Unit of Work - Year 11 Preliminary Ancient History Evidence
Unit of Work - Year 11 Preliminary Ancient History Evidence
Year: 11
Level: Preliminary
Level:
Preliminary
Number of
Lessons: 20 (60
minute lessons)
Aim/Purpose: The aim of this section of the Stage Six Ancient History Syllabus is to ensure that
students develop historical skills, values and attributes that allow them to appreciate the ancient
world while also fostering lifelong learning.
Students Prior Knowledge, Skills & Understandings:
Syllabus Outcomes
Students:
- P1.1: Describe and explain the contribution of key people, groups, events, institutions,
societies and sites within the historical context
- P2.1: Identify historical factors and explain their significance in contributing to change and
continuity in the ancient world
- P3.1: Locate, select and organise relevant information from a variety of sources
- P3.2: Identify relevant problems of sources in reconstructing the past
- P3.3: Comprehend sources and analyse them for their usefulness and reliability
- P3.4: Identify and account for differing perspectives and interpretations of the past
- P3.5: Discuss issues relating to ownership and custodianship of the past
- P3.6: Plan and present the findings of historical investigations analysing and synthesising
information from a range of sources
Differentiation:
Differentiation has been used in the form of Tomlinsons Model. This is to ensure that students are
catered and thus have the ability to choose a format in a way to present their content, their own
readiness and interest. The tasks put forward have been done to maximise the learning potential
both individually and collaboratively through a variety of tasks.
Numeracy/Literacy/ICT:
- Numeracy: Timelines
- Literacy: TEEL Essay structure, continual writing tasks
- ICT: Google Drive, research
Week 2
Week 3
Week 4
Week 5
Week 6 Week 7
Week 8
Week 9
Week 10
Historical Investigation
Week 2
Historical Investigation
Week 3
Week 4
Week 5
Week 6 Week 7
Case Study (1): Homer and the Trojan War [THIS UNIT]
P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6
Week 8
Week 9
Week 10
Week 2
Week 3
Week 4
Week 5
Week 6 Week 7
Week 8
Week 9
Week 10
Preliminary Exams
Syllabus
Outcome
Lesson
Concepts/Skills
Students Learn To/ Students
Learn about
Learning Activities
Formative Assessment
P1.1
P3.1
1
[WEEK 1]
Introduction to unit
Teacher explains the format of a case study, the section within an exam
that they could be assessed upon, as well as key competencies and skills
that they are working to achieve.
P1.1
P2.1
P3.1
where they were within the hierarchy, what rights or activities did they do,
was there anything unique about their position.
Main social hierarchies include, but are not limited to:
Wanax or king
Lawagetas or war leader
Local lords/hequetai or warrior
Skilled workmen (metalworkers, potters, farmers etc.)
Slaves and foreigners
Role and status of women and children
Students are then to write and perform a short piece of what they believe
would be an everyday interaction between 2 or more people from this
social class.
P3.1
P3.3
Rotating Review
Based upon the readings for homework, in small groups, students will
have 3 minutes to type up (in the shared google doc) as much information
they can relating to the political, military or economic features of the
society.
Students then have the ability to access a different google doc to add and
review the information relating to the homework. This will continue so
that all groups have had the ability to read, add and review each topic.
P3.1
P3.3
Kahoot
As an introductory activity to Greek gods, students participate in a kahoot
P3.4
Research Activity
Students are able to choose a topic to research relating to the religious
beliefs of the Late Bronze Age (This includes religious beliefs and places,
funerary customs including mound burials, grave goods etc.). Students
must create a resource of any kind that is to be uploaded onto the shared
google drive for their peers to view.
Students who have difficulty with the research may be provided with both
a scaffold and information about their topic and further assistance from
the teacher.
(e.g. students could list the temples during this time as well as the deities
that were associated with this temple and evidence to support this)
Those students willing to extend themselves are able to pick two features
and then compare and contrast how the features impact the society.
The resource will be presented to the class upon completion either during
this lesson or a later lesson.
P2.1
P3.4
P3.5
5
[WEEK 2]
Flipped Classroom
Students are to view the PowerPoint on Homer and Greek Epic ensuring to
answer the following questions.
What is the Epic cycle?
Why is it important to know about the Epic Cycle?
How have literary devices impacted the historical recording of
the Trojan War? Refer to how it impacts usefulness and
reliability.
