)
Perspectives and interpretations

identify and describe different perspectives of participants in a particular historical context (ACHHS212,
ACHHS155)
Empathetic understanding

interpret history within the context of the actions, attitudes and motives of people in the context of the past
(ACHHS212, ACHHS155)
Research

ask a range of questions about the past to inform an historical inquiry (ACHHS207, ACHHS150)

identify and locate a range of relevant sources, using ICT and other methods (ACHHS208, ACHHS151)

use a range of communication forms and technologies
Explanation and communication

develop historical texts, particularly explanations and historical arguments that use evidence from a range of
sources (ACHHS213, ACHHS156)

select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively
about the past (ACHHS214, ACHHS157)
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Outcomes -
Historical Concepts -
A student:
The following highlighted historical concepts are integrated into the lesson sequences:

describes the nature of history and archaeology and explains their
contribution to an understanding of the past HT4-1
Continuity and change

identifies the meaning, purpose and context of historical sources HT4-5
Cause and effect

uses evidence from sources to support historical narratives and
explanations HT4-6


locates, selects and organises information from sources to develop an
historical inquiry HT4-8


uses a range of historical terms and concepts when communicating an
understanding of the past HT4-9
selects and uses appropriate oral, written, visual and digital forms to
communicate about the past HT4-10

The way we look at the past has changed a lot in the last centuries....why?
How decisions and developments in the past produce later actions, results and effects
Perspectives

Ancient societies saw their world through the lens of their own experiences, and we see them through our own
lens. How are the two views different? In what way do their creation stories differ from our own?
Empathetic understanding

The Ancient Indigenous Australians believed they were part of their land. How can we share in that belief?
Significance

The importance of the discovery of ancient Aboriginal tools. How is the discovery significant to our
understanding of ancient societies?
Contestability

There are a number of interpretations about the death of Otzi the iceman. Why do Historians and
Archaeologists not all agree?
Key Historical Language:
Site Study -

Initiation: a ceremony marking a coming of age.
Virtual site study: Angkor Wat.

Tundra: a treeless plain environment in an arctic climate region
https://www.google.com/culturalinstitute/entity/%2Fm%2F019xfl

Flint: a hard stone used for making tools and striking fire
http://travel.nationalgeographic.com.au/travel/world-heritage/angkor/

Strait: a narrow passage of water that connects two much larger
bodies of water
http://whc.unesco.org/en/list/668

Ice Age: cold period of Earth's history characterised by the formation of
Virtual reconstruction: http://www.youtube.com/watch?v=G9plvrHnOLA
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Key Historical Language:
Site Study -
massive ice sheets across the land

Continent: one of the seven major landmasses of Earth

Glacier: a large mass of ice formed from accumulated snow that is
moving slowly.

Evidence: information found within a source that proves or disproves
something.

Historian: someone trained to investigate and write about the past.

Sources: written and non-written items that have survived and can
provide information about the past.

Hypothesis: a theory that tries to explain some aspect of the past and
which can be tested against the evidence found in Historical sources

Stratigraphy: the analysis of the order and position of layers of
archaeological remains.

Archaeologist: someone who investigates the past by digging up
objects left by earlier societies and civilisations.

Chronological order: the order in which events happened, from the
earliest to the most recent.

DNA analysis: the identification of the unique characteristics found in
the DNA of all living things.

CT scan: A scan of the patients body by a machine that rotates 180
degrees to make a 3D scan of the body

Embalming: the use of spices and salts to preserve a dead body

Ethics: the principles that guide people to behave by commonly
accepted standards such as honesty and justice.

Cremate: to burn a dead body so it is reduced to ash

Fossil: remains or impression of life from a past geological age,
embedded in rock.

Dreamtime stories: traditional stories told by Aborigines to explain
creation and as a guideline for behaviour.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Key Historical Language:

Anachronism: an idea, practice, event or object placed outside its
proper time period.

Conservation: the process of preserving something in its existing
state.

Heritage: the things we all value from the past including events,
traditions, influences, places and experiences

Oral History: the recording and preservation of people's first hand
experiences of events

Domesticate: to tame or adapt for human use

Kiln: an oven for baking pottery

Papyrus: a kind of paper made from reeds

Artisan: a worker highly skilled in a particular craft

Stela: a slab or piece of stone bearing inscriptions

Numismatics: the study of coins

Imperial: ruled by an emperor, empress, or an Empire

Dendrochronology: tree ring dating, a method of telling the age of
wood

Perspective: a person's point of view or outlook on life
Site Study -
Resources:
Resources
Websites
You Tube Clips
Class Canvas site is used for most tasks.

