sample program for - jacaranda | shop · web viewgroup work to answer cyu 3-4, p. 83. share answers...

SAMPLE PROGRAM FOR

HISTORY STAGE 4

USING EXAMPLES FROM

RETROACTIVE 1 SECOND EDITION

Sample work program using Retroactive 1 Second Edition page 1

TOPIC 1: INVESTIGATING HISTORY Retroactive 1, 2nd ed., Chapter 1, pp. 2–25INQUIRY QUESTIONS: TIME ALLOCATION:

What is History?How do historians investigate the past?Why is conserving our heritage important?

Note: Teaching of Topic 1 Investigating History can be integrated in the study of societies of the past, or studied as a discrete topic.

OUTCOMES

A student:4.4 identifies major periods of historical time and sequences people and events within specific periods of time4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

WORKING HISTORICALLYHistorical skills to be integrated into this topic:

sequence events within the specific period of time use historical terms and concepts in appropriate contexts identify primary and secondary sources distinguish between fact and opinion examine the actions, motives, values and attitudes of people from the past draw conclusions about the usefulness of sources for an historian identify perspectives of different individuals and groups.

ICT skills appropriate for this topic may include: draw conclusions about the usefulness of sources for an historian, including

a website

STUDENTS LEARN ABOUT:

STUDENTS LEARN TO:

CONTENT (INVESTIGATING HISTORY):

TEACHING/LEARNING STRATEGIES:

the terminology and concepts of historical time, including year, decade, generation, century, age, BC/AD, BCE/CE

interpret and construct time lines

define the terms that describe historical periods of time

sequence societies and events within specific periods of time

1.3 History – time in the past (pp. 8-9)- Putting events in order- Dividing time

Individual comprehension work on ‘time’, CYU 1, 2, 5, 6, 7. (Option to complete electronically on the CD-ROM – click on Activities headings.)Download and distribute history timeline from Retroactive 1 website.Examine and discuss different timelines on introductory pages of chapters 2-11.Timeline skills work, CYU 3 and 4 and Worksheet 1.2.Class discussion of anachronisms. Individual web activity, CYU q. 8(a), p. 9. Weblink for movie mistakes: www.movie-mistakes.comGroup work on anachronisms, q. 8(b). Use Worksheet 1.1 for group or individual work.Class game to check understanding of terms and concepts of time – students form teams,


http://www.movie-mistakes.com/


STUDENTS LEARN TO:



each student writes a random date (BCE or CE) on paper and holds it up, then they position themselves in date order as a ‘team timeline’. First team to finish wins.

the process of historical inquiry:

- fact and opinion- the usefulness of sources as evidence including a website- differing perspectives- cause and effect- history as the study of people

ask historical questions

distinguish between fact and opinion

draw some conclusions about the usefulness of sources including a website

examine differing historical perspectives and interpretations

explain cause and effect

identify significant people of the past

examine the motives for people’s actions in the past

explain the consequences of people’s actions

1.1 History – investigating the past (pp. 4-5)- History and the historian

1.2 History – people, actions and consequences (pp. 6-7)- History is about people- History is about motives- History is about consequences

1.4 Investigating the past using sources (pp. 10-13)- Primary and secondary sources- Asking historical questions- Fact, fiction and opinion- Cause and effect

1.5 Investigating the past – interpreting sources (pp. 14-15)

Teacher narration of key points from Introduction p. 2.Teacher narration/student reading of information on pp. 4-5. Invite class feedback on what is history and the role of the historian.Questioning with oral/written responses to check student understanding (CYU 1-5, p.5)Individual work on ‘Use your understanding’, and ‘Using sources’ p. 5 – invite feedback for class discussion.

Teacher narration of text on history as ‘people, motives, actions, consequences’, pp. 6-7.Discussion of past people’s cultures, conflicts, values – source 1.2.1, US 1, p. 7. Group activity and PowerPoint report on a personality from past, RC p. 7.Explore motives, actions and consequences related to World Trade Center attack in 2001 and Iraq War in 2003 (CYU 3, US 3, p. 7). Individual or computer lab activity: examine the STONEHENGE SITE STUDY on Retroactive 1 CD-ROM (click on icon p. 25) and complete the investigation, discuss conclusions in class.Additional website ref: http://www.english-heritage.org.uk/stonehenge/

Teacher narration and class discussion of history as ‘detective work’ and looking for clues (use household rubbish bin example, US 1 p. 15). Give out (anonymous) lists of items students compiled for US 1 and students write paragraph on the conclusions they might draw about the family. Discuss factors that could make conclusions incorrect.Alternatively use Worksheet 1.3 ‘Mystery box’ activity. Explanation of types of sources, using examples from text pp. 10-13 and around classroom.Discuss reliability of films as historical sources, eg Gladiator (book front cover and source p. 12), Rabbit Proof Fence (pp. 286-7), Braveheart (p. 176), Joan of Arc (p. 199).Examine website as source using source 1.4.5 p. 13 and noting labels, identify features to assess reliability.Teacher-directed discussion of sources as ‘not always what they seem’ using sources


http://www.english-heritage.org.uk/stonehenge/


STUDENTS LEARN TO:



- Sources, evidence, and interpretation- Meaning, purpose and context- Usefulness, reliability and perspective

1.6 Investigating history – digging up the past (pp. 16-19)- Working at a dig

1.7 Investigating the past – deciding how old something is (pp. 20-21)- Tree-ring dating- Radiocarbon dating- Dating stone and clay

1.5.1 and 1.5.2 as starting points.Discuss context, reliability using p. 15 and annotated example of written source (1.5.3).Reinforce the ‘W’ questions using the text on p. 12. Students check understanding on sources (CYU 1-8 p. 13 and CYU 1-6, p. 15).

Teacher-led discussion of archaeology and roles of experts (pp. 16-21). View parts of videos, discuss familiar movies eg Indiana Jones.Refer to examples: underwater discovery of Alexandria, pp. 2-3, Egypt’s tombs, pp. 50-1, terracotta warriors pp. 134-5, Worksheet 2.7 on Ramses tomb discovery.Activity on work of archaeologist (CYU 1, p.19), incorporate Internet research or organise visit by an archaeologist. Individual work to complete US 1-5, p. 19, and Worksheet 1.4.Class brainstorm to think of objects that archaeologists in the year 4000 might discover from our own time.

Summarise on whiteboard the three methods of dating (pp. 20-1).Oral/written revision, CYU 1-4.Discuss Shroud of Turin and controversy. Suggest access site www.shroud.comField work, US 1, to find ring patterns on tree trunks, or refer to teacher photographs.Weblink for tree-ring dating:http://www.pbs.org/wgbh/nova/vikings/treering.htmlIndividual library/Internet research into other dating methods (R, p. 21).

heritage issues describe some aspects of family/community heritage

appreciate the value of preserving and conserving our

1.8 Why is conserving our heritage important? (pp. 22-23)- Celebrating heritage- Saving our heritage

1.9 Our world heritage

Teacher-led discussion of cultures and heritage, loss of heritage, using pp. 22-23.Examine role of UNESCO and World Heritage List, categories of listings (p.24).Internet research (CYU 1-4 p. 25), Sphinx, and Australia’s heritage sites, see UNESCO site at http://whc.unesco.org/pg.cfm?cid=31&l=enSphinx restoration: http://news.bbc.co.uk/1/hi/world/middle_east/100437.stm(Cross-refer to Australian Aboriginal heritage p. 282, Stonehenge p. 6 and see above, Ancient Egypt heritage pp. 48-51, Greeks pp. 82-5, Romans pp. 118-19.)


http://news.bbc.co.uk/1/hi/world/middle_east/100437.stm

http://whc.unesco.org/pg.cfm?cid=31&l=en

http://www.pbs.org/wgbh/nova/vikings/treering.html

http://www.shroud.com/


STUDENTS LEARN TO:



heritage (pp. 24-25)- Role of UNESCO- Site studies

Link to discussion of Sydney Opera House, see p. 55 text and Comm. q.2.Discuss value of site studies and virtual site studies for understanding our own and others’ heritage, p. 24.Revise chapter 1 glossary terms, p.3.

RESOURCES FOR ‘INVESTIGATING HISTORY’:

Main references:M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005

M. Anderson, I. Keese, A. Low, Retroactive 1 Worksheets, John Wiley & Sons (Jacaranda), Brisbane, 2005

Other Books/CD-ROMs:

Kits:

Videos:

Websites:


HISTORY REGISTER – STAGE 4 TOPIC 1: INVESTIGATING HISTORY

Teacher’s name: _____________________________________ Date commenced: ___________________ Date completed: ___________________

Content covered:

Historical time (terminology and concepts) Heritage issues

Process of historical inquiry: Fact and opinion Usefulness of sources as evidence including website Differing perspectives Cause and effect History as study of people

Teaching strategies/ learning experiences used:

timelines report writing locating information debate ICT: paragraph writing source-based studies note making discussion word processing mind maps research reading/comprehension essay desktop publishing diagrams/maps oral work role play site study PowerPoint video/CD/DVD tabulating information group work Other: ______________ Internet research

Evaluation of program/ student progress:

Signed: ______________________________ Date: ___________________


TOPIC 2: SOCIETIES AND CIVILISATIONS OF THE PAST (GROUP A)

SOCIETY: ANCIENT EGYPT Retroactive 1, 2nd ed., Chapter 2, pp. 26-55INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?

OUTCOMESA student:4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy4.5 identifies the meaning, purpose and context of historical sources4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research 4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

WORKING HISTORICALLYHistorical skills to be integrated into this topic: sequence events within specific periods of time use historical terms and concepts in appropriate contexts identify different types of sources relevant to the study draw conclusions about the usefulness of sources for an historical inquiry locate, select and organise information from a range of sources.ICT skills appropriate for this topic may include: locate, select and organise information from a range of sources, including a

website use an image bank to gather relevant images for an historical inquiry communicate effectively about the past through a desktop published document.


STUDENTS LEARN TO:

CONTENT (ANCIENT EGYPT):


the origins of the society or the period

daily life of men and women in the society or period

identify the origins of the society or historical period

describe how both men and women lived in the society or period

2.1 The origins of ancient Egyptian society (pp. 28-9)

Refer to timeline of ancient Egypt, pp. 26-7.Map work: locating Egypt (i) on a modern map of the world (ii) on a map of northern Africa (source 2.1.2) to note adjoining countries and (iii) key physical features of Egypt using source 2.1.1, p. 28. List significant features of ancient Egypt on whiteboard. Include photo pp. 26-7 as evidence.Student search of text (p.29) to find out more on origins of other ancient civilisations. Discuss significance of rivers; cross-ref to p. 127 (Yellow (Hwang) River) and p. 204 (Tigris & Euphrates). Identify Black Lands and Red Lands, class brainstorm to answer UYU 2.Use CYU 1-3 p.29, for quick oral revision. (Or can complete electronically on CD-ROM.)Work in pairs, UYU 1, compile class list of all reasons. Individual source work (US 1, 2, p.29).



STUDENTS LEARN TO:



civics and citizenship in the society or period

rights and freedoms

beliefs and values of the people of the society or period

impact of significant people and/or events

contacts with other peoples

the legacy of the ancient, medieval and early modern

describe the way in which the people of the society or period were governed

describe the rights and freedoms of different groups in the society or period

explain the beliefs and the values of the society

explain the impact made by significant people and/or events on the society or period

outline the contacts that the society had with other peoples

assess the legacy of the society or period for our

2.2 The gift of the Nile (pp. 30-1)

Teacher narration on importance of Nile for survival, text pp. 30-31View video The Gift of the Nile (Landmark BBC) to identify reasons for Nile being seen as Egypt’s ‘gift’ – whiteboard summary, also using text pp 30-1.Students copy source 2.2.1 onto centre of a page. Create mind map around illustration to provide information on its main features. Work in pairs to answer US 1, p. 31.Source study – ‘Hymn to the Nile’, 2.2.3 – with US 3, p31. Discuss concept of the Nile as a god.Paragraph writing – literacy skills p.31.

