Year 7 Level Description

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 in places including Australia, Egypt, Greece, Rome, India and China.

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 enquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to 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 Enquiry Questions:

A framework for developing students’ historical knowledge, understanding and skills is provided by enquiry questions through the use and interpretation of sources. The key enquiry questions for Year 7 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?

Overview of the Ancient World

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. 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.

Out of Africa

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

Investigating the Ancient Past

Click the buttons to learn more

Achievement Criteria and Standards

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical enquiry. They identify and select a range of sources and locate, compare and use information to answer enquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts,incorporate relevant sources, and acknowledge their sources of information.

The Ice Man

Inquiry Question:

Who was the iceman and how did he die?

Collecting Evidence

Source 1

BBC, 1997, “A Life in Ice”, DVD recorded off air 28th April, 2005

Corroborating the Evidence

Source 2

Saldais, Maggie et al, 2006, Humanities Alive: History1, John Wiley &Sons, Milton, page 20.

Source 3

BBC, Wednesday, 20 March,2002,“Iceman’s final battle”, viewed November 23rd , 2009,
http://news.bbc.co.uk/2/hi/science/nature/1884525.stm

Testing your Hypothesis

Source 4

BBC, Thursday 7 February 2002, “Death of the Iceman”,viewed November 23rd , 2009,
http://www.bbc.co.uk/science/horizon/2001/iceman.shtml

Source 5

Ives, Sarah, October 30, 2003,“Was Ancient Alpine”Iceman” Killed in Battle?”, National Geographic News,viewed November 23rd, 2009,
https://news.nationalgeographic.com/news/2003/10/1030_031030_icemandeath.html

Is There More to Learn?

Source 6

Beaumont, Lucy, November 1, 2003, “Iceman’s bones lead scientists to his home turf”, viewed November 23rd ,2009, http://www.theage.com.au/articles/2003/10/31/1067566086234.html?from=storyrhs

Is It Solved Yet?

Source 7

Lorenzi, Rossella, Friday,31 August 2007, “Blow to head, not arrow, killed Otzitheiceman”,viewed November 23rd, 2009, http://www.abc.net.au/science/news/stories/2007/2020609.html

Questions:

  • Is the mystery of the Ice Man finally solved?
  • What does the Ice Man case study tell you about how historians should go about conducting an investigation into events in the past?

Examining the Evidence

EURAC- Institute for mummies and the Iceman ,n.d., Iceman Photoscan, viewed November 23rd, 2009,
http://iceman.eurac.edu/

Year Seven History Depth Study One Outline

Note: this unit of work draws upon a range of original resources that can be obtained from the author as well as the Jacaranda World History Atlas. Please contact the author with a list of required resources.

INQUIRY QUESTION:

What is History? How Does the Historian Work?

KEY UNDERSTANDINGS:

Students should understand that:

  • The Agricultural Revolution made a profound difference to human history
  • Histories will always be partial
  • Evidence can vary in Credibility, and utility
  • Many sources are constructed from particular viewpoints.
  • Historians use a strategic Inquiry process to analyse sources and extract evidence to support hypotheses.

Focus Questions

  • How do we know about the ancient past?
  • How do Historians know what they know?
  • How do I do history

