102087 SECONDARY CURRICULUM 1A 2H

ASSESSMENT TWO UNIT OF WORK

JADE CUNNINGHAM 17999508

TABLE OF CONTENTS
RATIONALE

RATIONALE 2-3

REFERENCE LIST 3

UNIT OF WORK

UNIT OF WORK 4-19

REFERENCE LIST 19

RESOURCES

RESOURCE ONE 20-23

RESOURCE TWO 24-26

RESOURCE THREE 27

REFERENCE LIST 28

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 RATIONALE
The unit of work below has been created for a Year 7 class of diverse learners that are particularly engaged in creative and diverse activities. Explicit teaching of

terminology and concepts, scaffolding and differentiation has been integrated to support all students access to teaching and learning activities. Extension activities

have been incorporated into various lessons as a number of students are fast finishers. Literacy has been targeted as a key focus area in this unit of work as many

students within the class require enhanced support in their use of historical terminology and ability to answer written questions correctly. This unit of work has

been designed and supported by pedagogical approaches, and teaching and learning theory to best support the needs of this diverse Year 7 class.

Differentiated instruction is supported within the Australian History Curriculum through the flexibility of teaching and learning approaches to the product, process,

content and learning environment. This unit of work organises the essential knowledge, understanding and skills of the Australian History Curriculum in a manner

that best supports students learning and application (Tomlinson, 1999; Board of Studies NSW, 2012). As the depth study has a large focus on many aspects of

Ancient China it was important in the development of the unit of work to ground students learning in the concepts of significance and Australia’s engagement

with Asia for personal relevance and understanding (Board of Studies NSW, 2012). The differentiated instruction of particularly the product and process of

different learning activities throughout the unit of work encourages students to engage with their own interests and learn in a way that best suits their learning

needs. This allows all students the opportunity and inclusivity to achieve curriculum outcomes.

Bloom’s Taxonomy is a key educational framework informing the Asian World Depth Study Three unit of work. The revised Bloom’s Taxonomy provides a

comprehensive understanding and application of teaching and learning strategies to best support students cognitive processing and application of content

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(Krathwohl, 2002). Bloom’s Taxonomy has informed the structure and flow of lessons within the unit of work, and has also informed the types of activities used

for students’ demonstration of knowledge.

As supported by Bloom’s Taxonomy, Max Woods’ Learning and Response Matrix (ALARM) has been used within this unit of work to support all learners critically

thinking and application abilities. ALARM supports students’ development of literacy skills, self-direction, concept application and learning reflection (Woods,

2018). The Learning and Response Matrix is a valuable teaching and learning tool as it supports all students’ ability to effectively structure and answer questions

for all key learning areas. This scaffold is a useful tool for a class of diverse learning needs as it allows both teacher supported learning and self-directed learning

through the level of scaffolding and instructions provided (Woods, 2018).

REFERENCE LIST
Board of Studies NSW. (2012). History K-10 syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Krathwohl, D.R. (2002). A revision of Bloom's Taxonomy: an overview. Theory into Practice, 41(4), 212-218. doi: 10.1207/s15430421tip4104_2

Tomlinson, C. (1999). The Differentiated Classroom. Alexandria: Association for Supervision and Curriculum Development.

Woods, M. (2018). The official alarm blog: ALARM. Retrieved from http://alarm.strikingly.com/

3
 UNIT OF WORK
Stage 4 | History
Course: Year 7 Depth Study 3: The Asian World – Ancient China Stage 4 Year 7 Duration 6 weeks
Unit context within Scope and Sequence Outcomes

Stage 4 provides a study of the nature of history and its sources both written and › Describes major periods of historical time and sequences events, people and
archaeological. The Ancient World saw the movement of people and ideas societies from the past HT4-2
throughout the world.
› Describes and assesses the motives and actions of past individuals and groups in
the context of past societies HT4-3
The Asian World is the forth topic completed in Year 7 history, following the
Overview, Investigating the Ancient Past and The Mediterranean World: Egypt. This
› Uses evidence from sources to support historical narratives and explanations HT4-
topic has been selected to support the Stage 5 Depth Study 2 Australia and Asia:
6
Asia and the World.
› Uses a range of historical terms and concepts when communicating an
understanding of the past HT4-9

› Selects and uses appropriate oral, written, visual and digital forms to communicate
about the past HT4-10

