overview of the ancient world

Comet Bay College Year 7 History Course Outline 2015 – Teacher Edition By Mr J Elson

Overview of the Ancient World

The Ancient World

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies including Australia, Egypt, Greece, Rome, China and India.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key Inquiry Questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:

How do we know about the ancient past?

Why and where did the earliest societies develop?

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies?

The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the year. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.

Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. (ACOKFH001)

The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACOKFH002)

Key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003)

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Overview



http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=BCE

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=CE

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Chronology


http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Depth+study

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Depth+study



http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Ancient

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=BCE

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACOKFH001

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Evidence






Investigating the ancient past

Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.

Investigating the ancient past

o How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)

o The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)

o The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

o The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources(ACDSEH031)

o The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)

The Mediterranean world

Rome

The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. (ACDSEH004)

Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion.(ACDSEH038)

The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs.(ACDSEH039)

Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)

The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Historical+inquiry


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACDSEH001














http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Empire




http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACDSEH131&gcTitle=Critical+and+creative+thinking&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f4

http://www.australiancurriculum.edu.au/Curriculum/Continuum?code=ACDSEH131&gcTitle=Critical+and+creative+thinking&gcUri=http%3a%2f%2fvocabulary.curriculum.edu.au%2fgeneralCapability%2f4


Week Content Homework focus Assessment Events/ Notes

1 Why study history?

Archaeology

Aboriginal culture mapping and

sites – Part 1

2 Primary and Secondary sources Aboriginal culture through

artefacts and remains – Part 2

3 Sequencing and Timelines Narrabeen site – Part 3 CAT 1 - Skills test (1 hour)

4 Case Study: Otzi the Iceman Otzi additional research CAT 2 – Information poster -

Otzi

5 Traditional nomadic lifestyles: Needs & Wants,

Family groupings/roles and Communication Social roles in nomadic societies

CAT 2 – Information poster –

Otzi due

6 Agrarian societies: Settling down – where &

why, Agriculture and Domestication

Fertile Crescent and other Early

Civilisations Foyer display

7 SUMER: Society and Economics Traders: The Phoenicians and

Minoans Foyer display

8 SUMER: Law and Trade

Revision and Exam Exam Revision CAT 3 - Exam Exam weeks: 1 hour

9 Metal Ages: Copper, Bronze and Iron Gamification: ‘Preciv stone’ and

‘Age of Empires’ CAT 3 - Exam Exam weeks: 1 hour


Week 1 Classroom setup, Why study history and Archaeology




Activities Textual Resources

Introduction to the classroom: Procedures, expectations and rules

Students identify the importance of studying history and how it will affect their later lives.

Students identify the different types of scientific analysis used by archaeologists; including Carbon

dating, Fluorine dating, DNA analysis, Stratigraphy and Dendrochronology.

Students determine conservation methods used to protect historical sites and their purpose,

effectiveness and importance.

Oxford history 7: pp.226-7 ‘archaeological digs’ and pp.234-6 ‘scientific

techniques’.

Pearson history 7: pp.62-7 ‘what is archaeology?’

Nelson history 7: pp.31-36 ‘evidence of ancient Australia’.

Jacaranda SOSE 1: pp.6-9 ‘Digging up the past’.

Jacaranda SEWA1 (dolphin): pp.8-9 ‘digging back through time’ and

pp.14-15 ‘how old is it?’

Visual Resources

http://www.bbc.co.uk/history/interactive/games/hunt_ancestor/index.shtml

http://www.youtube.com/watch?v=vgmNkYUL_Cw

Homework Focus Glossary of terms

Aboriginal culture mapping and sites – Part 1

Archaeology History

Perspective Information

Artefact

Site Evidence

Stratigraphy Knowledge

Interpretation

http://www.bbc.co.uk/history/interactive/games/hunt_ancestor/index.shtml

http://www.youtube.com/watch?v=vgmNkYUL_Cw


Week 2 Primary and Secondary Sources Skills


How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)

The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)

The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources(ACDSEH031)



Hook: Students play Chinese whispers and compare original message to

outcome. Discuss the importance of accuracy, reliability and omission when

it comes to transferal of information.

Read about primary and secondary sources as a class. Students identify

types and differences between primary and secondary sources.

Present students with a variety of sources, they then have to identify types

and categorize them into primary or secondary.

Students analyse the sources for perspective, reliability and significance

Students identify artefacts and draw conclusions based on their

interpretations

Students determine conservation methods used to protect historical sites

and their purpose, effectiveness and importance

Oxford history 7: pp.230-3 ‘Primary and secondary sources’ and ‘Interpreting sources’ and

pp. 238-9 ‘studying Aboriginal Australia’.

Pearson history 7: pp.68-71 ‘Primary and secondary sources’.

Nelson history 7: pp.26-31 ‘How do historians and archaeologists find out about the past?’

Jacaranda SOSE 1: pp. 4-5 ‘Studying History’ and pp.10-11 ‘Looking at evidence’.

Jacaranda SEWA1 (dolphin): pp.6-7 ‘Collecting the evidence’ and pp. 10-11 ‘Facts and

Opinions’.