2.3 The pharaoh – lord of the two lands (pp. 32-3)

Civics and Citizenship pp. 32-3, teacher narration of pp. 32-3, how Egyptians were governed and rights and freedoms.Brainstorm list of titles given to leaders in modern world (eg president). Compare ruler of ancient Egypt with modern leaders in terms of title, duties, symbols and means of gaining/increasing power. Discuss concepts of dynasties and kingdoms, text p. 33 and source 2.3.3 timeline (US 3).Viewing of video The Pharaohs (Landmark BBC) to consolidate understanding of pharaoh’s power and duties.Use source 2.3.1 to list all symbols of pharaoh’s power (US 1, p. 33). See also Check & Challenge p. 52, Interpreting sources q. 1 and source 2.11.1.Drawing and labelling of the double crown (US 2, p. 33).

2.4 Everyday life in ancient Egypt (pp. 34-7)

Teacher explanation of Egyptian society’s structures, p. 34 and source 2.4.1 (Activities q. 1 p. 37). Quiz to check memory of names of key people, levels of society, work on farms and in towns.See British Museum website on trades in ancient Egypt: http://www.ancientegypt.co.uk/trade/home.htmlStudent reading of text on Housing pp. 35-6. Compare ancient Egyptian and modern Australian housing. Advertisement activity using ICT, Activities q.2 p. 37.Model making: students work in a small group (3-4 students) to create a model showing layout and main features of ancient Egyptian home. Should be clearly labelled, using text and source 2.4.3.Questioning of students to gain their impressions of what a woman’s life would have been like in


http://www.ancientegypt.co.uk/trade/home.html


STUDENTS LEARN TO:



world world cultural heritage

ancient Egypt. Class discussion of family life and women’s lives, text pp. 36-7. Completion of table, Activities q.4. Weblink on women’s lives: http://www.maatkare.com/women.html

Viewing of video Life Under the Pharaohs (Landmark BBC): student note-taking on main points.Worksheets 2.1 and 2.2, creative tasks.

Additional resource: Lise Manniche, The Ancient Egyptians: activity book (British Museum Publications).

2.5 Ruling in her own right – ‘his majesty’ Hatshepsut (pp. 38-9)

Teacher narration to introduce Hatshepsut. Reading of pp. 38-9 to answer CYU 1-3, p.39.Teacher narration to briefly outline who Thutmose III was and his attitude to Hatshepsut. Work individually to answer CYU 3 and 4.Class discussion of different perspectives in historians’ studies, reference to Tyldesley work, complete US 5.Work in pairs using sources 2.5.1 and 2.5.2 (US 1 and 2, p.39).Refer also to p. 44 Retrofile on Hatshepsut’s achievements in trading expeditions to Punt; literacy task, letter-writing, Comm. question, p. 45. Websites for more on Hatshepsut and Punt: http://nefertiti.iwebland.com/timelines/topics/exploration.htmhttp://www.touregypt.net/featurestories/punt.htm

2.6 Religious beliefs and the gods (pp. 40-1)

Teacher-led discussion to identify some of the main gods people believe in in the modern world and some of the main ideas of the religions these are associated with – summary on whiteboard.Individual work: examining source 2.6.3 (p.41) to deduce what this reveals about the gods and beliefs of the ancient Egyptians. Share with class.Oral questioning of class using CYU 1-4 p. 41 Then LS p. 41.Read aloud the Herodotus extract source 2.6.4 and discuss worship of cats. Comparison with religions of Greeks (pp. 78-9), Romans (pp. 108-9), Chinese beliefs (pp. 130-1).Work in pairs using sources 2.6.1-2.6.4, answer US 1-3 (p.41).Weblink for Egyptian gods: http://members.aol.com/egyptart/list.htmlPoster making and ‘card game’ on deities, Check and Challenge RC 1, p. 53.Story telling and ICT task: Check & Challenge, RC 2, p. 53.


http://members.aol.com/egyptart/list.html

http://www.touregypt.net/featurestories/punt.htm

http://nefertiti.iwebland.com/timelines/topics/exploration.htm

http://www.maatkare.com/women.html


STUDENTS LEARN TO:



2.7 Death, magic and mummies (pp. 42-3)

Teacher questioning to identify students’ knowledge of ancient Egyptian burial practices.Teacher exposition on the belief in the afterlife, p. 42.Read steps in mummification process source 2.7.1 and discuss, complete CYU 1-3, p.43.See also Check & Challenge pp. 52-3, Interpreting sources q. 2 and source 2.11.2, wall painting about the afterlife including weighing of heart.Individual poster activity, advert for embalmer, UYU p. 43.Weblink for mummification: http://www.ancientegypt.co.uk/mummies/homemain.htmlGroup activity creating a shadow play on the mummification process (Comm. p.43). Creative task - Worksheet 2.3, cartouche design.View video extracts from The Quest for Immortality (Time Life, 1995).

Group work using David Hawcock’s The Amazing Pop-Up Pull-Out Mummy Book (Dorling Kindersley) - recommend a class set of 7-8 of this resource.

2.8 Contact with other peoples (pp. 44-5)

Teacher narration of information pp. 44-5.Class discussion of trade and imports/exports, refer to source 2.8.1, complete US question p. 45. Locate Punt in atlas, on southern point of Red Sea. Letter-writing task on Nehsy’s expedition as group or individual work, Comm. question p. 45.Class discussion, reasons for invasions of Egypt and effects of wars on Egypt’s power, wealth and culture, p. 45. Additional maps to locate other civilisations mentioned: pp. 116, 204.Individual comprehension work, CYU 1-5, p. 45.

2.9 The mystery of the Rosetta Stone (pp. 46-7)

Students use source 2.9.1 (p.46) to see which gods they can identify (refer to source 2.6.3, p.41) and provide guesses on what this source might be about. Students use source 2.9.4 and write down 5-10 of the English equivalents for the hieroglyphs shown in source 2.9.1. Answer US 1, p.47.Reading of text p.46 to find out how the knowledge of hieroglyphics was lost and regained – answer CYU 1-3 and US 2, p.47.Use hieroglyphs – US 3, p.47, and Worksheet 2.4 word game. (Suggested kits ‘Hieroglyph it!’ and ‘Fun with Hieroglyphs’.)Paragraph writing about scribes, RC 1 p.47.RC 2 - Weblink for British Museum’s conservation work on Rosetta Stone: http://www.thebritishmuseum.ac.uk/conservation/cleaning2.html

2.10 Ancient Teacher exposition of concept of legacy and heritage. Narration of information from text p. 48.


http://www.thebritishmuseum.ac.uk/conservation/cleaning2.html

http://www.ancientegypt.co.uk/mummies/homemain.html


STUDENTS LEARN TO:



Egypt’s legacy to world cultural heritage (pp. 48-51)

Students’ reading of pp. 49-50, then class quiz to recall facts on pyramids, sphinx etc.Individual comprehension - CYU 1-3 and US 1 and 2, p. 51. Extend to reinforce understanding – students’ give oral report with PowerPoint on ‘Instructions for building a pyramid’, using labels of source 2.10.3 and text. ICT tasks to present brochure and/or news story, UYU 1 and 3.Link to Sydney Opera House, pp. 54-5, as unique monument/symbol, difficulties in construction, worldwide recognition and heritage value. Research task options RC 1 and 2 p. 51.Weblink for virtual tour of pyramids: http://www.pbs.org/wgbh/nova/pyramid/explore/Individual or computer lab activity: Retroactive 1 CD-ROM interactive historical investigation ‘Who Killed the Pharaoh?’ (icon on page 51); class feedback and discussion of conclusions.Worksheet 2.5 and/or 2.6 - creative tasks to build a pyramid or create an exhibition.Individual work or homework on Worksheet 2.7, Dr Weeks’ discovery of tomb of Rameses II.Revision using Check & Challenge ‘Memory and understanding’ p. 52 and ‘Timeline’ p. 53.Class quiz to revise Glassary terms, p. 27

Values and attitudes integrated in topic:Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and present peoples to our shared heritage.


http://www.pbs.org/wgbh/nova/pyramid/explore/

RESOURCES FOR ‘ANCIENT EGYPT’:Main references:M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005



Kits:

Videos:

Websites:



SOCIETY: ANCIENT GREECE Retroactive 1, 2nd ed., Chapter 3, pp. 56-91INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?





STUDENTS LEARN TO:

CONTENT (ANCIENT GREECE):


the origins of the society or period




3.1 The mountains, the islands and the sea (pp. 58-9)

Introduce Ancient Greece through teacher reading of Introduction (p.56).Map work: locate Greece on a world map (or use map on p. 87, 116 or 251), ascertain students’ prior knowledge through oral questioning. Compare size of Greece with Australia and other countries. Compare climates.Use map source 3.1.1 to locate places named in text and identify the main topographic features. Importance of sea travel, strategic location of Corinth and Athens.Students locate answers to US 1-2 (p.59).Teacher exposition of concept of city-states, p. 58. Literacy: list student responses to LS 1 (p.59), on whiteboard. Individual paragraph writing, LS 2.Individual map activity: Worksheet 3.1 ‘Getting to know Greece’.

3.2 Early Aegean Locate island of Crete and city of Mycenae on map p.58.



STUDENTS LEARN TO:




rights and freedoms






explain the beliefs and values of the society



civilisations (pp. 60-1)

Teacher narration of pp.60-1 and oral questioning, CYU 1-8.Individual work to complete US 1-2 and share ideas.Research report on archaeologists Schliemann or Evans, suggest use PowerPoint to present findings. Weblinks: http://www.mnsu.edu/emuseum/information/biography/pqrst/schliemann_heinrich.htmlhttp://archpropplan.auckland.ac.nz/virtualtour/Knossos/22.htmhttp://www.bsa.gla.ac.uk/knossos/index.htmlExtension, research Troy and Trojan War and/or view film Troy, see Check & Challenge p. 89.

3.3 Attica: an introduction (pp. 62-3)

Teacher narration, pp.62-3, pronunciation of difficult words.Individual work - word matching, CYU 1. Class quiz to check memory of terms Pnyx (see photo p. 72), Areopagus, Acropolis, Agora, etc.Individual work/homework activity, US p. 63. Extension: obtain travel brochures for Greece and write an account of modern-day visit.Discuss impressions of Athens and Acropolis as featured in Athens Olympics 2004: http://www.olympics.com/eng/venues/SOP)See also Review, p. 88, LS 1, relating geography and landforms of Greece to the development of features of the society.Research task p. 63 to use image bank and produce desktop published document. Weblink for Greek architecture images: http://www.greatbuildings.com/gbc/gbc_types/styles/greek.htmlhttp://www.ancient-world.com/art/art.htm

3.4 Meeting in the Agora (pp. 64-5)

Individual work to summarise activities in Agora pp. 64-5, using text and source 3.4.1 labels. Complete CYU 1-3 and US, p. 65.Teacher explanation of birth of philosophy and Socrates, pp. 64-5. See also activity on Socrates’ trial in Check & Challenge pp. 88-9, Research q 2.Supplementary activity on play The Assembly Women – Worksheet 3.2. Additional websites for Greek theatre: http://www.theatrehistory.com/ancient/greek.htmlhttp://didaskalia.open.ac.uk/StudyArea/greekstagecraft.htmlSuggested website for images of Agora today and restorations: http://www.culture.gr/2/21/211/21101a/e211aa03.htmlVirtual site study of Athens and/or Agora: http://www.greeklandscapes.com/greece/athens_agora.htmlhttp://www.greeklandscapes.com/greece/athens.html

3.5 Sparta: a Locate Sparta on map, p. 48.


http://www.greeklandscapes.com/greece/athens.html

http://www.greeklandscapes.com/greece/athens_agora.html

http://www.culture.gr/2/21/211/21101a/e211aa03.html

http://didaskalia.open.ac.uk/StudyArea/greekstagecraft.html

http://www.theatrehistory.com/ancient/greek.html

http://www.ancient-world.com/art/art.htm

http://www.greatbuildings.com/gbc/gbc_types/styles/greek.html

http://www.olympics.com/eng/venues/SOP)

http://www.bsa.gla.ac.uk/knossos/index.html

http://archpropplan.auckland.ac.nz/virtualtour/Knossos/22.htm

http://www.mnsu.edu/emuseum/information/biography/pqrst/schliemann_heinrich.html


STUDENTS LEARN TO:



the legacy of the ancient, medieval and early modern world

assess the legacy of the society or period for our world cultural heritage

military state (pp. 66-7)

Teacher narration of pp. 66-7. Brainstorm to answer CYU 1-2 p. 67, mind map on whiteboard.Individual comprehension, US p. 67.Discuss Sparta’s policies and relate to apartheid (mention familiar movies, eg The Power of One), further research using C&C p. 67. (Further discussion of Spartan government on pp. 74-5.)Individual reading of source 3.5.3 p. 67. Class discussion to compare education in ancient Sparta and contemporary education. Students complete individual account (LS p. 67).

