PRESENTATION

ADIFFERENTIATED UNIT OF STUDY

Caroline Tanner &Elizabeth Ben Gida

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LAYERED CURRICULUM

A teaching model that divides the learning process into three layers based on the complexity of the students thought process

A layered curriculum asks students at each layer to:

LAYER C: Gather Information

LAYER B: Apply or manipulate information

LAYER C: Critically evaluate an issue

Nunley, K, (2006). Differentiating the High School Classroom. Thousand Oaks, CA, Corwin Press

Investigating HistoryStage 4 Topic 1

Inquiry questions

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

Objectives – Students Learn to:

•interpret and construct time lines•define the terms that describe historical periods of time•sequence societies and events within specific periods of time•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•describe some aspects of family/community heritage•appreciate the value of preserving and conserving our heritage

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Outcomes

4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy

4.4 identifies major periods of historical time and sequences people and events within specific periods of time

4.5 identifies the meaning, purpose and context of historical sources

4.6 draws conclusions about the usefulness of sources as evidence in an inquiry

4.7 identifies different contexts, perspectives and interpretations of the past

4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research

4.9 uses historical terms and concepts in appropriate contexts

4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

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POINTS SYSTEM

LAYER ATTEMPTED POINTS

REQUIRED

C 60

B 20

A 20

Layer C must be completed before moving onto Layer B

Layer B must be completed before moving onto Layer A

To complete this unit students must earn a minimum of 100 points.

• Students are allowed to

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Student Contract – Investigating History

Stage 4 Topic 1

Name:

Start date:

Finish date:

My Progress Chart

I, ____________________________________________ will complete the assigned points in each layer by

the finish date ____/____/____.

Signed ___________________________________

Print name ___________________________________

LAYER ACTIVITY NUMBER

ACTIVITIES COMPLETED

POINTS POSSIBLE

POINTS RECEIVED

DATE COMPLETED

C 1 (compulsory) 10

C 2 (compulsory) 10

C 3 (compulsory) 5

C 4 (compulsory) 10

C 5 10

C 6 10

C 7 5

C 8 10

C 9 10

C 10 10

C 11 10

C 12 10

C 13 10

C 14 10

B 15 15

B 16 15

B 17 15

B 18 15

B 19 15

A 20 25

A 21 25

A 22 25

A 23 25

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LAYER CGathering Information

Activities worth 10 points eachMinimum 60 points required

*Compulsory Activities1. Note-making from lectures – make notes from a

minimum of 4 of the 10min introductory lectures at the beginning of each lesson*

2. Note-making from text – make notes from a minimum of 3 texts on either The Rosetta Stone, Heinrich Schliemann, Stonehenge, or The TollundMan completing the Note-Making Handout*

3. Terminology quiz – Definitions of Time* (5 points)4. Create your own personal timeline*5. Dictagloss – with a partner complete the dictagloss

activity heritage sites6. Read a chapter from the text on life in Ancient

Rome and complete the end of chapter questions7. Cloze passage – complete the Cloze Passage

activity (5 points)8. Source work – Complete Analysing Sources

Handout9. Significant Historical Figures – choose a significant

historical figure and complete Significant Historical Figure Handout

10 Film as a Source – write down 10 new ideas learn’t from the film on life in Ancient Egypt viewed in class

11. Researching Ancient Greece – complete Graphic Organiser

13. Hieroglyphics – write a message in hieroglyphics for another class member (5 points)

14. Interview – create at least 10 questions and interview an older family member

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1. List one personal event for every year of your life. For example – first day of school, moving

house, moving from another country, lost your first tooth, etc.

2. Research online and add local, national, or international events that occurred at the same time

as your personal events.

PERSONAL & HISTORICAL TIMELINE

Date Event

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NOTE-MAKING FROM A TEXT

Topic: Title: Page Number:

Date: Author: Date of

Publication:

WHO

(who is this

about)

WHAT

(what is

happening)

WHERE

(where is this

occurring)

WHEN

(when is this

occurring)

WHY

(why did this

occur)

Is this source

useful?

Why?

(Does this

help in your

research? Is

this a reliable

source?)

OTHER

(important

quotes, facts,

points of

interest etc

with page

number)

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DEFINITIONS OF TIME

DECADE

In the year of the Lord

CENTURY

1000 years

MILLENNIUM

A period of history

delimited by a start event and an end event

ANNO DOMINI OR AD

A period of history having some distinctive feature

BC

10 years

ERA

100 years

AGE

Before Christ

Pair up the historical term with the definition.