ICT / Visual Resources

Primary and Secondary sources

https://www.youtube.com/watch?v=g0plq2E9ZjQ

https://www.youtube.com/watch?v=cqXHO7bTPnw

https://www.youtube.com/watch?v=xIdm6RguzRM


Aboriginal culture through artefacts and remains – Part 2

Primary Secondary Prehistory

Significance Mesolithic

Archaeology Excavation Reliability Source

Perspective






https://www.youtube.com/watch?v=g0plq2E9ZjQ

https://www.youtube.com/watch?v=cqXHO7bTPnw

https://www.youtube.com/watch?v=xIdm6RguzRM


Week 3 Time and Sequencing Skills







Hook: Model example of sequence of events from teacher’s life. Students mind map and share key events

and experiences from their own life (mixture of work and getting to know you activity). Students then create a

sequence of events from their own life. Students group events into sections such as; Baby, Toddler, Primary

School, Secondary School

Identify the course of human history and how it can be separated into different Ages/Eras. Identify and

describe key features/ characteristics of these eras. Students to research information for one event from each

of these eras and provide a small paragraph.

Model creation of a timeline. Analyse and describe key features of the time line. Students create a basic

timeline using the information from previous activities. Watch ‘Importance of timelines and mapping in history’

to assist.

Using information from research or associated YouTube videos/ documentaries, create an overarching

timeline from key events throughout History

OBI 7 – pgs. 228-9

NCWH 7 – pgs. 2-3

JSOSE 1 – pgs. 12-13

JSEWA 1 – pgs. 12-13


Timelines Gangnam Style

https://www.youtube.com/watch?v=SVob2hFHYYM

Importance of timelines and mapping in history

https://www.youtube.com/watch?v=s8SawDIV1Ck


Narrabeen site - (Part 3)

Common Assessment Task 1: Skills test

Sequencing Chronology

Anno Domini Century

Millennium

Era Decade

Significance Evidence

Circa






https://www.youtube.com/watch?v=SVob2hFHYYM

https://www.youtube.com/watch?v=s8SawDIV1Ck


Week 4 Case Study: Otzi the Iceman




The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)


Model historical inquiry research methods and analyse sources for the OTZI iceman case study

Students complete OTZI research notes package (those who complete the homework will be able

to demonstrate a better understanding of the case study)

Students watch documentary ‘Iceman Murder Mystery’ and add notes to research package

Students complete OTZI document study in-class. Some sections to be completed at home and in

English classes (coordinate with your English counterpart in weeks 5/6) - due Monday week 7

NCWH 7 – pgs. 37-41

JSEWA 1 – pgs. 16-17


Iceman Murder Mystery – Documentary https://www.youtube.com/watch?v=PKqT3LqTBps

Otzi websites: http://factsanddetails.com/world/cat56/sub362/item1496.html

http://www.icemanphotoscan.eu/ http://www.iceman.it/kids/en/11-14/selection.html


OTZI additional research

Common Assessment Task 2: OTZI

Theory Forensic

Conservation Remains Glacier

Decompose Assassination

Artefact Superstition

Corpse






https://www.youtube.com/watch?v=PKqT3LqTBps

http://factsanddetails.com/world/cat56/sub362/item1496.html

http://www.icemanphotoscan.eu/

http://www.iceman.it/kids/en/11-14/selection.html


Week 5 Hunter / Gatherer Societies






Hand out ‘Spread of Humanity’ notes page. Use the ‘Spread of Humanity’ PowerPoint to explain how humanity spread

across the globe. Students to take notes during the presentation. Students copy map of the spread of humanity onto their

blank world map. Students to annotate this map with details such as timeframes, locations and archaeological sources from

the PowerPoint. Students to complete a timeline of the spread of humanity using the information they copied onto the map

and skills learnt in previous lessons.

NEEDS and WANTS - Student brainstorm basic human needs and how traditional nomadic societies satisfy

these needs. Students then look at how minor changes in technology greatly assisted humanity’s chances of

survival. Include – Food, Shelter, and Clothing. Students construct an ‘activity day clock’ determining

activities needed to be done during the day for the average Hunter-Gatherer society. Now create one for a

modern society and compare.

SOCIETY - Students look at traditional society groupings and who they consist of; the hunters, the gatherers,

the innovators, who has authority and why; role of men, women, elderly, children; belief and law systems.

Students look at the physical and social characteristics that would make a person ideal for one of these roles.

Taking the class as a tribe, students then self- and peer-assess their place in the tribe; what would/could they

do to ensure the tribe is a success?

Cambridge history 7: pp.24-29 ‘Out of Africa: migrations of the early humans’.

Pearson history 7: pp.10-15 ‘Hunters and Gatherers’.

Nelson history 7: pp.6-10 ‘Early human societies and early

migration’.

Pearson S&E1: pp.230-1 ‘Living in the environment’ and pp. 232-5 ‘Using resources’.



