Term 1 Overview Year 8 SOSE 2017 Term 1

Week Day One: Monday Day Two: Tuesday Day Three: Wednesday Day Four: Thursday Day Five: Friday

1

No Students

No Students

Year 12, 7 & New Students

Commence

HR Period 1

Set up expectations

Movie letter

iPad – ebook + info book

Prior knowledge History

MASS

How did societies change from the

end of the Ancient Period to the

beginning of the Modern Age?

2

The Rise and Fall of new

societies and civilisations

The Rise and Fall of new

societies and civilisations

Handout Timeline

Assessment

MODIFIED TIMETABLE

Working on Assessment

Feudal System

3

Lower School

Dancing

Assessment DUE

Feudal System

Feudal System

Feudal System

Medieval Church – Fear and

Faith

Church Hierarchy

4

Senior School

Dancing

The Crusades

The Crusades

The Crusades

Medieval Warfare

Crime and Punishment

5 SWIMMING CARNIVAL

Crime and Punishment

MODIFIED TIMETABLE

Source Analysis Introduction

Brutal Justice

Test revision

6 Public Holiday

(Labour Day) Medieval Cog Test

MODIFIED TIMETABLE

Towns, cities and commerce

Organisation of society at the

time of the Black Death

Growth of trade routes and

cities

7

Causes of the Black Death

The spread of the Black Death

The spread of the Black Death

ACC SWIMMING

Medical Treatment

ACC SWIMMING

Seeking a cause and a cure

8 Short term effects of the plague

Long term effects of the

plague

Source Review

BLACK PLAGUE ASSIGNMENT

HANDOUT - EXPECTATIONS Working on Assessment

9 Working on Assessment Working on Assessment Working on Assessment Working on Assessment Working on Assessment

10 BLACK PLAGUE ASSIGNMENT

DUE

EARLY CLOSE

Modified timetable

Year 8: Humanities and Social Sciences Course Title: The ancient to the modern world- Investigating Medieval Europe (c.590- c.1500) Length of unit: Term One (weeks 1-9) Date developed: January 2017 Course outline/Learning focus: Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives,

empathy, significance and contestability. These concepts are investigated within the historical context of the end of the ancient period to the

beginning of the modern period, c. 650 AD (CE) – 1750. They consider how societies changed, what key beliefs and values emerged, and the

causes and effects of contact between societies in this period.

Key inquiry questions:

How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today? Achievement Standard: Students explain the feudal system in medieval Europe and the causes and effects of the Black Death, and describe patterns of change and continuity over time. They explain the significance of individuals and groups and how they were influenced by the beliefs and values of medieval society.

Year 8 2017 - Term 1 Curriculum

Assessment and reporting (SCaSA)

History The Western and Islamic World

The way of life in medieval Europe (e.g. social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

The role of significant individuals in the medieval period (e.g. Charlemagne) (ACDSEH052)

Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)

Continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)

History Expanding Contacts

Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)

The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069)

Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)

The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)

Skills- Questioning and Researching

Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives

Construct a range of questions, propositions and/or hypotheses

Use a variety of methods to collect relevant information and/or data from a range of appropriate sources, such as print, digital, audio, visual and fieldwork

Select the best method for recording selected information and/or data (e.g. graphic organisers, such as structured overviews for classifying; mind maps, for identifying relationships and overviews; fieldwork, which may require sketch drawings, a list of observable features and photographs)

Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon, speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or encyclopaedia)

Use appropriate ethical protocols to plan and conduct an inquiry (e.g. seek permission to use personal photos, seek permission when planning a visit to Aboriginal cultural land, use specific formats for acknowledging other people’s information)

Skills- Analysing Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question

Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over time in a series of images, identify spatial distributions from a map)

Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines)

Translate information and/or data from one format to another (e.g. from a table to a graph)

Apply subject-specific skills and concepts in familiar and new situations

Skills- Evaluating Draw evidence-based conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships

Skills- Communicating and Reflecting

Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers)

Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources

Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena

Term One 2017 Program

Week Links to SCaSA Content Resources Homework focus and

Assessment

1 Key features of

the medieval

world (feudalism,

trade routes,

voyages of

discovery, contact

and conflict)

(ACOKH009)

Class Set-up, Course timeline and Assessment overview discussion.

Revise Year 7 Learning

• What is History?

• Why study History?

• How do we study History?

Review Primary and Secondary resources

• What are they and how are they used?

• What are the differences?

• How do we test the validity of a text?

Discuss how history is divided into periods of time to enable us to

understand when events occurred (dispel myths and misconceptions)

• Pre history, Ancient, Medieval, Early Modern, Modern

• C

• BC

• BCE

• CE

How did societies change from the end of the Ancient Period to the

beginning of the Modern Age?

