Year 7 Unit: Ancient Civilisations
Year Level: 7
VELS Level: 5
Overview
In this unit students will explore a variety of Ancient Civilisations. They will investigate the
lifestyle and organisation of Aboriginal and Torres Strait Islander communities in Ancient
times, and recognise them as the oldest continuous living culture in the world. They will
then explore other Ancient Civilisations such as; Egypt, Greece, Sumer, China and Rome.
They will compare some of the Ancient Civilisations and identify aspects of their lifestyle
and organisation that have influenced today’s society.
Aboriginal and Torres Strait Islander Perspectives
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Aboriginal and Torres Strait Islander culture is the oldest continuous living culture in
the world.
From Ancient times through to 1788 there were estimated to be 500 different
Aboriginal and Torres Strait Islander groups speaking over 250 different languages
or dialects.
The lifestyles and cultural traditions of the groups differed from one region to
another.
Aboriginal and Torres Strait Islander lifestyles in ancient times included complex
social systems and highly developed traditions reflecting a deep connection with the
land.
Understandings
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Some communities in ancient times developed advanced levels of development and
organisation.
A diversity of communities and cultures existed in ancient times.
Changes to ancient civilisations were often brought about by interconnections and
conflict.
Significant people, places and events of the past have influenced aspects of society
today.
Rich Question
How have ancient civilisations helped shape societies today?
Contributing Questions
Why do we study history?
How can we find out about the past?
How did people in ancient times live?
What patterns are evident in the lifestyles of ancient people?
How is society today similar or different to ancient civilisations?
Why have Aboriginal and Torres Strait Islander cultures endured when many other ancient
cultures didn’t?
Background Notes
From the Yarra Healing website: essential learnings.
When developing units of work on this particular topic, the following learnings need
to be considered:
1
Land Organisation
 Aboriginal and Torres Strait Islander peoples cared for specific areas of land.
Knowledge regarding the extent of and responsibilities for this land was passed on
by the elders through generations. Territories were based on language group and
clan associations, which in turn gave a people their strongest sense of identity.
 Each territory was further sub-divided among the clans of that territory. The
boundaries of clan land were well known by all. With some exceptions, sovereignty
was respected.
 Clan groups lived in broader regional alliances based on language and on economic
and social co-operation. Aboriginal and Torres Strait Islander people continue today
to identify strongly with the places from which their ancestors came.
Relationships
 Clans invited neighbouring clans into their territory for social and economic reasons.
The interaction was usually mutually beneficial. These occasions were governed by
custom and ritual. Conflict sometimes occurred between adjacent clans in the form of
warfare, raids and abductions.
Environment
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As with all societies, the resources, climate and topography within a territory strongly
influenced the way of life of the Indigenous people who lived there. The distribution of
plants, animals and other resources was unique in each territory and affected the
precise way the Aboriginal and Torres Strait Islander peoples developed a
relationship with that specific environment.
Aboriginal and Torres Strait Islander peoples saw themselves as a part of the
environment and formed sustainable relationships with it.
On Sacred Ground: Learning About the Dreaming and Indigenous Beliefs
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For many thousands of years, Indigenous people used songs and stories to express
their beliefs about the origins and meaning of life and land forms, the cycles of
nature, and the harmony and conflict among human life and the animal world.
The Dreaming refers to how Indigenous peoples explain the beginning and the
continuity of life.
The Dreaming is not fixed in the ancient era of creation. It continues in the spiritual
lives of Indigenous peoples today, and its influence is embedded in many aspects of
everyday living.
Different Indigenous groups in Australia have their own Dreaming beliefs, Dreaming
stories and Spirit Ancestors.
Resources
Written texts
“Australian Dreaming: 40,000 Years of Aboriginal History”, New Holland Publishers,
Sydney 2005
French, J, ‘Fair Dinkum Histories: Shipwrecks, Sailors and 60,000 Years.’ by Jackie
French, Scholastic, 2006
Presland, G, ‘Aboriginal Melbourne,’ McPhee Gribble, Ringwood, Victoria, 1994.
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Read, T, ‘Gunjitmara Country’ Hawker Brownlow Education, 2007.