3.6 Wars on land and sea (pp. 68-9)

Teacher narration of text p. 68 on three periods of warfare; supplement with timeline drawn on whiteboard. Individual work to check comprehension, CYU 1 and 2.Individual reading of text on hoplites (p. 68). Refer also to source 3.6.1, drawing of hoplite and complete labelling activity, US 1, p. 69.Shield-making as class activity, US 2 p. 69.Paragraph writing to answer US 3 p. 69 on triremes. Extension: series of diary entries of a trireme oarsman using text description on p. 69. Group work or in pairs to prepare newspaper pages on chosen battle, Researching and ICT p. 69.

3.7 The Battle of Salamis (pp. 70-1)

Teacher narration of text p. 70, check students’ understanding using CYU p 71. Discuss naval strategy to repel the Persians using map source 3.7.1.Compare sources of evidence on Battle of Salamis, sources 3.7.2 and 3.7.3, analyse differences and reliability, US 1-2, p. 71.Individual or work in groups to present newspaper front page with range of features, US 3 p. 71.

3.8 Government in Athens and Sparta (pp. 72-5)

Teacher narration/discussion of text and diagrams pp. 72-4 on governments of Athens and Sparta.Complete the comparison table: individual or whiteboard activity (CYU, p. 75).Analysis of pictograph, p. 72, students complete US 1, invite feedback.Discussion of role of Pericles in democracy and reading of Pericles’ speech source 3.8.4, p. 73, complete US 2 p. 75.Discussion of direct democracy, compare with Australia, Civics &Cit. 1, 2 and 4 p. 75, see also Check & Challenge p. 88, LS 2.Research option: women and the vote, Civics &Cit. 3, p. 75. Teacher-led discussion of women’s rights, questioning of students to elicit views on women today compared with ancient times. Link to Australia and women’s vote. See also ‘Link to modern world’ on suffragettes pp. 76-7:

3.9 Daily life in Greece (pp. 76-7)

Teacher-led discussion with student contributions: comparison of ancient Greek and modern Australian homes and food, CYU 1-2 p. 77.



STUDENTS LEARN TO:



Individual work on diagram of house source 3.9.1, US 1 p 77.Narration of text pp. 76-7 on marriages and examine source 3.9.2. Mind map on whiteboard the comparison of marriage ceremonies, CYU 3. Discuss Greek wedding traditions today.Literacy task US 2, p. 77 – bride’s diary entry.See also Check & Challenge, p. 89, ‘Be creative’, q. 2, create a Greek wedding invitation.Additional ICT activity: Worksheet 3.3 - prepare poster on artefacts of Greek life using the ‘w’ questions.Additional resource The Ancient Greeks: activity book (British Museum Publications).

3.10 Religion and the Greeks (pp. 78-9)

Students read text p. 78 and examine source 3.10.1 then assume roles of deities and act out legends. Complete CYU 1-2 p. 79.Comparison: draw mind map of Greek beliefs then compare with the religions of the ancient Egyptians (pp.40-1) and ancient Romans (pp. 108-9).Discuss Delphic oracle as a class then work in pairs: bring magazine/newspaper astrology columns and share interpretations, US 3, p. 79.Form groups and role-play a consultation with oracle, use Comm. q. 1-2, p. 79.See Worksheet 3.4 for activity on myth of Demeter and Persephone. More information on Greek mythology at: http://www.hol.gr/greece/mythology/greek_myth.htmlLiteracy: dictionary work to locate and discuss words derived from Greek legend, such as narcissism, promethean, Oedipus complex, aeolian harp, spartan, labyrinth, siren.

3.11 The Olympic Games (pp. 80-1)

Teacher narration and class discussion of Olympics, how often, who took part, what were events, pp. 80-1.Timeline activity: students search text for missing information to complete source 3.11.3, CYU 1 p. 81Comparison: group work to compare features of ancient and modern Olympics. Allocate aspects to each group, eg, sports, role of religion, layout of Olympia (source 3.11.1) compared with modern facilities, see 2004 Athens Olympic facilities at: http://www.olympics.com/eng/venues/SOP)Extension: See Check & Challenge p. 89, ‘Research’ q.3, on stories from past Olympics.

3.12 Our cultural heritage: writing and theatre (pp. 82-3)

Teacher narration and class discussion of cultural heritage, p. 82, paragraph 1.Students reading of text on Greek alphabet p. 82 and examine source 3.12.1 and 3.12.2. Class quiz to test memory of characters and their transliteration. Complete CYU 1-2 and US 2, p. 83.Group work to answer CYU 3-4, p. 83. Share answers to (b) with class. See also performance suggestion,


http://www.olympics.com/eng/venues/SOP)

http://www.hol.gr/greece/mythology/greek_myth.html


STUDENTS LEARN TO:



Check & Challenge, p. 89, ‘Be creative’ q. 1, and Worksheet 3.2 on The Assembly Women.Additional websites for Greek theatre: http://www.theatrehistory.com/ancient/greek.htmlhttp://didaskalia.open.ac.uk/StudyArea/greekstagecraft.htmlQuestioning of students to analyse source 3.12.3, list answers to US 1 in point form on whiteboard.

3.13 Our cultural heritage: mathematics and science (pp. 84-5)

Teacher exposition of information in text on pp. 84-5. Students complete CYU 1-2 to check learning.Work in pairs or groups to complete Pythagoras activity, US 2 p. 85.ICT task to create advert for Archimedes’ device, US 1 p. 85.Class discussion of importance of international events such as Olympics in sharing heritage, Comm. p. 85.Summarise legacy of ancient Greeks as mind map with student contributions.Individual work to complete Worksheet 3.5 – Greek heritage crossword.

3.14 Alexander the Great (pp. 86-7)

Teacher narration of information in text, pp. 86-7. Discussion of the type of leader Alexander was.Class discussion of movie Alexander (2004), portayal of character of Alexander.Individual analysis of source 3.14.1, US 1, p. 87.Map work: teacher-directed comparison of ancient map (source 3.14.2) and modern map from atlas, US 2, p. 87. Discussion of distance covered and terrain.Drawing of timeline from 400BC to 140BC, US 3.Reading of Gordian knot legend, Retrofile, p. 87. Discuss other sayings from legends and their meanings, such as ‘work like a Trojan’, ‘Trojan horse’, ‘a Pyrrhic victory’, ‘Achilles heel’.

Students undertake interactive investigation on Retroactive 1 CD-ROM ‘Alexander: was he really great?’ (icon on page 87) – in role of reporter on assignment with Alexander. Produce individual reports and share with class.Class quiz to revise chapter, using Check & Challenge p. 88 ‘When did it happen?’ and ‘Which word?’.



http://didaskalia.open.ac.uk/StudyArea/greekstagecraft.html

http://www.theatrehistory.com/ancient/greek.html

RESOURCES FOR ‘ANCIENT GREECE’:Main references:M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005



Kits:

Videos:

Websites:



SOCIETY: ANCIENT ROME Retroactive 1, 2nd ed., Chapter 4, pp. 92-123INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?





STUDENTS LEARN TO:

CONTENT (ANCIENT ROME):




civics and



describe the way in

4.1 Roman origins and the overthrow of the Etruscans (pp. 94-5)

Teacher narration of information in Introduction, discuss Italy and Rome today, p. 92.Discussion of timeline p. 92 and concept of three periods of ancient Rome.Map work: locate main cities and features, US1, p. 94.Student reading of the two legends of Romulus and Remus pp. 94-5, complete CYU 1 p. 95.Comparison of artefacts and links with Greece, US3, p. 95.

4.2 Roman expansion and the Punic Wars (pp. 96-7)

Class discussion of unification of Italy using p. 96. Explanation of monarchy and republic.Teacher exposition on Punic Wars, pp. 96-7, students complete timeline, CYU p. 97.Individual source work on Hannibal, using sources 4.2.1, 4.2.2, 4.2.3, US 1-2.Literacy and empathy: letter writing using desktop publishing, Comm. p. 97.Extension: expand knowledge of historian Livy, eg Internet search, suggest access http://www.barca.fsnet.co.uk/livy.htm and/or http://mcadams.posc.mu.edu/txt/ah/Livy/

4.3 Government during Teacher explanation and discussion on types of governments p. 98. Discussion of structure


http://mcadams.posc.mu.edu/txt/ah/Livy/

http://www.barca.fsnet.co.uk/livy.htm


STUDENTS LEARN TO:



citizenship in the society or period

rights and freedoms





which the people of the society or period were governed






the Roman republic (pp. 98-9)

of society using p. 98 and source 4.3.1, students complete CYU 1-2 and US 1-3. Class quiz to check understanding of terms in source 4.3.1.Comparison/drawing tables: refer Athens and Sparta, pp. 72-5, complete RC 1 in pairs.Citizenship: teacher-directed discussion and research, RC 2, p. 99.

4.4 The Roman army (pp. 100-1)

Individual reading of pp. 100-1, oral questioning to check understanding, CYU 1-4.Class discussion of soldiers’ dress/weapons, sources 4.4.2 and 4.4.3. Student reading of labels in source 4.4.3, teacher questioning then students complete US 1, p. 101.Brainstorm ideas on how modern Australian army differs from ancient Roman army.Web research on Roman armies, US 2 p. 101, Weblinks:http://www.roman-empire.net/army/army.htmlhttp://www.bbc.co.uk/schools/romans/army.shtml

4.5 Daily life of the Romans (pp. 102-5)

Teacher narration of information on pp. 102-3. Students read labels source 4.5.1. Quiz to test knowledge of terminology.Student reading of pp.104-5, summarise by note-taking. Comparison: Roman daily life, pp. 102-5, compared with Greece pp. 76-7. Tabulate information: compare Roman life and Australian life today, CYU 2 p. 105.Literacy: summarise table in a short paragraph, CYU 2 (b).Student reading and analysis of source 4.5.3, US 1, p. 105.Oral activities, LS1 & 2.Creative activity: Worksheet 4.1 Design a mosaic.

Students undertake SITE STUDY ‘Pompeii’ on Retroactive 1 CD-ROM , see icon p. 105. Summarise what they have learned, discuss as a class.

4.6 Spartacus and life as a Roman slave (pp. 106-7)

Teacher narration of information on slaves, oral questioning, CYU 1-5 p. 107.Individual study of source 4.6.1, students complete US 1, p. 107.Line graph activity using table source 4.6.3, US3, p. 107.Empathy: Comm. p. 107.View extracts from film Spartacus and discuss film’s recreation of events.See also Check & Challenge p 121, ‘Be creative’ q.2, arrange a banquet.

4.7 Religion during the Roman republic (pp. 108-9)

Mind map on whiteboard to summarise features of Roman religion. Discussion of concept of sacrifices, text p. 108 and source 4.7.1. Reading of information on Roman gods, quiz to test learning of names.


http://www.bbc.co.uk/schools/romans/army.shtml

http://www.roman-empire.net/army/army.html


STUDENTS LEARN TO:



Extend to compare Roman gods and Greek gods (see pp. 78-9), RC, p. 109. Suggested websites: http://www.geocities.com/Athens/Troy/2774/mythgods.htmlhttp://www.gwydir.demon.co.uk/jo/roman/http://www.roman-empire.net/religion/religion.htmlIndividual work to complete table: CYU1, p. 109.Individual source work, US 1-3, p. 109.See also Check & Challenge p. 121 ‘Investigate further’ q. 1, discussion of superstitions, students contribute and collect ideas.

4.8 Roman holidays: festivities and games (pp. 110-11)

Class discussion/debate after reading of pp. 110-11: Romans’ use of violence as entertainment, compare attitudes today. Students answer CYU 1-3, p. 111.Class discussion of movie Gladiator (see cover and p. 12) – usefulness and reliability.Study of photograph of Colosseum, size, Roman architecture, evidence of popularity of entertainments.Discuss mosaics as evidence, and artistic style of mosaics. (See also Worksheet 4.1.)Work in pairs to complete source work, US 1-3.Additional work on features of Colosseum in Worksheet 4.2 and empathy/literacy task on gladiators in Worksheet 4.3.