45 Minute full documentary: Angkor Wat http://www.youtube.com/watch?v=-cA_kW92-Oo

http://travel.nationalgeographic.com.au/travel/world-heritage/angkor/

90 minutes full documentary "Birth of Civilisation" National Geographic Chanel 2008

http://whc.unesco.org/en/list/668

Otzi mini Documentary http://www.youtube.com/watch?v=WA3AiNup7fY

Virtual reconstruction: http://www.youtube.com/watch?v=G9plvrHnOLA

Otzi the Iceman Full documentary: http://www.youtube.com/watch?v=4QwrBnhHEAg
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Resources:
Resources

http://donsmaps.com/mungotools.html

http://www.youtube.com/watch?v=4QwrBnhHEAg

http://www.youtube.com/watch?v=WA3AiNup7fY Otzi mini
Documentary
Lake Mungo
Otzi the Iceman

Outline map of Middle East:
http://www.ceramicstudies.me.uk/hgrafs01/mapswa01mes.jpg

http://www.timemaps.com/hunter-gatherer

http://prezi.com/i5qug8nvwum8/iron-age-inventions/

http://prezi.com/yhs_9jpqaulz/the-bronze-age/

http://www.lparchaeology.com/prescot/images/156.jpg (Stratigraphy)

http://datascholars.blogspot.com.au/2012/01/interactive-chinatimelines.html (Timeline)

http://timeglider.com/ (Timeline creator)
DVDs

Rainbow Serpent Warriors (SBS)

ABC 'Our History" part 1
Power Points:

Out of Africa. The human migration.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Assessment overview
Depth Study 1
Semester 1
Investigating the Ancient Past
Term 1 , Week 4
Assessment for learning
Assessment as learning
Assessment of learning

Empathy writing task
Weighting 20%

Creating a profile of an ancient man’s last days
Research of an ancient site that has World Heritage status.
Students work in groups and individually to research and then
present their findings to the class.

Writing of summaries

Creating charts of investigative disciplines

Source analysis

Group Tasks

Whole class discussions
Students learn research, analysis, presentation and group
skills.
Description of Task: Students will design, produce and
present a Microsoft PowerPoint presentation on their
nominated Virtual Site Study. They will deliver their
presentation in class as a speech with the slide show.
Outcomes: HT4-4, HT4-6, HT4-8, HT4-9, HT4-10
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Teaching and learning strategies
Overview:
Assessment for learning: Teacher to collect and grade work books at the end of the unit.
Students briefly outline
Students create a title page and set up a "Key Terms" section in their workbooks. The key terms will
require at least 3 pages.



the theory that people moved out of Africa
around 60 000 years ago and migrated to
other parts of the world including Australia
the evidence for the emergence and
establishment of ancient societies, including
art, iconography, writing, tools and pottery
key features of ancient societies (farming,
trade, social classes, religion, rule of law)
Resources
Key terms from program.
Begin each lesson with the students writing down 2 key terms from the list, and then the teacher briefly
discusses them to ensure all students understand. Continue every lesson until all terms are done.
Teacher shows PPoint on the "out of Africa" theory and the spreading of peoples across the world.
Students write out key dot points from the slides. Students copy the map of human migration, from the
PPoint. Teacher led discussion about the differences and diversity of humanity.
What is History?
Teacher led discussion about History being detective work, and the questions that Historians ask.
Students to write the 6 questions Historians ask:
Topic 1

Who were they?
Investigating the Past

What did they see, hear, feel, believe and experience?
The methods and sources used to investigate at
least ONE historical controversy or mystery that
has challenged historians or archaeologists,
such as an analysis of unidentified human
remains (ACDSEH030)

Where did they live?

When did they live?

How did they live and how do we know?