Learning across the curriculum Historical concepts and skills

Asia and Australia’s engagement with Asia- students develop an understanding of Cause and effect- students demonstrate an understanding of the developments,
Asia and their contribution to the region and the world. This unit of work allows decisions and events in the past that produce actions, results or consequences.
students to investigate the social, cultural and political dynamics of the region and Within the unit of work students investigate the cause and effect of numerous
the shaping of relationships of people and countries. developments, decisions and events on Ancient China’s people and relationships
with other countries.
Sustainability- students investigate past societies access to and use of the Earth’s
resources. This unit of work provides students the opportunity to develop a Perspectives- students understand different perspectives of people at a particular
historical perspective on sustainability through the focus of farming and community time. This unit of work places significant focus on students understanding and
settlements. interpretation of different perspectives of the past for understanding historical
context.

4
Difference and diversity- students develop their understanding and knowledge of Significance- the importance of an historical event, development or individual of the
difference and diversity amongst people of the past. Within the unit of work past is important for students understanding of a time period. This unit of work
students engage with varying perspectives of individuals and groups, exploring the allows students to analyse different events, developments and individuals lasting
similarities and differences of the past and today. significance on history.

Intercultural understanding- students learn about the perspectives, beliefs and

values of people overtime and the importance of their history. This unit allows Comprehension: chronology, terms and concepts- students read and understand
students to engage in intercultural understanding as they investigate the historical texts, sequence events and use appropriate terms and concepts in their
experiences of people in the past. understanding of the past. Within this unit of work students’ comprehension skills
are supported through teaching and learning strategies such as scaffolding and
Critical and creative thinking- students’ historical inquiry is supported by the explicit instructions to allow students to develop their own comprehension of the
analysis and questioning of source reliability and usefulness. In this unit of work, past.
source analysis, and critical and creative thinking are a central focus for students
understanding of perspectives of the past. Analysis and use of sources- students select and use primary and secondary sources
as evidence for their understanding of the past. This unit of work allows students to
Information and communication technology capability- students learn to use ICT engage with a variety of sources to enable them to create their understanding of
effectively and appropriately in their investigation and communication of the past. the past as supported by reliable and useful information.
The unit of work develops students’ historical skills through the use of ICT for
locating, processing and analysing historical information. A variety of teaching and Research- students’ historical inquiry is supported by questions about the past, the
learning strategies are used to authentically incorporate ICT for the collection, use of relevant sources and communication of the past. The unit of work provides
presentation and learning of the past. students the opportunity to use ICT and other methods to research and analyse
information of the past to communicate their understanding.
Literacy- students literacy skills are developed in history with focus placed on the
reading and comprehension of texts, the understanding and use of historical
language, analysis and use of sources, and researching and communicating
historical information. This unit of work has a central focus on supporting and
developing the literacy skills of diverse learners. Teaching and learning approaches
are incorporated throughout lessons to scaffold, support, check understanding,
assess and provide strategies for all learners to engage with historical information.

Numeracy- students engage with numeracy within history through the construction
and interpretation of time, mapping and statistics. This unit of work supports and
develops diverse learner’s numeracy skills through explicit teaching of required
skills and enhanced support to allow students to apply these skills to represent,
comprehend and analyse historical data and information.

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Key questions Key terms
• How did the geographical setting of Ancient China influence the civilisation • Society • Hierarchy
that developed there? • Dynasty • Legalism
• Who were the key groups in Ancient Society and what were their roles? • Philosophy • Confucianism
• What did everyday life look like in Ancient China? • Artisan • Daoism
• What influence did law and religion have on society? • Merchant • Taoism
• What were the beliefs, values and practices of society during particular • Nobleman • Buddhism
dynasties? • Emperor • Yin and Yang
• What were the death and funerary customs during particular dynasties? • Scholar • Terra Cotta Warrior
• How did contacts and conflicts both internally and externally contribute to • Shi • Silk Road
developments in trade and the spread of philosophies and beliefs? • Nong • Interconnection
• What were the consequences of contact with other societies? • Gong
• What is the legacy of Ancient China? • Shang
• What is the role and significance of Confucius?

