jo clyne, htav
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AusVELS Year 7 & 8 Classroom Ideas. Jo Clyne, HTAV. Jo Clyne HTAV. Year 7. Year 7 Overview. - PowerPoint PPT PresentationTRANSCRIPT
Jo Clyne, HTAV
AusVELS Year 7 & 8 Classroom Ideas
Jo ClyneHTAV
YEAR 7
Year 7 Overview Overview content identifies important features
of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. Literacy
the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) Literacy
key features of ancient societies (farming, trade, social classes, religion, rule of law)
Big Bang Theory
http://www.bing.com/videos/search?q=yt+big+bang+theory+intro&docid=4961890845002081&mid=139DD2BDDD84579CEC5F139DD2BDDD84579CEC5F&view=detail&FORM=VIRE3
Year 7 Task- The Golden Record
ACTIVITY THE VOYAGER’S GOLDEN RECORDHTTP://GOLDENRECORD.ORG/
In 1977, the Spaceship Voyager was equipped with a golden record containing images and sounds of life on earth in case the ship was found by intelligent life-forms.
In pairs create a short clip using no more than 20 images to cover your understanding of civilization between 60,000 BCE- 650CE to be included on the next golden record sent out into space. Remember that you are trying to develop a comprehensive piece of information on early civilization for a potential extraterrestrial audience.
The pairs present their clip to the class and use it as a basis for class discussion on the best way to communicate the growth of civilization in this period. Students presenting must explain choice of images and what they represent.
As a class agree on a common set of 20 images to develop a final product for the spaceship.
Students can use tools such as iMovie, moviemaker or PowerPoint to create their presentation.
Human Odyssey From Foraging to Farming
(page 27)
Duration: 20 min
Purpose: To introduce features of early foraging societies; to highlight the shift from foraging to agrarian societies; to demonstrate the importance of communication to Homo sapiens.
http://www.youtube.com/watch?v=fu9-7ZJ1h1g
Depth Study 2 (Year 7)Rome Greece EgyptYou wouldn’t want to be a Roman Gladiator!http://www.salariya.com/web_books/gladiator/
Winged Sandalshttp://www.abc.net.au/arts/wingedsandals/games/
Make Your Own Mummy
http://cwd.uchicago.edu/modules/interactives/mummy/oi/mummy2.html
http://www.bbc.co.uk/schools/primaryhistory/romans/the_roman_army/
http://education-portal.com/academy/topic/ancient-greece-and-hellenism.html#about
Melbourne Museum, Tutankhamenhttp://museumvictoria.com.au/pages/22548/vic_tutankhamun_middle_years_ancient_history.pdf
http://www.britishmuseum.org/explore/highlights/highlights_search_results.aspx?RelatedId=1810
http://www.ancientgreece.co.uk/
http://www.bbc.co.uk/history/ancient/egyptians/
HTAV Publications
YEAR 8
Year 8 Overview Overview content identifies important features of
the period, c.650 AD (CE) – 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:
the transformation of the Roman world and the spread of Christianity and Islam Literacy
key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) Literacy
the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment). Literacy
Year 8 Task – Mapping the Medieval World
Students work in pairs or individually to answer an inquiry of approximately 200 words and then ‘pin’ it to the relevant location on a Medieval map.
The final product is displayed on the classroom wall or on the internal school network.
http://www.loc.gov/exhibits/world/earth.html
Medieval Maps
Human Odyssey Muslim
Discoveries Duration: 1hour+ Purpose: To
explore Muslim discoveries of the medieval period and their influence on world knowledge.
Modern Interpretations
Older Interpretations
Perspectives“Most Westerners accept the stereotype of the 13th-century Mongols as barbaric plunderers intent merely to maim, slaughter, and destroy. This perception, based on Persian, Chinese, Russian, and other accounts of the speed and ruthlessness with which the Mongols carved out the largest contiguous land empire in world history, has shaped both Asian and Western images of the Mongols and of their earliest leader, Chinggis Khan. Such a view has diverted attention from the considerable contributions the Mongols made to 13th- and 14th-century civilization. Though the brutality of the Mongols' military campaigns ought not to be downplayed or ignored, neither should their influence on Eurasian culture be overlooked.”