• Modelling and making time lines

• Introduction to Empires in Europe and Asia

o Vandals

o Ostrogoths

o Visigoths

o Vikings

o Franks

o Angels and Saxons

Introduction to Historical

thinking and methodology.

Word Origin `History’ – placemat

activity; group reporting.

Discussion of the term `text’ and

how it pertains to Historical

documents and thinking – mind

walk activity.

Primary and Secondary Source

Documents – what are they and

how are these used by

Historians?

Validity of texts – what does this

mean? – Think, pair, share.

Pearson History 8: p5-8, 90-1,

OBI 8:p298-299, 316-7, 324-7

PPP 8 (History section): p6-13,

44-45

Cambridge 8: p247-250

Jacaranda SOSE 1: p4-13

Jacaranda S&E for W.A. 1: p12-

13

The Franks:

http://www.ancient.eu/Franks/

Viking raids:

http://www.bbc.co.uk/history/a

ncient/vikings/overview_vikings

o Huns

o Arab Tribes

_01.shtml

The Normans

http://normans.etrusia.co.uk/w

howere.php

Bayeux Tapestry:

http://www.bayeuxtapestry.org.

uk

http://www.ducksters.com/hist

ory/middle_ages_timeline.php

http://www.timetoast.com/

http://www.slideshare.net/arisb

x/primary-secondary-sources-

14970608

http://medievaleurope.mrdonn.

org/timelines.html

2 The way of life in

medieval Europe

(e.g. social,

cultural, economic

and political

features) and the

roles and

relationships of

different groups in

society

(ACDSEH008)

The Rise and Fall of new societies and civilisations

• The change in social and economic values, migration, trade routes

and battles

o Factors leading up to the fall of the Roman Empire

o Constantine I

• Time line and mapping activity-

o The Ottoman Empire Empire (1299-1688)

o Renaissance Italy (c.1400-c.1600)

o The Vikings (c.790-c.1066)

o Medieval Europe (c.590-c.1500)

o The Khmer Empire (c.802-c.1431)

o Japan under the Shoguns (c.794-c.1867)

o The Polynesian Expansion (c.700-c.1756)

Feudalism

http://en.wikipedia.org/wiki/File

:Troisordres.jpg

Assessment

o The Mongolian Expansion (c.1206-c.1368)

o The Black Death (14th Century)

o The Spanish Conquest (c.1492-c.1572)

3 The way of life in

medieval Europe

(e.g. social,

cultural, economic

and political

features) and the

roles and

relationships of

different groups in

society

(ACDSEH008)

Feudalism

What is feudalism?

What are the origins of feudalism?

How did feudalism work? maintaining social order

o Rulers – Role and Lifestyle

Responsibilities

Becoming ruler – Benefits and problems with hereditary

title

Councils, Parliaments and Religious influence

o Workers – Role and Lifestyle

Responsibilities of the peasant daily routine

festivals, ceremonies and holidays

Manorialism

Life on the Manor for men, women and children

Living in the medieval Christian World

The transformation of the Roman world and spread of Christianity

and Islam

The organisation of the Catholic Church

Core beliefs of the Christians

Relationships between Popes and Kings

Role of the Church

Beliefs about Heaven and Hell

Role of religion in everyday life:

o Quell unrest, legitimise Authority

o Provide legal and moral council

o Instill moral code and compliance within society

o Islam and its role in Middle Eastern life

The Pope and Excommunication

Life on the Manor Interactive

on manor

ftp://ftp.heritageacademies.com

/ET/CurriculumCenter/NHAHisto

ryInteractive/Feudalism/manorv

irtualtour.html

Manor Houses Real life manor

houses

http://www.castlesandmanorho

uses.com/manorhouses.htm

The middle ages in colour

Watch a short video about

illuminated manuscripts from

the Middle Ages.

http://www.bbc.co.uk/news/ent

ertainment-arts-15667183

Medieval lives Watch a video

on the lives of medieval

peasants.

http://topdocumentaryfilms.co

m/medieval-lives/

Use this template to compose

your Venn diagram.