Literacy focus Numeracy focus ICT focus Differentiation

• Reading • Timeline • Google slides • Product
• Comprehension • Significant dates • Video clips • Process
• Text analysis and • Online programs • Content
understanding • Research
• Learning environment

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UNIT OF WORK KEY

Differentiation Checking understanding/formative assessment Information and communication technology (ICT) Targeted literacy and numeracy

Lesson Content Teaching and Learning Strategies Resources

number

1-3 Content: • Brainstorming activity- students are introduced Google Earth

Students learn about: to the Ancient China topic by completing a https://earth.google.com/web/@29,100,4410.226
The physical features of the short sticky note mind map activity on the 48346a,20820271.25601161d,35y,0h,0t,0r/dat
ancient society and how they board. Students use sticky notes to put a=CkkaRxI_CiUweDM2NjNmMThhMjRjYmU4NT
influenced the civilisation that anything they know about Ancient China c6MHhhOTQxNmJmY2QzYTBmNDU5GR_Y8V8g
developed there (ACDSEH006, around the board. BkFAIcEStG6oJ1lAKgRBc2lhGAIgASgC
ACDSEH005) • Class discusses what they know and how they
know about Ancient China. Youtube clip
Students learn to: https://www.youtube.com/watch?v=fFNzX3tYTXU
Describe the geographical • Using Google Earth teacher travels from the
setting and natural features of school to the continent of Asia on the board, Physical features information
the ancient society noting important locations such as China, Oxford University Press. (2016). Oxford big ideas
Himalayas, Yangtze River, Oceans humanities 7: chapter 15 Ancient China.
Outcome: Describes major Retrieved from
periods of historical time and • Students watch youtube clip on the use of https://www.oup.com.au/__data/assets/pdf_fil
sequences events, people and Ancient China’s geographic setting, and are e/0027/58185/Chapter-15-Ancient-China.pdf
societies from the past HT4-2 introduced to the concept of dynasties
Literacy strategies
• A booklet is used for this syllabus point Department of Education. (1997). Teaching
providing students with comprehension and reaching a K-6 framework. NSW DET.
reading activities, mapping activities and
sources for analysis
• Teacher support is given throughout the
lessons to develop students text analysing
abilities.
7
 • As a class, students read and highlight
information, and complete related critical
thinking questions on the geographic setting
and physical features of Ancient China. Text is
carefully selected to support the learning needs
of students in the class.
• Whilst reading the text, students create a word
bank of any words they find challenging or are
unsure of the meaning.
• Students are given the opportunity to share
their work bank with each other, or work
individually to research and understand the
meaning.
• Students are also able to consult the teacher
for help on word pronunciation and word use in
the appropriate historical context.

• Within the booklet students complete a

mapping activity to locate important
settlements in Ancient China, key rivers and
mountainous defence borders.

• Important note is made to students that

Ancient China’s cities changed names and
purposes as different dynasties ruled.
4-5 Content: • Teacher highlights the importance of Physical features information
Students learn about: topography and resources for the development https://www.chinadiscovery.com/articles/top-7-
The physical features of the of settlements with reference to the previous ancient-capitals-of-china.html
ancient society and how they lessons mapping activity. https://www.ducksters.com/history/china/geograp
influenced the civilisation that hy_of_ancient_china.php
developed there (ACDSEH006, • Using the booklet as a guide, in groups http://www.ancientchina.co.uk/staff/resources/ba
ACDSEH005) students research the temperature, rainfall, ckground/bg9/home.html
types of flora and fauna, significant physical
8
 features and approaches to sustainability of Formative assessment
Students learn to: one ancient city. Finley, T. (2014). 53 ways to check understanding.
Explain how the geographical Edutopia. Retrieved from
setting and natural features • Using the information of the geographical https://www.edutopia.org/blog/dipsticks-to-
influenced the development of setting and natural features, in groups students check-for-understanding-todd-finley
the ancient society are to design a tourism poster to advertise
their chosen ancient society at the time of an
Outcome: Describes and early dynasty.
assesses the motives and actions • Groups are selected by the teacher to have a
of past individuals and groups in range of diverse learners in each group.
the context of past societies Students are able to choose their own roles
HT4-3 within their groups based on their strengths.
• Students explain why the society settled there
and how important the physical features of
that geographic area were on the development
of their society.
• Students also describe Ancient China’s use of
the land and their approach to sustainable
practice.
• Students are able to use images on their
posters from the last pages of the booklet of
the landscape and features of the major
Ancient China settlements.

• Each group presents their tourism poster for

their chosen Ancient China settlement to the
class, with students encouraged to compare
each others chosen settlements reasons for
development.