Websites
http://www.aboriginalculture.com.au/index.shtml Contains information about traditional life.
http://www.cultureandrecreation.gov.au/articles/indigenous/ An Australian Government
website which provides information about traditional life and links to many other useful
sites.
http://www.show.me.uk/topicpage/teachers/tAncient-Civilisations.html gives links to a
range of interactive websites enabling students to explore aspects of Ancient Civilisations
in fun ways.
http://www.history.com/ Contains documentaries on Ancient Civilisations.
http://videos.howstuffworks.com/ Contains videos on Ancient Civilisations
Audio Visual
‘Imperium: Fall of Great Empires’ DVD an SBS series, Roadshow Home Entertainment,
2005
‘Ten Canoes’ DVD, Madman, 2006.
‘Kanyini’ DVD, Roadshow, 2007.
Community
Koorie Heritage Trust
Botanical Gardens- Aboriginal and Torres Strait Islander Resources Trail
Aboriginal cultural performers (eg. Koorie Heritage Trust or Cultural Infusion)
3
VELS Standards
Physical, Personal and Social Learning Strand
INTERPERSONAL DEVELOPMENT
Working in teams
At Level 5, students accept responsibility as a team member and support other members to share
information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a
realistic timeframe. They reflect on individual and team outcomes and act to improve their own and the
team’s performance.
PERSONAL LEARNING
Managing personal learning
They complete competing short, extended and group tasks within set timeframes, prioritising their available
time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks
independently, within negotiated timeframes. They review the effectiveness of the management of tasks,
identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria
to evaluate their work, and use these criteria to make appropriate refinements.
Discipline Based Learning Strand
HISTORY
Historical knowledge and understanding
At Level 5, students analyse and describe key events in ancient societies. They use a variety of sources to
describe key aspects of these societies. They describe aspects of daily life in these societies such as work,
the division of labour, family, clothing, housing and education. They explain key features of community life
including myths and legends, religious beliefs and practices and cultural expressions such as art and drama.
They analyse the ways that ancient societies were governed, identify political features and explain the nature
of the political system, the dominant groups and how they established and maintained power. They describe
the roles of key individuals and evaluate their contributions and legacies.
Students analyse change and continuity over time and compare key aspects of past and present societies;
for example, aspects of daily life, social and political ideas and structures, and cultural values and beliefs.
They demonstrate understanding of key concepts such as democracy, governance, the rule of law, justice,
religion, liberty, authority, leadership, culture and feudalism. They explain the influences of ancient societies
on contemporary societies.
Historical reasoning and interpretation
At Level 5, students frame key research questions, plan their investigations, and report on their findings.
They use a range of primary and secondary sources including visual sources that record features of the
societies in their investigations. They identify the content, origin, purpose and context of historical sources.
They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the
strengths and limitations of historical documents. They use relevant historical evidence, concepts and
historical conventions such as bibliographies to present a point of view. Students use a variety of forms to
present their understanding.
Interdisciplinary Strand
COMMUNICATION
Presenting
At Level 5, students use the communication conventions, forms and language appropriate to the subject to
convey a clear message across a range of presentation forms to meet the needs of the context, purpose and
audience. They provide and use constructive feedback and reflection to develop effective communication
skills.
THINKING PROCESSES
Reasoning, processing and inquiry
At Level 5, students use a range of question types, and locate and select relevant information from varied
sources when undertaking investigations. When identifying and synthesising relevant information, they use a
range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and
others’ points of view. They use a range of discipline-based methodologies.
Reflection, evaluation and metacognition
At Level 5, students explain the purpose of a range of thinking tools and use them in appropriate contexts.
They use specific language to describe their thinking and reflect on their thinking processes during their
investigations. They modify and evaluate their thinking strategies. They describe and explain changes that
may occur in their ideas and beliefs over time.
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When
Pre
assessment.
At the start of
the Building
stage.
What
Triple entry
journal
Assessment Strategies
Why
To track the development of
students’ understandings
about ancient Aboriginal and
Torres Strait Islander
civilisations.
History, Thinking
Processes
End of
Building
stage
Personal
Presentation
in a mode of
choice
For students to demonstrate
their understanding about
Aboriginal and Torres Strait
Islander life, culture and land
in Ancient times.
History, Communication,
Personal Learning
During the
Investigating
stage
Scaled
Timeline
To assess students’
understanding of time
sequence and span.
