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History Unit Plan- The Ancient World- Depth Study India (based on
the Australian Curriculum)
(Proforma utilising the 'Backward Design' model by Wiggins and McTighe*)
School and Class Description
The school has 680 students. It is a category 7 school, 9% of school students access school card,
5% of students have an identified disability and twenty six percent are from a non-English
speaking background (School Annual Report 2014).

This school has four composite year 6 and 7 classes each year. Together the teachers design a
curriculum progression over the two-year period, which ensures that by the end, students have
reached achievement standards for both year level 6 and 7.

The selected topic is a year 7 curriculum area (The Ancient World), which in line with the
Teaching Teams Year 6/7 progression plan. From my experience of the students, I consider
them all more than capable of taking this subject on. While all students will engage with certain
knowledge concepts and skills in order to develop enduring understandings (Mockler &Talbot
2013 p.18) anchor activities and scaffolds will be provided to extend or support the individual
student.

The class comprises 15 year 6 and 13 year 7 students. The students are very capable. During
Term 1 they covered aspects of Australia as a nation (Australian curriculum v.6), which they
have visibly enjoyed and have managed to integrate these studies into their English and
computer studies.


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Term 1-observations which inspired the unit plan design:
Whilst the students are capable researchers and can locate good information they often copy and
paste or fail to use their own words, or add their own ideas to show higher order thinking. I
would like to develop these skills. The Bitl tool (n.d) refers to developing ways to communicate
what has been learnt at year 7 and asks the question How will you acknowledge the sources you
have used? Currently the students do not reference their work at all.

All the students embrace historical characters for example; in term 1 studies they were very
engaged with Ned Kelly. We will cover lots of interesting characters and consider their impact on
Indias development and India today, which should hook the students.

Discussion in term 1 highlighted a lack of knowledge and understanding of different religions.
Ancient India is such a fantastic topic to encourage students to carry out their own research and
form their own views and ideas on different types of religion.

These students have been acquired debating skills in term 1 and I want to build on these, whilst
developing deeper learning and encourage critical and creative thinking, using Blooms Taxonomy.
Year Level 6/7
Unit Length -6 weeks (Two 45 min History lessons per week plus 30 mins of either
computer class or English class in that week)
Topic: The Ancient World- Depth Study India

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Integrated with other Learning Areas
English Language- We are really excited about our new textbook, History Alive (Darlington
R 2012). It is interactive, well written and beautifully illustrated so the students should enjoy
using it. I have created a non-fiction class library of explanation texts for students to read around
the subject. Some of these texts are set in current times, with an authentic and up to date
perspective. This can be linked to the historic information students are learning. Using the
textbooks and other non-fictional texts we are exploring what makes good explanation texts. We
are practicing effective note taking during reading and viewing and synthesis of information read.
We are also looking at APA referencing of sources The aim is for students to write and publish a
textbook as a class, which will go into the school library.

English Literature -Using the school and various local libraries I have created a class library
comprising fictional novels based on India for the students to borrow. Students are to note any
new vocabulary they would like to put on the word wall and will have an opportunity to discuss
anything they have read which links into the wider topic.

The class novel is Boys without Names (Sheth K 2010), which has rich Indian vocabulary (for the
Word Wall) and strong characters. Students will be exploring characters in narratives and will
choose a historical character that we have looked at to create a narrative building this character
for the enjoyment of the reader.

Geography
We will explore why the first migrants from Africa settled in the Indus valley as opposed to the
desert.
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Each student will have their own map of the sub continent, which they will stick into their
workbook. As we discuss a new location or physical attribute of India we will locate or label it on
the map. Students have their own map without labels. As a class we use the textbook map on
the IWB to add in information as we proceed through the unit.

Computers- See e -learning considerations

Art- we are studying various ancient Indian folk Art such as Rangoli, Madhubani wall art and
Bollywood movies which make connections to religion, and the remains of the past and what we
know (Australian curriculum v.6 n.d, Year 7 Level Description)

Strands
o Historical Knowledge and Understanding!
o Historical Skills!