• To conclude the syllabus point, students begin a

reflective journal. This will be collected at the
end of the unit for marking.
9
 • Students reflect on what they have learnt and
make connections to their own lives and
experiences.
6-8 Content: • Class watches the Crash Course History youtube Crash Course History Youtube clip
Students learn about: clip on Ancient China’s dynasties. https://www.youtube.com/watch?v=ylWORyToTo
Roles of key groups in the 4
ancient society in this period • Students are given a timeline task. Individually
(such as kings, emperors, priests, students research the different dynasties of Primary sources
merchants, craftsmen, scholars, Ancient China to fill in the missing gaps on the http://afe.easia.columbia.edu/main_pop/ps/ps_chi
peasants, women), including the timeline worksheet. na.htm
influence of law and religion http://afe.easia.columbia.edu/ps/cup/oracle_bone
(ACDSEH044, ACDSEH041) • The Ancient China government system is _general.pdf
introduced to students, with focus placed on
Students learn to: early ruling families the Zia, the Shang and the Social structure information
Outline the main features of the Zhou. Oxford University Press. (2016). Oxford big ideas
social structures and • Students complete a source analysis activity of humanities 7: chapter 15 Ancient China.
government of the ancient items made during the three ruling family’s Retrieved from
society, including the role of law periods. Students evaluate accounts and https://www.oup.com.au/__data/assets/pdf_fil
and religion advancements made during the different e/0027/58185/Chapter-15-Ancient-China.pdf
rulings. Hogarth, B. (1999). Ancient China from the
Outcome: Describes major Neolithic period to the Han dynasty. Asian Art
periods of historical time and • The social structure of Ancient China’s Museum. Retrieved from
sequences events, people and emperor, scholars, artisans and merchants are http://education.asianart.org/explore-
societies from the past HT4-2 discussed with reference to the Chinese resources/background-
terminology the shi, the nong, the gong, the information/introduction-ancient-china
shang.
• With volunteer readers, information about Religion and law Youtube clip
each social class is read out loud. https://www.youtube.com/watch?v=OvfOMhx3cj8
• Using the information and students’ prior
knowledge of social hierarchy, the class creates
a social structure pyramid on the board, with
key information added about each group.

10
 • Students create the table in their books or on Religion and law information
their laptop and add the key information. https://www.ducksters.com/history/china/religion.
php
• Extension activity- students are to write the https://www.britannica.com/topic/Legalism
distinguishing features that separate each https://china.mrdonn.org/beliefs.html
social class. Are they similar to todays society? https://personaltao.com/taoism/what-is-yin-yang/
Oxford University Press. (2016). Oxford big ideas
• The role of law and religion in Ancient China is humanities 7: chapter 15 Ancient China.
introduced by a youtube clip. The philosophies Retrieved from
of Confucianism, Daoism/Taoism, Buddhism https://www.oup.com.au/__data/assets/pdf_file
and Legalism are described to students. /0027/58185/Chapter-15-Ancient-China.pdf
• Students complete a match activity, matching
the name of the philosophy with its key Smiling Minds
principles. https://www.smilingmind.com.au/

• With focus on Daoism/Taoism students design

their own Yin and Yang with their own choice of
colours and symbols to create their own
individual representation, to be displayed in the
classroom.
• Using the smiling minds application, teacher
leads class in short mindfulness exercise,
reflecting on the principles of Buddhism.
9 Content: • Checking understanding- students complete a Kahoot
Students learn about: Kahoot quiz on the social structures and https://kahoot.com/
Roles of key groups in the government, and the role of law and religion in
ancient society in this period Ancient China. Key roles information
(such as kings, emperors, priests, • This task is completed and data is collected as a Oxford University Press. (2016). Oxford big ideas
merchants, craftsmen, scholars, formative assessment of student learning. humanities 7: chapter 15 Ancient China.
peasants, women), including the Retrieved from
influence of law and religion • Students use a variety of images, short https://www.oup.com.au/__data/assets/pdf_file
(ACDSEH044, ACDSEH041) informative text and fiction work to describe /0027/58185/Chapter-15-Ancient-China.pdf