Some of the words above come from Latin, the language spoken by the Romans and used for

the written word for many years after

Clues: Deca means 10, Mille means 1000, Cent means 100, Anno comes from the word year,

Domini comes from the word meaning Lord.

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ANALYSING SOURCES

Decide if these sources are primary or secondary and explain why.

SOURCE DESCRIPTION PRIMARY OR SECONDARY/ WHY?

Ancient oil lamps.

Extract from The War History of the 18th Battalion Durham Light Infantry by W D Lowe, 1923.

Extracts from a diary written by J Theodore West between 1853 and 1866

Extract from 18DLI War Diary Appendix C May 1917.

Cartoon entitled 'Amputation' by Thomas Rowlandson, dated 1785.

Photograph showing men at work in Saddler Street, Durham, 1923.

Map showing the results of the Agricultural Survey for Durham, 1810

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SIGNIFICANT PEOPLE OF THE PAST

In every period of history, there are people who left such a mark that we still remember their

names today. For example, Tutankhamen, Julius Caesar, Henry VIII, Marie Antoinette, and the

list goes on.

Chose one significant person and answer the following questions using the approved

websites below.

Consult your teacher once you have chosen your significant person to make sure it is an

appropriate choice.

Questions

1. Who is the significant person you have chosen?

2. What period of history did come from?

3. Where in the world did they come from?

4. What are some memorable things they did?

5. Chose one particularly memorable thing they did. Why did they do this?

6. What impact did this thing have on their society at the time?

7. Did this impact extend to future generations?

8. Why do you think we remember themtoday?

9. Why do you think you are only to use certain websites? What sort of issues have we

learnt arise with internet research?

Websites to use

1. The BBC - www.bbc.co.uk/history

2. Who2? - www.who2.com and direct links from this site are OK too

3. The Historical Figures of George Stuart - www.galleryhistoricalfigures.com

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My Research Notes About ___________________________________________________________________

Choose three things you would like to know about Ancient Greece and research for the answers using three different source types

Name:

Date:

Research

Question 1

Research

Question 2

Research

Question 3

Research

Source 1

Research

Source 2

Research

Source 3

GRAPHIC ORGANISER

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Hieroglyphics

Can you write your name in hieroglyphics?

Can you write a message in hieroglyphics for someone else to decode?

A B C D F

G H I & E J K

L M N O P

Q R S T U

V W X Y Z

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LAYER BApply or Manipulate Information

Activities worth 20 points each

Minimum 20 points required

15. Create an online timeline – using the information gathered for your personal and historical timeline

16. Life story – present your findings from the interview with an older family member either as a poster, powerpoint, essay, or photo essay (feel free to experiment with a different method of presentation with teacher approval)

17. A Day in the Life of... – write a minimum of 5 journal entries for a person (your choice – real or fictional) living in Ancient Rome or Ancient Egypt

18. Significant Historical Figure – using the information gathered on the SHF Handout write a 500word exposition on why your chosen person is historically significant

19. World Heritage Sites – choose one world heritage site from the dictagloss activity write an article for a travel magazine

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Creating an Online timeline

1. First, you have to sign up. Go to http://www.xtimeline.com/index.aspx and click on the

sign up tab. Fill in your details and then click on submit. You are now a member.

2. After you sign up, you’ll be taken to your timeline dashboard, which shows all of your

timelines. Click New Timeline:

3. Choose a name for your timeline and click Create Timeline:

4. Add an event to it by clicking Add Event:

5. Fill out the details for the event then click Create Event:

6. That’s it! Your event will be added to your timeline.

You can now add additional events, create layers, add extra text, add pictures, and more.

Your Task

1. Add the events from your Personal and Historical Timeline onto your online version, with

the personal and historical events being on two different layers

2. Add a brief summary of the events

3. Attach a minimum of five pictures

4. Play around with the features and decide on the final layout and appearance.

5. Email the link for your finished timeline to your teacher

Feel free to browse other timelines on the site for ideas

TRAVEL MAGAZINE ARTICLE

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LAYER ACritically evaluate an issue

Activities worth 20 points each20 points only required

20. The Rosetta Stone Debate – Where does it belong? In groups of 6 hold a formal debate for the class

21. Heinrich Schliemann and The City of Troy True or False? – in pairs, conduct an interview (live, radio, video) with Schliemann investigating his claims

22. Unlocking the Mystery of Stonehenge –individually or in pairs present a powerpoint presentation or video discussing the main theories on what it is, why it was built, and how it was built. Finish the presentation with your own theory and evidence to back it up.