Why are they important?


using a range of sources, including digital
sources, eg UNESCO World Heritage
criteria for ancient sites, choose ONE site to
explain why it is important for a chosen site
to be preserved and conserved
describe an Australian site which has
preserved the heritage of Aboriginal and
Torres Strait Islander peoples
Students to research an Ancient peoples, eg: Aztecs, Babylonians or any Ancient culture, and answer the
questions in relation to their chosen peoples.
Teacher to define a Hypothesis, and ask students to create their own hypothesis about "Stonehenge".
Teacher to put image on screen or give out copies. Students to research and decide why it was built.
Students to write definitions of Primary and Secondary sources, class discussion and teacher presents
examples of both.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 8
Content
Teaching and learning strategies

Teacher to lead students through the definitions of BC, AD, BCE, CE. Students write down what these
terms mean. Teacher shows an example of a timeline.

identify some methods of preserving and
conserving archaeological and historical
remains
identify ancient sites that have disappeared,
or are threatened or have been protected
and preserved, eg Akrotiri, Pompeii, the
Pharos Lighthouse, Angkor Wat,
Teotihuacan
Teacher explains how timelines work. Break into pairs then students to create a timeline of their partner's
life with about 6 events. This could be written in their workbooks, or produced online.
Teacher defines and writes on board the definitions and students write what are the differences between
Pre History; Ancient History; Medieval History and Modern History.
Resources
http://datascholars.blogspot.com.
au/2012/01/interactive-chinatimelines.html
http://timeglider.com/
Teacher to define roles of an Archaeologist and Historian. Whole class discussion on what each do.
Teacher led note taking on the roles of both and how each discipline works with the other. .
Research task: Students to be given a list of disciplines involved in Archaeology such as: Anthropologist,
Cryptographer, Linguist, Numismatist, Dendrochronologist. They must research how these disciplines
assist in the study of the ancient past and create a chart in their books showing the discipline and an
explanation of its use.
Students understand cause and effect. Show 15, or more minutes of "Birth of Civilisation"
Students to answer questions:

What event triggered the formation of the fertile crescents?

How did people get to these new fertile areas?

How many people inhabited the Earth 12,000 years ago?

What invention did the nomads discover that changed their world?

