Waverle
Social Studie
______________________________
r 8 History
Teaching Programme
Year 8 HISTORY
the History syllabus is to stimulate students' interest in and enjoyment of exploring the past, to develop a critical understanding
s impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed
e citizens.
a disciplined process of inquiry into the past that helps to explain how people, events and forces from the past have shaped our
dents to locate and understand themselves and others in the continuum of human experience up to the present. History provide
es for students to explore human actions and achievements in a range of historical contexts. Students become aware that histo
and that historical information may be drawn from the physical remains of the past as well as written, visual and oral sources of
of History from Kindergarten to Year 10 investigates the actions, motives and lifestyles of people over time, from individuals and
to local communities, expanding to national and world history contexts. It introduces the idea that History contains many stories
ver only one uncontested version. There are many differing perspectives within a nation's history, and historians may interpret e
depending on their point of view and the sources they have used. The study of History strengthens an appreciation for and an
ding of civics and citizenship. It also provides broader insights into the historical experiences of different cultural groups within o
arious groups have struggled for civil rights, for example Aboriginal and Torres Strait Islander peoples, migrants and women. Hi
s students to develop an understanding of significant historical concepts such as cause and effect, change and continuity, sign
nd contestability.
a discipline has its own methods and procedures. It is much more than the simple presentation of facts and dates from the past
e skills for students to answer the question 'How do we know?' An investigation of an historical issue through a range of source
uriosity and develop problem-solving, research and critical thinking skills. It develops language specific to the discipline of Histo
pportunities to further develop literacy skills. Students learn to critically analyse and interpret sources of evidence in order to co
explanations and a rational and informed argument based on evidence, drawn from the remains of the past. Students engage in
aditional methods and ICT, including evaluating web-based sources and using a range of technologies for historical research a
ation.
SCOPE AND SEQUENCE
Course: Stage 4 History (Year 8)
Date: 2015
s of Work
Overview
th Study 4
tern and Islamic
World
Duration & Sequence
Syllabus Outcomes
Assessment
Weighting & Rep
Outcomes: HT4.3, HT4.5,
HT4.7, HT4.8, HT4.9, HT4.10
Medieval Europe Art
Research Project - 30%
Medieval Europ
Research Project
Term 1 2015 (10wks)
Week 1
Weeks 2-5
eval Europe
th Study 5
a Pacific World
Khmer Empire
th Study 6
ding Contacts
Reported back to s
as written feedb
Term 1
Weeks 6-10
Term 2 (9wks)
Weeks 1-3
Outcomes: HT4.2. HT4.4,
HT4.6, HT4.7, HT4.9, HT4.10
Term 2
Weeks 4-9
Outcomes: HT4.2, HT4.3,
HT4.4, HT4.6, HT4.7, HT4.10
Decline of the Khmer Empire
Structured Essay - 30%
Decline of the Khme
Structured Essay
Reported back to s
as written feedb
Final Examination-40%
Reported back to stu
class and in numeri
on Semester Re
ish Conquest of
Americas
Skills
Comprehension: chronology, terms and concepts
o read and understand historical texts
o sequence historical events and periods (ACHHS205,
ACHHS148)
Final Examination
Historical Concepts
Continuity and change
- some aspects of a society, event or development change over time a
others remain the same, eg the rise and fall of ancient civilisations; ch
religious beliefs or ideas; continuity of aspects of everyday life across
centuries.
o use historical terms and concepts (ACHHS206, ACHHS149)
Cause and effect
lysis and use of sources
o identify the origin and purpose of primary and secondary
sources (ACHHS209, ACHHS152)
o locate, select and use information from a range of sources as
evidence (ACHHS210, ACHHS153)
o draw conclusions about the usefulness of sources (ACHHS211,
- events, decisions and developments in the past that produce later ac
results or effects.
Perspectives
-people from the past may have had different views shaped by their d
experiences.
ACHHS154)
Empathetic understanding
Perspectives and interpretations
o identify and describe different perspectives of participants in a
particular historical context (ACHHS212, ACHHS155)
-the ability to understand another's point of view, way of life and decis
made in a different period of time or society.