Historical Skills Overview
o Chronology, terms and concepts
o Historical questions and research
o Analysis and use of sources
o Perspectives and interpretations
o Explanation and communication

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History Concepts
o Evidence
o Continuity/ change
o Cause/ effect,
o Significance
o Perspectives touched on briefly and in
more detail in anchor activities
o Empathy (dealt with in discussions linking
class novel and main characters power to historical
leaders)
o Contestability

Highlight which skills, concept/s, capabilities
and cross curriculum priorities you will be
focussing on.
General Capabilities
Literacy !
Numeracy
ICT competence !
Critical and creative thinking !
Ethical understandings!
Personal and social capability
Intercultural understanding!


Cross Curriculum Priorities

o Aboriginal and Torres Strait Islander
histories and cultures
o Asia and Australias engagement with Asia
o Sustainability
*Wiggins, G & McTighe, J (2005) Understanding by Design, Pearson
Stage 1 Identify Desired Results
'What is worth knowing?'
Aims
What curriculum aims relate to this unit? That students develop:
o interest in, and enjoyment of, historical study for lifelong learning and work, including their
capacity and willingness to be informed and active citizens !
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o knowledge, understanding and appreciation of the past and the forces that shape
societies, including Australian society !
o understanding and use of historical concepts, such as evidence, continuity and change,
cause and effect, perspectives, empathy, significance and contestability !
o capacity to undertake historical inquiry, including skills in the analysis and use of sources,
and in explanation and communication. !

The Big Idea - Ancient Rulers contributed greatly to the creation of
India and their legacy can still be seen in India and globally today.
What key inquiry questions will guide the learning?
o How do we know about these rulers and the ancient past? The evidence for the
emergence and establishment of ancient societies (ACOKFH002).
o How does this period of time compare chronologically to others you have studied? (Bitl
tool n.d) Sequence historical events, developments and periods (ACHHS205)
o What did these rulers do/achieve. Can we look at these causes and effects from different
perpectives? The role of a significant individual in Indian History such as Chandragupta,
Maurya or Ashoka (ACDSEH133)
o Where and why did these societies develop? (link to geography) .The physical features of
India (ACDSEH006)
o What were the defining characteristics of the societies under their rule? Roles of key
groups in Indian society (ACDSE044). Significant beliefs values and practices (ACDSEH045)
o What have been the legacies of these ancient societies and their rulers? And why do some
of these still exist today.
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o What links can we make between the class novel we are reading e.g. Hinduism, poverty,
Power of individuals, helplessness of lower castes.

Historical knowledge & understandings
What students will need to KNOW and UNDERSTAND?
This unit draws upon the seven History concepts to gain knowledge and understanding of Ancient
Indian rulers, their effect on the course of history and their legacy remaining today:-
Evidence- Students will know that our historical understandings today are created through
piecing together evidence. They will understand the difference between primary and secondary
evidence and the role of each in piecing together history. (ACHS209)
Continuity/change Students will be able to discuss how some aspects of societies stayed
the same and some were changed by the ruler at that time and may have subsequently reverted
back.
Cause and effect Students will be able to identify the causes of historical change, such as
climate change causing the end of the Indus civilisation, and will understand their consequence
historically and today.
Significance- Using Partingtons model (Partington, G 1980) Students will consider and
comprehend the significance of these events in history and today.
Perspectives-Students will know that these events are often described in historical
descriptions from one perspective and will understand that there is often more than one
perspective which needs to be viewed. Students will understand how historians strive to learn
about all perspectives.
Empathy- Through teacher questioning using Blooms Taxonomy, teacher will illicit students
feelings, emotions and ideas to consider the people in history (using DVD) and today (using class
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novel) Students will be encouraged to interweave their own thoughts and ideas into their written
work.
Contestability-Students will practice contesting evidence (Draw conclusions about the
usefulness of sources (ACHHS211), by asking themselves:
What is the subject or main idea of the source?
Who created the source?
Why was it created?
Is the source primary or secondary and what does this mean to its reliability?
Is it based on reliable information?
Is it supported or contradicted by other evidence?
Adapted from History Alive (Darlington R p252)
Students will be able to communicate their findings verbally in class. Graphically using concept
maps and written in their formative and summative assessments. Use a range of communication
forms (oral, graphic, written) and digital technologies (ACHHS214)
Historical skills -What will you guide them to be able to do?
Students will be able to sequence historical events, developments and periods (Bitl tool yr7-8 n.d)
in this topic and make links to other Ancient world topics. (ACHHS205)