Virtual tour of Rome weblinks: http://www.virtualrome.com/english/virtualtour/index.htmhttp://www.deadromans.com/walk/default.htm

4.9 Pompey and Caesar (pp. 112-13)

Class discussion to elicit students’ existing knowledge of Pompey and Caesar.Mind map on whiteboard: power and qualities of leaders (from reading of pp. 112-17). See also ‘Link’ to modern dictator Mussolini, pp 122-3.Oral activity: read aloud speech, source 4.9.3, p. 113. Discussion to answer US p. 113..Timeline to consolidate learning: CYU1, p. 113.Individual literacy/empathy task: Comm. p. 113. Additional task on Caesar’s assassination in Worksheet 4.4.Literacy: Latin language, see Retrofile p. 113 – discuss words derived from from ‘veni, vidi, vici’, eg, venue, video, victor.

4.10 Ruling the empire: Augustus and the Julio-Claudians (pp. 114-17)

Student reading of pp. 114-17, class discussion to answer CYU 1-5.Diagram study, family tree source 4.10.2, US1, p. 117.Individual map work, US 2 (compare size of empire with origins map on p. 94).Role play: group research to prepare ‘This is Your Life’ script, RC1, p. 117.


http://www.deadromans.com/walk/default.htm

http://www.virtualrome.com/english/virtualtour/index.htm

http://www.roman-empire.net/religion/religion.html

http://www.gwydir.demon.co.uk/jo/roman/

http://www.geocities.com/Athens/Troy/2774/mythgods.html


STUDENTS LEARN TO:



Class examination of source 4.10.5 to understand how taxes were obtained.Class brainstorm on comparison with British empire, student report, suggest using PowerPoint, RC 2, p. 117.Literacy/empathy task, RC 3, p. 117.Suggested website on aspects of Roman empire:http://www.roman-empire.net/index.htmlAdditional map and timeline tasks in Worksheet 4.5 and 4.6.

4.11 Heritage of the Romans (pp. 118-19)

Class discussion of text p. 118-19, careful reading of source 4.11.1 labels to elicit information on architecture and engineering.Individual work to complete a table by locating information in text, CYU, p. 119.Additional creative task in Worksheet 4.7.Teacher exposition of information on Romans’ legacy in law, government and religion, p. 119. Further student research, RC, p.119.Extension: students research origins of our calendar and where the names of months from. Suggest they draw up a calendar showing Roman names of months and illustrations (gods, mosaics etc).

Revise and extend student learning on Ancient Rome using Check & Challenge pp. 120-1.Complete POMPEII VIRTUAL SITE STUDY on Retroactive 1 CD-ROM (see icon p. 105) if not used earlier.



http://www.roman-empire.net/index.html

RESOURCES FOR ANCIENT ROME:Main references:M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005



Kits:

Videos:

Websites:



SOCIETY: IMPERIAL CHINA Retroactive 1, 2nd ed., Chapter 5, pp. 124-155INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?





STUDENTS LEARN TO: CONTENT (IMPERIAL CHINA):




civics and



describe the way in

5.1 China, the Middle Kingdom (pp. 126-7)

Teacher narration of Introduction p. 124. Refer to timeline pp. 124-5. Invite students to share knowledge of China today: size, population, culture, see:http://www.chinapage.com/china.htmlhttp://www.chinavista.com/experience/index.htmlStudent reading of pp. 126-7, oral questioning/responses, CYU 1-2.Discussion of Pangu legend p. 126, compare legends from other cultures, complete US 1.Discuss balance and harmony, yin and yang, magic square, pp. 126-7, students work in pairs to complete US 2-3.Map work: extract information from boxed labels on relation of geography and rivers to farming activities, students complete US 4, p. 127.

5.2 China’s early Teacher exposition on the first three dynasties, pp. 128-9, invite oral responses to


http://www.chinavista.com/experience/index.html

http://www.chinapage.com/china.html




citizenship in the society or period

rights and freedoms





which the people of the society or period were governed






dynasties (pp. 128-9) CYU 1-6.Oral reading and discussion of source 5.2.1 and concept of mandate of heaven.Discussion of Shang, invite responses to US 1, p. 129.Teacher-led analysis of source 5.2.2 using the ‘W’ questions, invite student contributions to respond to US 2, p. 129. (Refer to historians’ methods, chapter 1, pp. 10-21.)Extension: interested students research pinyin and Wade-Giles methods of romanisation of Chinese and report to class using PowerPoint. Suggested websites: http://sacu.org/roman.htmlhttp://www.loc.gov/catdir/pinyin/difference.html http://www.library.ucla.edu/libraries/eastasian/ctable2.htm

5.3 Beliefs and values – Confucius, Lao Zi and Buddha (pp. 130-1)

Teacher narration of information from text pp. 130-1, invite responses to CYU 1-4.Discuss which of China’s ‘three ways’ students find most interesting and appealing.Individual work: read some of Confucius’ teachings in source 5.3.2 and draw mind map in notebooks to summarise.Students carry out Retroactive 1 CD-ROM investigation ‘Confucius says’ to extend learning of Confucian values and beliefs (see icon p. 131). Elicit feedback on students’ learning.Group work to answer US 1-3, p. 131.Class discussion of origins of kung-fu, see photo pp. 124-5, Check & Challenge p. 153, source 5.13.1 and ‘Be Creative’ q. 7.Additional activities on Tai Chi and Confucian beliefs in Worksheets 5.1 and 5.2.

5.4 Qin Shihuangdi and the first Chinese empire (pp. 132-3)

Student reading of p. 132 and comprehension, CYU, pp. 132-3.Summarise on whiteboard leadership style and government of Qin Shihuangdi. Discussion of source 5.4.1 to answer US 1, p. 133.Map work: locate Great Wall of China on map p. 127. Examine facts and statistics in source 5.4.2, p. 133. Suggested websites: http://www.travelchinaguide.com/china_great_wall/http://chinavista.com/travel/greatwall/greatwall.html (virtual tour of wall).See additional task on the Great Wall in Worksheet 5.3.Discussion: significance of book burning, p. 132, analyse source 5.4.3 using US 2.


http://chinavista.com/travel/greatwall/greatwall.html

http://www.travelchinaguide.com/china_great_wall/

http://www.library.ucla.edu/libraries/eastasian/ctable2.htm

http://www.loc.gov/catdir/pinyin/difference.html

http://sacu.org/roman.html




Examine links between book-burning and action of modern Chinese government over student protests in Tiananmen Square, see ‘Link to modern world’, pp. 154-5.Extension: research an event from Shi Huangdi’s rule and present as news broadcast, see also Check & Challenge p. 153, ‘Researching and communicating’. See also Check & Challenge, ‘Be Creative’ q. 5, p. 153, cartoon-drawing.

5.5 Digging up China’s past: the terracotta warriors (pp. 134-5)

Teacher reading/exposition of text pp. 134-5 and questioning using CYU1-4.See also photo on page 1, discuss each warrior’s unique face/features. Refer also to work of archaeologists, chapter 1, pp. 16-19.Empathy exercise: discovering terracotta warriors – student volunteer to read aloud source 5.5.5. Email/letter-writing, RC1, p. 134.Internet search and ICT task using DTP and image bank, RC 2-3, p. 135.Tabulate on whiteboard the good points and bad points of Shi Huangdi’s reign.Individual student work to complete Worksheet 5.4, acrostic poem on Shi Huangdi.Suggested additional resource: Edmund Capon, Qin Shihuang – Terracotta Warriors and Horses, Art Gallery of New South Wales, Sydney, 1983.Suggested website for virtual tour of terracotta warriors museum:http://www.chinavista.com/travel/terracotta/main.html

5.6 The Han restore peace and encourage learning (pp. 136-7)

Reading of information on changes under the Han, pp. 136-7, answer CYU 1-4.Compare Shihuangdi with Liu Pang and Han Wu Di, mind map differences on whiteboard from student oral contributions.Analyse aretefact in source 5.6.1, share ideas to answer US 1, p. 137. Read aloud source 5.6.2 and discuss meaning, US 2-4, p. 137.Class discussion of source 5.6.3 and exam system (p. 136), invite responses to US 5-8.Group work to devise exam, Comm., p. 137.

5.7 Daily life: the cities and the wealthy (pp. 138-41)

Civics and Cit.: teacher exposition of levels of Chinese society using source 5.7.1.Compile class or individual mind maps to summarise features of the lives and beliefs of wealthy Chinese, using text pp. 138-41. Individual answers to CYU 1-3. Work in pairs to examine market source 5.7.3, respond to US 1 and Comm. p. 141 using ICT. Discuss feng shui, invite students to share own knowledge on its principles (see Retrofile p. 139), complete US 2, p. 141 in pairs or groups.Website for more on jade: http://www.chinavista.com/experience/jade/jade.htmlTeacher-led discussion of severity of law and order under the Han, p. 141, discuss


http://www.chinavista.com/experience/jade/jade.html

http://www.chinavista.com/travel/terracotta/main.html




answers to CYU 4, p. 141. Further Internet/library research into contemporary Chinese government.

5.8 Daily life: the peasants’ life and farming (pp. 142-3)

Student reading of pp. 142-3, draw class mind map of peasant life, CYU1, p. 143.Citizenship: teacher-directed discussion of Chinese government’s methods and attitudes to the poor, pp. 142-3, CYU 2.Source work in groups: analyse sources 5.8.1 and 5.8.2, share responses to US, p. 143.

5.9 Ban Zhao and the world of Chinese women (pp. 144-5)

Teacher reading pp. 144-5 and class discussion on women, roles and customs, invite oral responses to answer US 1-5, p. 145.Diagram on whiteboard, eg flow chart, showing traditional path of women and how Ban Zhao diverged from this. Students read about lily foot custom; group debate on different ideas of beauty between cultures; link to society pressures on women today. Groups share ideas.Empathy task on women and lily foot: LS1, p. 145.Source work, US 1-3, p. 145.Oral presentation: speech, LS2, p. 145.See also Check & Challenge, p. 153, ‘Be creative’ q.6, on the ‘Homesick Swan’.

5.10 Contacts with other peoples – the Silk Road (pp. 146-7)

Individual study of personality Zhang Qian and achievements, pp. 146-7, refer to map source 5.10.1 and discuss distance, student responses to CYU 1-3 and US 1, p. 147.Performance: group work to write a script on the adventures of Zhang Qian (pp. 146-7) and perform. Video if possible.Source study of silk making, US 2, p. 147.Group work to research importance of silk in trading, report back using PowerPoint.Website for Silk Road: http://depts.washington.edu/uwch/silkroad/index.html

5.11 The downfall of the Han (pp. 148-9)

Teacher exposition of information in pages 148-9. Students draw individual mind maps to show benefits of the Han dynasty, CYU1, p. 149. Group work to answer CYU 2-4.Analyse map source 5.11.1 and changes over time, US2, p. 129.Work in pairs to list laws, CC, p. 149, then class discussion to share ideas.

5.12 Imperial China’s legacy (pp. 150-1)

Individual reading of information on legacy of Chinese, pp. 150-1, answer CYU 1-4. Teacher-led discussion to analyse sources, US 1 and 3, p. 151. (Seismograph: earthquake tremors caused balls to fall from dragons’ mouths into the mouths of frogs.)


http://depts.washington.edu/uwch/silkroad/index.html




Paper-making : students write explanantion using source 5.12.2, US 2, p. 151. See also Check & Challenge, ‘Be creative’, q. 4., p. 153 – poster advertising paper, use ICT.Mind map summary of ancient China’s legacy.

Use ‘Check the facts’ activities to consolidate learning on Imperial China, see Check & Challenge, p. 152. Revisit timeline at start of chapter and revise glossary words.

Students complete interactive investigation on Retroactive 1 CD-ROM ‘Confucius says’ (icon on p. 131), if not completed earlier.