Significance
Empathetic understanding
o interpret history within the context of the actions, attitudes and
motives of people in the context of the past (ACHHS212,
ACHHS155)
Research
o ask a range of questions about the past to inform an historical
inquiry (ACHHS207, ACHHS150)
o identify and locate a range of relevant sources, using ICT and
other methods (ACHHS208, ACHHS151)
o use a range of communication forms and technologies
Explanation and communication
o develop historical texts, particularly explanations and historical
arguments that use evidence from a range of sources
(ACHHS213, ACHHS156)
o select and use a range of communication forms (oral, graphic,
written and digital) to communicate effectively about the past
(ACHHS214, ACHHS157)
-the importance of an event, development, group or individual and the
on their times or later periods.
Contestability
- how historians may dispute a particular interpretation of an historical
historical event or issue
ng of the Modern World Overview
Duration: 2
l Context
Roman empire was transformed by becoming Christian and dividing into an eastern and a western empire. Both empires were
by a series of invasions. After the collapse of the Roman empire in the west, the Christian church provided the cultural foundati
ence of European medieval society. One of the important features of this society was feudalism.
nwhile, had spread from the Arabian Peninsula and by the mid-seventh century dominated North Africa and the Middle East. In
entury Christianity and Islam clashed in a series of wars known as the Crusades. The Christian goal of occupying Muslim Jerus
ly Land ultimately failed. In the mid-fifteenth century the Islamic Ottomans finally captured Constantinople, the capital of the ea
pire. This victory consolidated their empire which then commanded the eastern Mediterranean.
ntime, western European navigators discovered new trade routes to Asia by sailing around Africa or heading west, across the A
er the Americas. These voyages opened up a new understanding of the world at a time when western Europe was embracing t
ancient Greece and Rome. This expansion of knowledge, experience and confidence is now known as the Renaissance. In Eu
he Scientific Revolution and the Enlightenment which created the modern world.
outline the following:
○
○
○
the transformation of the Roman world and the spread of Christianity and Islam
key features of the medieval world (feudalism, trade routes, voyages of discovery, religion, contact and conflict)
the emergence of ideas about the world and the place for people in it by the end of the period (such as the Renaiss
entific Revolution and the Enlightenment)
and Learning
ed Teaching Strategies
meline and mapping activity to introduce students to the region and time periods being studied
nstruct a glossary of terms which will be covered throughout the topic
○ e.g. Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongolis, Yuan and Ming dynasties, Aztec, Inca, Chistianity,
Western World, Eastern World)
ss discussion of the Roman Empire and Islamic world, its context and influence.
p comparison activity - compare maps showing where Christianity was practiced before and after the adoption of Christianity by
mans.
○ Repeat activity with Islam and its spread in the East.
ss research task in to the key features of Feudalism, trade, contact and conflict.
○ Resulting in a 1 page report.
ss Google Doc activity - Divided into groups of 3 to choose one of either the Renaissance, the Scientific Revolution and the
ightenment.
○ Resulting notes become class notes for the topic.
udy 1- Medieval Europe
Duration: 4 weeks
s:
ribes and assesses the motives and actions of past individuals and groups in the context of past societies
fies the meaning, purpose and context of historical sources
fies and describes different contexts, perspectives and interpretations of the past
es, selects and organises information from sources to develop an historical inquiry
a range of historical terms and concepts when communicating an understanding of the past
cts and uses appropriate oral, written, visual and digital forms to communicate about the past
iry Questions:
w did societies change from the end of the ancient period to the beginning of the modern age?
at key beliefs and values emerged and how did they influence societies?
at were the causes and effects of contact between societies in this period?
ich significant people, groups and ideas from this period have influenced the world today?
Teaching and Learning Strategies
f life in Medieval Europe (social,
conomic and political features)
les and relationships of different
society (ACDSEH008)
ntify the extent and key sites of
Suggested Teaching Strategies
●
●
●
●
dieval Europe
cribe everyday life of men, women
d children in Medieval European
●
iety
ine key cultural, economic and
tical features of Medieval
opean society
●
ntify the roles and relationships of
groups in Medieval European
iety, using a range of sources
●
Class brainstorm on Medieval Europe
Create a word bank of medieval terms
Reading and notetaking activity on the extent of medieval Europe from
textbook (pp. 58-61) and complete “Interpret 8.1”, “Interpret 8.2” and
“Review 8.2” tasks from p. 59 and p. 61 (Source work activity)
Create a social class pyramid which reflects feudal society
○ Label with images and detailed information to describe each
class.
Class discussion of everyday life for different levels of society, men,
women and children
○ Create a table outlining key differences between the rich and
poor.
○ Textbook can be used as a supplement here.
