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UNIT TITLE Investigating the Ancient Past Approach C (V3.0)

SUBJECT History YEAR 7

FOCUS QUESTION:

How do historians and archaeologists investigate the past and what are the problems they encounter?

Learning Goal 1 Success criteria Resources

Lesson 1- The role 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

Example resources• Supporting learning resource - Unit overview

• Sheet - Skeleton puzzle

Helpful information• - Contestability

• - Evidence

• - Glossary

- The role of historians and archaeologists

• - Essential History: Year 7

Attachments• Lesson plan

Learning Goal 2 - 3 Success criteria Resources

Lessons 2-3 Investigating the movement of ancient peoples

Understand the contestability of theories about the migration ofancient peoples.

Examine the contestability of theories about the migration of ancient peoples

Understand the challenges faced by historiansexamining the ancient past

Process contestable theories related to themigration of ancient peoples

Examine evidence related to modern humans who migrated from Africa to various parts of the world

Example resources• Sheet - Investigating the movement of ancient peoples• Website - Journey of Mankind: The peopling of the world

(Bradshaw Foundation)http://www.bradshawfoundation.com/journey/

Helpful information Supporting learning resource - Investigating the movement of ancient peoples

https://learningplace.eq.edu.au/cx/resources/items/8317ec31-efb1-45a5-addb-9c41b3d381b5/0/His_Y07_DS1_SLR_MovtAncientPeople.docx

Attachments

• Lesson plan 2-3


Lesson 4 - Lake Mungo archaeological siteUnderstand the significance of excavations at Lake Mungo and what they reveal about Australia's past

Explain the significance of excavations at LakeMungo and what they reveal about Australia'spast?

Understand the significance of Lake Mungo asan archaeological site

Example resources• Sheet - Lake Mungo: It's a puzzle

Helpful information - Lake Mungo archaeological site

• Video - Ancient Bones found at Lake Mungo (ABC Archives)http://www.abc.net.au/archives/80days/stories/2012/01/19/3411523.htm

• Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE)

https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Note: Aboriginal peoples and Torres Strait Islander peoples are warned that the above example resources may contain images and voice of deceased persons.

Attachments

• Lesson plan 4




http://www.abc.net.au/archives/80days/stories/2012/01/19/3411523.htm


Lesson 5 - Lake Mungo, the puzzle continues

Understand the controversy surrounding the archaeological excavations at Lake Mungo for revelations about Australia's ancient past.

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

Example resources• Sheet - Lake Mungo: the puzzle continues• Website - Explore Sahul Time (Monash University)

http://sahultime.monash.edu.au/explore.html

Helpful information Supporting learning resource - Lake Mungo, the puzzle continues

https://learningplace.eq.edu.au/cx/resources/items/992a9ebd-a384-487a-aa16-cdaf2cdf1923/0/His_Y07_DS1_SLR_LakeMungoContinues.docx

• Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. (OnePortal, DETE)


Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Attachments Lesson 5






http://sahultime.monash.edu.au/explore.html


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.

Understand the role of Aboriginal oral traditions in explaining unresolved mysteries about Australia's ancient past.

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

Draw conclusions from source evidence about possible reasons for the changes to the Lake Mungo region

Example resources• Sheet - Lake Mungo: What else have they found?

Helpful information• Supporting learning resource - Continuity and change

https://learningplace.eq.edu.au/cx/resources/items/38d2ec64-92f7-413b-8156-76fd8b9df6fa/0/His_SLR_ContinuityAndChange.docx

Supporting learning resource - Lake Mungo: What else have they found?

https://learningplace.eq.edu.au/cx/resources/items/b481656e-bdbc-44bf-84a4-8d59b5f4b2c3/0/His_Y07_DS1_SLR_LakeMungoWhatElse.docx

• Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. (OnePortal, DETE)


Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Attachments Lesson plan 6








Lessons Teaching and Learning Sequence Resources

Lesson 7

Review, reinforce and extend learning

Example learning sequence• Review, reinforce and extend learning

Example resources• Sheet - Lake Mungo: What else have they found?

Helpful information Supporting learning resource - Lake Mungo: What else have they found?


• Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. (OnePortal, DETE)https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


Attachments

• Lesson plan

Year: 7Learning Areas: HISTORY

Status: Master Duration: 18 Weeks

Teaching SequenceTopic Australia's ancient past Topic Duration: 7 LessonsOverview In this lesson series, students investigate ancient Australia's past through a focus on Lake Mungo and the mysteries and contested history that surround recent excavations. In

the last two lessons the focus is beyond Lake Mungo and on significant occupational sites throughout Australia.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 8

Beyond LakeMungo

Lesson objectivesStudents will:• Understand how historians and archaeologists investigate

different kinds of Aboriginal occupational sites and artefacts from the excavation process.