History, Personal Learning
During the
Investigating
stage
Personalising
stage
Group
research task
into an
Ancient
civilisation
Comparing
Ancient
Civilisations
Task
To assess students’ ability to
conduct historical research,
and to contribute to a group
task.
History, Communication,
Interpersonal Development
To make comparisons and
generalisations about the
similarities and differences
between Ancient
Civilisations.
History, Thinking
Processes, Personal
Learning
How
Students reflect on their current
understandings or perceptions of
Aboriginal and Torres Strait
Islander society by responding to
questions in the first column of the
triple entry journal. They revisit
the journal at the end of the
Building stage as well as in the
Personalising stage of the unit.
They compare their entries to
determine how their ideas have
changed.
Students draw upon the
information collated on the charts
and then choose a way to
demonstrate their understandings
of Aboriginal and Torres Strait
Islander life, culture and land in
Ancient times. They can choose
from one of the methods
suggested, or design a
presentation of their own. A rubric
will help students to clearly
understand expectations.
Students construct individual
timelines. The timeline will need to
be constructed to scale spanning
60,000 years. On the timeline
students include their knowledge
of Aboriginal and Torres Strait
Islander history.
They add knowledge of other
Ancient Civilisations during the
course of the Investigating stage.
They may add detail to their
timelines in words and illustrations
to further demonstrate their
understanding.
In small groups students research
one Ancient Civilisation and
record their findings on a data
chart. They present their findings
to the whole class.
Individual assessment task in 2
parts; comparing 2 or 3 Ancient
Civilisations; and identifying how
Ancient Civilisations have
influenced today’s society.
Students draw upon all they have
learned throughout the unit to
complete the task.
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BUILDING
Activities planned during this stage of the unit are designed to build the foundational
knowledge and skills the students will need to investigate this topic.
Purpose
Activity
Teacher
notes
To determine
Prior knowledge- tuning in activity
Student
students prior
Hot Potato activity. Divide students into 5 groups. Each
responses to
knowledge
group has one poster with one of the following question
these
about some of prompts on it. Students brainstorm on posters what they
questions will
the issues in
already know or think they know about this. After 10
allow teachers
the unit, and to minutes rotate the posters. Groups must read what the
to adapt the
engage them
previous group has written and then add additional ideas.
unit based on
in the topic.
They can add to existing ideas but not repeat something
the needs of
that has already been written.
their students.
Teachers may
 How did Aboriginal and Torres Strait Islander peoples
need to clarify
live before European Settlement?
what an
 What do you know about the origins of Aboriginal and
ancient
Torres Strait Islander civilisations? (Where did they
civilisation is
come from, when? Etc)
with students
 What questions do you have about ancient Aboriginal
before
and Torres Strait Islander civilisations?
commencing
 What do you know about the Dreamtime?
the unit.
 What contributions have Aboriginal and Torres Strait
Islander peoples made to our modern day society?
To track the
development of
students’
understandings
about ancient
Aboriginal and
Torres Strait
Islander
civilisations.
Triple Entry Journal
Students reflect on their current understandings or
perceptions of Aboriginal and Torres Strait Islander society
by responding to these 3 questions in the first column of
the triple entry journal. Students chose a question of their
own to add to the triple entry journal;
 How did Aboriginal and Torres Strait Islander people
live in ancient times?
 How have Aboriginal and Torres Strait Islander
communities changed?
 What elements have remained the same, or ‘endured’
over time?
They will revisit this twice during the course of the unit to
record further reflections on the questions enabling them to
track the development of their knowledge about Ancient
Aboriginal and Torres Strait Islander civilisations.
To provide
authentic
experiences to
allow students
to find out what
life was like for
Aboriginal and
Torres Strait
Excursion to the Koorie Heritage Trust and Botanical
Gardens- Aboriginal and Torres Strait Islander
Resources Trail
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Individually have students record information they
gathered from the excursion about the lifestyle and
organisation of Aboriginal and Torres Strait Islander
society in pre-contact times. They record each separate
Ensure
students date
their entries.
They could
record in their
journals more
frequently
than
suggested to
record
development
of their
thinking. Other
questions may
be added to
the journal as
the unit
progresses.
Regional
cultural
centres also
provide
educational
experiences
for students.
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Islander
peoples in the
past.