Historical Skills

  • Sequence historical events, developments and periods
  • Use historical terms and concepts
  • Identify a range of questions about the past to inform an historical inquiry
  • Identify and locate relevant sources, using ICT and other methods
  • Locate, compare, select and use information from a range of sources as evidence
  • Identify the origin and purpose of primary and secondary sources
  • Draw conclusions about the usefulness of sources
  • Identify and describe points of view, attitudes and values in primary and secondary sources
  • Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged
  • Use a range of communication forms (oral, graphic, written) and digital technologies
Week Focus Question Skills/Concepts/Terms Learning Strategies and Resources
1 What is History? Skim and Scan
Generic signposts- preview reading (textual features) Summarise- use focus question, delete irrelevant, highlight key points- use space and arrangement space
History Source
Evidence
Inquiry
Hypothesis
Primary Sources
Secondary Sources
Artefacts
Ecofacts
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
What is History week 1 ppt
Brainstorm what students think History is. How is it different from Geography? Science? Maths? English?
GASS: What do I think I know about working Historically
Reading Speeds ppt
Examine textual features of Jacaranda History Atlas pp 1 & 4 & 5- identify different features of pages and relate to how they can be used to help reading. Jacaranda Historical Atlas pg 1 and worksheet (Working Historically: Skim and Scan).
Historical lens discussion
REFLECTION: What do I know so far?
Crossword of Terms worksheet Revision
2 How does the
Historian work?
Skim and Scan
Note Taling
Selection of key ideas=
Drawing conclusions
Inquiry
Historia
Primary Source
Partial
Interrogate
Context of Production
Artefact
Ecofact
Start each lesson with a quiz of key terms.(except Garbage lessons) Ensure all key terms go into a vocabulary list
Note Taking ppt
Jacaranda Historical Atlas
pg 4 and worksheet (Working with Primary and Secondary Sources).
Mix and Match Terms activities
History from the Garbage ppt.
Garbage activity- develop focus questions
Garbage activity- use sources to draw conclusions
3 How does the
Historian work?
Inquiry
Historia
Primary Source
Partial
Interrogate
Context of Production
Artefact
Ecofact
Drawing a Conclusion Corroborate
Refute
Censorship
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
Ppt Drawing a Conclusion
Drawing a conclusion
Model Conclusions
Garbage activity- Drawing Conclusions Complete Garbage activity- Problems of evidence.
Mind maps ppt- problems of evidence
Create a mind map about problems of evidence
4 How does
the Historian
communicate?
Conclusion
Perspective
Credibility
Utility
Bias
Agenda
Claims
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
Jacaranda Historical Atlas pg 5 and worksheet.
What is History (Munslow quotation) ppt– what does this mean? REFLECTION- summary of thinking so far
5 How does the
Historian work?
Fact
Opinion
Claim
Explicit
Implicit
Assumption
Ethnocentrism
Paragraph Planning
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
Fact or Not activity-review definition of fact (page 5) and examine how they tend to make assumptions (Use fact or opinion ppt to correct)
What is Inquiry ppt
Inquiry steps activities
Stress Inquiries are STRATEGIC, CYCLICAL and will vary from person to person- there is Paragraph Planning no one size fits all
REFLECTION- summary of thinking so far
Planning a paragraph- How does the Historian work?
6 How does
the Historian
communicate?
Note Taking skills
Corroboration
Direct and indirect quotations Paragraphing
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
Review ppt Note Taking
Use Jacaranda Historical Atlas pg 10 to teach note taking. Use note taking Scaffold for this page (Understanding the Ancient World) Give them 5 minutes to scan for information on each focus question. Then compare which ones could be answered in the text and which could not. Compare good note taking with poor note taking. Using Direct Quotations- revise rules for … and []
7 What is
Historical Inquiry?
Revise differences between:

  • History and Source
  • Artefact and Ecofact
  • Primary & Secondary Sources
  • Source and Evidence

Revise how to complete MCI and SRI
Revise vocab- use mix & match cards or Cross word?
Document Study practice- What is History?

8 Yr 7 MCI and SRI

Year Seven History Depth Study Two Outline

Note: this unit of work draws upon a range of original resources that can be obtained from the author as well as the Jacaranda World History Atlas. Please contact the author with a list of required resources.

INQUIRY QUESTION:

Why did the West come to Rule the World? Part One.

KEY UNDERSTANDINGS:

Students should understand that:

  • The Agricultural Revolution made a profound difference to human history
  • The Agricultural Revolution took place in countries with Goldilocks Conditions for water, fertile soil and temperate climate
  • As societies grew, they became more complex
  • As societies became more complex, Nations and Empires were formed.

Focus Questions

  • 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?

Historical Skills

  • Sequence historical events, developments and periods
  • Use historical terms and concepts
  • Identify a range of questions about the past to inform an historical inquiry
  • Identify and locate relevant sources, using ICT and other methods
  • Locate, compare, select and use information from a range of sources as evidence
  • Identify the origin and purpose of primary and secondary sources
  • Draw conclusions about the usefulness of sources
  • Identify and describe points of view, attitudes and values in primary and secondary sources
  • Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged
  • Use a range of communication forms (oral, graphic, written) and digital technologies
Week Focus Question Skills/Concepts/Terms Learning Strategies and Resources
1 How does
the Historian
Communicate?
Note Taking skills
Corroboratio
Direct and indirect quotations
Paragraphing
Start each lesson with a quiz of key terms.
Ensure all key terms go into a vocabulary list
Review ppt Note Taking
Use Jacaranda Historical Atlas pg 10 to teach note taking. Use note taking Scaffold for this page (Understanding the Ancient World) Give them 5 minutes to scan for information on each focus question. Then compare which ones could be answered in the text and which could not. Compare good note taking with poor note taking. Using Direct Quotations- revise rules for … and []
2 How does The
Historian use
a Timeline?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Jacaranda Historical Atlas World timeline– how do we use a timeline to find information? What explicit information is there? What information is implicit? What questions do we have?
Give students a paper version of Timeline of Ancient World to glue in books and annotate.
Write the reference for this timeline (Burvill-Shaw, S (ed), 2012, The Jacaranda World History Atlas, Jacaranda, Milton, inside front cover)
When is Egypt? What have we learned so far about the Transition to civilisation? How does this seem to relate to Egypt?
RESEARCH: When is their culture? What can they learn? Compare contrast as class discussion of what can we learn about the development of civilisations of the Ancient world?
3 How does The
Historian use
a Timeline?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Examine Egypt Timeline Jacaranda Historical Atlas 1 pp 39, 41, & 43.