• Understand how excavation sites show evidence of ancient people's use of natural resources.

Evidence of learningCan the student:• Describe features of an excavation site or an artefact?• Explain how sites and artefacts show evidence of ancient

people's use of natural resources?Example learning sequence• 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

Example resources• Sheet - Beyond Lake Mungo 1• Sheet - Beyond Lake Mungo 2• Sheet - Cut out layers

Helpful information• Supporting learning resource - Beyond Lake Mungo

https://learningplace.eq.edu.au/cx/resources/items/a2228cab-9a8a-b072-6bd7-2ed3b6881b6f/0/His_Y07_DS1_SLR_BeyondLakeMungo.docx



Attachments

• Lesson plan



Teaching SequenceTopic Australia's ancient past Topic Duration: 7 LessonsOverview In this lesson series, students investigate ancient Australia's past through a focus on Lake Mungo and the mysteries and contested history that surround recent excavations. In

the last two lessons the focus is beyond Lake Mungo and on significant occupational sites throughout Australia.


Lessons 9-10

Developing texts about an artefact

Lesson objectivesStudents will:• Understand how to select and use information as evidence

in a text to describe and explain an artefact.Evidence of learningCan the student:• Write an explanation of the purpose and significance of an

artefact?Example learning sequence• 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

Example resources• Sheet - Developing texts about an artefact• Assessment task - Research: Investigating an ancient

artefactHelpful Information

Supporting learning resource - Developing texts about an artefact https://learningplace.eq.edu.au/cx/resources/items/fbab9779-5c7f-

51a8-b20d-bd4c24744284/0/His_Y07_DS1_SLR_DevelopingTexts.docx• Supporting learning resource - Model texts about an artefact

https://learningplace.eq.edu.au/cx/resources/items/f0a242cf-cd24-4466-a686-fb2d2e182106/0/His_Y07_DS1_SH_ModelParagraphs.docx

Supporting learning resource - Selecting information about an artefact

https://learningplace.eq.edu.au/cx/resources/items/57274dfd-c827-499f-b42c-0bec36560705/0/His_Y07_DS1_SLR_SelectingInformationArtefact.docx

• Supporting learning resource - Paragraph writinghttps://learningplace.eq.edu.au/cx/resources/items/0e0126d0-9cce-44c6-800e-1d5c965265e1/0/His_SLR_ParagraphWriting.docx



Attachments

• Lesson plan



Teaching SequenceTopic Guided research Topic Duration: 6 LessonsOverview In this lesson series, students are guided through the various steps in the research process.


Lesson 11

Historical inquiry process

Lesson objectivesStudents will:• Understand the historical inquiry process, including the

development of a key question, for investigating an ancient artefact.

Evidence of learningCan the student:• 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

Example resources• Assessment - Research: Investigating an ancient artefact• Sheet - The research booklet

Helpful Information• Supporting learning resource - The research process

https://learningplace.eq.edu.au/cx/resources/items/2ea7fe5c-1158-c859-cf52-5e8aae213e26/0/His_SLR_ResearchProcess.docx

• Supporting learning resource - Historical questionshttps://learningplace.eq.edu.au/cx/resources/items/e7390b95-559f-454a-b6de-708feb06e545/0/His_SLR_HistoricalQuestions.docx

• Assessment task - Model: Year 7 research process booklet• Website - Learn Skills (State Library of Victoria)

http://ergo.slv.vic.gov.au/learn-skills

Attachments

• Lesson plan





Lessons 12-13

Comparing and selecting information

Lesson objectivesStudents will:• Understand how to compare and select information from

sources as evidence to answer inquiry questions.Evidence of learningCan the student:• Select and record information from a range of sources as

evidence to answer inquiry questions?Example learning sequence• Identify sources relevant to historical inquiry• Locate, compare and select information from a range of

sources as evidence to answer inquiry questions• Evaluate information from sources as evidence to answer

inquiry questions

Example resources• Assessment task - Research: Investigating an ancient

artefact• Sheet - The research booklet• Sheet - Peer feedback for note taking

Helpful Information• Supporting learning resource - Note taking

https://learningplace.eq.edu.au/cx/resources/items/1b0bdca4-203a-f98f-99a9-a53fbe03ab61/0/His_SLR_NoteTaking.docx

