TERM/WEEKS: 4/7 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Depth study 2 : Investigating the Black Death

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Students to have access to an ipad.

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS
 The role of To introduce the Assignment, Students will be Introduction. YouTube video, 4min 30 - 8min 30 Trello
7.1 expanding trade informally https://youtu.be/1PLBmUVYYeg
“Black Death timeline
between Europe creation.” assessed on how Britannica School High
and Asia during Students to create an they progress with Body: Introduce assignment, The Black Death Timeline.
the Black Death, creating a Trello Handout assignment worksheet and marking rubric. Pages
account and to start using
including the account and Demonstrate opening a Trello account, while the students do
origin and Trello, to store their uploading this following the teachers step by step instructions. YouTube and Projector
spread of the assignment resource assignment
disease collection. Students to get resources. The students will research the Black Death in Britannica Oxford Big Ideas
(ACDSEH069) familiarised with using Students will also School and take notes in Pages of the events they want to HaSS yr8 textbook
Britannica ImageQuest and be assessed on show on their timeline. It will be easier to submit on Trello if Pg 266-295
WAHASSS64 Britannica School. how the navigate the keep their work in chronological order.
WAHASSS66 Use a variety of methods to and use both
WAHASSS70 collect relevant information Britannica tools. Conclusion:15 minutes prior to the lesson ending, students
WAHASSS77 and data from a range of should upload what the resources they have found and a
appropriate sources, such as rough outline of Black Death events to Trello. As a class go
through what each student has found, positively reinforce
print, digital, audio and visual.
good resource searching so the rest of the students know
what is expected.

The causes and Introduce Sutori to the Students will be Show introduction YouTube video https://youtu.be/ Trello
8.1 symptoms of the informally Jb6TheqnxiE
students, students will
Black Death and understand how to use the assessed on how Sutori
the responses of timeline feature and upload well they follow Body: Students to create a Sutori account and join the class
different groups instructions and page. Then begin transferring the resources collected in Pages
resources.
in society to the post their Black Trello.
spread of the Death images and Britannica School&
disease, such as Further refining and detailing text onto their The students will be assembling information and data, ImageQuest
the flagellants of the timeline will need to be timeline. including a variety of media types to present the historical
and monasteries undertaken. events of the Black Death. YouTube and projector.
(ACDSEH070)
Conclusion.
WAHASSS64 Show examples of students that are making good progress
WAHASSS66 with their timeline. Point out good uses of interactive media
WAHASSS67 and visual presentation.
 The effects of Create a historically Direct observation Introduction.
9.1 the Black Death of student Introduce students to Voki app to create historical Avatar.
Sutori
appropriate avatar to
on Asian, introduce the Black Death behaviour.
European and Students will Body. Voki app
timeline using Voki.
African submit their Student to write a 50 word introduction to the timeline, from
populations, and finished timeline the perspective of a historically appropriate character. Eg, a Pages
conflicting Create an introduction script at the end of class Peasant, Priest, Noble etc
theories about for the students timeline. for marking. Outline major keys points directly related to the historical
the impact of the Create an avatar using Voki character.
plague that reads the script.
(ACDSEH071) Create a historically accurate Avatar with the Voki app,
Transfer the avatar in to the record the script the students have written out.
WAHASSS64 timeline on Sutori. Upload the creation to the start of the students timeline.
WAHASSS66
WAHASSS67 Continue to finalise the Conclusion.
WAHASSS72 timeline with finer details and Proof read and do a final check of the students timeline then
WAHASSS75 submit on Sutori.
visual presentation ready for
Help students who may be have last minute troubles.
submission at the end of
class.