Use historical terms and concepts (ACHHS206)

Students identify a range of questions to inform a historical inquiry (ACHHS207). Teacher will
guide students to ask questions about developments and changes in society which bring out key
historical concepts e.g. is there evidence to back this up? Is the evidence contestable? Students
will present their findings in the form of a debate.
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Students will identify and locate relevant sources (ACHH208) Students will identify, research and
use primary and secondary sources to evidence a historical inquiry. They will understand which
are primary and secondary and will be able rate their usefulness using the concepts above.
(ACHHS209) (ACHHS2010 (ACHHS2011)

Students will communicate their findings of how Indias societies changed over time using
explanation texts, with evidence from a range of sources, which are acknowledged. ( ACHH214)
Adapted using The Bitl tool Year7-8 overview questions.



10


Differentiation: for learners ranging from Additional Needs to Gifted &
Talented- In this class I need to differentiate for the following:
This class is a combined year 6/7. The Year 7 students will have covered an ancient world topic
previously and will also have practiced more critical and creative thinking.

I have created a two folders of anchor activities to extend those students who are moving
through the content quickly and scaffold activities for students that need it (see lesson plans)
Anchor activities Folder:-
o Worksheet 9.2 History Alive student work book- You Be The Archaeologist- Artefacts from
Mohenjo-Daro and Harrappa are examined and their purpose analysed.
o Worksheet 9.3 Alexander in India- Investigating perspectives.
o 9.5 Whos Who in Ancient India- Linking people with their characteristics or legacies.
o Worksheet 6.1 Timeline exercise to practice calculating dates throughout history.
o Vocabulary extension- Students to write out the words and pit them in meaningful
sentences related to history. Words such as civilisation, subcontinent, Hinduism, Stupa.
o Copy of Blooms taxonomy question which students can use to develop their thinking and
writing
o Power point slides on Evidence of early Sanskrit and James Princeps discovery.
Scaffold Folder will include:-
o Copy of the inquiry questions we asked ourselves in Lesson 3 to help student carry out the
same process in their own work.
o Glossary of terms copied from the textbook.
o Blank concept map to be completed to organise research
o KWL charts to organise thinking

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One student has parents from India and may have prior knowledge of this subject; this will be
evident from the pre assessment (exit cards) in the first lesson. If this student is happy to share
knowledge and experience then the teacher will encourage this.

One student in the class has an undiagnosed learning difficulty and is very slow in written work.
Where written work is being carried out he will use the class computer to prevent any barrier to
him expressing his ideas. He will also be encouraged to used concept maps and graphic
organisers to assist his thinking.

The progression of the unit plan starts with lots of scaffolding as in class discussions, coming up
with questions for our research together. Presenting our research and ideas to class. As we
move through the unit this scaffolding is gradually moved and students start to use the scaffold
and Anchor folders.


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Stage 2 Determine Acceptable Evidence
'What evidence will show what students know, understanding and can do?
Assessment tasks and tools
Formative assessment-
1.Exit cards lesson 1
2) Observations of verbal contributions in each class discussion
Anecdotal records of class contribution
Contributes
Y/N
Usually on track
Y/N
Good ideas
Y/N
Student 1

3) Rubric for students presentations of research findings back to class
Presentation Yes/No Comment
Well researched (more than 5
points)

Presented in an interesting creative
way.

