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Unit of Work - Year 11 Preliminary Ancient History Evidence

This unit of work was created for a stage 6 year 11 Ancient History class, focusing on the case study of Homer and the Trojan War over 20 lessons. It outlines the lesson activities, objectives and how they relate to syllabus outcomes. The sequence is designed to effectively develop students' skills through differentiated tasks like role plays, debates and source analysis. Key elements included are developing an understanding of the historical context through timelines, catering to different learning styles, and scaffolding skills like structuring responses and analyzing source reliability throughout the unit.

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100% found this document useful (2 votes)
1K views13 pages

Unit of Work - Year 11 Preliminary Ancient History Evidence

This unit of work was created for a stage 6 year 11 Ancient History class, focusing on the case study of Homer and the Trojan War over 20 lessons. It outlines the lesson activities, objectives and how they relate to syllabus outcomes. The sequence is designed to effectively develop students' skills through differentiated tasks like role plays, debates and source analysis. Key elements included are developing an understanding of the historical context through timelines, catering to different learning styles, and scaffolding skills like structuring responses and analyzing source reliability throughout the unit.

Uploaded by

api-317921334
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Year 11 Preliminary Ancient History Unit of Work

Unit Title: Case Study - Homer and the Trojan War


Teaching Area:
Ancient History

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.

This unit of work was created for a stage 6 year 11


Ancient History class, focusing on the case study
of Homer and the Trojan War. This document
outlines twenty lessons including their lesson
activities, objectives and the syllabus outcomes
they relate to. In this way, the sequence of the
teaching and learning strategies are created to
ensure that students are able to effectively learn the
content in a way that it has been organised.
In this unit of work, the following elements of an
effective sequence are displayed:
A) The use of differentiation in order to cater
for students and their learning needs
B) Where this unit is placed amongst other
topics
C) Syllabus outcomes and how they are slowly
developed throughout the unit
D) Learning activities that showcase the process
of developing certain skills

Numeracy/Literacy/ICT:
- Numeracy: Timelines
- Literacy: TEEL Essay structure, continual writing tasks
- ICT: Google Drive, research

Scope and Sequence for Preliminary


Based on 2016 School Calendar
Term 1 (10 Weeks, 2 days)
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6 Week 7

Investigating the Past: History, Archaeology and Science

Week 8

Week 9

Week 10

Historical Investigation

Term 2 (9 weeks, 3 days)


Week 1

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

Case Study (2): Masada

Term 3 (9 weeks, 4 days)


Week 1

Week 2

Case Study (2): Masada

Week 3

Week 4

Week 5

Ancient Societies: Persepolis

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]

Syllabus outcomes and assessment


schedule.

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.

This is testing the students


prior knowledge and skills
relating to Greece
geographically and historically

Overview of the Bronze Age


world: major cultures and sites,
social, economic, political
structures

Teacher will reintroduce students to Thinking like a historian (having


seen in previous units).
See Appendix 1 for image.
Mind map and timeline activity
Class will create a mind map on prior knowledge of Bronze Age Cultures.
Teacher will provide with prompt questions that may form the basis for
the timeline.
Simple timeline is created, students can add information using the
following website. Students can work individually or in paris to judge the
information they believe would be the most valuable for this unit.
http://goo.gl/V6dYf1
Class discussion of what information could potentially be useful and why.
(recalling prior knowledge from source reliability of previous units).
Map Labeling activity
As a class, students will label a map of the cities that make up the
Mycenaean civilisation.

P1.1
P2.1
P3.1

Overview of the Bronze Age


world: major cultures and sites,
social, economic, political
structures

Flipped Classroom Approach


For homework individually or pairs, students are to create a concept map
of how certain aspects of the Bronze Age society could be influenced due
to the environment, geographic location etc.
https://goo.gl/JGB9fs
Jigsaw/Think, Pair, Share Activity
The pairs are to split up and create a group of 4 with other students and
swap, compare and add to their own information.
As a class, at the end of the activity, students can contribute their
responses to a shared google doc where the teacher can add and comment
on information gathered.
Research and Role play activity
Students form groups and are then assigned a different position within the
social structure. Students are to research their allocated position including

Teacher will assess students


ability to work collaboratively

Teacher will be able to assess


ICT competency

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

Teacher will assess students


research skills and source
analysis

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

Overview of the Bronze Age


world: major cultures and sites,
social, economic, political
structures

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 ability to analyse the


usefulness and reliability of
sources they gather

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.