http://www.eduplace.com/grap

hicorganizer/pdf/venn.pdf

http://www.readwritethink.org/

files/resources/interactives/ven

n_diagrams/

http://year8history-intro-to-

feudalism.weebly.com

http://www.ducksters.com/history/mi

ddle_ages_feudal_system.php

http://www.learner.org/interactives/m

iddleages/feudal.html

http://www.ducksters.com/history/mi

ddle_ages/kings_and_court.php

http://medievaleurope.mrdonn.org/no

bility.html

http://www.ducksters.com/biography/

charlemagne.php

http://www.ducksters.com/biography/

women_leaders/joan_of_arc.php

http://www.ducksters.com/history/middle_ages_monastery.php http://www.ducksters.com/history/middle_ages/catholic_church_cathedrals.php http://www.learner.org/interactives/middleages/religion.html http://www.ducksters.com/history/middle_ages/daily_life_in_the_middle_ages.php

http://www.learner.org/interactives/middleages/townlife.html http://medievaleurope.mrdonn.org/rise_of_towns.html http://medievaleurope.mrdonn.org/commoners.html

http://www.themiddleages.net/people

/peasant.html

4 The role of significant individuals in the medieval period (e.g. Charlemagne) (ACDSEH052) Significant developments and/or cultural achievements, such as changing relations between Islam and the West including the Crusades (ACDSEH050)

Continuity and

change in society

in military and

defence systems

(ACDSEH051)

New empires, kingdoms and rulers

The arrival of the Vikings

The Normans in England

The Frankish Kingdom of Charlemagne

o Charlemagne, the conqueror, leader and Emperor

o Converted to Catholic Christianity

o Developed a strong political and social system

o Thirst for knowledge

o Death of Charlemagne and the slow collapse of the Empire

The Crusades

The Church and the Crusades

o Causes of the Crusades

o Consequences of the Crusades

The start of the First Crusade- 1066 Jerusalem

The Battle of Hastings

The Third Crusade- King Richard the Lionheart and the Muslim

leader Saladin

The effects of the Crusades

Warfare- Developments in Military and Defence systems

Castle fortresses and design

The role of the Baron, Knight and Soldier

Weapons and Weaponry

Gunpowder

The reign of Charlemagne

Watch a short video on the

reign of Charlemagne.

http://www.history.com/videos/

the-reign-of-charlemagne#the-

reign-of-charlemagne

Thinkers Keys Creative ways to

get students thinking

http://thinkerkeys.wikispaces.co

m/file/detail/Information%20tex

ts%20think%20keys.doc

Roots of the Crusades

Watch a video clip on the

reasons for the Crusades.

http://www.history.com/topics/

middle-ages/videos#roots-of-

the-crusades

The fall of Jerusalem Watch a

short video on the fall of

Jerusalem.

http://www.history.com/topics/

middle-ages/videos#fall-of-

jerusalem

Map of the Crusades

An interactive map of the

Crusades

http://explorethemed.com/Crus

ades.asp?c=1

Google Earth historical imagery

http://www.google.com/intl/en/

earth/learn/beginner.html#plac

emarks-and-

tours&tab=placemarks-and-

tours

5 Continuity and

change in society

in crime and

punishment

(ACDSEH051)

Crime and Punishment

The roles of the Village Courts, Church Court and King's Court

Who created the law?

Who decided on the punishment and judges?

Types of punishments

Reasons behind some of the more unusual and/or brutal

punishments

Trial by Ordeal

o Ordeal by combat

o Ordeal by fire

o Ordeal by water

Punishments- immediate, harsh and public

o Burnt at the stake

o Hung, Drawn and Quartered

o Dunking stools

Witchcraft

Crime control

Signing of the Magna Carta in 1215

http://www.ducksters.com/history

/middle_ages/becoming_a_mediev

al_knight.php

http://medievaleurope.mrdonn.org

/knights.html

http://www.themiddleages.net/life

/knights.html

Medieval Lives –

Knights Watch episode 5 Knights

from the BBC series Medieval

Lives.

http://www.veoh.com/watch/v8

09638yRqRKZDX?h1=Medieval+L

ives+E05+-+knights

6 Continuity and

change in society

in towns, cities

and commerce

(ACDSEH051)

Living conditions

and religious

beliefs in the 14th

century, including

life expectancy,

medical

knowledge and

beliefs about the

power of God

(ACDSEH015)

The role of

expanding trade

between Europe

and Asia in the

Black Death,

including the

origin and spread

of the disease

(ACDSEH069)

Towns, cities and commerce

People moved from living in feudal estates and manors to towns

Increase in trade

Growth of businesses and development of guilds (Merchant Guild

and Craft Guild)

Growth of money lending and banking

Life in Asia, Europe and Africa before the Black Death

The expansion of the Mongol Empire – expanded trade routes 'Silk

Road'. Impacted on farming and food production – crop failure in

the 1330s – famine and malnourished people

Islamic nations were in conflict, but sea trade and commerce was

strong. Port cities expanded as well as trade routes – became

'gateways of the Black Death'