RESOURCES:Main references:M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005



Kits:

Videos:

Websites:


HISTORY REGISTER – STAGE 4 TOPIC 2, GROUP A: ANCIENT SOCIETIES

SOCIETY STUDIED: ANCIENT EGYPT ANCIENT GREECE ANCIENT ROME IMPERIAL CHINA OTHER: _____________


Content covered:

Origins Rights & freedoms Contacts

Daily life Beliefs and values Legacy

Civics & citizenship Significant people/events Other: _______________________




Signed: ______________________________ Date: ___________________


TOPIC 2: SOCIETIES AND CIVILISATIONS OF THE PAST (GROUP B)

SOCIETY: MEDIEVAL EUROPE Retroactive 1, 2nd ed., Chapter 6, pp. 156-201INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?


WORKING HISTORICALLYHistorical skills to be integrated into this topic: sequence events within specific periods of time use historical terms and concepts in appropriate contexts identify different types of sources relevant to the study draw conclusions about the usefulness of sources for an historical inquiry locate, select and organise information from a range of sources.

ICT skills appropriate for this topic may include: locate, select and organise information from a range of sources, including a



STUDENTS LEARN TO:

CONTENT (MEDIEVAL EUROPE):






PART 1: Law, order, beliefs and values

6.1 Into the world of medieval Europe (pp. 158-9)

Introduction p. 156: teacher explanation of term ‘medieval’, establish context on timeline p. 156, class discuss US 2 p. 159. Teacher exposition of ‘cultural legacy’ of medieval times using information on p. 159.Students offer ideas on role of films in recreating the past, p. 158 and source 6.1.2, US 1, p. 159.Class discussion of map source 6.1.1 and drawings source 6.1.3, answer US 3 and 4 p. 159.Research in groups or pairs to create poster using ICT, desktop published document or PowerPoint presentation: RC, p.159.



STUDENTS LEARN TO:




rights and freedoms




the legacy of the ancient,






assess the legacy of the society or

6.2 The feudal system – a place for everyone (pp. 160-1)

Civics and citizenship: explain feudal system, pp. 160-1, CYU 1, p. 161.Mind map to summarise feudal system, CYU 2 and 3, p. 161. Work in pairs to interpret diagrams and tabulate information: US 1-3, p. 161.Research a personality using ‘W’ questions, paragraph writing, RC, p. 161.Extension: compare with feudalism in Japan pp. 234-5.

6.3 Castles for protection and control (pp. 162-3)

Student reading of text p. 162; teacher-led discussion of reasons for castle-building and locations. Place centuries and castle types on a timeline, CYU 1, p. 163.Teacher invites responses to CYU 2, p. 163.Student reading of labels in source 6.3.1, work in pairs to complete US 1-2, p. 163. Share answers.Worksheets 6.1 and 6.2: additional learning on castle features. See also p. 184, castle keep.Extension: Internet or library research to find photos of European castles. Suggested web sites: http://web.idirect.com/~medieval/link.html; http://www.castlesontheweb.com/; http://www.heartofeurope.com/castles.htmlSee also Japanese castles, p. 236.

6.4 Defending the castle under siege (pp. 164-5)

Teacher narration of p. 164 and teacher-led analysis of drawings and labels source 6.4.1, work in pairs to complete table CYU 1, p. 165, share with class. Class quiz to test learning of castle terms from source 6.4.1.Group work to plan a castle’s defence, US 2, p. 165.Poem interpretation in pairs, source 6.4.2: US 3, p. 165.Discuss the nature of conflict and violence in medieval times and treatment of the enemy, US 4, p. 167 (also use sources 8.6.3 and 8.6.4 on p. 213).

6.5 The knight in shining armour (pp. 166-7)

Teacher-directed discussion on knights, pp. 166-7, summarise as mind map society’s expectations of knights, CYU 1-3 and US 3, p. 167.Comparison of written sources and discuss different perspectives, US 1-2, p. 167.Suggested empathy/literacy task: from reading of pp. 166-7, compose letter from a squire applying to be a knight. Include description of past experience, age, reasons for wanting to be a knight, and how you would conduct yourself if accepted. Design your heraldic symbol to accompany letter.Creative task, design coat of arms, Worksheet 6.3.Group role play: RC 1, p. 167.Weblink for ‘Tournaments’ research, RC 2: http://www.hyw.com/Books/History/Tourname.htm

6.6 Christendom and the influence of the

Read pp. 168-9 and discuss Christianity, spread of Catholicism and role of the Church; invite student contributions, CYU 1-5.


http://www.hyw.com/Books/History/Tourname.htm

http://www.heartofeurope.com/catles.html

http://www.castlesontheweb.com/

http://web.idirect.com/~medieval/link.html


STUDENTS LEARN TO:



medieval and early modern world

period for our world cultural heritage

church (pp. 168-9) Teacher-led source work: interpret message of painting, US 1, p. 169, emphasise extent of illiteracy and use of art to portray messages.Interpret diagram source 6.6.2, US 2, p. 169.Dramatic presentation: RC 1, p. 169.Individual source work on source 6.6.3: examine and create medieval-style manuscripts, US 3, RC 2, p. 169; see also p. 190, source 6.17.1.Suggest British Museum’s ‘Turning the pages’ for Lindisfarne Gospels, Luttrell Psalter etc.: http://www.bl.uk/collections/treasures/digitisation2.htmlBook of Kells images: http://celtdigital.org/CeltArtKells.htm

6.7 Cathedrals to honour God (pp. 170-1)

Discuss cathedral sizes/dimensions; compare features in photos, CYU 1-5 and US 1, p. 171.Draw scale diagrams of (a) cathedral using dimensions given in text p. 170, and (b) a school building, such as gym, as comparison.Source 6.7.4 as evidence of stonemasons’ techniques. Compare modern techniques, US 3, p. 171.Worksheet 6.4: create stained glass window. Alternatively design a gargoyle.Weblinks for ‘Stained glass’: http://www.ariadne.org/studio/michelli/sgmedieval.htmlhttp://home.bawue.de/%7Ewmwerner/essling/english/glas01.html

6.8 Law, order and crime control (pp. 172-3)

Civics and citizenship: concepts of law and justice in medieval times.Individual reading of information on pp. 172-3, then answer CYU 1-4.Paragraph writing: describe painting, US 1, p. 173.Class discussion of torture methods: US 2, p. 173.Role-play: witch trial, RC, p. 173.Joan of Arc investigation: Students carry out historical investigation on Retroactive 1 CD-ROM ‘Can you save Joan of Arc?’ (icon p. 173), share results with class.See also Check & Challenge p. 199, ‘Investigate further’ q. 4 and source 6.20.2.

6.9 Making the punishment fit the crime (pp. 174-5)

Discussion or debate: crimes and severity of punishments from pp. 174-5, work in pairs to complete CYU 1 and 3 and US 2, p. 175 (see also section 6.10 on William Wallace’s punishment).Tabulate information to compare medieval and modern punishments, CYU 2, p. 175.Teacher-led discussion - role of Church in protection, answer CYU 4, p. 175.Group work to answer US 1 p. 175.See also Check & Challenge, p. 198 ‘Civics and citizenship’ q. 1&2, on justice and punishment.

6.10 Brave of heart: William Wallace of

Students read aloud a paragraph each of pp. 176-7. Discuss the movie ‘Braveheart’ and other heroic figures and conflicts in films. (See also ‘Link to


http://home.bawue.de/~wmwerner/essling/english/glas01.html

http://www.ariadne.org/studio/michelli/sgmedieval.html

http://celtdigital.org/CeltArtKells.htm

http://www.bl.uk/collections/treasures/digitisation2.html


STUDENTS LEARN TO:



Elderslie (pp. 176-7) modern world’ on Gandhi, modern ‘freedom fighter’ with different methods, pp. 200-1.)Timeline: locate dates in text, CYU 1, p. 177. Oral questioning to answer CYU 2-3.Map work: locate and mark places on map of Scotland and England, CYU 4, p. 177.Internet search for more information on Wallace. Suggested web sites: http://www.electricscotland.com/history/wallace.htmhttp://www.highlanderweb.co.uk/wallace/index.htmlMind map on whiteboard to share ideas for source work, US, p. 177.Poem reading and interpretation: RC 1, p. 185, poem on web at: http://geocities.com/TheTropics/Shores/5610/RobtBurns.Html;http://www.netpoets.com (click on Classical poetry, then Robert Burns)

PART 2: Daily life in medieval Europe

6.11 Living as a peasant (pp. 178-9)

Explanation of ‘class system’ and position of peasants (refer to feudal system p. 160). Discuss pp. 178-9.Teacher-led analysis of drawing of manor and labels, students complete CYU 1, p. 179.Mind map: locate information in text to expand source 6.11.2 diagram, CYU 2, p. 179.

6.12 Farm work and farm technology (pp. 180-1)

Individual reading of pp. 180-1 on farm work and completion of CYU 1-4, p. 181.Work in pairs to locate information in sources: US 1-4, p. 181.Suggested empathy/literacy task: diary account of a day in life of a farm worker (see also ‘The peasant woman’ on p. 183).

6.13 A man’s world and a woman’s place in it (pp. 182-3)

Teacher narration of pp. 182-3, oral questioning to answer CYU 1-5.Work in pairs to interpret paintings, US 1-3, p. 183.Research: individual work to create poster on a woman of medieval Europe, RC, p. 183. (See also Check & Challenge, ‘Investigate further’, p. 199, research Joan of Arc; and Retroactive 1 CD-ROM investigation ‘Can you save Joan of Arc?’, icons pp. 173 and 199)

6.14 Living in castles (pp. 184-5)

Teacher narration of information on life in a castle keep, p. 184. Work in pairs to create mind map from text, CYU, p. 185.Individual work: study photograph, US, p. 185.Work in pairs to complete word matching activity: Researching, p. 185.Literacy idea: compose a real estate advertisement in contemporary style for a ‘medieval castle for sale’ – individual task or invite student contributions and use whiteboard.


http://www.netpoets.com/

http://geocities.com/TheTropics/Shores/5610/RobtBurns.Html

http://www.highlanderweb.co.uk/wallace/index.html

http://www.electricscotland.com/history/wallace.htm


STUDENTS LEARN TO:



See also Worksheets 6.5 and 6.6 on castles.6.15 Food and feasting (pp. 186-7)

Teacher narration of information from text on foods p. 186, contrasting the poor and rich and foods today, invite class responses to check learning, CYU 1-6, p. 187.Work in small groups to interpret tables and compare modern ‘healthy eating pyramid’, US 1, and interpret painting, US 2, p. 187.

6.16 Games and leisure time (pp. 188-9)

Class discussion of religious festivals of different cultures; read p. 188, answer CYU 1-3 and US 1, p. 189.Discuss or debate: changes in society’s values and attitudes to cruel sports and animal welfare, CYU 3-4, p. 189. Comparison: leisure pastimes of the rich and the poor, pp. 188-9.Work in pairs to analyse Brueghel the Elder’s painting, US 3-5, p. 189. (See also Check & Challenge, p. 199, Investigate further, q. 2 and weblinks below.)Group research to create a collage, RC, p. 189 (or see class photography project in Check & Challenge, p. 199, ‘Investigate further’ q. 8).Weblinks for Breughel Elder and Younger: http://www.khm.at/system2E.html?/staticE/page228.htmlhttp://gallery.euroweb.hu/html/b/bruegel/pieter_y/

6.17 Centres of learning (pp. 190-1)

Teacher-led discussion: education and life of a student, pp. 190-1.Mind map of features of medieval education, CYU 1-2, p. 191. See also Worksheet 6.7, comparing medieval and modern education.Individual work on source analysis, visual and written, US 1-3, p. 191.Empathy/literacy: use sources and text (pp. 190-1) to write a one-page diary entry of a university student in medieval times.Locate some Latin writing to share in class.

6.18 Health, hygiene, disease and death (pp. 192-5)

Individual reading of pp. 192-3 on health and hygiene, medical knowledge and treating diseases and answer CYU 1-3, and US 1-2, p. 195. Class quiz to check learning.See also Check & Challenge, p. 199, Investigate further, q. 3 and source 6.20.1 showing amputation; and Worksheet 6.8 comparing medical knowledge.Black Death class study: teacher exposition of information on pp. 193-5 ‘Black Death’ inviting students to read aloud sections of text. Quiz to check understanding of reasons for plague and its spread, treatments, consequences of plague for medieval Europe.Map analysis source 6.18.4 – spread of Black Death, students explain map’s information.


http://gallery.euroweb.hu/html/b/bruegel/pieter_y/

http://www.khm.at/system2E.html?/staticE/page228.html


STUDENTS LEARN TO:



Research in groups and create a poster on humours: RC 1, p. 195.Students locate information on contemporary prevention methods/medical care, RC 2-3, p. 195.Weblinks for Plague Nursery Rhyme: http://nurseryrhymes.allinfoabout.com/ring_o_roses.htmlhttp://www.snopes.com/language/literary/rosie.htmWeblink for Yersinia pestis: http://members.aol.com/omaryak/plague/See also Worksheet 6.9: literacy task – journal.