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To assist
students to
visualise
Aboriginal and
Torres Strait
Islander life,
culture and
land in Ancient
times.
piece of information on post it notes.
In groups of 4 have students share their findings. Have
each group create an affinity diagram using their post it
notes. (In an affinity diagram students group the post-it
notes that are about the same concept, eg. food,
beliefs, etc. They then name the categories.)
As a whole class share the affinity diagrams and create
a class list of the categories students created on their
affinity diagrams.
Reform groups so there is the same number of groups
as categories. Give each group one category. Disperse
the affinity diagrams so groups have information from
the whole class that it is pertinent to their category.
Each group is then responsible for writing up the
information under their category on a chart.
Share the information as a whole class and revisit the
original hot potato brainstorm sheets. Discuss what was
correct or incorrect.
Identify areas where more information may be needed
and generate questions to guide this investigation.
Researching Ancient Aboriginal and Torres Strait
Islander society
Discuss with students how they might find out about the
questions they still have. Discuss how Aboriginal and
Torres Strait Islander people recorded or passed down
their history, and places we might find this information.
Have students use identified resources to find further
information.
View
 Kanyini DVD (first section)
 First Australians DVD first section of Episode 1
 Selected sections of Ten Canoes.
Read
 ‘Fair Dinkum Histories: Shipwrecks, Sailors and 60,000
Years’ by Jackie French p30-31
 ‘Gunjitmara Country’ by Theo Read
 ‘Aboriginal Melbourne’ by Gary Presland
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Areas
identified in
VELS include:
work, the
division of
labour, family,
clothing,
housing,
education,
governance
and political
features,
myths and
legends,
religious
beliefs and
practices and
cultural
expressions
such as art
and drama,
roles of key
individuals.
This activity
could be done
as a jigsaw
activity with
one student
from each
group forming
expert groups
to read or view
one of the
resources,
then taking
their
information
back to their
home groups
to share and
collate.
Examine the Aboriginal map of Australia. Identify
groups who lived in local areas. Compare to the current
map of Australia
Guest speaker- contact your local LAECG. Contact
information can be found on the VAEAI website
Students add further information to the charts and share
with the whole class.
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For students to
demonstrate
their
understanding
about
Aboriginal and
Torres Strait
Islander life,
culture and
land in Ancient
times.
Life in Australia in Ancient Times
Students choose a way to demonstrate their
understandings of Aboriginal and Torres Strait Islander life,
culture and land in Ancient times. They choose one of the
following methods, or design a presentation of their own.
 Information brochure
 Documentary style video clip
 Picture Story Book
 Dramatic performance
 Diary style recount
 Web page
To continue to
track the
development of
students’
understandings
about ancient
Aboriginal and
Torres Strait
Islander
civilisations.
Triple Entry Journal
Have students reflect again in their Triple entry journal.
A teacher and
student
negotiate rubric
will help
students to
clearly
understand
expectations.
Add two further questions:
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What was life like in other Ancient Civilisations?
What similarities are there between different Ancient
Civilisations?
INVESTIGATING
Activities at this stage of the unit are designed to take the investigation deeper. Students are
required to work more independently and apply the skills and the knowledge they have
developed.
Purpose
Activity
Notes
To gather prior Prior Knowledge task
knowledge
Students use a lotus diagram to record what they know, or
about other
think they know, about all Ancient Civilisations. (See
civilisations.
worksheet 1.) They record the names of Ancient
To track the
Civilisations they know, or think they know in the inner grid.
development of Then in the outer grids they record what they know or think
student
they know about each of these Civilisations.
understandings
about Ancient
This activity will be completed again at the end of the unit
Civilisations.
to enable students to compare and discuss what they have
learned during the unit.
To support
students’
understanding
of time
sequence and
span.
Timeline
Commence a timeline to be added to during the
Investigating stage of the unit. On the timeline include
Aboriginal and Torres Strait Islander history the students
now know. The timeline will need to be constructed to scale
spanning 60,000 years.
To assess
students’
understanding
Large sections with little to no information can be folded to
make the timeline more manageable. As the unit
progresses the students will add knowledge of other
A whole class
timeline will
enable
teachers to
support
students in
making sense
of the time
sequence and
span.
8
of time
sequence and
span.
To immerse
and engage
students in
many different
Ancient
Civilisations.
Ancient Civilisations to the timeline.