Watch the video “The Normans: Domesday”
(http://online.clickview.com.au/exchange/videos/9d4352b6-defe-526914ad-2b97d2f91d03)
○ Provide class with a template dividing the page into 3 columns
(Culture, Economy and Politics)
○ After watching the video write a paragraph on each of the 3 topics
Student driven source study
○ Students investigate the roles and relationships between key
groups including peasants, farmers, lords, the clergy and nobles.
Regis
○
○
t developments and/or cultural
Students work in small groups (2-3) to find visual sources that
demonstrate the relationship and present in the form of a visual
presentation accompanied by an oral explanation
These must be accompanied by a scaffold for the class to take
notes on their sources
ents, such as changing relations
slam and the West (including the
, architecture, medieval
●
pts and music (ACDSEH050)
ntify and describe significant
●
elopments and/or cultural
ievements of Medieval Europe in
east ONE of the following areas:
●
hitecture, art, medieval
nuscripts, literature and music
lain the changing relations
ween Islam and the West during
medieval era, including the
sades
ng a range of sources, outline what
evealed about different
spectives on the Crusades
y and change in society in ONE
owing areas: crime and
nt; military and defence
towns, cities and commerce
1)
ine the main features of at least
E of the following:
●
Compare and contrast the art of Islamic and Western cultures regarding
the Crusades and how it demonstrates the changing relations between
Islam and the West during the medieval era. (Source based study
resulting in an essay Assessment Task??)
Students to download a series of ipaintings from both the Islamic and
Western (English, French, German) perspectives. For each indicate the
painter (if possible), the date, the scene or location painted, if significant
persons or events are depicted.
Questions to consider are: how does the perspective influence the a
actions, event or persons painted? is there a ‘message’ to the artwork - is
it from the view of the victors or the defeated? does it try to justify the use
of violence? what religious aspects (if any) are evident in the painting.
Paintings could be arranged chronologically or by specific crusades to
assist in comparison and contrast for the assessment task.
me and punishment
tary and defence systems
ns, cities and commerce
●
Continuity and change - Crime and Punishment
○ watch video - Crime and Punishment (Tony Robinson)
http://www.youtube.com/watch?v=snVbGOrHZaY
○ webquest on Crime and Punishment and how it has
developed/changed throughout the medieval period up until today.
Resulting in the creation of a Venn diagram comparing the
medieval period and today.
http://www.historyonthenet.com/Medieval_Life/crimeandpunishme
nt.htm
http://www.medieval-life-and-times.info/medieval-torture-andpunishment/
http://www.lordsandladies.org/middle-ages-torture.htm
●
Create a flow chart indicating the power of the Catholic Church in
Medieval Europe, showing how power flowed outward from the Pope
http://www.crsd.org/cms/lib5/PA01000188/Centricity/Domain/1201/The_C
hurch_FACT_FILE.pdf
●
Choose an individual to research and create a character bio.
○ Students must include:
■ primary and secondary sources
■ multiple viewpoints
■ discussion of importance
■ key details (birth, death, achievements, etc…)
Class brainstorm on how Medieval Europe has influenced the world today
Write PEEL or Chrono paragraphs on the following topics: religion (beliefs
and power of the church), politics (laws), society, economic production
and use of technology, medicine, art, warfare.
cribe the ways your chosen topic
nged or remained the same
nance of the Catholic Church
2)
ntify ways in which the Catholic
urch influenced life in Medieval
ope
f significant individuals
2)
ng a range of sources, investigate
d assess the role of significant
dieval individuals, eg
arlemagne, Eleanor of Aquitaine,
adin, William Wallace or Joan of
sources to identify different
spectives on the chosen individuals
cuss how Medieval Europe has
uenced the world today
●
n Reflection
udy 2- Angkor/Khmer Empire (C. AD 802 – C. 1431)
Duration: 8 week
s:
ribes major periods of historical time and sequences events, people and societies from the past
ribes and explains the causes and effects of events and developments of past societies over time
evidence from sources to support historical narratives and explanations
fies and describes different contexts, perspectives and interpretations of the past
a range of historical terms and concepts when communicating an understanding of the past
cts and uses appropriate oral, written, visual and digital forms to communicate about the past
iry Questions:
w did societies change from the end of the ancient period to the beginning of the modern age?
at key beliefs and values emerged and how did they influence societies?
at were the causes and effects of contact between societies in this period?
ich significant people, groups and ideas from this period have influenced the world today?