• Website - Learn Skills (State Library of Victoria)http://ergo.slv.vic.gov.au/learn-skills

Attachments

• Lesson plan





Lesson 14

Refining research

Lesson objectivesStudents will:• Understand how to refine process of historical inquiry to

select relevant information as evidence.Evidence of learningCan 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


artefact• Sheet - The research booklet

Helpful Information• Supporting learning resource - Model texts about an artefact

https://learningplace.eq.edu.au/cx/resources/items/f0a242cf-cd24-4466-a686-fb2d2e182106/0/His_Y07_DS1_SH_ModelParagraphs.docx

Attachments

• Lesson plan





Lesson 15

Developing texts

Lesson objectivesStudents will:• Understand how to use research notes to develop

descriptive and explanatory paragraphs about an ancient artefact.

Evidence of learningCan the student:• Write coherent and well-structured paragraphs about an

ancient artefact?Example learning sequence• Plan a descriptive and an explanatory paragraph about the

ancient artefact• Write a descriptive and an explanatory paragraph about the

ancient artefact


artefact• Sheet - The research booklet• Supporting learning resource - Model text about an artefact

Attachments

• Lesson plan

Lesson 16

Review, reinforce and extend learning

Example learning sequence• Review, reinforce and extend learning


artefact• Sheet - The research booklet

Attachments

• Lesson plan



Teaching SequenceTopic Conserving the past Topic Duration: 2 LessonsOverview In this lesson students learn about the importance of and controversies surrounding the conservation of past remains.


Lessons 17-18

Issues and controversies

Lesson objectivesStudents will:• Understand the controversy and sensitivity surrounding the

preservation of the past.Evidence of learningCan the student:• Describe the controversy and sensitivity surrounding the

preservation of the past?Example learning sequence• Discuss the preservation of the artefact chosen for the

assessment task• Discuss the importance of preserving the ancient past• Consider who owns the past and who has a right to put it on

display• Consider the advantages and disadvantages of World

Heritage listing• Reflect upon the value of and controversy surrounding the

conservation of the ancient past

Example resources• Sheet - Conserving the past

Helpful information• Supporting learning resource - Issues and controversies

https://learningplace.eq.edu.au/cx/resources/items/75a86816-1e02-6062-d394-cf67bf34d7c8/0/His_Y07_DS1_SLR_IssuesAndControversies.docx

• Supporting learning resource - Perspectiveshttps://learningplace.eq.edu.au/cx/resources/items/7d42dadc-643c-44e0-a0e9-2668b4380847/0/His_SLR_Perspective.docx

• Supporting learning resource - Empathyhttps://learningplace.eq.edu.au/cx/resources/items/71723d23-82df-4768-beab-337483e49269/0/His_SLR_Empathy.docx



Attachments

• Lesson plan


Resources


Unit Plan Section Resource ResourceBank

Attachment* Uploaded by

Sequence - Historical evidence

Sequence - Australia's ancient past

Sequence - Guided research

Sequence - Conserving the past

Sequence

Lesson plan - His_Y07_DS1_LP01.doc Corporate

Lesson plan - His_Y07_DS1_LP02-03.doc Corporate













Australia's ancient past - Example resources - Sheet - Beyond Lake Mungo 1

Australia's ancient past - Example resources - Sheet - Beyond Lake Mungo 2

Australia's ancient past - Example resources - Sheet - Cut out layers





Australia's ancient past - Example resources - Sheet - Developing texts about an artefact Australia's ancient past - Example resources - Sheet - Lake Mungo: It's a puzzle Australia's ancient past - Example resources - Sheet - Lake Mungo: the puzzle continues Australia's ancient past - Example resources - Sheet - Lake Mungo: What else have they found? Australia's ancient past - Example resources - Website - Explore Sahul Time (MonashUniversity) http://sahultime.monash.edu.au/explore.html

Australia's ancient past - Helpful information - Supporting learning resource - Beyond Lake Mungo https://learningplace.eq.edu.au/cx/resources/items/a2228cab-9a8a-b072-6bd7-2ed3b6881b6f/0/His_Y07_DS1_SLR_BeyondLakeMungo.docx

Australia's ancient past - Helpful information - Supporting learning resource - Continuity and change https://learningplace.eq.edu.au/cx/resources/items/38d2ec64-92f7-413b-8156-76fd8b9df6fa/0/His_SLR_ContinuityAndChange.docx