Students learn to structure a


paragraph

TEEL Structure Scaffold


Teacher re-introduces the TEEL scaffold to the students as a way to
answer questions, from previous topics.
Students are also re-introduced to source analysis through a scaffold
accessed online.
The teacher will model a source analysis with the class using one of the
scaffolds. Students have the option to use any or no scaffold that is
provided to analyse the sources, individually or in pairs relating to the life
and structure of the society.
http://goo.gl/5w8q90
http://goo.gl/oHIFvV
After the analysis, students are to write a half-page response, choosing one
or two sources, discussing its reliability to the study of the late Bronze
Age.
https://goo.gl/v51llA

P3.1
P3.3

Students ability to analyse the


usefulness and reliability of

Kahoot
As an introductory activity to Greek gods, students participate in a kahoot

Teacher will assess students


ability to work
collaboratively.

Assessing students ability to


formulate a response

P3.4

sources they gather

created by the teacher.

Students ability to gather


information

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.

Trojan Legends: Greek gods

Students ability to apply the


TEEL structure learnt
previously

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]

Trojan Legends: Homer and the


Epic Cycle, ancient and modern
views before Schliemann

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.

Students ability to analyse


the information that they
gather

https://goo.gl/FXk2dh
P1.1
P3.2
P3.3

Trojan Legends: Homer and the


Epic Cycle, ancient and modern
views before Schliemann

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

Students ability to create a


timeline

Problem Based Learning Activity


Students are exposed to the idea that the Mycenaean civilisation. The goal
that students must discover is as to why.
As an extension, students may wish to investigate the destruction of Troy
and the evidence that exists.
See Appendix 1 for task details
P3.3
P3.5
P3.6

Trojan Legends: Homer and the


Epic Cycle, ancient and modern
views before Schliemann

Class concept map


Students will create a concept map that links the content so far and its
influence on various areas.

Assessing students ability to


formulate information into a
visual organiser

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]

Discovery and excavation of Troy:


Calvert, Schliemann, Dorpfeld,
Blegen, Korfman

Flipped Classroom Approach


In preparation for this lesson, students would have read the textbook that
relates to the various discoveries and excavations of Troy.
As a class, students will discuss Schliemanns impact upon Troy and the
excavations that took place.
In class, students are to form groups or work individually based upon
their own interest to research either Calvert, Dorpfeld, Blegen or
Korfman.

Students ability to analyse


sources and work
collaboratively

Students ability to note take


and understand impact of an
individual

Students may use this PowerPoint as a basis for their research.


https://goo.gl/PchKSt
Opposite Argument Strategy
Students are given the statement Do you agree that Schliemanns form of
archaeological discovery was influential to the discovery of Troy?

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.

Students ability to research


and work cooperatively

Word Bank Activity


Using the website provided, students are to create a word bank and find
the meaning of these terms that they will continue to develop throughout
the course of the unit.
http://goo.gl/0iXnZQ

Students ability to assess


what they believe is
important information

Note taking activity


Using their textbook, the following site and further research, students are
to take notes and evaluate the information they discover in relation to the
city of Troy and Schliemann.
Questions that the students may consider answering can include:
Why did Schliemann visit Mycenae?
What year did he go?
Where did he focus his excavations on, and what was
discovered?
What was the controversy surround the location of the death
mask of Agamemnon?
How does Schliemann himself impact upon the validity of his
findings at this site?

Students ability to judge the


usefulness of sources

Students are encouraged to assess the reliability of this source.


http://goo.gl/PZzuyU
Students may also read and take notes of the following document. A class
discussion and graphic organiser will be created based on the student's
findings.
https://goo.gl/wpc5Mq
Tips for note taking:
Use your own shorthand but be consistent
Pay attention to key terms, concepts and phrases
Use headings, numbers or dot points

Students ability to use a


graphic organiser

Use phrases, dashes, but never fulls sentences


Use either outline or mapping/schema format
Tips taken from the following website:
https://goo.gl/gWaQNq
Homework task
Students are to create a 1-2-page interview of Schliemann in which he
discusses:
His personal context
His motivation and research
His excavations and potential techniques
His achievements

P3.4
P3.5
P3.6

10

Students learn to apply TEEL


structure, source analysis and
construct an essay

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

Students ability to create a


succient 1-2 page response

Students ability to construct


formulate paragraphs

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 learn to identify when


the TEEL structure has been used

Peer Marking of Essays


Using their essays that were completed for homework, students are to
breakdown their peers essays. Students are to identify where the TEEL
structure and source analysis were used.
Documentary
Students are to work the short 10 minute clip from the Truth of Troy BBC
Documentary and using google docs attempt to answer the following
questions.
https://goo.gl/HkvQKj
https://goo.gl/WCltUk

Students ability to identify


when the TEEL structure is
or is not used.