23. The Tolland Man – play the role of detective and complete the report on How did the Tolland Man Die? Report to be presented to the class

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Heinrich Schliemann and Troy

This activity is to be done in pairs.

The year is 1873 and the world has just heard that the famous

archaeologist Heinrich Schliemann has discovered the city of Troy

mentioned by Homer in his work, The Iliad. Many people are saying that

his claims are false. One of you is an investigative reporter and your boss

has asked you to investigate the claims made by Schliemann in

preparation for an interview with the man himself. One of you is

Heinrich Schliemann himself and you are prepared to do the radio

interview to prove your critics wrong.

Your task in this activity is to each prepare for the interview to be

presented in front of the class.

The reporter must prepare a list of questions about

Schliemann’s life

His work prior to his discovery of Troy

What he found at Troy

The theories that exist about Schliemann’s work other than what he claims

What he says about the evidence to support these other theories

Heinrich Schliemann must prepare to his answers to these questions.

To begin this assignment

Gather your sources. Visit

www.historyforkids.org/learn/greeks/literature/iliad.htm to find out the story of

the Iliad.

Visit www.archaeologyexpert.co.uk/HeinrichSchliemann.html. From this site, you

will find information about Schliemann’s life, where he was born, his family, his

early work and how he died.

These two sites should get you started and it will be your own research from

there. Remember when using the internet to gather sources you must consider

the reliability of the source, it may not necessarily be correct. HINT – if you find

some information on one site, see if you can find it on another site to verify it.

Once you have gathered the information you need to come up with a list of

questions that will be asked during the interview and a list of answers to the

questions

Once you have your list of questions you need to write a script for the interview.

You don’t need to memorise the script, you can use palm cards during the

interview

It is advisable to practice your interview before it is time to do it in front of the class.

HAPPY RESEARCHING

Extra question – who is the woman in the picture and what is she wearing?

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SCHLIEMANN INTERVIEW

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SCHLIEMANN INTERVIEW

ROSETTA STONE DEBATE

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The Rosetta Stone: where does it belong?

This famous 2,200-year-old stone has been in the British Museum since 1802, where it

has been admired by millions of visitors over the years. It remains at the centre of a

controversy: should it stay in Britain or go back to its homeland, Egypt?

A few weeks ago, in December 2009, this controversy was once more in the news. Dr

Zahi Hawass, a well-known Egyptian scholar who has been fighting for the return of the

stone for several years, returned to London to argue his case.

A French soldier in Napoleon’s army discovered the stone in 1799, in El Rashid,

a village at the mouth of the River Nile, Egypt. When the French were defeated by the

British army, it was then taken to Britain and has remained there ever since.

The ancient stone is black granite, roughly rectangular in shape and 114 cm high. The

front of the stone is smooth and is inscribed with tiny writing, using three different

scripts. The top part is hieroglyphic, a script made up of small pictures which was used

by priests in Ancient Egypt (for example, there are images of a basket and an eye); the

middle section is written in demotic, the common script used in Egypt at the time; the last

section is in Greek, the language of administration, used by the rulers. The ancient stone

is from 196 BC, the Ptolemaic Period. The text is actually written by priests in honour of

their young 13-year-old king, Ptolemy.

The stone is important because it holds the key to understanding hieroglyphic, a script

which had died out centuries earlier and which no modern linguists had been able to

understand before the stone’s discovery. Since the same text is written in three

languages,

in 1822 translators were able to use the other scripts on the stone to help decode the

hieroglyphics. Of course, this was of huge importance to Egypt and Egyptology.

Dr Zahi Hawass would like to place the artefact in a new museum near the Pyramids, to

be completed in 2012. He also wants to bring back other priceless objects from Ancient

Egypt held around the world and he accuses Britain and other countries of theft. It is

thought that the British Museum may finally agree to loan the Rosetta Stone for a few

months.

WHERE DOES THE ROSETTA STONE

BELONG?