Australia's ancient past - Helpful Information - Supporting learning resource - Developing texts about an artefact https://learningplace.eq.edu.au/cx/resources/items/fbab9779-5c7f-51a8-b20d-bd4c24744284/0/His_Y07_DS1_SLR_DevelopingTexts.docx

Australia's ancient past - Helpful information - Supporting learning resource - Lake Mungo archaeological site https://learningplace.eq.edu.au/cx/resources/items/b0cfff69-6149-4eb2-94e2-a8ceddcd21d7/0/His_Y07_DS1_SLR_LakeMungo.docx

Australia's ancient past - Helpful information - Supporting learning resource - Lake Mungo, the puzzle continues https://learningplace.eq.edu.au/cx/resources/items/992a9ebd-a384-487a-aa16-cdaf2cdf1923/0/His_Y07_DS1_SLR_LakeMungoContinues.docx

Australia's ancient past - Helpful information - Supporting learning resource - Lake Mungo: What else have they found? https://learningplace.eq.edu.au/cx/resources/items/b481656e-bdbc-44bf-84a4-8d59b5f4b2c3/0/His_Y07_DS1_SLR_LakeMungoWhatElse.docx

Australia's ancient past - Helpful Information - Supporting learning resource - Model texts about an artefact https://learningplace.eq.edu.au/cx/resources/items/f0a242cf-cd24-4466-a686-fb2d2e182106/0/His_Y07_DS1_SH_ModelParagraphs.docx

Australia's ancient past - Helpful Information - Supporting learning resource - Paragraph writing https://learningplace.eq.edu.au/cx/resources/items/0e0126d0-9cce-44c6-800e-1d5c965265e1/0/His_SLR_ParagraphWriting.docx

Australia's ancient past - Helpful Information - Supporting learning resource - Selecting information about an artefact https://learningplace.eq.edu.au/cx/resources/items/57274dfd-c827-499f-b42c-0bec36560705/0/His_Y07_DS1_SLR_SelectingInformationArtefact.docx


Status: Master

Duration: 18 Weeks



Australia's ancient past - Helpful information - Video - Ancient Bones found at Lake Mungo (ABC Archives) http://www.abc.net.au/archives/80days/stories/2012/01/19/3411523.htm

Australia's ancient past - Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/C urriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspxNote: Aboriginal peoples and Torres Strait Islander peoples are warned that the above example resources may contain images and voice of deceased persons.

Conserving the past - Example Resources - Sheet - Conserving the past

Conserving the past - Helpful information - Supporting learning resource - Empathyhttps://learningplace.eq.edu.au/cx/resources/items/71723d23-82df-4768-beab-337483e49269/0/His_SLR_Empathy.docx

Conserving the past - Helpful information - Supporting learning resource - Issues and controversies https://learningplace.eq.edu.au/cx/resources/items/75a86816-1e02-6062-d394-cf67bf34d7c8/0/His_Y07_DS1_SLR_IssuesAndControversies.docx

Conserving the past - Helpful information - Supporting learning resource - Perspectives https://learningplace.eq.edu.au/cx/resources/items/7d42dadc-643c-44e0-a0e9-2668b4380847/0/His_SLR_Perspective.docx

Conserving the past - Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/C urriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspxNote: Aboriginal peoples and Torres Strait Islander peoples are warned that the above example resources may contain images and voice of deceased persons.

Guided research - Example resources - Sheet - Peer feedback for note taking Guided research - Example resources - Sheet - The research booklet Guided research - Helpful Information - Supporting learning resource – Historical questions https://learningplace.eq.edu.au/cx/resources/items/e7390b95-559f-454a-b6de-708feb06e545/0/His_SLR_HistoricalQuestions.docx

Guided research - Helpful Information - Supporting learning resource - Model texts about an artefact https://learningplace.eq.edu.au/cx/resources/items/f0a242cf-cd24-4466-a686-fb2d2e182106/0/His_Y07_DS1_SH_ModelParagraphs.docx

Guided research - Helpful Information - Supporting learning resource - Note takinghttps://learningplace.eq.edu.au/cx/resources/items/1b0bdca4-203a-f98f-99a9-a53fbe03ab61/0/His_SLR_NoteTaking.docx


Status: Master

Duration: 18 Weeks



Guided research - Helpful Information - Supporting learning resource - The research process https://learningplace.eq.edu.au/cx/resources/items/2ea7fe5c-1158-c859-cf52-5e8aae213e26/0/His_SLR_ResearchProcess.docx

Guided research - Helpful Information - Website - Learn Skills (State Library of Victoria)http://ergo.slv.vic.gov.au/learn-skills