  • Students to create a timeline that combine
    information from all three
  • Show them how to reference their own creation:
    Based on ideas from…
  • Analyse what we can learn from a timeline- implicitly & explicitly
  • Reflect: What can we learn about Ancient Egypt from a timeline?

RESEARCH: Students to create their own timeline for their research culture in the same way. Compare contrast as class discussion of what can we learn about the development of civilizations of the Ancient world?

4 How does the
Historian use
a Map?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Issue a World Map and have students mark Egypt on the map (Reference where they obtained information.)
Issue blank map of Egypt
Examine Egypt maps Jacaranda Historical Atlas 1 pp 39, 41, & 43.

  • Set up Focus Questions
  • Students to use blank map to fill in key facts,
  • Show them how to reference their own creation: Based on ideas from Full Reference
  • Discuss what we can add to the map- ideas? Questions?
  • Reflect: What can we learn about Ancient Egypt from a map?

Research: Own culture using a map- do the same as for Egypt. Compare contrast as class discussion of what can we learn about the development of civilizations of the Ancient world from maps?

5 How does the
Historian use a
Secondary Source?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Examine Retroactive 1 pp.

  • Set up the focus questions for government
  • Use Note taking scaffold to work with students evaluate the text
  1. – Reference the text
  2. – CUP
  3. – C: Look at mediated by publisher, authors on pg vii, mediated by school
  4. – U: ?
  5. – P:, not Egyptian
  • Examine the layout of the pages
  1. – Focus on picture and caption
  2. – Give kids a picture to glue and reference
  3. – Then annotate using captions and speculation (e.g. why a false beard? Why a bull’s tail? Why a crook & flail?) Teacher explains beard & tail. Divide class –half speculate about crook & other half about flail
  4. – Then look at crowns- what can we add to our picture
  5. – Draw a conclusion about the Pharaoh based on this
  1. – Look at headings- what can we predict the text will be about?
  2. – Use headings and then look at Topic Sentences
  3. – How can we use brief notes to summarise Topic Sentences
  4. – Use note taking scaffold to teach brevity
  5. – Skim to see if there are important facts (look for bold, italics etc.)
  • Add own ideas- analysis (explain RULE OF THREE) and Focus Questions
  • Reflect: What can we learn about Ancient Egyptian Government from a secondary source?

Research :
Use text book to teach what we can learn from a Table of Contents
Where will we find Government
72 Greece
98 Rome
128 China
OR Atlas
66 India

Research Own culture Government- this will probably take extra time
Reflection: Compare contrast as class discussion of What can we learn about Governments of the Ancient world from secondary sources?

6 How does the
Historian use a
Primary Source?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Hymn to the Nile –Translation activity & pg 31

  • Have girls work out what the hymn is saying
  • Discuss similarities and differences, and reasons for these
  • Examine language of comparison and how to compare and contrast
  • Analyse what it suggests about the importance of the Nile
  • Reflect: What can we learn about Ancient Egypt from a literary primary source?

Research: Own culture primary source and analysis – this will probably take extra time
Reflection: Compare contrast as class discussion of Can we learn much about e development of civilizations of the Ancient world from primary sources?

7 How does the
Historian use
Archaeological
Evidence?
Start each lesson with a quiz of key terms and facts.
Ensure all key terms go into a vocabulary list
Jacaranda Historical Atlas pg 6 and worksheet on Nabumum Hunting.

  • Use Rule of three as on activity to deconstruct the image and draw conclusions
  • Use Model Conclusions to examine structure of conclusions
  • Analyse what funerary evidence might tell us about life in ancient Egypt (emphasise this is an idealised version of life)
  • Reflect: What can we learn about Ancient Egypt from a visual source?

Research: Find archaeological source own culture and analyse- What can we learn about the development of civilisations of the Ancient world from visual sources?

8 How does the
Historian Create
a Reference List?
Reference List
Hand in research book- mark research only Exam condition- two paragraphs explaining what they as Historians have learned about Egypt from the Sources. Open book or Provide Sources
9 What have we
learned about the
Ancient world?
Compare contrast as class discussion of what can we learn about Ancient Societies about from sources?
Create Presentations on Ancient cultures?
10 What have we
learned about the
Ancient world?
Presentations on Ancient cultures?