Students own ideas and thoughts
are evident

Clear and well presented
Debate- Anecdotal records
Unsatisfactory Satisfactory Excellent
Level of contribution
Well researched points
Presentation clear
Persuasive argument
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Summative Assessment- There are two summative tasks
1. Extended learning activity for homework
2. Creation of explanation task in the last 3 lessons.
Homework Assignment students have 30 Mins homework per evening 4 evenings per
week. Using the following RAFT students can select their role, the format of their work and the
topic (This RAFT was designed for Differentiation topic by Lisa Sangster). It allows the students
create inquiry questions carry out research and present the information in their chosen format.


Checklist
Student must-
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ROLE AUDIENCE FORMAT TOPIC
Student can pick any of the topics
below.


Historian


Curator of Adelaide
museum compiling a
new exhibition on
Ancient India
Written letter to colleague describing
your exciting discovery.
Ashoka

Historic- Artist/ or
designer/Inventor



As above Create a historic artefact reflecting
this period or which the person
selected might have used.
Written element also required which
would give explanation to museum
visitors.
Siddhartha Gautama




Journalist/Blogger

As above Write an article or blog explaining to
your readers what is happening
during this historical time or what
your. historical person is doing.
Chandragupta Maurya
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RUBRIC
Research Skills Product/
Format
Content Referencing
Expert 3 or more appropriate
sources used.
Students own thoughts and
ideas integrated.
Clearly explains the main
ideas
Creative/surprising
Neat
Diagrams labelled
Lots of interesting
facts linked to
students own ideas
Correct use of in
text and reference
list APA style
referencing
Practitioner 2 or more resources used.
Student uses own words
Neat. Supports
project
Some interesting
facts linked to
students own ideas
Either in text
reference or
reference list is
correct.
Apprentice Only one resource used.
Some information copied.
Lack of effort in
presentation. Little
connection to
project

Some facts but not
connected to
students ideas
Some evidence of
referencing but not
in correct APA
format.
Novice Little or no fact gathering.
Information copied form
source
Does not support
project.
Untidy.
Not enough facts or
not relevant to
selected topic.
No referencing


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Summative Assessment- CLASSWORK
In Class - summative assessment Inquiry Project over last 3 lessons This rubric will be
negotiated with the students to give sense of ownership but will be similar to the one below
Task Brief.
Choose a topic, which has interested you.Design and set out your inquiry question (These are to
be submitted with assignment as an appendix)
Research your topic using your inquiry questions.
Use between 2 and 5 different sources.
Using your knowledge of what makes a good explanation text, labelled diagrams, Graphs, charts
clear well edited work, create and publish your own explanation text.

Using knowledge gained during history and English topic be sure to include research
demonstrating knowledge and your own thoughts on the following: -
Evidence (Primary/secondary)
Cause and effect
Empathy
Continuity and change
Contestability
Perspectives
Significance
Remember to reference your sources, use APA referencing, label diagrams, use your own words
and ideas (remember Blooms taxonomy)


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RUBRIC
Well researched All 7 Historical Concepts
understood
Create a visually
appealing explanation
text
Meets criteria set in
English lessons
Expert 5 sourced used. Well
written.
Student uses own words..
Very informative
Good understanding of all
7 concepts demonstrated.
Excellent presentation.
Diagrams labelled
Photos and pictures used.
Well edited
A good mix of text
pictures and charts.
All sources correctly
referenced.
Clear and progressive
layout

Practitioner Up to 3 sources used
well-written student used
his or her own words.
Quite informative
Some understanding of
all 7 concepts
Most of the criteria above
met
Most of the above criteria
met
Apprentice Some evidence that
source has been copied.
Understanding of some of
the concepts
demonstrated
Some of the above
criteria met
Some of the above
criteria met
Novice Limited research has
taken place
Limited understanding of
the concepts
demonstrated
Requirements not
demonstrated to
acceptable level
Requirements not
demonstrated to
acceptable level
Assessment Tasks
o timelines
o oral presentations
o work samples
o essays/ reports
o Exhibitions/displays
o practical
demonstrations
o Posters
o Setting up and
curating a museum
e.g. in class/school hall
o Portfolios/reflection
o history box
o visual image (e.g.
photograph/ painting)
& prompts
o Audio-visual (e.g. film
clip, Prezi/ppt)
o Conferences/
discussions
o other- e.g. drama, role
play, visual arts
Assessment Tools
o observations
o anecdotal records
o rubrics
o scoring guides
o continuums
o other

