Professional Documents
Culture Documents
S00143310
EDSS471Assignment2:AncientHistoryUnit1AreaofStudy1
Rationale
FormyunitplannerIhavechosentoexplorethenewAncientHistorysubject,focusingon
Unit1AreaofStudy1AncientMesopotamia.
ThroughtheunitIhaveincorporatedtheuseofseveraldifferenthistoricalthinkingconcepts
fromSexiasinordertofocusstudentstotheuseofprimarysourcematerialandtheeffectsof
changeandcontinuityinthisparticularregion(2015).Withtheuseofminilecturestoconvey
importantinformationIhavemadesuretoleaveroomfordifferentiationwithstructured
handoutstoassiststudentsinnotetakingbeingscaffoldedarounddifferentabilitylevels.
AsisstressedinthenewstudyguideIhavemadesuretoincludealargeamountofprimary
sourceanalysis,withstudentsbeingexposedtodifferentformsofevidenceandhistorical
accounteachlessonandcompletingformalprimarysourceanalysisnearlyeveryweek.Ihave
usedVanSlederightsmodelofsourceanalysisasthebasisformytasksinordertoguide
studentstowardsacriticalapproachtoprimarysources(2013).Thedifferentprimarysource
analysisexercisesalsohelptobuildstudentsconfidenceandskillstoassistthemin
completingthefinalsummativetaskinWeek10.Theprimarysourcetasksarealsoableto
tailedtoindividualstudentscapabilitiesasthequestionscanbescaffoldedtodifferentability
levels.Ihavealsoincorporatedmanyvisualanddiscussionactivitiestocatertodifferent
studentsengagement.
AssessmenttaskshavebeenstructuredusingBloomsTaxonomyinordertoguidestudents
towardscriticalthoughtandevaluationofprimaryresourcesthroughquestioningtechniques
(1956).
DuetothemoreflexiblenatureoftheUnit1&2curriculumIhavetakencaretoincorporate
studyandevaluationofthelivesofwomeninAncientMesopotamia.Althoughnotexplicitly
requiredintheunitoutlineIbelieveitprovidesamorewellroundedunderstandingof
civilisationsandalignswithmanyinterestingprimarysourcesavailable.
Zoe Gough
S00143310
Key Knowledge
Scientificmethodsusedby
archaeologiststodetermine
theageofobjects,aswell
asrelativeandabsolute
dating.
Thefeaturesofcivilisation
asunderstoodbyhistorians
andarchaeologists,andthe
significanceoftheconcept.
Thephysicalenvironment
ofMesopotamiawith
particularreferenceto
topography(includingthe
riversTigrisandEuphrates)
andclimateandits
relationshiptothegrowth
Key Skills
Content (Identify
key concepts)
Pedagogies (Identify
higher order thinking
skills)
Resources
Assessm
Considerthehistorical
significanceofthe
establishmentofcities.
SubstantiveConcepts:
IntroductiontoUnitandVCE
Historyrequirementsof
students.
MiniLectureHandouts
Formative:
MesopotamiaInteractive
WebsiteGeography
ExitTicket
PMIQchart
http://www.mesopotamia
.co.uk/geography/home_
set.html
PrimarySou
Analysis
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.
Civilisation,Discovery.
ProceduralConcepts:
HistoricalSignificance,
PrimarySources.
Content:
MiniLectures(all
accompaniedbyworksheetsto
assiststudentswithwritten
andvisualnotetaking.)
TimeMaps
Whatarehistoricalsources
andhowtheyareusedto
reconstructthepast?
Thegeographyandbeginnings
ofMesopotamia.
Whatisaprimarysource?
http://www.timemaps.co
m/civilizationancient
mesopotamia
Howhistoriansuseartefacts,
accountsandarchaeological
informationtoreveal
informationaboutthelivesof
LeavingaTrace
MesopotamianArtifacts
Activitytoteachstudentsto
drawinformationfromprimary
https://oi.uchicago.edu/c
ollections/highlights/high
Zoe Gough
ofurbansettlements
(includingtheneedto
constructcanals).
S00143310
peoplefromancient
civilisations.Whatis
civilisation?
archaeologicalsources.Using
classroomobjectstopractice
archaeologicalquestioning:
Theemergenceofearly
Mesopotamiancities
(3500BC).
Whenwasthis
made/discovered?
Geographyofregion.
Developmentofurbanlife
betweenTigresand
Euphrates,andthepractices
andinstitutionsofearly
urbanlife.Thetransition
fromfarmingtocities.
Whomadeit?
Whydidtheymakeit?
Whatusedoesithavein
society?