Teaching and Learning Strategies
Regis
f life in the Khmer Empire,
social, cultural, economic and
eatures (including the role of the
Suggested Teaching Strategies:
●
●
SEH011)
ntify key sites and the extent of the
●
●
gkor/Khmer Empire during this
iod
●
cribe everyday life in the
gkor/Khmer Empire
●
ine key cultural, economic and
tical features of life in the
gkor/Khmer Empire
●
ntify the roles and relationships of
groups in the Angkor/Khmer
pire
ns for Angkor's rise to
ce, including wealth from trade
ulture (ACDSEH060)
cribe the status and power of the
g
lain how the wealth from trade and
iculture contributed to Angkor's rise
prominence
al achievements of the Khmer
n, including its system of water
ent and the building of the
●
●
Brainstorm of student prior knowledge
Students visit the following site: read and note-take based on
comprehension for initial knowledge of Khmer people and culture:
http://www.ancient.eu.com/Khmer_Empire/
http://famdliflc.lingnet.org/products/khmer/kh_co/Khmer.pdf
Timeline activity covering the duration of the Khmer empire, taking note of
key events and leaders
Blank political map of the region which the students have to colour in the
area covered by the Khmer Empire. Link to map:
http://www.darthdog.com/DogBlogSingapore/11_Sep_08.shtml
Source based activity - Use a selection of sources to analyse what daily
life was like for the different classes (Use textbook sources on page 171174 to do this).
○ Structure this as a comparison using a table with 2 columns
Create a “Lonely Planet guide to the Khmer Empire” imagining they were
writing it at the height of the Empire’s power.
○ The guide MUST include:
■ an overview of the history of the Khmer Empire
■ key features of everyday life in the Empire
■ political organisation, including the role of kings
■ economic features of life such as agriculture and trade
■ the role of religion in the Empire
■ differences between rich and poor
■ the role of warfare
■ key groups in the Empire
○ Use the following websites as starting points:
http://www.uqhistory.net/resources
○ http://www.cntraveler.com/grand-tour-of-asia/cambodia/angkorwat
○ http://ngm.nationalgeographic.com/2009/07/angkor/angkoranimation
○
Venn diagram comparison between the status and power of a Khmer
Emperor and a Medieval King.
Paragraph writing task - Write a paragraph outlining how trade and
agriculture contributed to the rise of the Angkor Empire
○ Use sources located on page 19 of
http://www.htav.asn.au/sitebuilder/conferenceinfo/knowledge/asse
t/files/841/angkorandthekhmerempire_jstjames.pdf
f Angkor (ACDSEH061)
●
ng a range of sources and the site
Angkor as an historical source,
cribe what it reveals about
gkor/Khmer life and culture. This
d include:
construction of the temples
system of water management
gion
iculture
●
●
●
●
●
Write a report on a temple of their choice from the Khmer Empire. Such
as Angor Wat, The Bayon, Ta Prohm.
○ The report must use sub-headings and cover:
■ The purpose and function of the temple
■ Religious significance of the temple
■ Temple building techniques and architectural features
■ Condition of the temple today and issues of concern.
Teacher led discussion of the systems of water management and
agriculture using source material.
Students to visit the following sites:
http://ngm.nationalgeographic.com/2009/07/angkor/angkor-animation
http://sydney.edu.au/alumni/sam/june2013/damian-evans.shtml
http://famdliflc.lingnet.org/products/khmer/kh_co/Khmer.pdf
http://www.buddhanet.net/pdf_file/thai_cambodian_art.pdf
of the decline of Angkor, such as
se of water resources, neglect of
rks as a result of ongoing war,
fects of climate change
2)
ine theories about the decline of
gkor and assess which factors were
st significant
lain the significance of Angkor
ay
●
●
●
●
●
●
Class based discussion and note taking
Focus on syllabus outcome of “contestability”.
Structured essay Assessment Task??
○ Evaluation of the reasons for decline (or for keeping as a world
heritage site?)