-The Mongols in World History http://afe.easia.columbia.edu/mongols/history/history.htm
The two sides of Genghishttp://www.adweek.com/adfreak/radio-ad-uses-stereo-tracks-reveal-two-sides-genghis-khan-139850
Radio Ad Uses Stereo Tracks to Reveal Two Sides of Genghis Khan Barbarian or innovator? Depends on your balance settings
Here's a pretty interesting radio spot from DDB Chicago for the Field Museum's Genghis Khan exhibit. To illustrate the two very different sides of the Mongol leader, the agency used the stereo sound to give the spot two different tracks—you can turn the balance on your stereo to the left to hear about "Khan the barbarian," or to the right to hear about "Khan the innovator." Click below to hear the ad—it works well with headphones. (Just don't go messing about with your car radio while you're driving. That's barbaric.) The copy is also pretty humorous, particularly the descriptions of Khan the innovator. Nice work on a seemingly dry piece of business.Field Museum | Genghis Khan "Two Sides"
Depth Study 3 (Year 8)Mongol Expansion (c.1206 – c.1368)
The Black Death in Asia, Europe and Africa (14th century plague)
The Spanish Conquest of the Americas (c.1492 – c.1572)
The Mongols in World Historyhttp://afe.easia.columbia.edu/mongols/
http://www.deathreference.com/Bl-Ce/Black-Death.html
http://tarlton.law.utexas.edu/exhibits/aztec/
http://www.adweek.com/adfreak/radio-ad-uses-stereo-tracks-reveal-two-sides-genghis-khan-139850
http://www.who.int/csr/en/
http://ancientweb.org/explore/country/Mexico
http://www.historyextra.com/feature/black-death
http://myloc.gov/Exhibitions/EarlyAmericas/Pages/Interactives.aspxhttp://www.indians.org/welker/aztec.htm
Perspectives on
Polynesia
“Join us in an exploration of Polynesian navigation, and learn to see the world as the ancient Polynesians saw it”
-Never Losthttp://www.exploratorium.edu/neverlost/
The Black Death
Research the attitudes towards the black death in either Asia, Africa or Europe. Choose an image of the black death and create a
dialogue/soundscape over the image. How did people react to the dead and dying? You can use a program such as imovie to do this.
For this image create a voice over explanation of the kinds of treatment used during the black death? What role did religion and
superstition play?
Black Death http://
www.youtube.com/watch?v=cqxfjG_imzA
Incans http://
www.youtube.com/watch?v=qDfO6L5_OlQ
Aztecs http://
www.youtube.com/watch?v=33aCE3T8jEQ
Horrible Histories
Depth Study 2 (Year 8)Angkor Wat Japan Pacifichttp://ngm.nationalgeographic.com/2009/07/angkor/stone-text
http://chnm.gmu.edu/wwh/modules/lesson2/lesson2.php?s=0
http://www.exploratorium.edu/neverlost/
http://asiasociety.org/countries/traditions/japanese-history
http://www.mapsouthpacific.com/easter_island/index.html
http://web-japan.org/kidsweb/explore/history/q8.html
PBS Documentary ‘The Will of the Shogunhttp://www.youtube.com/watch?v=KljfHk39FQs Student assignment on the end of the Shogun
http://www.youtube.com/watch?v=yYQnQb8OBEchttp://www.youtube.com/watch?v=psrjhFwmxzkA teacher explains the chronology of the Shogun empirehttp://www.youtube.com/watch?v=OpEpagHOJFA
Shogun Japan video resources
Student assignment
A video by a teacher
Assessing with theNational History Challenge
General Criteria An entry must: be historically accurate and based on the
use of primary and secondary sources as appropriate, with these sources being acknowledged correctly.
reflect a historical understanding of the period being researched.
relate to the theme. meet the criteria for the entry format and
be clearly and logically set out. include a bibliography of the investigation
and in Years 9 -12 this must be annotated. be original and not use the words or ideas
of other people without acknowledgement.
ESSAY Primary to 8
LENGTH eight hundred (800) to one thousand (1000) words (using computer word count), not including the bibliography or fifty (50) word descriptor. A bibliography must be included
MUSEUM DISPLAY an individual or group entry, (maximum of four (4) in
any one group). submitted with four (4) copies of the entry form,
completed and signed. portable, lightweight, demountable and sturdy for
transportation interstate if necessary. It MUST be submitted in a package suitable for transport by post or courier.
less than one (1) metre wide, one (1) metre deep and one (1) metre high when assembled
no more than one thousand (1000) words of student composed written material or more than three (3) minutes of recorded information if audio-visual devices are built into the model. (A hard copy of such material must be submitted with the entry). This limit DOES NOT APPLY to primary sources included in the model.
OTHER
Others formats may include presentations such as: multimedia performance website ANY other form of creative representation
HTAV Historical Fiction Competition 2014