11
 Students learn to: the roles of the professional classes of society: https://www.hierarchystructure.com/social-
Describe the roles of key groups the shi, the nong, the gong and the shang. hierarchy-of-ancient-china/
in the society • Explicit teaching is provided to support
students meaning-making abilities through the Literacy strategies
Outcome: Uses a range of application of knowledge through the text, Department of Education. (1997). Teaching
historical terms and concepts whilst linking prior knowledge. reaching a K-6 framework. NSW DET.
when communicating an • Students explain the importance of each group
understanding of the past HT4-9 key roles in Ancient Society, with focus on law,
religion and goods.
10 Content: • In table groups students investigate the Everyday life information
Students learn about: everyday life of men, women and children. https://www.ducksters.com/history/china/daily_lif
Roles of key groups in the • In six groups students look at the wealthy or e.php
ancient society in this period poor everyday life of men, women and http://history.followcn.com/2017/04/13/history-
(such as kings, emperors, priests, children. Focus is placed on housing, food, kids-daily-life-ancient-china/
merchants, craftsmen, scholars, clothing and family structure. https://www.youtube.com/watch?v=WWlgnHj_wv
peasants, women), including the • Students are to contribute their research k
influence of law and religion findings to a collaborative Google Slide. Oxford University Press. (2016). Oxford big ideas
(ACDSEH044, ACDSEH041) • Students must include at least three primary or humanities 7: chapter 15 Ancient China.
secondary source analysis on their slides. Retrieved from
• Each group then presents their findings to the https://www.oup.com.au/__data/assets/pdf_file
Students learn to: class, with students filling in a table on the /0027/58185/Chapter-15-Ancient-China.pdf
Describe the everyday life of other topics.
men, women and children in the RESOURCE ONE Formative assessment
society Finley, T. (2014). 53 ways to check understanding.
• To conclude the syllabus dot point students are Edutopia. Retrieved from
Outcome: Uses evidence from given time in class or as homework to https://www.edutopia.org/blog/dipsticks-to-
sources to support historical summarise their understandings of key groups check-for-understanding-todd-finley
narratives and explanations HT4- in Ancient China in their reflective journals.
6

11-14 Content: • Linking to the everyday life of Ancient China,

Students learn about: students are introduced to significance of

12
The significant beliefs, values tradition, culture and values involved in death Death and funerary customs information
and practices of the ancient and funerary customs. http://www.vam.ac.uk/content/articles/b/burial-
society, with a particular customs-china/
emphasis on at least ONE of the • Students complete a short 5 words checking https://classroom.synonym.com/traditions-
following areas: warfare, or understanding activity to summarise their ancient-china-regarding-death-7976.html
death and funerary customs understanding of Ancient Chinese religion from https://www.chinahighlights.com/travelguide/artic
(ACDSEH045, ACDSEH042) prior lessons. le/death-culture.htm

Students learn to: Terracotta Warriors tour

Explain how the beliefs and • Prediction activity- students are shown sources https://www.youtube.com/watch?v=VhIouznYlvo
values of the ancient society are and are to predict the death and funerary
evident in practices related to customs based upon the prompts. Terracotta Warriors Youtube clip
death and funerary customs RESOURCE TWO https://www.youtube.com/watch?v=mP5p4QbvPt
c
Outcome: Uses a range of
historical terms and concepts • Students complete a comprehension activity on Terracotta Warriors information
when communicating an Ancient China’s perceptions of death. https://www.chinahighlights.com/xian/terracotta-
understanding of the past HT4-9 army/
• As a class, students investigate the burial
traditions and how they reflect the beliefs and
values of the society.

• As a case study example of the role of Ancient

China’s beliefs and values in death and
funerary practices, Qin’s Terracotta Warriors
are explored.
• Students are introduced to Qin’s reasons for
his terracotta army and the process of them
being made
• Focus is placed in the values and beliefs of Qin
and the society during his dynasty.

13
 • Students watch a virtual tour of the site and a
TedEd Youtube clip of the Terracotta Warriors
history.

• Individually students create their own

terracotta warrior that reflects their own
beliefs and values today.
• Students have the choice to: draw their own
warrior on paper, or use a digital program,
model their figure using clay, or use any other
appropriate technique.

• Extension activity- students research the tomb

of Fu Hao during the Shang dynasty, making
comparisons of the burial and funerary
customs of the two dynasties: Qin and Shang.