Investigation of Angkor Watt as a World Heritage site, including
discussion of its significance today. Students visit the following website
constructed by UNESCO:
http://whc.unesco.org/en/list/668
Students read and note-take according to the tabs provided on the site.
n Reflection
udy 3-The Spainish Conquest of the Americas (C.AD 1492 – C.1572)
Duration: 6 weeks
s:
ribes major periods of historical time and sequences events, people and societies from the past
ribes and assesses the motives and actions of past individuals and groups in the context of past societies
ribes and explains the causes and effects of events and developments of past societies over time
evidence from sources to support historical narratives and explanations
fies and describes different contexts, perspectives and interpretations of the past
cts and uses appropriate oral, written, visual and digital forms to communicate about the past
iry Questions:
w did societies change from the end of the ancient period to the beginning of the modern age?
at key beliefs and values emerged and how did they influence societies?
at were the causes and effects of contact between societies in this period?
ich significant people, groups and ideas from this period have influenced the world today?
Teaching and Learning Strategies
mbian life in the Americas,
social organisation, city life and
Suggested Teaching Strategies:
●
DSEH016)
ate and identify the major
lisations and cities of the Pre-
umbian Americas in this period
ine the organisation of society in
Pre-Columbian Americas
●
●
cribe key aspects of life in at least
E city of the Pre-Columbian
ericas, eg Teotihuacan,
nochtitlan (Aztec), Machu Picchu
Create a map using google maps showing the locations of Aztec, Mayan
and Inca civilisations
○ Use the textbook pp. 310-11 as a beginning and conduct
individual research to find the longitude and latitude of the cities
listed
○ Create a pin for each location and include a short paragraph
describing the location and key features of the society, along with
a primary source from site attached as an image
Create a visual diagram that reflects the structure of society in the PreColumbian Americas, using primary sources
Teacher led powerpoint display/visual presentation regarding daily life
and religious beliefs in Machu Picchu (Inca). Students can takes in a
scaffold created by the teacher.
○ The following is a good reference site:
http://www.localhistories.org/inca.html http://www.lostcivilizations.net/inca-civilization-page-4.html
ca)
cribe the beliefs of at least ONE
-Columbian society in the period
w and why the Spanish arrived in
cas, and where they went,
the various societies and
●
●
cal features they encountered
3)
●
ine and explain the reasons for
anish conquest and settlement in
Americas
ntify the societies that the Spanish
Make a timeline spanning from the arrival of the Spanish in the Americas
through to the end of the 16th Century AD
Prepare a proposal for the Spanish king as to how and why they want to
set sail and explore the area in which they find the Americas
○ This must include WHY they want to go and HOW they plan to get
there, backed up by primary source evidence. A discussion of
potential SETTLEMENT plans must also be included.
Create a table outlining the societies conquered by the Spanish, the
dates of these conquests and how they subdued the societies involved.
Regis
quered in the Americas
cribe how geographic features
uenced Spanish conquest of at
st ONE society
e of the interaction between the
●
nd the Indigenous populations,
ticular focus on either the Aztecs
ACDSEH074)
●
ng a range of sources, describe
erent perspectives on the first-
tact experiences between the
●
anish and Aztec OR Inca society
Teacher led discussion of first contact between Pizarro’s Spanish forces
and Inca society.
○ Students write ½ page overview from each of the perspectives
regarding first contact.
Watch video “HTP - AD 1519 Conquest of the Incas” at the
link:http://www.youtube.com/watch?v=rMXMIlBg0bE
○ Students can make their own notes on how the Spanish
CONQUERED the Incas and how they MAINTAINED control of
them afterwards.
○ Teacher to supplement video with discussion throughout.
Use a google maps cross section of the coast of the country to Machu
Picchu to display the terrain that the Spanish had to overcome in their
conquest of the Inca population.
lain how the Spanish conquered
d controlled Aztec OR Inca society
ct of the conquest on the Aztecs
as well as on the wider world
5)
lain how either the Aztecs OR the
as were affected by the Spanish
quests, eg the introduction of new
eases, horses and gunpowder
ng a range of sources, investigate
east ONE example of the wider
●
Read pp. 326-8 and make notes under the headings provided. Select one
of the impacts to investigate further. Resulting in a
report/speech/presentation using images and source evidence
act of the Spanish conquests of
Americas, eg the introduction of
w foods and increased wealth in
ope
r-term effects of colonisation,
slavery, population changes and
ntrol over resources(ACDSEH076)
●
●
Create a mind-map (using inspiration) of the long term effects of Spanish
colonisation on the Americas
Make a Venn diagram showing the differences between the Americas
directly after Spanish conquest and today. Leading in to a short report
assessing the long term effects of colonisation by the Spanish in the
Americas.
ess the long-term effects and
acy of colonisation by the Spanish
he Americas
n Reflection
Final Exam at the end of semester Assessment Task??