Achievement Standard/s for : The Ancient World- Depth Study
India
By the end of year 7, students will know about the initial migration from Africa to the Indus
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Valley. They will be able to describe the cities Mohenjo-Daro and Harappa and will
understand how they were discovered and what evidence was found. They know that
through climate change this civilisation died out but that the race continued in rural areas
(continuity and change).
Students will be able to explain the role of significant individuals in society historically and
their impact today. They will particularly focus on individual in their homework learning
experience and a society ruler or belief system in their explanation text which to be written
through the lense of the historical concepts.
Students will use dating conventions to represent and measure time. They will sequence
events will be able to make links in time lines between this topic and previous.
When researching, students will develop questions to frame an historical enquiry.
Students develop explanation texts, organising and presenting their findings using historical
terms and concepts, incorporate relevant sources and acknowledge their sources of information.
Students will understand significant beliefs of Indian cultures. They will examine sources to
explain points of view through a class debate.



Stage 3 Plan Learning Experiences and Instruction:
What learning experiences will enable students to achieve the desired results?
Learning Experiences (based on Kath Murdochs inquiry model) Resources
Tuning In
Week 1
Laminated Word Wall
Heading - and subheadings
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Lesson 1- Introduction, Beginnings of India
1) Teacher introduces the Word Wall, sub headings are the
historical concepts. (SEE LESSON PLAN)
2) As a class -Watch The Story of India- with Michael
Wood_Episode 1 Beginnings- Run time 0.0 to 12 min.
3) As a class discuss what we learnt and set the information out
in graphic organiser created on IWB.
4) As a class start to create human time line (appetiser for next
lesson.
5) Conclusion review what learned and students complete an
exit card as formative assessment.
Lesson 2- Human Time line
This activity was introduced in lesson 1 using the dates of the
initial migration from Africa to the genetic testing M130 gene in
Kerala.
We will build on the activity to test the students knowledge of
chronology and give them an opportunity to make connections
between different historical periods. These dates will introduce
topics that they are going to learn in this unit such as King
Ashoka.
1) Revision -Using the history Alive textbook and the e book
projected on the IWB. Students read chapter 1.2 Ages and
time which discusses chronological order and time lines.
2) 10 mins - Students answer activity questions in their
-7 Historical concepts.

DVD- The Story of India

IWB

Rope pegs. Small laminated
cards attached to pegs with
significant dates on for time
line.



Text book-History Alive
Darlington R (2012) with e
book.
4 available textbooks are
provided to students who
would rather use their own
copy. The rest of the class
use the e book which shown
on the IWB.

Having gained students
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workbookMeaning of BC,AD,BCE,CE, BP, age, millennium,
century, decade. Practice working out which century from
dates and practice calculating the number of years between
dates.
3) Students who finish early can read the beginning of this
chapter 1.0, which has excellent general information.
Students are to practice their note taking methods they are
working on in English. If there is time students can share their
findings with class.
4) Teacher gives out laminated cards to students with events on
the front they are folded and held by a paperclip so the date
on the back cannot be be seen. They are colour coded so
teacher can ask students with red cards to come out and try
to order themselves chronologically.
5) Class invited to help students at the front.
6) Students can open their card to see their date and then re
order themselves and fasten their card to the time line. Then
the next colour group is invited up.
Conclusion
Recap of what was learnt
Teacher refers to human time line, which we hang across the
room. Students try to make connection between dates and
different histories.

initial curiosity about time
lines in the previous lesson
we now Prepare to find out
(Murdoch 1998) by
providing a focus for the
forthcoming lesson and
assist in the planning of that
lesson.

Event/ Date cards rope and
pegs.


2 students holding up the
rope time line.








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Lesson 3- English Mini Oral Language lesson
Think Pair share. Discuss what you have learned, what you want
to know. What questions ideas predictions you have. As one
student is talking the other writes down their ideas. This piece of
paper is handed in for teacher to assess interest areas and
existing readiness of students.