PrimarySourceAnalysis
Extendingtechniquesdeveloped
toformalprimarysource
analysisonearlypottery,using
VanSlederightsourceanalysis
techniques.
MappingActivity
Givenabasicgeographicalmap
andtracingpaperstudentsto
createamultilayeredannotated
maptoshowtheexpansionof
settlementusingtheinteractive
website.
lightscollection
mesopotamia
Zoe Gough
Thephysicalenvironment
ofMesopotamiawith
particularreferenceto
topography(includingthe
riversTigrisandEuphrates)
andclimateandits
relationshiptothegrowth
ofurbansettlements
(includingtheneedto
constructcanals)
Theoriesaboutthe
developmentofagriculture.
S00143310
Considerthehistorical
significanceofthe
establishmentofcities.
Explainthecausesand
consequencesofthe
developmentofcities
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative:
Civilisation,Discovery.
FromHunterGathererto
Farming
AgriculturalTheories
ExitTicket
http://www.goldenagepro
ject.org.uk/965.php
321
ProceduralConcepts:
CauseandConsequence.
Content:
Urbanrelianceon
agriculturaldevelopment.
Developmentofagricultural
practices,domesticationof
animals,andtheincreased
interdependenceofpeople
andland.
Examinationofthetheories
aboutthedevelopmentof
agricultureincludingthe
oasishypothesis,nuclear
zonehypothesis,population
pressurehypothesis.
Jigsaw
Groupsareassignedoneofthe
theoriesofagricultural
developmenttoresearchand
createasummary,providing
primaryevidencetosupportthis
idea.
StudentsthanJigsawandhaveto
discusswithnewgroupwhich
theorytheyprefer.Sharegroup
results.
BreakfastCauseandEffect
Throughexaminingstudents
dailybreakfastandmodernday
supplyanddemandcreatea
tabletodisplayCause
populationneedsandEffect
growthinagriculturein
JigsawWorksheetfor
studentstocompilenotes
YouTubeClip
AgriculturalRevolution
https://www.youtube.co
m/watch?v=Yocja_N5s1I
FarmingArtifacts
http://mesopotamia.lib.uc
hicago.edu/learningcolle
ction/search.php?
theme=First%20Farmers
PrimarySou
Analysis
Zoe Gough
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Mesopotamia.
PrimarySourceAnalysis
Comparetwoagricultural
images.
3
Theoriesaboutthe
developmentofagriculture.
Theconsequencesofthe
inventionofagriculture,
includingitsimpactonthe
(re)distributionofresources
andtheensuingriseof
societieswithcomplex
hierarchies.
Explainthecausesand
consequencesofthe
developmentofcities.
Explaincontinuityand
changeinthe
developmentofthe
Mesopotamian
civilisation.
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative:
Civilisation.
TheSocialHierarchy
SocialHierarchy
ProceduralConcepts:
IdentityChart
ChangeandContinuity
Focussingonwomen,createan
identitychartlookingathow
womenslivewereaffectedby
social/political/economic
changes.Whatweretheirroles
inthefamily,workplace,
politics?
http://www.hierarchystru
cture.com/mesopotamia
socialhierarchy/
ExitTicket
TwitterSum
Content:
Socialandeconomiceffects
ofagriculturaldevelopment
andthechangeofliving
standardsandsocial
practices.Architectural
changesfrommudbrick
templestopalacesand
defensivewalls.
Developmentofsocial
stratificationandhierarchy.
Culturaldevelopmentsin
SumerianandAkkadianlife
includingcraftspecialisation.
GraffitiBoard
Studentstodiscussondifferent
posterpaperaroundtheroomthe
rolesofdifferentpeopleinthe
socialhierarchy.
DailyLife
http://www.ancient.eu/art
icle/680/
InteractiveMesopotamia
http://www.mesopotamia
.co.uk/menu.html
PrimarySourceAnalysis
GalleryWalk
PrimarySource
DocumentsBritish
Museum
Differentprimarysources
aroundtheroomthatstudents
http://www.britishmuseu
m.org/learning/schools_a
PrimarySou
Analysis
Zoe Gough
Theconsequencesofthe
inventionofagriculture,
includingitsimpactonthe
(re)distributionofresources
andtheensuingriseof
societieswithcomplex
hierarchies.
S00143310
Explaincontinuityand
changeinthe
developmentofthe
Mesopotamian
civilisation.
Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.
Comparisonbetweensecular
andspirituallife.
havetomovearoundanswering
inquiryquestions.
nd_teachers/resources/cu
ltures/ancient_mesopota
mia.aspx
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative;
Culture,Power.