6.19 Towns and trade: moving towards a new world (pp. 196-7)

Teacher exposition of information on pp. 196-7. Compare town life (pp. 196-7) with rural life (pp. 178-9). Class discussion of source 6.19.1, invite responses to CYU 1-2 and US 1.Students work in pairs to summarise town life as a table, CYU 3, p. 197. (See also Check and Challenge, p. 198, ‘Understanding life in medieval towns’, q. 1-2.)Analyse painting source 6.19.2 as evidence of town activities, US 2-3, p. 197 (see also Check & Challenge, p. 199, Investigate further, q. 1 – make shop signs).Discuss international trade and Florentine banking, p. 197 (see also trade with Middle East countries, chapter 7, pp. 220-1, and European exploration pp. 250-1).

Topic revision using Check & Challenge p. 198, heads and tails, check the facts, and revision of glossary words p. 157 - class quiz to check learning.



http://members.aol.com/omaryak/plague/

http://www.snopes.com/language/literary/rosie.htm

http://nurseryrhymes.allinfoabout.com/ring_o_roses.html




Kits:

Videos:

Websites:



SOCIETY: THE ISLAMIC WORLD TO 1600 Retroactive 1, 2nd ed., Chapter 7, pp. 202-227

INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?





STUDENTS LEARN TO:

CONTENT (ISLAMIC WORLD):






7.1 Islam – a religion arising out of Arabia (pp. 204-5)

Teacher reading of Introduction, p. 202. Discuss timeline p. 202 to establish context.Timeline activity: individual reading of information on Mohammed, pp. 204-5, then complete timeline, CYU 1, p. 205.Map work: study map source 7.1.1 and answer questions, US 1, p. 205.Explanation of different calendars, CYU 2.Class discussion of source 7.1.2: significance of the mosque, students contribute knowledge of local mosques and their features, US 2 p. 205.

7.2 Islamic religion and its influence (pp. 206-7)

Source work: read ‘Five Pillars of Islam’, p. 206, answer CYU 1-2, p. 207.Teacher-led discussion of importance of Qur’an, CYU 3 and US 3 (refer to photo pp. 202-3).Research: paragraph writing on Ramadan, RC 1, p. 207, see also article in Check & Challenge



STUDENTS LEARN TO:




rights and freedoms











p. 224. Weblink for information on Ramadan:http://www.irca.org.au/articles/calendar/explain01.htmWeblink for Mohammed’s letter to monks, Charter of Privileges, RC 2, p. 207:http://www.cyberistan.org/islamic/charter1.html

7.3 Islamic civilisation (pp. 208-9)

Teacher narration of information on pp. 208-9, oral response to CYU 1-3.Mind map on whiteboard: summarise legacy/contributions of Islamic civilisation, CYU 4, p. 209. See also research ideas in Check & Challenge ‘Investigate further’ p. 225.Literacy tasks to complete analysis of sources, US 1-3, pp. 208-9. Additional activity on Islamic medicine, Worksheet 7.1.Report writing, individual or in pairs, to answer research question on astrolabe, RC, p. 209. (Suggested web site: http://astrolabes.org/astrolab.htm)

7.4 The call for a crusade (pp. 210-11)

Teacher exposition of information, pp. 210-11, then check students’ understanding through word puzzle, CYU 1, p. 211.Identify features and interpret ancient map, source 7.4.1, US 1-3, p. 211.Invite volunteer to read aloud source 7.4.2. Students respond to speech by completing individual comprehension task, US 4 p. 211, and empathy task (diary entry), US 5, p. 211.Students undertake SITE STUDY/INVESTIGATION on Retroactive 1 CD-ROM, ‘Jerusalem: one city, three religions, see icon p. 211.

7.5 The crusades begin (pp. 212-13)

Map interpretation source 7.5.1, students complete table, CYU 2, p. 213.Source work: using painting source 7.5.3 as evidence, US 2, p. 213.Mind map on whiteboard: brainstorm words to describe characteristics of first crusaders from text of pp. 212-13.Journal activity: Worksheet 7.2.

7.6 The first crusaders’ attack on Jerusalem (pp. 214-15)

Analyse map in relation to photo, US 2-4, p. 215.Teacher-led comparison of accounts of attack on Jerusalem (sources 7.6.3 and 7.6.4) and discuss perspectives. Report writing: LS, p. 215; suggest presentations using PowerPoint.

7.7 Life in a new land (pp. 216-17)

Comparison: table to compare crusaders’ old and new lifestyles, CYU 2, p. 217 (refer to chapter 6, Medieval Europe, ‘Health and hygiene’ section 6.18, p. 192).Extension: research a castle/fortress, eg Krak des Chevaliers (Castle of the Knights), see:http://www.fortunecity.com/tattooine/wyndham/128/krak.htmhttp://www.syriagate.com/Syria/about/cities/Homs/krakdeschevalier.htm


http://www.syriagate.com/Syria/about/cities/Homs/krakdeschevalier.htm

http://www.fortunecity.com/tattooine/wyndham/128/krak.htm

http://astrolabes.org/astrolab.htm

http://www.cyberistan.org/islamic/charter1.html

http://www.irca.org.au/articles/calendar/explain01.htm


STUDENTS LEARN TO:



http://www.homsonline.com/Citeis/KrakDesChevaliersPhotoGallery.htmDiscuss significance of crusaders’ growing understanding of other cultures, US 3, p. 217.Empathy/literacy task, Comm. 1, p. 217.Role play: form groups to role-play source 7.7.4, Comm. 2, p. 217; video if possible.Relate content to ‘Link to modern world’ pp. 226-7 and the continuing conflict in Middle East, strengths of cultural beliefs and efforts to achieve peace; consequences for modern leaders.

7.8 Saladin and Richard (pp. 218-19)

Timeline: locate information, CYU 1, p. 219. Additional timeline activity Worksheet 7.3.Personality studies: teacher narration of text pp. 218-19, CYU 4-5 and US 1-2, p. 219.Literacy: students read notes on Saladin and Richard I, sources 7.8.2 and 7.8.3; choose one to expand from note-form into a one-page biography, including other information from the text.Dramatic presentation: group work to devise and perform play, Comm. p. 219. Dress up in cloaks, turbans, crowns, moustaches etc to copy images on p. 219.

7.9 Cultural contact after the Crusades (pp. 220-21)

Teacher exposition of information in pp. 220-1, class quiz to check learning, CYU 1-3, p. 221.Individual map work, US 1 p. 221. More on exploration on pp. 250-1.Examine written source and perspective, US 2, p. 221.See also Check & Challenge, ‘Sort them out’ activity, p. 225.

7.10 Islamic world to 1600 (pp. 222-3)

Read and discuss text on Islamic influence and empires pp. 222-3, CYU 1-2, p. 223.Analyse source 7.10.2 and answer US 1, p. 223.Class discussion of contemporary Islam in Australia, Check & Challenge p. 224.Research on a city or on Indonesia, see Check & Challenge ‘Literacy skills’ p. 225, q 4-5.Worksheets 7.4 and 7.5, map and crossword for revision.; revise glossary words, p. 203.



http://www.homsonline.com/Citeis/KrakDesChevaliersPhotoGallery.htm




Kits:

Videos:

Websites:



SOCIETY: FEUDAL JAPAN Retroactive 1, 2nd ed., Chapter 8, pp. 228-249

INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about societies and civilisations of the past?What have been the legacies of past societies and civilisations?





STUDENTS LEARN TO: CONTENT (FEUDAL JAPAN):




civics and citizenship in the



describe the way in which the people of

8.1 Japan: land of mountains, earthquakes and many beliefs (pp. 230-1)

Introduce Feudal Japan by reading p. 228, study timeline, observe the castle photograph.Teacher narration of information on origins, p. 230, map study and answer US 1 p. 231.Student reading of information on Shinto, Buddhism, Zen and Confucianism, pp. 230-1, answer CYU 1-2. (Refer also to Confucius in chapter 5, Ancient China, p.114.)Class discussion of Eightfold Path source 8.1.3, class responses to US 2 p. 231.Class quiz to check learning of terms and concepts pp. 230-1.See also Worksheet 8.1 Japanese religions; and Check & Challenge research suggestion, create poster of shrines/temples/castles, p. 246 q. 2.

8.2 Emperors and shoguns (pp. 232-3)

Invite students to share existing knowledge of Japan and Japanese language.Teacher exposition on early histories and women writers, p. 232, oral responses to CYU 1-2 and US 1-2 p. 233. Work in pairs to answer Comm, p. 233.





society or period

rights and freedoms





the society or period were governed






Student reading of text on origins of samurai and shogun, pp. 232-3, class quiz to check learning, CYU4 p. 233.Source work on painting of Minamoto no Yoritomo: US 3, p. 233.Additional map work in Worksheet 8.2.

8.3 Civil war and a new shogunate (pp. 234-5)

Civics and citizenship: teacher-led examination of source 8.3.1 diagram of society levels pp. 234-5, diagram to check understanding, CYU 1 p. 235. Comparison with feudalism in medieval Europe (see p. 160).Class quiz to check learning of terms on pp. 234-5. Individual or work in pairs on Japanese society crossword: Worksheet 8.3.

8.4 Japanese castles and towns (pp. 236-7)

Teacher narration of information on Japanese castle design, p. 236 and source 8.4.1; compare with European castle design and defences on pp. 162-5, CYU and RC, p. 237. Source work on written source 8.4.2: US, p. 237. Teacher-led discussion of Japan’s castle towns; rank levels in castle town society, p. 237.Weblinks for Himeji Castle: http://www.shirofan.com/photo_library/himeji_jou4.htmlhttp://www.greatbuildings.com/buildings/Himeji_Castle.html

8.5 Samurai during the Tokugawa shogunate (pp. 238-9)

Student reading of samurai roles, ninja and samurai women, pp. 238-9 and answer CYU 1-3. (Compare samurai with European knights, chapter 6, p. 166.)Suggest mind map on whiteboard of features of samurai life and behaviour.Discussion of source 8.5.2 on warrior code, invite oral answers to US 2, p. 239.Students read aloud a paragraph, in turn, of source 8.5.3 on the 47 ronin. Paragraph writing: US 3, p. 239.Role play: dress up and perform the ‘47 ronin’, video if possible. Use narrator to read source 8.5.3 while acting, or use script, mime or a form of Japanese theatre (see p. 241).Comprehension activity: individual reading of Check & Challenge, p. 247, extract from The Tale of Heike, ‘The death of Atsumori’. Work in pairs to answer q. 4 on pp. 246-7.Class discussion to share ideas on aspects of Japanese cultural beliefs that come out of the ‘Atsumori’ story and ‘The 47 ronin’.

8.6 Ceremonies, literature and theatre (pp. 240-1)

Teacher narration of cultural features, pp. 240-1, invite oral responses to CYU 1-5.Poem composition: explain haiku structure, suggest a theme for students’ own haiku, or own choice, US p. 241. Illustrate then read aloud and display haiku in class.If possible, invite guest to discuss/demonstrate forms of Japanese drama, or to play Japanese music.


http://www.greatbuildings.com/buildings/Himeji_Castle.html

http://www.shirofan.com/photo_library/himeji_jou4.html




See also Check & Challenge p. 246, q. 2: research Noh plays. For Noh mask effect see:http://www.mis.atr.co.jp/~mlyons/Noh/noh_mask.htmlPerform with partner as in a Noh play, Comm. 1, p. 241. Include musical accompaniment.Group work to write bunraku play, Comm. q. 2 p. 241.Further website for culture: http://www.japan-zone.com/culture/noh.shtml

8.7 A rich legacy in art and crafts (pp. 242-3)

Class discussion of distinctive arts and crafts of Japanese, pp. 242-3, students bring in examples or photographs.Work in groups to tabulate ideas for CYU 3, p. 243.Creative tasks: ‘Creating’ 1-2, p. 243, and Check & Challenge p. 246, q. 3, origami bird template (source 8.9.2).See also Worksheet 8.6: Origami frog.