This acts as formative
assessment of interest and
readiness
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Finding Out- Week 2
Lesson 4 & 5- Indus Valley The first Civilisation
Watch DVD 12.0 mins to 15 Mins as an introduction
As a class create graphic organiser
What we know
about Indus Valley
Civilisation
How we know What we would like
to know


Teacher tries to illicit about 20 questions (asks students to think
about concepts of cause and effect, continuity and change and
evidence) example questions: -
What is a civilisation?
Where is the Indus Valley?
Why did they settle here?
How do we know about them/ what evidence
What happened to them?
Why dont we know anything about its rulers?
Teacher ensures that the question what happened to the
civilisation is there so that we can explore climate change.
Questions divided between pairs.
Students watch DVD to answer some of these questions.
Students research their questions using text books. On butchers


DVD Story of India 12 min
to 15 min.
One student types up list of
questions on class
computer, which shows on
white board.
This is printed off and kept
in the scaffold folder to help
students who need a
reminder of useful
questions.






DVD- The story of India
12.45 min to 25 min. History
Alive textbook.
Butchers paper
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paper they set out bullet point responses.

Each pair presents their findings to the class. Students note the
questions researched by other students and jot the findings into
their own workbook.

If there is time teacher asks students to think if we still have
unanswered questions or are there more questions they would
now like answered.

Lesson 6 Computer lesson Professor Indus Game. This is
great for deeper interactive research into Indus valley civilisation.
The geography of the area, artefacts, how people lived etc












BBC History for Kids
http://www.bbc.co
.uk/schools/primary
history/indus_valley/

23


Sorting Out Week 3
Lesson 7- Primary and Secondary sources
Teacher says that we are going to dig deeper into evidence this
week. Asks class what is meant by primary and secondary
sources and tries to elicit the correct responses. These are listed
in the IWB.
Students are divided into groups of three and are given a number
of laminated sources and a description to match each source.

Task 1 10 mins- to match up the source with its description..
For example they have a painting of a palace scene in Mauryan
time and the write up says a painting of a palace scene painted
in 500 BCE. The sources will be a mix or primary, artefacts,
seals, Sanskrit and secondary, historical fiction, letters,
paintings etc. This will start students thinking about what the
sources are, artefacts or photos, letters, weapons and to start
thinking about the time they were made and why.
Task 2 Thinking historically- make a list of questions you
would ask yourself about these sources as a historian. Each
group shares their questions with the class. Example questions:-
Who created the source?
When was the source created?
Is it primary or secondary
What might it have been made for




History boxes with
Pictures of artefacts











IWB

Sources (laminated)

Descriptions (laminated)


24

Students have a few minutes to work through the questions on
their artefacts.
Task 3
Groups share with the class what their source is, why and when it
was made and whether it is a primary or secondary source and
why they think this.
Teacher tries to get students to think about more questions such
as does it confirm or contradict other evidence, is it contestable
Teacher takes anecdotal records
Individual students choose one source and answer the following
questions in their workbook to be handed in as formative
assessment
What might this source be
Why might it have been made
Is it a primary or secondary source , why?
What else might you like to know about this source before you
confirmed it was reliable?

Lesson 8- History Box Who am I
By now student will be researching one of the characters below in
their homework and so will be able to help each other will the
following task.
Small groups are given a box relating to a historical Character
Ashoka the Great



















Decorated box including
clues.
2 artefact
2 piece of information
One description.
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Chandragupta Maurya
Buddha (Siddhartha Gautama)

Student use their detective skills and researching the text book to
piece together their character
They then carry out more detective work to find out
What religion was I?
What was I trying to do?
What happened to me?
What am I known for today?
Do you agree with my point of view?
Am I still important today, why, who too?

The groups then present their findings back to the class.

Lesson 9 Computer Lesson- Using the information
gathered and using the textbook students create their own time
line of Indian history using softschools.com timeline maker. This
is to be printed off and handed in to teacher for review.