RiseofPolitics
PoliticalHierachy
ProceduralConcepts:
Conflictbetweencitystates
HistoricalSignificance,
HistoricalPerspectives,
IcebergDiagrams
http://www.hierarchystru
cture.com/mesopotamia
politicalhierarchy/
FormalLot
Diagram
PrimarySources.
Content:
Theriseofpoliticalpower
andgoverningsystems,and
theconceptofcitystate.
Whowerethelords,
assembliesandpriestkings?
Developmentofconceptsof
ownershipandformalised
tradeexchange.
Riseofconflictandwarfare
andhowthisimpactsonthe
Examinetheunderlyingfactors
toriseoflordsandassemblies.
Drawinknowledgeof
agriculturalandurban
development.
FourCornersDebate
Studentsparticipateinafour
cornersdebateanswering
questionsaboutthepositiveand
negativeeffectsofagricultural
developmentforthecitizensof
thecitystates.
FormalLotusDiagram
http://landbetweentherive
rs.weebly.com/daily
life.html
Theemmegenceof
kingship
http://www.piney.com/B
abUmmLag.html
DebateSum
ofonequest
andresponse
Zoe Gough
Thedevelopmentof
writing,itsuseintradeand
managingrevenue,andthe
importanceofwritten
sourcestohistorical
inquiry.
S00143310
Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Askquestionsabout
civilisationin
Mesopotamiato
informhistorical
inquiry.
developmentofcitylawsand
growth.
FormativeAssessmentSee
Below
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative:
Communication.
EducationinAkkadiaandSumer
TabletSources:
ExitTicket
ProceduralConcepts:
TheCylinderSeals
SOSSumm
HistoricalSignificance,
CauseandConsequence.
WritingEvolution
http://metmuseum.org/co
llection/thecollection
online/search/329081
Content
Thedevelopmentofwriting
andtheneedforrecording
systemsandscribes.
Impactofthedevelopmentof
languageandwritingon
trade,communication,
educationandreligion.
Whatinstigatedtheevolution
fromclaytokensto
cuneiformwritingandthe
Studentstocommunicatea
simplemessageaboutfarmingor
shoppinginancient
Mesopotamiausingonlyimages,
swappingwithanotherstudentto
translate.Wasitaneffective
toolofcommunication?Why
wasthedevelopmentofwriting
significantfortheprogression
ofsociety?
PrimarySourceAnalysis
Examiningdifferenttablets,
http://metmuseum.org/co
llection/thecollection
online/search/329079
https://www.smm.org/ant
hropology/cuneiform/cat
alog/smm12
SumerianCuneiform
Proverbs
http://www.sumerian.org
/proverbs.htm
PrimarySou
Analysis
Zoe Gough
S00143310
cylinderseals?
Discussionofdevelopment
oflanguagealongsidesocial
hierarchywiththeSumerian
andAkkadiandialects,and
accesstoeducation.
Politicalinstitutionsand
developmentsduringthe
period,includingthereign
ofSargonofAkkad(his
risetopower,the
establishmentandgrowth
oftheAkkadianEmpire,
andhislaterreign)andthe
ThirdDynastyofUr.
Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.
SubstantiveConcepts:
Power,Empire.
ProceduralConcepts:
ChangeandContinuity.
Content:
Therisetopowerandreign
ofSargonofAkkad(2334
2279)andtheestablishment
oftheAkkadianEmpire
Extensionofterritorybeyond
Mesopotamiaandchangesto
politicaltitlesandstatusof
womenunderSargonsrule.
frompictographstocuneiform,
describingtradedeals.Using
knowledgeofdevelopmentof
writingtodiscusshowtrade
developed.
MiniLectures
MiniLectureHandouts
Formative:
TheStoryofSargonofAkkad
MappingActivity
ExitTicket
PMIQchart.
IdentityTable
Compareandcontrastlife
before,duringandafterSargons
rulefordifferentmembersofthe
socialclasses.
FishbowlDiscussion
Studentstopreparequestions
andanswerstoallocatedtopic
aboutSargonofAkkadslifeand
conductaclasscirclediscussion.
Mapping
Usingmapsfromweek1,create
SargonofAkkad
http://www.ancient.eu/Sa
rgon_of_Akkad/
LegendofSargon
http://history
world.org/legend_of_sar
gon.htm
Zoe Gough
S00143310
furtherannotatedmapstoshow
theexpansionofterritoryunder
Sargonsrule.
Therepresentationof
Sargoninancientsources,
includingTheEpicofthe
KingofBattleandThe
ChronicleofKings.
Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative:
Power,Empire.
TheEpics
EpicofCreation
ProceduralConcepts:
MythandHistory
http://www.metmuseum.
org/toah/hd/epic/hd_epic.
htm
ExitTicket
Storyboard.