Social Roles in Nomadic Societies

Common Assessment Task 2: OTZI

Palaeolithic Neolithic

Mesolithic Migration Hunter

Gatherer Specialised

Shelter Communication Homo-Sapiens


Week 6 Agrarian Societies








SETTLEMENT - Students read through story of an area. Students then create a map from their imagination to match the

information given in the map. Students compare their map with other students and make changes if they feel it was

necessary. Students use the map of the area from the last activity and must determine in a small group where they

should settle and why. Students are then scored on their responses. Students then either create or draw a representation

of their settlement.

SHELTER – Students research types of housing made by early agrarian societies; how they were constructed, what they

were made from, features etc. Especially focus on the changes in walls, indoor hearths, fencing techniques, roofing

materials, toilets and washing facilities, storage, kitchens and sleeping areas.

FARMING and DOMESTICATION - Students study the benefits and negatives of growing crops, irrigation, domestication

of animals and selective breeding.

Students watch Foundations of Wealth: Part 2 and complete associated worksheet. Purpose is to identify

how advances in the economic process and technology allows people to free up time in order to further

advance their cultures.

Pearson history 7: pp.16-23 ‘The Neolithic Revolution’


Tales of the Stone Age https://www.youtube.com/watch?v=gUsbt3IXYKQ

From Hunter-gatherer to Farmer

https://www.youtube.com/watch?v=CJLHewx6PHQ Birth of Civilization

https://www.youtube.com/watch?v=rKuwTKEXNwY Games

http://www.bbc.co.uk/history/interactive/animations/ironage_roundhouse/index.shtml

http://www.bbc.co.uk/scotland/learning/primary/skarabrae/flash/activities.shtml

http://www.bbc.co.uk/history/interactive/games/ironage_life/index.shtml


Fertile Crescent and other Early Civilisations

Neolithic Agrarian Cultivate

Domesticate Agriculture

Irrigation Sustenance

Surplus Farming Fertile






https://www.youtube.com/watch?v=gUsbt3IXYKQ

https://www.youtube.com/watch?v=CJLHewx6PHQ

https://www.youtube.com/watch?v=rKuwTKEXNwY








Week 7 SUMER: Society and economy






Students identify the raw resources available to early agrarian societies, how they are collected and

what they could be used for. Students then try to identify what they are missing to advance their

culture. Students create a technology flow chart including resources and conditions needed to move

from one technology to the next.

Students watch Foundations of Wealth: Part 3 and complete associated worksheet. Purpose is to

identify how advances in the economic process and technology allows people to free up time in order

to further advance their cultures.

Students identify the benefits, negatives and importance of trade when it came to the advancement of

ancient cultures around the world.

JSEWA1 – pgs. 268-273

PSE1 – pgs. 88 – 98, 115


Foundations of Wealth 3: Division of Labour by process (20mins)

https://www.youtube.com/watch?v=Drl4FA2eYfk


Traders: Phoenicians and Minoans

Theocratic Mesopotamia

Tigris Euphrates Cuneiform

Authority Slavery Ziggurat

Government Religion




https://www.youtube.com/watch?v=Drl4FA2eYfk


Week 8 SUMER: Law and Trade / Revision and Exam







Students to identify the need for laws in early agrarian societies, how they are governed

themselves, settled disputes and made decisions. Students then try to create a system of laws for

their tribe.

Students identify the benefits, negatives and importance of laws when it came to the advancement

of ancient cultures around the world.

Students identify law systems from Ancient cultures (Hammurabi, Draco, 12 Tablets etc.) and look

for similarities and differences between these cultures and how they handled punishments.

Students then make comparisons with how we handle laws and punishments today.

JSOSE 1 – pgs. 252-5, 56-9

PSE 1 – pgs. 250-2


Turning points in History: Laws

https://www.youtube.com/watch?v=oDALXORbtR4

Hammurabi’s Code site

http://www.phillipmartin.info/hammurabi/hammurabi_codeindex.htm

Draconian Laws article

http://www.todayifoundout.com/index.php/2014/01/draconian-laws-

written-human-blood-rather-ink/


Revision for Exam

Oligarchy Monarchy

Government Laws

Punishments

Sanctions Obedience

Fealty Hammurabi

Dispute


https://www.youtube.com/watch?v=oDALXORbtR4

http://www.phillipmartin.info/hammurabi/hammurabi_codeindex.htm

http://www.todayifoundout.com/index.php/2014/01/draconian-laws-written-human-blood-rather-ink/

http://www.todayifoundout.com/index.php/2014/01/draconian-laws-written-human-blood-rather-ink/


Week 9 The Metal Ages: Copper, Bronze and Iron


The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)





Exam

Students watch one of the movies and complete associated worksheets.

Play ‘Age of Empires 1’, ‘Stone Age Economics’ or ‘PreCiv Stone Age’ game. Students reflect on their

experiences during the game and explain how their choices in technologies, assigning people roles and

developing buildings etc. affected their tribe’s prosperity.


Movie: 10,000 BC (3 periods)

Movie: Caveman (2 periods)

Computer game:

http://www.kongregate.com/games/clarusvictoria/pre-civilization-

stone-age


Gamification: ‘Age of Empires’ or ‘Preciv Stone’



http://www.kongregate.com/games/clarusvictoria/pre-civilization-stone-age

http://www.kongregate.com/games/clarusvictoria/pre-civilization-stone-age

overview of the ancient world

Documents