Students can add detail to their individual timelines in
words and illustrations to demonstrate their personal
understandings about time and chronology.
Ancient Civilisations Immersion
Immerse students in a range of Ancient Civilisations using
interactive rotational activities. Introduce students to the
following societies: Sumer, Egypt, Rome, China, and
Greece.
Develop activities using a range of multi-media as well as
hands on tasks such as; visual arts, sculpture, role-play,
face-painting, cooking, martial arts. A cultural performance
(such as Cultural Infusion) could also be included in the
day.
Personal
timelines will
provide
assessment
evidence.
If possible
devote a
whole day to
exploring
engaging and
interactive
activities with
the students
before
proceeding to
deeper
investigation.
Suggested possible activities:
 Clay tablet cuniform writing (Sumer) or hieroglyphics
(Egypt).
 Creating Egyptian artwork using ‘birds-eye view
perspective.
 Face painting in Ancient Egyptian style.
 Role-playing a senate meeting in Ancient Rome.
 Creating sculptures of ancient Roman or Greek Gods.
 Exploring the ancient Chinese Zodiac and creating own
zodiac charts.
 Cooking foods from ancient times. A google search of
ancient recipes will lead to a variey of websites
containing recipes and an explanation of their origin.
 Viewing films set in ancient times and discussing
authenticity.
 Interactive websites (see resources section)
Reflecting on the Immersion activities:
Discuss the immersion day using the following prompts.
Have students record informally on a graffiti board.
 See- what did you see during the day?
 Think- what did you think about different Ancient
Civilisations?
 Wonder- what did it make you wonder about these
places and times?
 Connections- what connections can you make to your
learning in the unit so far?
 Change- how has this changed any ideas you had?
To deepen
students
knowledge
about a variety
of Ancient
Ancient Civilisations Data Charts
Divide students into 5 groups to each explore one of the 5
Ancient Civilisations:
 Sumer
 Rome
Different
Civilisations
could be
exchanged for
the ones
9
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Civilisations.
listed, or
added.
Egypt
Greece
China
Use the same categories as the students came up with for
the Aboriginal and Torres Strait Islander charts. Each
group is responsible for investigating their given Civilisation
under the headings chosen. Tasks may be divided
between group members. Use a variety of multi media
sources to enable students to locate information.
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Local library
Internet: BBC website, National Geographic
School library
Text books
Documentaries from the History Channel or How Stuff
Works websites
SBS Documentary series: ‘Imperium: Fall of Great
Empires’
Each groups record their findings on data charts and
present their findings to the rest of the class.
PERSONALISING
Activities at this stage of the unit are designed to help students reflect on and put into practise
what has been learned in real life contexts.
Purpose
Activity
Notes
To support
Make links to today’s society.
students in
Discuss with students:
making
What are the big ideas that we can see now that had their
connections
origins in ancient times? (eg. democracy, writing, number
between
system, Olympics)
Ancient
How have these big ideas improved our lives and our
Civilisations
societies today?
and today’s
society.
Use pictures of today and ancient times that are
connected, eg the wheel and the car/bike, contemporary
politicians and Julius Caesar. Students match pictures and
verbalise connections. Students to find more pictures at
home that they can connect.
To make
comparisons
and
generalisations
about the
similarities and
differences
between
Ancient
Civilisations.
Comparing Ancient Civilisations
Assessment Task:
Part 1
Make comparisons between the various civilisations
including Aboriginal and Torres Strait Islanders and one or
two of the other Ancient Civilisations explored. Show your
comparisons using a graphic organiser such as a Venn
Diagram or a Comparison Alley, then write statements
(generalisations) about key similarities or differences.
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Part 2
Make comparisons between Ancient Civilisations and
society today. What similarities can you see? How do you
think Ancient civilisations have influenced today’s society?
For students to
participate in
reflective
thinking and
identify
changes in
their ideas over
time.
Reflection
Have students complete the lotus diagram again. Using a
different colour pen add to or adapt the original lotus.
Compare the 2.
Complete a final entry in the triple entry journal. Discuss:
 What do you know now that you didn’t know before?
 How have your ideas changed?
 What caused you to change your ideas?
 What features of ancient civilisations can you recognise
in your own life?
 What aspects of Ancient civilisations could improve our
society if we adopted those practices today?
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