Historical evidence - Example resources - Sheet - Investigating the movement of ancient peoples

Historical evidence - Example resources - Sheet - Skeleton puzzle

Historical evidence - Example resources - Supporting learning resource - Unit overview

Historical evidence - Example resources - Website - Journey of Mankind: The peopling of the world (Bradshaw Foundation) http://www.bradshawfoundation.com/journey/

Historical evidence - Helpful information - Supporting learning resource - Contestabilityhttps://learningplace.eq.edu.au/cx/resources/items/645d3bf7-d0a5-482a-9f1e-4ef671b90621/0/His_SLR_Contestability.docx

Historical evidence - Helpful information - Supporting learning resource - Essential History: Year 7 https://learningplace.eq.edu.au/cx/resources/items/8d051009-7fb0-401a-bac6-1ee44f2287a8/0/His_Y07_SLR_EssentialHistoryY7.docx

Historical evidence - Helpful information - Supporting learning resource - Evidencehttps://learningplace.eq.edu.au/cx/resources/items/d72cfcf8-c4e8-4d01-8539-dfb6561a6c66/0/His_SLR_Evidence.docx

Historical evidence - Helpful information - Supporting learning resource - Glossaryhttps://learningplace.eq.edu.au/cx/resources/items/fa7c1640-5cd9-1577-e7e9-502ebea5bf4d/0/His_Y07_DS1_SLR_Glossary.docx

Historical evidence - Helpful information - Supporting learning resource - Investigating the movement of ancient peoples https://learningplace.eq.edu.au/cx/resources/items/108cf1a6-a0de-4671-b5ea-2a3113fc636e/0/His_Y07_DS1_SH_MovtAncientPeople.docx

Historical evidence - Helpful information - Supporting learning resource - The role of historians and archaeologists https://learningplace.eq.edu.au/cx/resources/items/0d7a8de5-c1b0-4648-9da4-d2682aa1cc46/0/His_Y07_DS1_SLR_RoleHistorian.docx

Assessment Planner - Investigating the ancient past through artefacts

Assessment task - His_Y07_DS1_AT_ModelResearchBooklet.docx Corporate

Assessment task - His_Y7_DS1_AT_Research.docx Corporate

Assessment

Australia's ancient past - Example resources - Assessment task - Research: Investigating an ancient artefact





Guided research - Example resources - Assessment task - Research: Investigating an ancient artefact

Guided research - Helpful Information - Assessment task - Model: Year 7 research process booklet

* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Assessment Task 1 - Criteria SheetAssessment Task Name: Investigating the ancient past through artefacts (Yr 07) Type: Assignment/Project

Date: TBADescription: Students describe the context and nature of an ancient artefact and explain its purpose and significance.Learning Area HISTORY

Criteria A B C D EQuestioning and researching

Develops questions to frame a historical inquiryIdentifies and selects a range of sources and locates, compares and uses information to answer inquiry questions

Identifies information as evidence to support conclusions

Develops a range of questions Organises and processes information from sources

Develops questions to frame a historical inquiryIdentifies and selects a range of sources and locates, compares and uses information to answer inquiry questions

Uses questions in an historical inquiry

Records information from sources

Analysing and interpreting

Interprets sources to identify the origin and purpose of anancient artefact

Synthesises information to identify the significance of an ancient artefact and draws conclusions about its origin and purpose

Analyses information about an ancient artefact

Interprets sources to identify the origin and purpose of an ancient artefact

Lists the characteristics of an ancient artefact

Labels an ancient artefact

Communicating

Develops texts, particularly descriptions and explanations to organise findingsUses historical terms and concepts incorporate relevant sources and acknowledging their sources of information (Part B)

Creates cohesive paragraphs ensuring the starting points of sentences relate back to the topic sentence or inquiry question

Refers to evidence from sources to support description and explanation

Develops texts, particularly descriptions and explanations to organise findingsUse historical terms and concepts incorporate relevant sources and acknowledging their sources of information

Describes an ancient artefactUses historical terms

States ideas

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 capabilitiesThis 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



No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.

Historical SkillsAnalysis 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 UnderstandingOverviewThe 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)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 depthstudy electives.Investigating the ancient pastStudents 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 studentsEstablish 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 planIdentify 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.

Documents

CurriculumUnitPlanDetails Web view... Y07_DS1_SLR_MovtAncientPeople.docx. Attachments • Lesson plan 2-3 ... Lesson 5 • Lesson plan Learning ... to allow detailed study of