8.8 Contact and isolation: Japan and the ‘red-haired barbarians’ (pp. 244-5)

Teacher narration of pp. 244-5, discussion to answer CYU 1-2, p. 245.Timeline: work in pairs to locate dates and events and present as timeline, CYU 3, p. 245.Read aloud source 8.8.1 and answer US 1, p. 245.Source study source 8.8.2: share lists of transport influences, US 2(a), p. 245.Research: US 2(b), bullet train or Shinkansen (web search); also RC 1-2, p. 245.Summarise cultural legacy of Japanese (p. 245) as mind map on white board.Link to modern Emperor’s role and problems of the twentieth century, pp. 248-9. More on contemporary imperial family and ned for male heir at:http://www.japan-zone.com/culture/imperial.shtmlStudents complete and give feedback on HISTORICAL INTERACTIVE INVESTIGATION: ‘When East meets West’, on Retroactive 1 CD-ROM, icon on p.245.Revise topic, see word matching p. 246 q. 1; revise glossary words p. 229.



http://www.japan-zone.com/culture/imperial.shtml

http://www.japan-zone.com/culture/noh.shtml

http://www.mis.atr.co.jp/~mlyons/Noh/noh_mask.html




Kits:

Videos:

Websites:


HISTORY REGISTER – STAGE 4 TOPIC 2, GROUP B: MEDIEVAL AND EARLY MODERN SOCIETIES

SOCIETY STUDIED: MEDIEVAL EUROPE ISLAMIC WORLD FEUDAL JAPAN OTHER: _____________


Content covered:

Origins Rights & freedoms Contacts

Daily life Beliefs and values Legacy

Civics & citizenship Significant people/events Other: _______________________




Signed: ______________________________ Date: ___________________


TOPIC 3: ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION & CONTACT HISTORY (SECTION A)

SOCIETY: AUSTRALIA 1788-1900: nature & impact of colonisation Retroactive 1, 2nd ed., Chapter 9, pp. 250-287INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about Aboriginal and indigenous peoples?What has been the nature and impact of colonisation on Aboriginal, indigenous and non-indigenous peoples?

OUTCOMES4.2 describes significant features of Aboriginal and indigenous cultures, prior to colonisation4.3 explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other4.7 identifies different contexts, perspectives and interpretations of the past4.9 uses historical terms and concepts in appropriate contexts4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

WORKING HISTORICALLYHistorical skills to be integrated into this topic: use historical terms and concepts in appropriate contexts identify origin, purpose and context of historical sources distinguish between fact and opinion plan historical research to suit the purpose of an investigation locate, select and organise information from a variety of sources.ICT skills appropriate for this topic may include: identify origin, purpose and context of historical sources, including ICT sources practise ethical behaviour when using the internet during an historical inquiry choose appropriate software relevant for historical research.


STUDENTS LEARN TO:

CONTENT (AUSTRALIA 1788-1900):


pre-contact Aboriginal culture

Aboriginal and non-Aboriginal perspectives of

recall the main features of Aboriginal culture prior to British colonisation

compare the Aboriginal and non-Aboriginal

Introduction to contact and colonisation (pp. 250-1)

Teacher narration of information in text pp. 250-1 to give general context and main facts on European exploration, main explorers and map p. 251; revisit medieval beliefs and understandings of the world, see chapter 6 pp. 158-9.Teacher-led reading and discussion of contacts and colonisation, impacts on cultures pp. 250-1.Mind map on whiteboard the reasons for European exploration and colonisation.

9.1 Life and death at Lake Mungo (pp. 254-5)

Teacher-led discussion of Introduction, timeline and photo pp. 252-3. Invite students to share existing knowledge of contemporary indigenous society.Teacher narration of information on pp. 254-5. Discuss work of archaeologists (refer also to chapter 1 pp. 16-21). Teacher exposition on sensitivities regarding uncovering of bones, indigenous disapproval of



STUDENTS LEARN TO:



the relationship to land and country

British contact with Aboriginal peoples to 1820

differing experiences of contact between Aboriginal and non-Aboriginal peoples from 1820 to 1900. These could include:- impact of disease

- land disputes - dispossession - massacres and frontier wars - Aboriginal responses to dispossession

increasing government control of the

relationship to land and country

recall the nature of early British contact with Aboriginal peoples to 1820

describe some of the differing aspects of contact between Aboriginal and non-Aboriginal peoples from 1820 to 1900

explain how Aboriginal peoples outside the Sydney regions responded to the invasion of their lands

outline the developments in

photographs of skeletons/ancestors, extend discussion of perspectives using Comm. p. 255, photo of Major Sumner on reclaiming skulls, pp. 252-3 and news article p. 284.Invite class responses to CYU 1-4 and US 1-2.More on significance of Lake Mungo region and discoveries:http://www.walkabout.com.au/locations/NSWLakeMungo.shtmlhttp://www.hominids.com/donsmaps/mungo.htmlWorld Heritage information on Lake Willandra region:http://www.deh.gov.au/heritage/worldheritage/sites/willandra/index.html

9.2 Land, Dreaming and law (pp. 256-7)

Individual student reading of text p. 257, answer CYU 1-2 and US 1-3 p. 257.Teacher and student narration in turns of story source 9.2.2, work in pairs to answer US 5, p. 257. Weblink for audio of story at Australian Museum online:http://www.dreamtime.net.au/creation/index.cfmGroup discussion of source 9.2.3 Wandjina, US 6 p. 257.Additional activities on indigenous traditional culture in Worksheets 9.1 and 9.2.

9.3 A culture of sharing and giving (pp. 258-9)

Teacher-led discussion of culture p. 258, oral responses to CYU 1-2 and US 1 and 3, p. 259.Work in pairs on map study, answer US 1 p. 259.Seek volunteer to narrate source 9.3.3 and hold class discussion to answer US 3 p. 259View video: Bush Tucker Man, RC p. 249, present poster or menu using ICT.If possible, invite speaker to address the class about traditional culture, eg Aboriginal artist, National Parks and Wildlife Service guide, archaeologist.Website by National Parks on Aboriginal cultural life: http://www.nationalparks.nsw.gov.au/npws.nsf/Content/Aboriginal+people+and+cultural+lifeSee language groups map p. 266. More on language groups at: http://indigenousaustralia.frogandtoad.com.au/language.htmlWorksheet 9.3: students choose own totem.

9.4 Evidence of early contact (pp. 260-1)

Mind map on whiteboard summarising early vistors to Australia, nature of early contacts and evidence p. 260, work in pairs to complete timeline CYU 1, p. 261. Teacher-directed reading and discussion of p. 261, map study to identify routes of explorers in 17th century. Discussion of Cook’s landing and concept of terra nullius, CYU 2 and US2-3, p. 261.

9.5 Invasion (pp. 262-3)

Teacher exposition of information on British expansion and impacts on land and people, discussion of images created in sources 9.5.1 and 9.5.2 CYU 1 and US 1 p. 263. Individual reading of text and sources on Arabanoo and Bennelong, work in pairs to complete US 2-3,


http://indigenousaustralia.frogandtoad.com.au/language.html

http://www.nationalparks.nsw.gov.au/npws.nsf/Content/Aboriginal+people+and+cultural+life

http://www.dreamtime.net.au/creation/index.cfm

http://www.deh.gov.au/heritage/worldheritage/sites/willandra/index.html

http://www.hominids.com/donsmaps/mungo.html

http://www.walkabout.com.au/locations/NSWLakeMungo.shtml


STUDENTS LEARN TO:



lives of Aboriginal peoples

the consequences of colonisation

governments’ policies towards Aboriginal peoples

explain the results of colonisation for Aboriginal and non-Aboriginal peoples to 1900

p. 263.Group work to compose and present interview script, Comm. p. 263.

9.6 Battling to survive (pp. 264-5)

Teacher narration of information in text and reading aloud of sources pp. 264-5, invite oral responses to CYU 1 and US 1-2, p. 265.Work in pairs to summarise learning in poster, CYU 2, or drawing, US 3, p. 265.Comparison table or mind map on whiteboard: differing perspectives of ownership of land, p. 265.Individual empathy/literacy task, US 4, p. 265.

9.7 The Black War (pp. 266-9)

Individual student reading of pp. 266-7, discuss main points as class, concept of ‘war’, differing interpretations of events. Work in pairs to complete CYU 1-2 and US1-2 p. 269.See also group inquiry activity, Check & Challenge pp. 284-5 ‘Investigate further’, q. 4 on Major Mitchell’s attack in 1836.Student reading of pp. 268-9 on massacres, class discussion to answer US 3-4; work in groups or pairs to design memorial US 5 p. 269.Class mind map on whiteboard to answer CYU 3 p. 269 – reasons why Aborigines and Europeans fought against each other.Languauge group research, RC, p. 269. Weblink: http://www.cityofsydney.nsw.gov.au/barani/Alternative site: http://indigenousaustralia.frogandtoad.com.au/language.htmlStudents complete HISTORICAL INVESTIGATION/SITE STUDY on Retroactive 1 CD-ROM ‘Frontier conflict at Broome’ (icon on p. 269); report back to class on findings and learning outcomes.See also Check & Challenge p. 285 ‘Imagine this …’ q. 1: proposal for a film project on Black War.

9.8 Civilisation and savagery (pp. 270-1)

Teacher exposition of information in text and contrasting sources, p. 270, invite oral responses to CYU 1-2 and US 1-2, p. 271.Individual student writing to answer US 3 p. 271, share analyses with class.Teacher or student volunteers read aloud source 9.8.3, hold class discussion to answer US 4 p. 271.Individual empathy/literacy/creative task to answer US 5 p. 271.

9.9 ‘Protected’ lives (pp. 272-3)

Teacher exposition of text and source 9.9.1 on rapid European expansion, group work US 1 p. 273.Individual reading of text on Truganini, recount story CYU 3, p. 273. Research further and work in pairs using ICT to complete RC p. 273.Teacher-led discussion of reserves, mind map on whiteboard to answer CYU 3.Individual source work to answer US 2 p. 273.See also Check & Challenge, p. 285 ‘Investigate further’ q. 5 – class debate on George Robinson; ‘Imagine this …’ q. 2 and source 9.14.2: empathy task as member of native police force.


http://indigenousaustralia.frogandtoad.com.au/language.html

http://www.cityofsydney.nsw.gov.au/barani/


STUDENTS LEARN TO:



9.10 Managing the missions (pp. 274-5)

Teacher-led reading and discussion of text pp. 274-5, class responses to CYU 1-3, p. 275.Mind map the positive achievements at Cummerangunga and Coranderrk reserves and reasons for eventual closures, US, p. 275.Class discussion of segregation policy, extend to ‘Link’ on Rabbit Proof Fence, pp. 286-7.

9.11 Working together (pp. 276-7)

Individual student reading of text on Ogilvie and evidence of work of trackers, p. 276, source 9.11.1 and visual source 9.11.2. Form groups to discuss positive stories of cooperation and understanding, respond to CYU 1, US 1-3, and RC p. 277.Teacher narration of information on p. 277, students answer CYU 2-3 and US 4 p. 277.

9.12 The white man’s burden? (pp. 278-81)

Invite volunteer to read aloud poem source 9.12.2 to initiate discussion and examination of text and sources pp. 278-81. Class mind map on whiteboard , CYU 1, p. 281 (refer back to pp. 250-1).Class quiz to test learning of pp. 278-81. Individual source work to complete US 1-6 p. 281.Research Gauguin’s paintings as visual records of Tahiti people and life, RC p. 281.Worksheets 9.5 and 9.6, treaty activity and crossword.

9.13 Site studies: appreciating and protecting our heritage (pp. 282-3)

Site study procedures class discussion of care and respect for heritage. Research local sites to visit or invite speaker from National Parks and Wildlife Service to address class.See Worksheet 9.7 for site study planning.Class quiz to revise learning; additional tasks in Check & Challenge p. 285 ‘Imagine this’ q. 3 and 4.Introduction to another culture’s experience of contact and colonisation; lead-in to comparison activity Check & Challenge p. 285 ‘Comparing the indigenous experience’.