Date









Computer suite-
www.softschools.com







26

Going Further- Week 4
Lesson 10- Religions of Ancient India
Teacher explains that our inquiry today is religions at that time
and can they still be seen today?
Task 1
As a class agree on inquiry questions
Task 2
Students Read and make notes on Chapter 9.11. Hinduism, caste
system, Buddhism . Students to ask the questions and answer
them as they proceed.
Blooms Taxonomy knowledge Students are to recall and list
the characteristics of Buddhism and Hinduism.
Task 3
Watch DVD The story of India
Touches on Hinduism the caste system and the story of the
Buddha.
Students add these extra details into their notes.
Conclusion teacher asks student to recap on what they have
learnt. Tells students we will be looking into this further next
lesson
Lesson 11- Computer lesson -
Class divided into 2 groups one allocated Hinduism and one
Buddhism. Students carry independent research on their allocated
religion using the internet.


History Alive-Chapter 9.11
The Heritage of ancient
India. 4 copies of text

DVD The story of India
Episode 2 -0.00min to
21mins.

This will help students to
consider the impact of the
ruler at the time and today.





Computer suite
Internet
www.bubbl.us
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Blooms Taxonomy Application-Organise information in a
Concept map using online concept map design website bubbl.us

Lesson 12- Students compare and contrast (Blooms taxonomy
Analysis) Buddhism and Hinduism individually then in pairs and
then small groups.
Small groups combined to form teams of 7. Two teams pro
Hinduism and two teams Pro Buddhism. Teams prepare their
argument.
Debate Students to imaging that they are working closely
with the ruler, Chandragupta (Hinduism group) or Ashoka
(Buddhism group) and they are tying to persuade the people to
take up this religion.
By judging and forming a persuasive argument (Blooms
taxonomy) students debate the benefits each religion using their
research.

Week 5
Lesson 13- Mauryan Empire- Significance
Research and describe Chandragupta Maurya or Ashoka through
the lense of Partington's model of significance (Partington G.
(1980) The idea of an historical education, Slough, NFER:112-116
Blooms Taxonomy comprehension- Explain why King Ashoka
was drawn to Budhism and what he gained from it. Why is this
28

still considered important today
Watch DVD to fill in gaps in knowledge
Present findings to the class
Making Conclusions-
Lesson 14- Students can choose any aspect of what they have
learned which interests them. Using the 7 Historical concepts,
which have been discussed throughout the unit, they are to
create an explanation text.
This is a summative assessment task; the task brief, checklist and
rubric are set out under Assessment tasks and tools above.
In this lesson they are to review the above documents and ask
any questions.
As a class we negotiate the rubric and finalise the rubric.
Remainder of the lesson for individual research, using textbook,
class library and DVD.

Lesson 15- English Lesson- working on the explanation
text. Students focus on making the most of the research.
Organising the text, asking questions adding ideas. Referencing
APA Teacher gives examples and students practice.




This is an example of
Double loop learning
McCartney Dr Clare EDUC
4726 lecture 18 March 2014

I have given the students 3
History lessons and 1
computer and one English
lesson to complete their
explanations. As I have
integrated this summative
assessment with the English
Language assessment of
creating and explanation
text. I do not want the
student to feel rushed. They
need to ensure the content
and the editing is as good
as possible.


29

Week 6
Lesson 16 &17-
Students work independently on research, writing, editing and
publishing their work.
Peer assessment- Students review and give feedback on each
others work. Using two stars and a wish feedback form.
Teacher is available for any assistance.

Lesson 18- (see lesson plan) Finalise publication of their
explanation paper. Any time left can explore The Storey of India
website
10 minutes before the end of the lesson.
Teacher asks students to finish their work.
As a class students discuss what they learned. What they would
still like to know
Students complete questionnaire (see evaluation/reflection) to be
completed by student to provide feedback on the topic.