• To conclude the focus on death and funerary

customs, students are to write in their
reflective journal instructions to an Ancient
architect on what should be in their tomb and
how it should look, either through a narrative or
sketch.
15 Content: • As a large proportion of contact and conflict in Bubble.us
Students learn about: Ancient China was internal, students are https://bubbl.us/
Contacts and conflicts within introduced to the ideas of development, trade
and/or with other societies, and spread of philosophy and beliefs, in pairs Ancient China internal contact and conflict
resulting in developments such students select one dynasty and create an information
as the expansion of trade, the online mind map. Oxford University Press. (2016). Oxford big ideas
rise of empires and the spread • Using Bubble.us students research and share humanities 7: chapter 15 Ancient China.
of philosophies and beliefs the significant internal contacts and conflicts Retrieved from
(ACDSEH046, ACDSEH043) significant to their dynasty. https://www.oup.com.au/__data/assets/pdf_file
/0027/58185/Chapter-15-Ancient-China.pdf

14
 Students learn to: • Each group screenshots and emails the teacher https://www.nla.gov.au/digital-classroom/year-
Identify contacts and conflicts of their mind map 9/themes/contact-and-conflict
peoples within the ancient Asian • The different mind maps are consolidated onto
world one worksheet and are given to students the
following lesson. Youtube clip
Outcome: Describes and https://www.youtube.com/watch?v=vfe-eNq-
assesses the motives and actions • Students are introduced to the concepts of Qyg&t=306s
of past individuals and groups in external trade, conquests and beliefs and their
the context of past societies significance on the development of lasting
HT4-3 interconnections and growth.

• Students watch a Youtube clip on Ancient trade

and the Silk Road

16-18 Content: • Students map the trade route of the Silk Road Youtube clip
Students learn about: and mark the flow of different trade items from https://www.youtube.com/watch?v=VS7pKZJ3zPs
Contacts and conflicts within and to Ancient China.
and/or with other societies, Silk Road map
resulting in developments such • Focus is placed on the Han dynasty’s territorial http://8170.pbworks.com/w/page/88318142/Silk%
as the expansion of trade, the expansion and the significance this had on the 20Road%20Trade%20Route
rise of empires and the spread Silk Road.
of philosophies and beliefs • Students watch a Youtube clip to visualise the Silk Road sources
(ACDSEH046, ACDSEH043) growth of Ancient China’s territory, and the http://asianetwork.org/ane-archived-issues/2007-
spread of beliefs during the Han dynasty. winter/anex2007-winter-moore.pdf
Students learn to: https://ucsd.libguides.com/c.php?g=90951&p=585
Outline significant trade • Students complete an activity to place the 551
contacts with other societies significant trade contacts of Ancient China, the
goods they provided, and the lasting
Outcome: Describes major interconnections this initial contact has led to.
periods of historical time and
sequences events, people and • Students complete a source analysis activity on
societies from the past HT4-2 primary sources of traded items, tracing their
origin and purpose during the time
15
 • Extension activity- students explain the lasting
connections between China and Australia on
trade, culture, etc.
19 Content: • Brainstorm activity- as a class, students create a Consequences information
Students learn about: pros and cons list from the perspective of an Oxford University Press. (2016). Oxford big ideas
Contacts and conflicts within Ancient Chinese emperor assessing the risks of humanities 7: chapter 15 Ancient China.
and/or with other societies, expanding, trading and implementing different Retrieved from
resulting in developments such beliefs from another area. https://www.oup.com.au/__data/assets/pdf_file
as the expansion of trade, the • Using this list students are to way up both the /0027/58185/Chapter-15-Ancient-China.pdf
rise of empires and the spread positive and negative consequences of their http://www.digitaljournal.com/science/how-the-
of philosophies and beliefs final decision to either contact with another silk-road-helped-in-spreading-infectious-
(ACDSEH046, ACDSEH043) area or remain isolated. diseases/article/470737

