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