Students are to swap their answers with their peers for a review.
P3.2
P3.4

12

Role of written evidence: Linear B


- Tablets from Pylos, Homers
Iliad, Euripides Women of Troy,
Hittite diplomatic archive
Role and status of women:
treatment of Helen, fate of Trojan
and Greek women, goddesses

Mind Map
A class mind-map will be created of presentation skills that are needed for
an in class oral presentation.

Students will be assessed on


their ability to work
collaboratively in a group.

Small Group Work


Students form groups of 3-4 with each group member deciding on a
distinct role that they would like to have during this activity.

Students will also be assessed


on their research skills, the
incorporation of source
analysis and its application to
research

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]

Role of written evidence: Linear B


- Tablets from Pylos, Homers
Iliad, Euripides Women of Troy,
Hittite diplomatic archive
Role and status of women:
treatment of Helen, fate of Trojan
and Greek women, goddesses

Small Group Work continued


Students will have half of this lesson to continue to research their chosen
aspect of either evidence or women.

Students will be assessed on


their presentations
skills/format.

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.

Students will be assessed on


their ability to complete the
table and provide a 1 page
summary that critiques the
sources presented

P1.1
P2.1
P3.6

14

Function of myth: Greek values,


Greek religion, fantasy or history

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

Function of myth: Greek values,


Greek religion, fantasy or history

Flipped Classroom Activity


Individually or in pairs, students are to advise the teacher during the
previous lesson which man or woman they would like to research. The
students have to discover what role each person played during the Trojan
War.
For males of the Trojan War, students can discuss whether:
Their role was significant?
Did they make any contribution?
What sources exist that we have found this information?
Is there any information about the characteristics of the person?
For the females of the Trojan War, students can discuss whether:
Their role was significant?
There is evidence of her relationship with a male during the
War?
What sources exist that we have found this information?
Is there a description of this woman?
Through a discussion, students will present their findings to the class.
See Appendix 4 for list of people that can be researched

P3.1
P3.2

16

Essay Structure Planning


Students will be given a scaffold or can attempt an essay question at their
own pace. Using the TEEL structure, the incorporation of primary and
secondary sources, students will as a class breakdown and answer the
following question

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]

Letter writing activity


Individually or in pairs students are to research the legacy that the Trojan
War had on the Greek Society, its influence, the character traits etc.
Students are to present their findings in the form or a letter, writing from
the perspective of a Greek Historian.
Homework Task
Students are to think of two questions and answers that can be collated
and used for a revision lesson from any two aspects within this unit

P3.1
P3.2

18

Major issues: evidence of Trojan


War, Homers Iliad, Schliemann father of archaeology or fraud, the
legacy of the Trojan War for
classical Greek society, poetry as
an historical source

Source and Evidence Table


Students are to complete a table that has 2 columns, one with historical
evidence from the Trojan War the other with the evidence from the Iliad.
This will be preparation for their assessment task, sources and quotes in
order to use in the assessment.
Students can also attempt other essay questions including:
Using primary sources and your own knowledge, justify your position on whether
Homer should continue to be considered a prominent historian throughout history.

P1.1
P2.1
P3.1
P3.2
P3.3
P3.4
P3.5
P3.6

19

Revision Activity: All aspects of


the syllabus

Revision - Rotating Review


Students are given a sheet of paper with a section from the syllabus or a
past HSC question. In groups, the students have 2 minutes to write down
as much as they can to answer the question.
The paper rotates, with 5 minutes, each group can add content, use red
pen to correct spelling mistakes, green pen to tick to agree with content,
black question mark to what is not understood. This is done so that each
group has had each topic at least once.
Class discussion then surrounds each question and why people thought to
tick, cross or question mark the answers.

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

In Class Summative Assessment


Students will be assessed on an unseen essay question in class. Students
will have to refer to a source in their essay ensuring to evaluate the source
for its usefulness and reliability in relation to the question.
See Assessment section for details

This is the summative assessment


for the unit.

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