Students learn to: • Students are provided with detailed ALARM

Explain the consequences of information and sources on the transfer of https://www.virtuallibrary.info/alarm.html
these contacts with other goods, ideas and disease in Ancient China.
societies from the development
in trade • Using the ALARM scaffold students are to write
a minimum of three paragraphs to explain their
Outcome: Describes and own judgements of the consequences of
assesses the motives and actions contacts.
of past individuals and groups in • Using an ALARM scaffold has been explicitly
the context of past societies taught to structure students’ paragraphs.
HT4-3 • Teacher support is provided to enable all
students to effectively structure their thoughts
into an argument.
RESOURCE THREE
20 Content: • Students are introduced to the concept of a Ancient China legacy
Students learn about: legacy and the significance Ancient China has Oxford University Press. (2016). Oxford big ideas
Contacts and conflicts within had. humanities 7: chapter 15 Ancient China.
and/or with other societies, Retrieved from
resulting in developments such • In a box the teacher adds various important https://www.oup.com.au/__data/assets/pdf_file
as the expansion of trade, the inventions, scientific discoveries, technology, /0027/58185/Chapter-15-Ancient-China.pdf
16
 rise of empires and the spread cultural teachings that have become a legacy of https://china.usc.edu/sites/default/files/forums/C
of philosophies and beliefs Ancient China written on pieces of paper. hinese%20Inventions.pdf
(ACDSEH046, ACDSEH043) • Students pick out one piece of paper without
looking. ALARM
Students learn to: • Using their selection, students are to create a https://www.virtuallibrary.info/alarm.html
Explain the legacy of the chosen Google Slide presentation about the ‘thing’
Asian society itself, why interconnections with others was
important in the development of the ‘thing’,
Outcome: Uses evidence from and how it is a lasting legacy of Ancient China.
sources to support historical • Students must include sources as evidence of
narratives and explanations HT4- their explanations
6 • Students are to complete their slides during
the lesson and as homework. They are to share
the link on Google Classroom for everyone to
visit.
• The slides are marked and feedback is given
both on content and creativity.

• In their reflective journal students create a

letter written from the perspective of an
Ancient Chinese emperor to a country of their
choosing, asking to create a trade relationship
for a particular item they wish to acquire.
21-22 Content: • Students are introduced to Confucius and his Confucius Youtube clip
Students learn about: teachings through a teacher lead slide https://www.youtube.com/watch?v=tUhGRh4vdb
The role of Confucius, a presentation. 8
significant individual in the • Class watches Youtube clip introducing
ancient Asian world Confucius’ philosophy. Confucius quotes
(ACDSEH133, ACDSEH132) https://bigthink.com/scotty-hendricks/confucius-
• Using 10 quotes from Confucius students are explained-in-10-quotes
Students learn to: to analyse and interpret the sources to
Using a range of sources, understand the morals and teachings of his
including ICT, investigate the thought.
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 role of a significant individual in
the ancient Asian world • Students research the role and significance of
Confucius, using sources as evidence to
Outcome: Uses evidence from support their explanations.
sources to support historical • Using the research information and sources
narratives and explanations HT4- students create a colourful and informative
6 poster using Google Slides.
• Students share the links to their poster.
Selects and uses appropriate • Students have an exhibition of their posters,
oral, written, visual and digital with all posters added into one presentation
forms to communicate about projected on the board.
the past HT4-10

23 Content: • Using the ALARM scaffold to help their Confucius colouring pages
Students learn about: structure and their research information from http://www.supercoloring.com/coloring-
The role of Confucius, a last lesson, students are to assess the role and pages/confucius-in-a-horse-drawn-coach
significant individual in the importance of Confucius on Ancient China and http://www.supercoloring.com/coloring-
ancient Asian world today. pages/confucius-kongzi
(ACDSEH133, ACDSEH132) • Students are to create an introduction, a
minimum of two paragraphs assessing the role
Students learn to: and significance of Confucius, and a conclusion.
Assess the role and importance • Students are explicitly taught how they are to
of the individual chosen answer an ‘assess’ question.

Outcome: Describes and • Once students complete their ALARM scaffold

assesses the motives and actions students complete Confucius colouring pages.
of past individuals and groups in
the context of past societies • Students complete their reflective journal by
HT4-3 selecting one Confucius quote that resonates
with them as a person.
• Reflective journals are collected and marked.

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 Evaluation of Teaching and Learning

This unit of work has a strong focus on literacy and critical and creative thinking. Students engage in a variety of teaching and learning activities that are
largely student centered. Information and communication technology have a large role in this unit of work, allowing students to engage with a variety of
programs. Students are able to participate in peer learning, learning from and with each other through the use a number of programs. The use of scaffolds
and explicit teaching is valuable for the learning of all diverse learners as students are all able to access activities whilst being challenged. A number of
extension activities have been incorporated to support fast finishers through both academic and creative activities.

Upon reflection of this unit of work it is difficult to condense this depth study into six weeks. Students understanding and application of key concepts would
be enhanced by increasing the amount of lessons spent on key syllabus points. This unit of work could be improved through the integration of more
numeracy targeted activities. This unit of work also could benefit from a continual class project to create an Ancient China museum of one dynasty as a
progressive learning activity or potential summative assessment.