Kits:

Videos:

Websites:


TOPIC 3: ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION AND CONTACT HISTORY SECTION A

SOCIETY STUDIED: AUSTRALIA 1788-1900


Content covered:

Pre-contact culture Experiences of contact 1820-1900 Other: ___________________

Relationship to land Government control of Aboriginal lives

British contact to 1820 Consequences of colonisation




Signed: ______________________________ Date: ___________________


TOPIC 3: ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION & CONTACT HISTORY (SECTION B)

SOCIETY: NORTH AMERICA Retroactive 1, 2nd ed., Chapter 10, pp. 288-313

INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about Aboriginal and indigenous peoples?What has been the nature and impact of colonisation on Aboriginal, indigenous and non-indigenous peoples?




STUDENTS LEARN TO:

CONTENT (NORTH AMERICA):


the nature of colonisation

the features of a pre-colonial indigenous

define the concept of colonisation

explain how and why colonisation occurred

describe the main features of the

10.1 America’s first migrants (pp. 290-1)

Teacher narration of Introduction, p. 288. Discuss timeline, image and map to set context pp. 288-9.Individual reading of origins of America’s first migrants, p. 290, answer CYU 1-3.Work in pairs to complete map work: US 1, p. 291 and interpret modern photograph, US 2 p. 291. Share ideas with class.

10.2 Life before the Europeans (pp. 292-5)

Teacher narration and whiteboard summary of the main features, characteristics and lifestyles of the Indians of each region. Students compile table to show differences, CYU 1, p. 295.Oral questioning, CYU 2-3, p. 295.Analyse sources: US 1-2, p. 295.Individual reading of source 10.2.3, beliefs of the Sioux, and answer US 3 p. 295. (See also Check &



STUDENTS LEARN TO:



culture

the nature of contact between the indigenous and non-indigenous peoples

the responses of indigenous and non-indigenous peoples to colonisation


the experiences of colonisation

indigenous culture prior to colonisation

describe the key aspects of contact between the indigenous and non-indigenous peoples

explain how indigenous and non-indigenous peoples responded to colonisation

explain the results of colonisation for indigenous and non-indigenous peoples

compare the Aboriginal experiences of colonisation with those of the indigenous culture studied in Group B

Challenge, p. 310, ‘Research topics’, q. 4.)Class discussion to examine sources, p. 294, and answer US 4-5.Class quiz to check learning of glossary terms in bold type, pp. 292-5.See also Check & Challenge, p. 310, ‘Test your understanding’ q. 1, as additional revision.Related creative/literacy tasks in Worksheets 10.1 and 10.2.

Students complete historical INVESTIGATION on Retroactive 1 CD-ROM ‘Technology and the Plains Indians’ (icon p. 295), report back to class with results.

10.3 The French in North America (pp. 296-7)

Individual student reading of pp. 296-7 and answer CYU 1-5.Map work: US 1, p. 297.Interpret drawing: US 2, p. 297.Suggested empathy tasks: students either: (a) write an imaginary conversation in which an Eastern Woodlands Indian answers his/her child’s questions about the French arrivals; (b) write a letter to family back home from a single French woman just arrived in North America by ship with many others to be married to a French settler or hunter, describing experiences and feelings; (c) role play a meeting between Algonquin Indians and a French trader.Research: find out where French is still spoken in North America today.

10.4 The English in North America (pp. 298-9)

Teacher narration of pp. 298-9 and oral questioning/responses to CYU 1-3.Mind map: CYU 4, p. 299.Source work in pairs, share ideas to answer US 1-4.Research in pairs or groups, use ICT: RC 1-2, p. 299.Suggested literacy/empathy task: write a series of diary entries for a Puritan from his/her arrival in December 1620 until the first ‘Thanksgiving Day’ (described on p. 300).Additional research task on settlement of other European countries, Check & Challenge, p. 310, q. 5 and source 10.9.1 map.

10.5 European conquest and settlement (pp. 300-1)

Teacher exposition of information in text and sources pp. 300-1; volunteer reads aloud source 10.5.2, invite class responses to CYU 1-6 and 1-3 p. 301.Teacher-directed discussion comparing North American Indian and Australian Aboriginal experience of conquest and settlement.Suggested extension: literacy task to empathise with one person in painting source 10.5.1 and write diary entries about the event.Weblink for Trail of Tears: http://ngeorgia.com/history/nghisttt.html


http://ngeorgia.com/history/nghisttt.html


STUDENTS LEARN TO:



Worksheet 10.3 – additional task on Trail of Tears.10.6 Removal and reservations (pp. 302-3)

Individual reading of pp. 302-3; draw timeline of dates and events in text.Teacher questions class to check learning, CYU 1-4, p. 303.Students volunteer to read aloud sources 10.6.1 and 10.6.2, answer US 1-2 p. 303.Discuss significance of source 10.6.3 delegation photo, work in groups to answer US 3 p. 303.Comparison with Australian Aborigines’ treatment and experiences of reserves.ICT task to design poster, Creating, p. 303.

10.7 The Great Wars of resistance (pp. 304-7)

Teacher exposition of information on pp. 304-7, class quiz to check learning of battles and names, CYU 1-8 p. 307.Discussion groups to compare with Australian Aborigines and ‘Black War’ conflicts (pp. 266-9); report similarities/differences to class.Work in pairs to analyse sources pp. 304-7 and answer US 1-7 p. 307.Individual or group task to express injustices in Worksheet 10.4Weblinks for Native American resources:http://www.nativeculture.com/lisamitten/indians.htmlhttp://ngeorgia.com/history/cherokee.html

10.8 A new beginning (pp. 308-9)

Teacher narration, pp. 308-9, oral responses to CYU 1-3, p. 309Compare the British treatment of Australian Aborigines in nineteenth century and effects on their culture – list on whiteboard. Refer to land rights issues and read the modern ‘Link’, pp. 312-13, on the Inuit peoples and Nunavut.Read aloud source 10.8.3 and discuss significance.Small group source work: answer US, p. 309.Research in pairs, R p. 309: weblink for Sequoyah reserach: http://ngeorgia.com/people/sequoyah.htmlSuggested creative task: use words of speech in column 2, p. 308, as basis for poster, incorporating images from the Indians’ history since contact.

Revise glossary terms p. 289; Worksheet 10.5 crossword.See Check & Challenge pp. 310-11 for additional knowledge questions and research.Weblink for Resources for Indigenous Cultures: http://www.nativeweb.org/United States Indian Reservations map weblink:


http://www.nativeweb.org/

http://ngeorgia.com/people/sequoyah.html

http://ngeorgia.com/history/cherokee.html

http://www.nativeculture.com/lisamitten/indians.html


STUDENTS LEARN TO:



http://www.cr.nps.gov/nagpra/DOCUMENTS/ResMAP.HTM



http://www.cr.nps.gov/nagpra/DOCUMENTS/ResMAP.HTM




Kits:

Videos:

Websites:


TOPIC 3: ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION AND CONTACT HISTORY (SECTION B)

SOCIETY: SOUTH AMERICA Retroactive 1, 2nd ed., Chapter 11, pp. 314-333

INQUIRY QUESTIONS: TIME ALLOCATION:What can we learn about Aboriginal and indigenous peoples?What has been the nature and impact of colonisation on Aboriginal, indigenous and non-indigenous peoples?




STUDENTS LEARN TO: CONTENT (SOUTH AMERICA):


the nature of colonisation

the features of a pre-colonial indigenous culture

define the concept of colonisation

explain how and why colonisation occurred

describe the main features of the indigenous culture prior to colonisation

11.1 Contact and conquest: the Spanish in South America (pp. 316-17)

Teacher narration of Introduction, p. 314, to set context and timeline. Revisit exploration spread pp. 250-1.Class discussion of the old map pp. 314-15, oral responses US 1, p. 317.Teacher narration of pp. 316-17, students answer CYU 1-3 p. 317.Individual source work to compare written/visual sources: US 3.Teacher-directed discussion of bias; students answer US 4, p. 317.Map work in Worksheet 11.1.

11.2 Life in the land above the clouds (pp.

Teacher narration of information on p. 318 (Inca army), invite students to contribute answers to CYU 1-2 and US 1 (a) to (d) (p. 321); list responses on





the nature of contact between the indigenous and non-indigenous peoples

the responses of indigenous and non-indigenous peoples to colonisation


the experiences of colonisation

describe the key aspects of contact between the indigenous and non-indigenous peoples

explain how indigenous and non-indigenous peoples responded to colonisation

explain the results of colonisation for indigenous and non-indigenous peoples

compare the Aboriginal experiences of colonisation with those of the indigenous culture studied in Group B

318-21) whiteboard. Poster creation: RC 1, p. 321.Individual reading of pp. 319-20, and source study: answer in workbooks to CYU 3-7 and US 2-4 p. 321.Create Inca designs: RC 3, p. 321.Tour guide activity RC 4 p. 321, Weblink:http://www.pbs.org/wgbh/nova/peru/expedition/Civics and citizenship: see Check & Challenge, p. 330, research Inca government and compare with Australian government; write a speech to present findings.Worksheet 11.3 Acrostic.

11.3 Inca gold and Spanish glory (pp. 322-3)

Teacher narration and class discussion of pp. 322-3 on Incas’ valuable resources, Spanish greed and treatment of peasants, individual work to complete US 1-2, p. 323.Teacher-led discussion of spread of Catholic religion.Compare clash of cultures with other examples, eg North American Indians (chapter 10), Australian Aborigines (chapter 9).Discuss importance of Felipe Guaman Poma de Ayala’s drawings (pp. 319, 321, 331) as records and evidence of Inca culture.Empathy task: US 2, p. 323.

11.4 Blood, sweat and tears: the Inca struggle (pp. 324-5)

Individual reading of pp. 324-5 and analyse detail in sources 11.4.1 and 11.4.2, CYU 1-2 and US 1-2. Class discussion to share ideas on impacts of colonisation. Compare with Australian Aboriginal people’s experiences (chapter 9).Research Columbus, report using PowerPoint, RC p. 325.

11.5 Rebellion and revenge (pp. 326-7)

Teacher exposition of information on pp. 326-7 and source analysis/discussion, evidence of consequences of colonisation/legacy in mestizos and cultural change, work in pairs to answer CYU 1-3 and US 1-2 p. 327.Empathy tasks on Simon Bolivar, using ICT, Comm. 1-2, p. 327.

11.6 Sunset in the city of gold: the legacy of the Inca (pp. 328-9)

Study modern photo of Machu Picchu, read and discuss text pp. 328-9, oral responses to CYU 1-3. Revisit chapter 1, historical investigation (pp. 4-5) and preserving heritage pp. 22-3.Teacher or student volunteer to read aloud source 11.6.2, individual work to present report with ICT, US, p. 329.


http://www.pbs.org/wgbh/nova/peru/expedition/




Mind map ideas on legacy of the Incas: decorate with Inca designs.Refer to ‘Link’ pp. 332-3, and discuss significance of soccer in unifying the diverse South American groups.Debate importance of history: Comm., p. 329.

Summarise Inca experience of colonisation as mind map with comparison to Australian Aborigines’ experience.

Students carry out virtual SITE STUDY Retroactive 1 CD-ROM ‘Machu Picchu’ (icon on p. 329), report back with feedback to class.

Creative task: tourist poster, research at travel agent or on Internet. See also Check & Challenge, pp. 330-1, source 11.7.1 and ‘Investigate further’ q. 1-9.Weblink for Inca mythology:http://pantheon.org/areas/mythology/americas/inca/Class quiz or individual revision on Incas: Worksheet 11.4 Inca crossword; revise glossary terms p. 315.



http://pantheon.org/areas/mythology/americas/inca/




Kits:

Videos:

Websites:


TOPIC 3: ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION AND CONTACT HISTORY SECTION B

SOCIETY STUDIED: NORTH AMERICA SOUTH AMERICA OTHER ________________________


Content covered:

Nature of colonisation Responses to colonisation Other: ___________________

Pre-colonisation indigenous culture Consequences of colonisation

Nature of contact Experiences of colonisation (comparison with Australia)




Signed: ______________________________ Date: ___________________


sample program for - jacaranda | shop · web viewgroup work to answer cyu 3-4, p. 83. share answers...

Documents