Students will use the Think, Pair, Share strategy to discuss their
homework answers with their peers.
For more information, students are able to visit the following site.
http://goo.gl/WStGxO
Compare and Contrast Table
Teacher facilitated activity where the students create a table that is able to
compare and contrast the ancient and modern views of the Trojan legends
before Schliemann
https://goo.gl/nqFN0S
Documentary
Students will watch part of the Truth of Troy BBC Documentary in class. A
class discussion will be centred around the questions found on the
worksheet.
https://goo.gl/FXk2dh
P1.1
P3.2
P3.3
Timeline Activity
Adding to the initial timeline created at the beginning of the unit, students
will be able to add the decline of the Mycenaean era and potential
destruction of Troy
The teacher will also introduce the key figures from the Trojan legend in
Troy and Late Bronze Age. This will include figures such as Agamemnon
and Achilles. Students will be able to access the following website to make
notes regarding the key figures of the Trojan War.
http://www.ancient.eu/Trojan_War/
Source Analysis
Students can individually or in groups access the following PowerPoint to
use the source analysis scaffold, once again provided, to analyse the
sources relating to the Trojan War.
http://goo.gl/k4LAOb
Students will need to write a paragraph on at least two sources and their
usefulness and reliability to the study of the Trojan War.
P3.6
8
[WEEK 3]
P3.3
P3.5
P3.6
Schliemanns excavation at
Mycenae
Depending on whether students are for or against the topic initially means
that students need to formulate the argument for the opposing team.
Students may need to conduct further research before this activity can
take place.
P3.4
P3.5
P3.6
10
Essay Scaffolding
Students will be given a recap of the TEEL structure and the analysis of
sources. As a class the teacher will model to the students how to
breakdown a question. An example question:
To what extent is the author of this source correct in suggesting that
Schliemanns excavation methods and recording techniques were reliable?
Discuss this in relation to the excavation of the site at Mycenae
The teacher will model how to break down the question, the content that
is required to answer the question (through a concept map), and the
introduction of primary sources and their analysis. This question will
relate back to the information gathered from the previous lesson.
Students will be shown the following essay scaffold to assist them. The
students have time in class and for homework to complete the essay.
http://goo.gl/A5dnXM
P3.2
11
Students are to swap their answers with their peers for a review.
P3.2
P3.4
12
Mind Map
A class mind-map will be created of presentation skills that are needed for
an in class oral presentation.
Students are to research the role of one of the following written pieces of
evidence:
Linear B - Tablets from Pylos
Homers Illiad
Euripides Women of Troy
Hittite diplomatic archive
Students also have the option to research the role and status of one of the
following groups of women:
Treatment of Helen
Fate of Trojan and Greek Women
Goddesses
Students are to create a short 10 lesson in which they teach their peers
about their chosen written pieces of evidence.
Students who may have difficulty with research can be provided with
further assistance from the teacher through research materials.
P1.1
P2.1
P3.6
13
[WEEK 4]
In Class Presentations
Students will begin their presentations halfway through this lesson.
Students need to complete the table relating to written evidence.
Students will also need to provide a 1 page summary from the role of
women presentations, which they did not study.
Students may also wish to create a PMI chart for one or more group
presentations
See Appendix 2 for table
Students will upload a resource in any form e.g. notes, mind map,
infographic etc. to the shared google drive.
P1.1
P2.1
P3.6
14
In Class Presentations
Student presentations will continue for the beginning of this lesson.
Fishbone Diagram
Using the textbook and further research, create a fishbone diagram
detailing the links between the Ancient Greeks, their mythology and links
into everyday life
See Appendix 3 for diagram
In Depth Study: Helen of Troy
To lead into the next activity, Students will do an in-depth study of Helen
of Troy.
This will include:
Her portrayal within the Iliad
Her significance
views from both ancient and modern historians
P1.1
P2.1
P3.6
15
P3.1
P3.2
16
How has the information from Homer and the Trojan War and other sources during
this time, influence our understanding of the social hierarchy in Greece at the time
https://goo.gl/c5fAjP
17
[WEEK 5]
P3.1
P3.2
18
P1.1
P2.1
P3.1
P3.2
P3.3
P3.4
P3.5
P3.6
19
Revision - Kahoot
Kahoot questions are based off students own responses that have been
created during previous lessons
P1.1
P2.1
P3.1
P3.2
P3.3
P3.4
P3.5
P3.6
20