What concept do the nomads find strange?
Teacher to aid students research the life of a hunter gatherer, and hunter forager communities. Students
to take notes as directed. Teacher led discussion on how people lived as hunter/forager communities
before the last Ice Age.
"Birth of Civilisation" Nat Geo
http://www.timemaps.com/hunter
-gatherer
Students understand empathy. Research/Empathy task: Students to write a narrative describing a day
in the life of a hunter/forager from about 10,000 BCE. Students will include one aspect of life that was
very difficult and describe how people overcame it. They should research in their text, and on the net
first, and then write their response in their work books. These can be read out in class.
Assessment for learning. Teacher to grade tasks
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 9
Content
Teaching and learning strategies
Resources
Farming: Students read and teacher leads whole class discussion on how and why farming developed.
Students note down the dot points. What animals were first domesticated? Where were the first
permanent settlements? Teacher hands out outline map of the Middle East in prehistoric times showing
the Tigris and Euphrates rivers. Students to research and mark on the map where the earliest settlements
appeared. Why did they develop here?
http://www.ceramicstudies.me.uk
/hgrafs01/mapswa01mes.jpg
Metalwork. Teacher leads students through the Prezi on Iron age technology. Students note the changes
to the ancient world that were brought about by metal. Students work in groups to create a list of the
ancient devices that were made of metals, weapons, tools, jewellery and household implements.
http://prezi.com/i5qug8nvwum8/ir
on-age-inventions/
Students research some of the earliest forms of writing. Egypt, Minoa, Maya and Chinese. Students
create a chart outlining when these societies developed writing, what form it took, how it changed over
time, what the early examples were written on and draw an example of each.
http://prezi.com/yhs_9jpqaulz/the
-bronze-age/
Students understand change and continuity: Write a summary of the impact writing had on people's
lives. What did writing enable people to do? Trade, knowledge, history, communication, laws, heritage,
etc...
Students understand cause and effect. Empires: Where did the first Empires come from? What factors
lead to their development? Trade, farming, metalwork, domesticated animals and boats. How did these
Empires create the world of today?
Stratigraphy: Use an example of stratigraphy to show students the layering. Students investigate and
explain what each layer can tell us about the society. Teacher to assist and scaffold the student's
responses. Whole class discussion on the results.
Students learn about perspectives. Teacher to show a Wandjina image, or make some copies and give
to students.
Students discuss the main features, in groups of 3-4, and make lists of what they see as the main
features. Teacher lists on the board the features from the groups.
Students to research and summarise the main beliefs of the Wandjina Dreamtime stories. How are our
creation beliefs different from the Aboriginal’s? Students create a chart showing the different beliefs
about creation.
http://www.lparchaeology.com/pr
escot/images/156.jpg
Google images
http://www.crystalinks.com/drea
mtime.html
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 10
Content
Teaching and learning strategies
Resources
Students gain an understanding of continuity and change. Watch "Our History" and discuss how the
Indigenous Australian lived before European contact. How did contact with Europeans change their way
of life? Students create a chart showing the key differences in the way each culture lived, and saw the
land.
DVD ABC "Our History"
Students to research the main tools used by the Australian Aborigines at the time of early European
occupation, around the late 1700's. Create a list of the tools, what they are made of, how they are used.
Compare to tools and artefacts found at early Australian sites such as Lake Mungo or the Plibara mine
site. What items have been found in Aboriginal middens? What do these items tell us about life in the
past? How have the tools used by the Aborigines changed over time? Assessment for learning.
Teacher to grade work
http://donsmaps.com/mungotools
.html
Teacher led discussion, using examples, about the usefulness of sources. What do sources not tell us?
Students to investigate one Ancient society and what was left by them. Create a list of the artefacts and
discuss what they tell us. Knossos, Uruk, Pompeii, Catal Huyuk.
Teacher led discussion, brainstorm on why they should be preserved. Define Heritage and discuss what it
means. What methods are being used to preserve some sites today? What government and international
organisations are attempting to preserve some of the ancient sites.
ICT task: Teacher will set the students in groups of 3-4. Teacher to assign half the class to each
task.
Assessment for learning. Teacher to grade tasks
Assessment as Learning: Students are given the assessment criteria and marking sheet with the task.
They are to complete their own assessment feedback of their work, both at the group level and of their
own contribution. Students will then write a reflection statement outlining their strengths and weaknesses.
Task A: Students will research and find 1 site that has been given UNESCO "World Heritage" status.
(Teacher could provide a list of sites) The students are to find out why the site was selected, what criteria
was used and what makes the site important to the world. They are to create a short presentation in
Ppoint or similar and present to the class.
Task B: Students will research and present their findings on a site, from any country, which has been
given National Cultural Heritage status. (Teacher could provide a list of sites). Why the site was selected,
what criteria was used and why is it important to the country.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 11
Content
Teaching and learning strategies
Case study human remains: Otzi the Iceman
Watch 4 minute mini Documentary.
Resources
http://www.youtube.com/watch?v
=WA3AiNup7fY
Students to research. What, when, where, how, what do we learn?
What can ancient human remains tell us about the past?
http://www.youtube.com/watch?v
=4QwrBnhHEAg
Full documentary debating his death, watch and discuss how the disciplines of Archaeology have
unravelled the mystery. ( If time allows, or just show select sections)
Students gain empathic understanding. Students create a profile of his last days from the evidence.
What do the artefacts found with him, and his remains tells us about his life.
Students understand contestability: Teacher presents several theories on his death and the students
work in groups to decide which theory they support. Students will pose an hypothesis as to the manner of
his death and support their theory with relevant evidence.
Teacher led discussion on the ethics of the display of human remains. Is it ok to display bodies? Why/why
not? Teacher to give examples such as Australian Aborigines and their beliefs about the dead, and
images of deceased people.
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If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 12
Teaching and Learning Program Evaluation
Program or Unit Title: ___________________________________________________________
Element
Class: ________________
Teacher: _____________________________________
Evaluation
Program

Was the program well-structure and coherent?

To what extent did the program engage all students in the class?

Did the program assist all students to achieve the learning outcomes?

What improvements could be made?
Resources

Were the resources used appropriately in terms of age level, variety and
the ability to engage the students?

What improvements could be made?
Assessment

Did the program incorporate a range of quality, valid assessment tasks?

Reflect and comment on the level of student achievement in this program.

What improvements could be made to assist students to achieve the
outcomes?
Date Commenced: ____________________________
Date Completed: _____________________________
Signature: _________________________________________
This Scope and Sequence was created by Ian Morrison, Redfield College. Copyright © of this Scope and Sequence is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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