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NATURALIST

Graphic

Organiser(C)

Cloze Passage(C)

SHF Exposition(B)

Tolland Man

Detective(A)

INTERPERSONAL

Dictagloss(C)

Family

Interview(C)

Life Story(B)

Rosetta Stone

Debate(A)

INTRAPERSONAL

Terminology

Quiz(C)

Timeline(C)

Journal Entries(B)

Stonehenge

Presentation(A)

BODILY/KINESTHETIC

Hieroglyphics(C)

Timeline(C)

Journal

Entries(B)

Tolland Man

Detective(A)

VISUAL/SPATIAL

Film Study(C)

Source Work(C)

Life Story(B)

Schlieman

Interview(A)

MUSICAL/ RHYTHMIC

Dictogloss (C)

Cloze passage(C)

Life Story(B)

Stonehenge

Presentation(A)

VERBAL/LINGUISTIC

Note-making(C)

Text work(C)

SHF Expostion(B)

Schlieman

Interview(A)

LOGICAL/

MATHEMATICAL

Timeline(C)

Graphic

Organiser(C)

Online Timeline(B)

Rosetta Stone

Debate(A)

ACTIVITIES TO

SUIT ALL

INTELLIGENCES

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ASSESSMENT

Marked for:

Correct answers

Evidence of learning

Completion of tasks

Marked by:

Completion of tasks (Layer C)

Direct questioning during class (Layer C)

End of unit Jeopardy (Layer C)

Layer B Rubric

Layer A Rubric

GRADES

To finish the unit, students must complete at least 100 points from the layered

curriculum. The points for each activity represent the numerical mark the task is out of.

Layer C activities are checked off and marked during class time as they are completed

and will total a mark out of 60. Students may complete extra activities with the best

marks going toward their overall total.

Layer B activities are to be handed in for marking for a total mark out of 20. Students

may complete extra activities with the best marks going toward their overall total.

Layer A activities will be presented to the class for a total mark out of 20 following the

presentation rubric. Only one activity may be attempted.

GRADE MARK

A 86+

B 71-85

C 56-70

D 40-55

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RUBRIC FOR PRESENTATIONS

LAYER A

Marking Guidelines

MARK CRITERIA

17-20 Puts on a highly informative presentation

Exceeds the task requirements

Demonstrates a clear understanding of the role

Evidence of extensive research

13-16 Puts on an informative presentation

Meets the task requirement

Demonstrates an understanding of the role

Evidence of wide research

9-12 Attempts to put on an informative presentation

Meets most task requirements

Demonstrates an understanding of the role

Evidence of some research

5-8 Attempts to put on an informative presentation

Meets some task requirements

Demonstrates some understanding of the role

Evidence of little research

1-4 Little information presented

Meets few task requirements

Demonstrates little understanding of the role

Evidence of little to no research

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RUBRIC FOR DEBATE

LAYER A

CRITERIA MARK

1-5 6-10 11-15 16-20

1. Organization and

Clarity:

viewpoints and

responses are outlined

both clearly and

orderly.

Unclear in

most parts

Clear in some

parts but not

over all

Most clear and

orderly in all

parts

Completely

clear and

orderly

presentation

2. Use of Arguments:

reasons are given to

support viewpoint.

Few or no

relevant

reasons given

Some relevant

reasons given

Most reasons

given: most

relevant

Most relevant

reasons given

in support

3. Use of Examples

and Facts:

examples and facts are

given to support

reasons.

Few or no

relevant

supporting

examples/facts

Some relevant

examples/facts

given

Many

examples/facts

given: most

relevant

Many relevant

supporting

examples and

facts given

4. Use of Rebuttal:

arguments made by the

other teams are

responded to and dealt

with effectively.

No effective

counter-

arguments

made

Few effective

counter-

arguments

made

Some

effective

counter-

arguments

made

Many

effective

counter-

arguments

made

5. Presentation Style:

tone of voice, use of

gestures, and level of

enthusiasm are

convincing to audience.

Few style

features were

used; not

convincingly

Few style

features were

used

convincingly

All style

features were

used, most

convincingly

All style

features were

used

convincingly

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RUBRIC FOR LAYER B

Marking Guidelines

MARK CRITERIA

17-20 Exceeds the task requirements

Follows the correct structure of the task to the letter

Evidence of extensive research

Demonstrates a high degree of control over spelling and punctuation

13-16 Meets the task requirement

Follows the correct structure of the task

Evidence of wide research

Demonstrates control over spelling and punctuation

9-12 Meets most task requirements

Follows the correct structure of the task

Evidence of some research

Demonstrates some control over spelling and punctuation

5-8 Meets some task requirements

Some structure of the task

Evidence of little research

Demonstrates variable control over spelling and punctuation

1-4 Meets few task requirements

Little to no structure of the task

Evidence of little to no research

Demonstrates little control over spelling and punctuation

THANKYOU

GOODBYE

AND

GOOD LUCK!31