FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4, YEAR LEVEL: 8 LEARNING AREA/TOPIC: History

Weeks 1-3.

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Assumed that every student in the classroom has access (1:1) to an electronic device and internet connection. It is also assumed
that the teacher has a device and the classroom has a projector.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Australian OBJECTIVE (what & how) EXPERIENCES other
Curriculum (Introduction, Body and Conclusion)
 LINKS

Week 1, Living 1. Recall prior Formative Assessment (Kahoot Introduction: Kahoot Quiz:
Lesson conditions understanding of Quiz): Students will complete a 1. Students will complete a Kahoot Quiz to establish prior https://kahoot.it/
3. and religious living conditions and Kahoot at the commencement learning of living conditions and religious beliefs in 14th Word Cloud Website:
beliefs in the religious beliefs in of the lesson to consolidate prior century Asia and Europe. https://www.wordclouds.
14th Europe and Asia. learning of 14th century Europe 2. Teacher will gauge student recollection of prior com/
century, and Asia. knowledge and facilitate a class discussion to consolidate https://wordart.com/
including life 2. Research features prior learning of 14th century Europe and Asia. Teacher http://www.wordle.net/
expectancy, of the living Summative Assessment: will ask students what they know, what they want to (Student’s to choose their
medical conditions and Complexity of ideas in word know and what they have learnt. preferred Word cloud
knowledge religious beliefs in cloud. 3. Students will work in pairs and create a word cloud for Website and create a
and beliefs 14th century Africa. Europe and a word cloud for Asia, containing phrases and word cloud. Once
about the Summative Assessment (Venn key words that can be used to describe 14th century living created- students will
power of 2. Create an online 3 Diagram): Students will be conditions and religious beliefs. Students will embed or upload a copy of their
God way Venn Diagram to assessed on their ability to take a screen shot of their word cloud and upload it onto word cloud onto an
(ACDSEH015 compare and compare and contrast the living their ongoing ‘ebook’. Teacher will encourage students to ongoing ebook
) contrast features of conditions and religious beliefs notice the similarities and differences between their ‘Asia’ assessment.)
the living conditions in Europe, Africa and Asia during and ‘Europe’ word cloud. Ebook: Formal
and religious beliefs the 14th century. Assessment. Created
in Asia, Africa and Body: using:
Europe. Formative Assessment (Venn 1. Students will be instructed to research the features of https://www.canva.com/c
Diagram): Students will be the living conditions and religious beliefs in Africa. Ensure reate/ebooks/
assessed on their ability to students focus on topics such as: living conditions, OR
interpret information, evidence religious beliefs, life expectancy, medical knowledge, God. https://bookcreator.com
and/or data to identify key 2. Students will take notes in their preferred form, Venn Diagram:
points and ideas. (written or digital) and record key information. Ensure to https://www.canva.com/g
remind students to cite their sources and check for the raphs/venn-diagrams/3-
Formative Assessment (Venn credibility of online resources. circle/ ( Once created-
Diagram References): Students 3. Students will create a 3 way Venn Diagram on canva. students will upload a
will be assessed on their ability Students will compare and contrast their findings on living copy of their Venn
to identify the reliability and conditions and religious beliefs in Africa to their findings Diagram onto an ongoing
accuracy of sources. on living conditions and religious beliefs in Europe and ebook assessment.)
Asia. Remind students to refer to their notes. Research:
Students must use
credible resources to
 4. Teacher will allow for relevant group discussion to ensure they gain accurate
facilitate learning within the classroom and allow students and relevant information.
to consolidate and confirm ideas. Acceptable resources
4. Students will embed or upload a photo of their Venn include but are not limited
Diagram to their ongoing ebook. to:
https://networks.h-
Conclusion: net.org/
1. In groups of 3, the students will discuss their findings http://www.ipl.org/div/su
and choose 3 things to share to the class. The teacher bject/
should encourage varying answers, including similarities https://www.bbc.co.uk/hi
between continents and differences between continents. story
Conti, L., et al.(2017).Big
Ideas Humanities & Social
Sciences 8 WA Curriculum.
VIC: Oxford Uni Press

Week 2, The role of 1. Research the Formative Assessment: Introduction:

Lesson expanding tr origin and spread of Observation of class discussion. 1. The teacher will facilitate a class discussion to Ebook: Formal
2. ade between the Black Death consolidate learning from the previous lesson (a Assessment. Created
Europe and Summative Assessment: documentary on the influence of trade routes on the using:
Asia during 2. Construct a Students will be assessed on spread of the Black Death). https://www.canva.com/c
the Black timeline to outline their ability to synthesise the 2. Ask for students to volunteer answers for what degree reate/ebooks/
Death, the spread of the origin and spread of the Black they believe trade routes influenced the spread of the OR
including the Black Death Death on a timeline. Black Death. Ask if students believe there was other https://bookcreator.com
origin and influences more significant, why/why not?
spread of 3. Identify the Summative Assessment: Research:
the disease relationship between Students will be assessed on Body of Lesson: Students must use
(ACDSEH069 expanding trade their ability to identify the 1. Students will be instructed to research the origin and credible resources to
) routes and the relationship between expanding spread of the Black Death. Ensure students obtain dated ensure they gain accurate
spread of the Black trade routes and the spread of information to include on their Map. Ensure to remind and relevant information.
Death. the Black Death during students to cite their sources and check for the credibility Acceptable resources
discussion. of online resources. include but are not limited
2. Students will individually input information onto an to:
Formative Assessment (Map): online map to document the spread of the disease. https://networks.h-
Students will be assessed on Students should include the date and a brief description net.org/
their ability to interpret of each point plotted on their map. Students must plot a http://www.ipl.org/div/su
information, evidence and/or minimum of 10 points on their map. bject/
 data to identify key points and 3. Students will embed their map into their ongoing https://www.bbc.co.uk/hi
ideas. ebook. story
Conti, L., et al.(2017).Big
Formative Assessment (Map Conclusion: Ideas Humanities & Social
References): Students will be 1. To conclude, students will get into groups of 4 and Sciences 8 WA Curriculum.
assessed on their ability to discuss: Did your opinion of the influence trade routes VIC: Oxford Uni Press.
identify the reliability and had on the spread of the Black Death change after your Map:
accuracy of sources. research? Why/why not? www.scribblemaps.com
2. ‘Ticket out the Door’ exercise, each student will be (An interactive map
asked to say one thing they have learnt, found interesting generator. Allows a
or would like to know about the origin and spread of the description of each point
Black Death before the class can leave. plotted on the global map,
students to include a date
and brief description of
each point plotted.
Week 3, The causes 1. Identify differing Formative Assessment: Introduction:
Lesson and responses to the Observation of class discussion 1. Students will be asked to briefly revise their mind maps Mind Maps: (created
2. symptoms of spread of the Black and quality of class brainstorm from the previous lesson (mind maps created on the during the previous
the Black Death. responses of different social groups to the spread of the lesson)
Death and Summative Assessment: Black Death)
the 2. Create a diary Students will be assessed on 2. Students will be asked to contribute to a class mind Mindmap generator:
responses of entry about the Black their ability to synthesise map. Teacher will allow students to refer to their mind- Created using
different Death from the information and construct a maps to foster an effective group discussion and an www.bubbl.us
groups in perspective of an diary entry reflecting the information rich collaborative mind map. Mind map will OR
society to individual from the perspective of an individual from be constructed on an online platform and projected onto https://popplet.com
the spread 14th century. the 14th century and their the whiteboard.
of the response to the spread of the 3. Teacher will prompt students to consider perspective
disease, such black death. when referring to the response of different social groups
as the to the spread of the Black Death.
flagellants
and Body:
monasteries 1. Students will be informed that they will be creating a
(ACDSEH070 diary entry about the spread of the Black Death from the
) perspective of an individual from the 14th century.
Teacher will encourage students to choose individuals
from a wide range of social classes.
Avatar generator: Using,
http://avatarmaker.com/,
2. Students will begin by creating an avatar of their
chosen individual and embed the avatar on their smore Smore:
poster. https://www.smore.com/
3. Students will then write a diary entry from the
perspective of their chosen individual on their smore
poster. Teacher will tell students to consider aspects such Ebook: Formal
as, the individuals belief about the cause of the Black Assessment. Created
Death, the affect it has had on the individual personally using:
and the affect it has had on the individuals way of life. https://www.canva.com/c
4. Students will embed their smore poster into their reate/ebooks/
ongoing ebook. OR
https://bookcreator.com
Conclusion:
1. Students will pair up and provide an overview of their
diary entry to their peer, providing justification for their
individual’s beliefs and motivations.
2. Each pair will be instructed to link up with another
pair. Students will then have to relay the information their
original pair shared with them about their diary entry.
Continue with this activity until all four group members
have had a chance to share.