REFERENCE LIST
Board of Studies NSW. (2012). History K-10 syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Department of Education. (1997). Teaching reaching a K-6 framework. NSW DET.

Finley, T. (2014). 53 ways to check understanding. Edutopia. Retrieved from

https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Hogarth, B. (1999). Ancient China from the Neolithic period to the Han dynasty. Asian Art Museum. Retrieved from
http://education.asianart.org/explore-resources/background-information/introduction-ancient-china

Oxford University Press. (2016). Oxford big ideas humanities 7: chapter 15 Ancient China. Retrieved from
https://www.oup.com.au/__data/assets/pdf_file/0027/58185/Chapter-15-Ancient-China.pdf
19
 RESOURCES
RESOURCE ONE- Group Digital Resource

Collaborative Google Slides group activity

https://docs.google.com/presentation/d/1O4RkkDBB_1AcnIzmpeeCJmenEQHpQuMA_LgrX4ycgNU/edit?usp=sharing

20
21
22
 Student Worksheet

The Everyday life of men, women and children in Ancient China

Instructions- As each group presents their Google Slide fill in the table below with key information about each group’s day to day experiences in Ancient
China. You also need to include notes on the group you researched below.

Wealthy Men Poor men

Wealthy Women Poor Women

Wealthy Children Poor Children

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 RESOURCE TWO- Source Based Activity

Death and funerary customs source prediction activity slides

https://docs.google.com/presentation/d/1M3VFlC8h1y8tFyulq_PEPeMLd3a6zTZ0Tx1ZTImwvpE/edit?usp=sharing

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25
 Student handout

ADAMANT SOURCE ANALYSIS

• Who created the source?
AUTHOR • Do we know anything about them?
• Why might the author be unknown?
• When was the source created?
DATE • How does when it was created help make sense of it?

• Who was the source originally created for?

AUDIENCE • Who would have seen the source?
• Where would it have been seen?
• What did the author want to communicate to the audience?
MESSAGE • How would the audience have responded?

• What was the authors purpose for creating the source?

AGENDA • Does it present bias?

• What type of source is it?

NATURE • How might this affect its content?

• How does the author show their point of view?

TECHNIQUES • What kind of language or imagery is used?

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 RESOURCE THREE- Scaffolded Resource

ALARM scaffold

Analyse the consequences of Ancient China’s contacts with other societies for developments in trade

Analyse: outline the consequences (positive or negative), and the relationship between these consequences on Ancient China
IDENTIFY DESCRIBE EXPLAIN ANALYSE

Name and define the consequence of What are the features/details of the What is the significance or role of the How/why is it a consequence? What
the paragraph consequence? Give examples consequence? Use evidence is its relationship with other
consequences?
CONSEQUENCE 1

CONSEQUENCE 2

CONSEQUENCE 3

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 REFERENCE LIST
RESOURCE ONE

Oxford University Press. (2016). Oxford big ideas humanities 7: chapter 15 Ancient China. Retrieved from
https://www.oup.com.au/__data/assets/pdf_file/0027/58185/Chapter-15-Ancient-China.pdf

RESOURCE TWO

Asian Art Museum. (2012). The underground army of the first emperor. Asian Art Museum Education. Retrieved from
http://education.asianart.org/explore-resources/background-information/terracotta-army-first-emperor

Oxford University Press. (2016). Oxford big ideas humanities 7: chapter 15 Ancient China. Retrieved from
https://www.oup.com.au/__data/assets/pdf_file/0027/58185/Chapter-15-Ancient-China.pdf

Van Tol, D., Ottery, S., & Keith, R. (2012). Pearson history 9: activity book. Pearson Australia. Retrieved from
http://www.teachersuperstore.com.au/assets/wp-content/uploads/2015/09/Pearson-History-9-ab.pdf

Victoria and Albert Museum. (2016). Traditional life in China: burial customs. V & A. Retrieved from
http://www.vam.ac.uk/content/articles/b/burial-customs-china/

RESOURCE THREE

Costello, C. (2018). A learning and response matrix. Virtual Library. Retrieved from https://www.virtuallibrary.info/alarm.html

Woods, M. (2018). The official alarm blog: ALARM. Retrieved from http://alarm.strikingly.com/

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