In Europe after the Crusades, trade across Asia and Africa increased

and towns and cities grew

o Increased birth rate

o Over population

o Poor housing health and hygiene

o Farming methods didn’t improve and couldn’t keep up with

the demand

o Famines

o Medical knowledge

o Life expectancy

Symptoms of the Black Death:

http://www.eyewitnesstohistory

.com/plague.htmhttp://historym

edren.about.com/od/theblackde

ath/a/death_defined.htm

Interactive map on the spread

of Black Death

Access this website to view an

interactive map on the spread of

the Black Death across Europe.

http://wadsworth.cengage.com/

history_d/templates/student_re

sources/0534600069_spielvogel

/InteractiveMaps/swfs/map11_1

.html

http://www.eyewitnesstohistory

.com/plague.htmhttp://historym

edren.about.com/od/theblackde

ath/a/death_defined.htm

Interactive map on the spread

of Black Death

Access this website to view an

interactive map on the spread of

the Black Death across Europe.

http://wadsworth.cengage.com/

history_d/templates/student_re

sources/0534600069_spielvogel

/InteractiveMaps/swfs/map11_1

.html

Assessment

7 The role of Causes and Symptoms of the Black Death WHO Zika virus information

expanding trade

between Europe

and Asia in the

Black Death,

including the

origin and spread

of the disease

(ACDSEH069)

Causes and

symptoms of the

Black Death and

the responses of

different groups in

society to the

spread of the

disease, such as

the flagellants and

monasteries

(ACDSEH070)

What was the plague?

Where did the Black Death originate?

Plague pandemic

The Black Death- Bubonic plague, Pneumonic plague and Septicemic

plague

o Bubonic Plague -transmitted by infected fleas carried by rats

o Pneumonic Plague –attacked a person's respiratory system

and transmitted through the air by a cough

o Septicemic Plague – spread by infected fleas and moved

directly into the blood stream

Symptoms of the Black Death

Average time of death from first symptom

Mortality rates from the Black Death

The Spread of the Black Death

Sea trading routes

Flea's travelling on the Mongol's horses

Trade Caravans

The Black death arrived in Europe in approx. 1346-7 from the Black

Sea port of Kaffa

Swift and horrifying consequences across Europe, Egypt and North

Africa, and the Middle East

Medical Treatment

Very limited knowledge

Primitive medical care

'Blood letting'

Plague doctors

Seeking a cause

Scapegoats- those who were dying, Jews, gypsies, witches and

foreigners were persecuted

The flagellants – whip themselves to gain God's forgiveness

http://www.who.int/emergenci

es/zika-virus/en/

Causes of the Black Death:

http://www.bbc.co.uk/bitesize/k

s3/history/middle_ages/the_bla

ck_death/revision/3/

The Black Death and early

public health measures

http://www.sciencemuseum.org

.uk/broughttolife/themes/public

health/blackdeath

The Flagellants attempt to repel

the Black Death 1349

http://www.eyewitnesstohistory

.com/flagellants.htm

A Procession of Flagellants See

a larger image of Goya’ s

painting.

http://en.wikipedia.org/wiki/File

:Francisco_de_Goya_y_Luciente

s_025.jpg

The Sinners- turned away from Religion

Seeking a cure

Improved medical practices to prevent the spread of disease

Focus on clinical medicine instead of astrology and superstition

Implementation of sanitation and health standards in towns

8 The immediate-

and long-term

effects of the

Black Death on

Asian, European

and African

populations, and

conflicting

theories about the

impact of the

plague

(ACDSEH071)

Short term effects of the Black Death

Depopulation

The effects on towns

Scarcity of labor

Impact on religion

Burial of the dead

Long Term Effects of the Black death

Economic effects

o Weakening of the feudal system

o Peasant unrest

Social effects

o Social mobility

o Loss of prestige by the Church

o Improvements in medical understanding

Black Death interactive

Have students test their

knowledge or make an educated

guess about the Black Death.

http://www.sciencemuseum.org

.uk/broughttolife/themes/diseas

es/black_death.aspx

Ring a Ring o' Roses Audio of

Ring a Ring o' Roses

http://www.nursery-rhymes-

collection.com/lyrics_ring_a_rin

g_o_roses.html

The Decameron The

introduction to The Decameron

from the Medieval Sourcebook

http://www.fordham.edu/halsal

l/source/boccacio2.asp

Medieval Apocalypse – The

Black Death Watch the BBC

documentary the Medieval

Apocalypse.

http://documentarycloud.net/vi

deo/hDIgFeMbnIc/Medieval-

Apocalypse-The-Black-Death-

BBC-Documentary.html

9 Assessment work Assessment