2 stars and a wish peer
review form.
Taking Action (projected action this may change when initiated
by students during or after their learning experiences)
Class
This will not emerge until the students are emersed in the
project. I have obtained a number of non fiction texts on modern
India describing poverty and struggle in India and it may be that

30

through their learning about Buddha's ideals students are inspired
to do something to help. (fundraising, assembly presentation etc)

Thinking Tools
o KWHL Prior Knowledge
o De Bonos Six Hats
o Extended brain- storming
o Blooms Taxonomy

o Creative Problem Solving
o Question matrix
o Thinkers Keys
o Graphic organisers

o Moral dilemmas
o Multiple Intelligences
o Other

eLearning Considerations
How can ICTs enhance this learning?
The Textbook we have selected has an e book plus this will assist me by being able to project
the textbook onto the IWB. Interactive time line activity relating to content of the book.
BBC History for Kids Professor Indus website is an excellent game which students can play to
gain a deeper insight into the Indus Valley.
Bubble.us will be used to create and print concept maps to organise ideas.
Soft schools .com will be used to practice creating and printing a time line.
I am hoping to motivate the students by giving them a product to create and so a purpose
(McCarty Dr Clare 18/3/2014) As a class Students will create edit and publish a book for the
school library. ICT skills will be required to make this look as professional as possible and to give
the students a sense of pride in their product.


31

Unit Evaluation/Reflections
o Teacher will reflect after each lesson and the unit will be adapted to reflect students interests
and abilities before the next class.
o Teacher will ask
Where the students engaged?
Did they participate?
Was there evidence of learning from anecdotal notes of class discussions and formative
assessment results?
o Using formative assessment teacher will identify any gaps between what the teacher is
teaching and what the student is learning. Teacher will design a mini lesson or alter the
existing unit plan to fill these gaps.
o Differentiation must be reflected on after each lesson and additional scaffold or extension
tasks may need to be designed.
o At the end of the unit, results from the summative assessment rubrics will be analysed. What
percentage of the class achieved satisfactory to excellent. How can this be improved?
o What were the gaps in student learning? How can they be plugged?
o Did assessment assess the skills learned in the unit, did it engage the students and encourage
them to apply themselves.
o As this is the first time I have taught this unit plan I would ask the students to complete a
brief questionnaire to assist me with my evaluation as follows:
Student Name Date
Overall did you enjoy this unit? Why
What did not work
What worked well
32

Did you feel the pace of the unit was
right for you or was it too fast/ slow.
Please explain.

Which part interested you most?
Is there anything else you wished we
had covered or gone into greater detail?


o The unit would be adapted to reflect the students views where possible
Unit Planner by Kingsley Head, 2013 adapted by Jo Fahey 2014
* Murdoch, K (1996), Classroom Connections: strategies for integrated learning, Eleanor Curtain Publishing, Armadale, Victoria


References

Australian Curriculum version 6 n.d. Retrieved from http://www.australiancurriculum.edu.au -
Foundation to Year 10 Curriculum by elaborations.

BBC History For kids- Professor Indus Game Retrieved from
http://www.bbc.co.uk/schools/primaryhistory/indus_valley/art_and_writing/
Bubblus.com Http.bubblus.com n.d

Darlington. R, Hospodaryk. J, History Alive for the Australian curriculum 2012 John Wiley and Sons
ISBN 978073033 75 with ebookplus

Harnwell E History Alive For The Australian Curriculum Student Workbook 2012

Leading Learning-Making the Australian Curriculum work for us- Bringing it to life-essence meets
33

content-DECD Teaching and Learning Services. n.dRetrieved from
http://www.acleadersresource.sa.edu.au/index.php?page=bringing_it_to_life

Mockler N, Talbot D 2013 Australian Curriculum Classroom Approaches: History: Chapters 2 and 3.

Dobbs R (Producer) & Jeffs J(Director) 2009. The Story of India with Michael Wood BBC
Documentary- DVD BBC Worldwide Ltd.

Partington's model of significance (Partington G. (1980) The idea of an historical education, Slough,
NFER:112-116

Sheth k 2010- Boys Without Names- Harper Collins Publishers ISBN 978-0-06-185762-1
http://www.softschools.com/teacher_resources/timeline_maker/ n.d