1 / 38

Jo Clyne, HTAV

AusVELS Year 7 & 8 Classroom Ideas. Jo Clyne, HTAV. Jo Clyne HTAV. Year 7. Year 7 Overview.

shanae
Télécharger la présentation

Jo Clyne, HTAV

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AusVELS Year 7 & 8 Classroom Ideas Jo Clyne, HTAV Jo Clyne HTAV

  2. Year 7

  3. Year 7 Overview • Overviewcontent 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)

  4. Big Bang Theory http://www.bing.com/videos/search?q=yt+big+bang+theory+intro&docid=4961890845002081&mid=139DD2BDDD84579CEC5F139DD2BDDD84579CEC5F&view=detail&FORM=VIRE3

  5. Year 7 Task- The Golden Record Activity The Voyager’s Golden Record http://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 imagesto develop a final product for the spaceship. • Students can use tools such as iMovie, moviemaker or PowerPoint to create their presentation.

  6. 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

  7. Depth Study 2 (Year 7)

  8. HTAV Publications

  9. Year 8

  10. Year 8 Overview • Overviewcontent 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

  11. 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

  12. Medieval Maps

  13. Human Odyssey • Muslim Discoveries • Duration: 1hour+ • Purpose: To explore Muslim discoveries of the medieval period and their influence on world knowledge.

  14. Angkor Wat

  15. Modern Interpretations

  16. Older Interpretations

  17. 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

  18. 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"

  19. Depth Study 3 (Year 8)

  20. “Join us in an exploration of Polynesian navigation, and learn to see the world as the ancient Polynesians saw it” -Never Lost http://www.exploratorium.edu/neverlost/ Perspectives on Polynesia

  21. 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.

  22. 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?

  23. Horrible Histories 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

  24. Depth Study 2 (Year 8)

  25. Shogun Japan video resources Student assignment PBS Documentary ‘The Will of the Shogun http://www.youtube.com/watch?v=KljfHk39FQs Student assignment on the end of the Shogun http://www.youtube.com/watch?v=yYQnQb8OBEc http://www.youtube.com/watch?v=psrjhFwmxzk A teacher explains the chronology of the Shogun empire http://www.youtube.com/watch?v=OpEpagHOJFA A video by a teacher

  26. 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

  27. HTAV Historical Fiction Competition 2014

More Related