HistoricalSignificance,
PrimarySources.
Content:
Examinationofkeycultural
textsincludingTheEpicof
theKingofBattleandThe
ChronicleofKings.
Distinctionbetween
historicalaccountandmyth.
Discussionofhowstoryand
mythshapehistoricalevents
LevelsofQuestions
Lookingateachmythstudents
tocreateandanswerslevelsof
questions:Factual,Inferential,
andUniversal.
EvidenceLogs
Comparinghistorical
informationfromprevious
LifeofaPoet
http://www.ancient.eu/En
heduanna/
PrimarySou
Analysis
Zoe Gough
S00143310
evidence.
andperception.Howto
historiansmakedistinctions
betweenfactandmyth.
Howdostoriesandcultural
expressionsshapebeliefs,
valuesandattitudesof
people?
Politicalinstitutionsand
developmentsduringthe
period,includingthereign
ofSargonofAkkad(his
risetopower,the
establishmentandgrowth
oftheAkkadianEmpire,
andhislaterreign)andthe
ThirdDynastyofUr.
Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
SubstantiveConcepts:
Power,Empire.
ProceduralConcepts:
ChangeandContinuity,
HistoricalPerspectives.
Content:
FalloftheAkkadianDynasty
andriseoftheThirdDynasty
ofUr.
Economicdevelopmentand
formationofcodesoflaw
UrNammu.
ImpactofUrNammuon
weekswithstatementsand
eventsfromtheEpics.
PrimarySourceAnalysis
Compareahistoricalaccount
withasectionofoneofthe
epics.
MiniLectures
MiniLectureHandouts
TheThirdDynastyofUr
MarriageContract
TheUrNammu
http://jewishchristianlit.c
om//Topics/Contracts/ma
rri02.html
LivingGraph
Createalivinggraphofpolitical,
economicandsocialchangesto
womenslivesintheThird
DynastyofUrusingSexias
approachtochangeand
continuity.
IdentityCharts(tobe
comparedtochartsfromweek
3)
AdvicefromFatherto
Son
http://legacy.fordham.ed
u/Halsall/ancient/2200ak
kadfather.asp
Formative:
ExitTicket
TwitterSum
PrimarySou
Analysis
Zoe Gough
S00143310
trade,womensrightsand
everydaylife.
Createanidentitychartfor
womenintheThirdDynastyof
Ur.
PrimarySourcesAnalysis
Comparingtheadvicefrom
fathertoson,andthemarriage
contractfordepictionand
positionofwomeninsociety.
Thesocial,politicaland
culturalfeaturesofAncient
Mesopotamiaasreflected
inthematerialrecordand
TheEpicofGilgamesh
Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
Formative:
Empire,Identity.
ReligionandBeliefin
Mesopotamia
YouTubeVideoThe
EpicofGilgameshAn
Animation
PracticePrim
SourceAnal
fornextwee
Summative.
ProceduralConcepts:
HistoricalSignificance,
PrimarySources.
Content:
ExplorationoftheEpicof
Gilgamesh.
Roleofmythologyand
religioninMesopotamia.
GodsandGoddesses,
daemonsandmonsters.
StepstoHistoricalInquiry
ClassStoryboard
Smallgroupsareeachgivena
tabletfromtheEpicandare
requiredtocreateanimageto
representtheevents,annotate
theimageanddiscusshowthe
imagereflectorcontradict
historicaleventsorchanges
studied.Worktobesharedasa
https://www.youtube.co
m/watch?v=qOrfrHys8g8
TeachersResource:
Extendednarrativeof
Epic
http://www.aina.org/boo
ks/eog/eog.pdf
EpicofGilgamesh
Zoe Gough
S00143310
Theimpactreligionon
Mesopotamianidentity.
storyboard.
Images
PrimarySourceAnalysis
http://www.mythfolklore.
net/3043mythfolklore/rea
ding/gilgamesh/gallery.ht
m
Usingreligiousimagesto
discussroleofmythologyin
Mesopotamianlife.
Basedonexactstructureof
Summative.
GodsandGoddesses
http://www.mesopotamia
.co.uk/gods/explore/exp_
set.html
SumerianMythology
http://home.comcast.net/
~chris.s/sumerfaq.html
Zoe Gough
10
Thefeaturesofcivilisation
asunderstoodbyhistorians
andarchaeologists,andthe
significanceoftheconcept.
S00143310
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.
SubstantiveConcepts:
MiniLectures
MiniLectureHandouts
CivilisationandEmpire.
ReviewofCivilisation
ProceduralConcepts:
PreparationforSummativeTask
BBCImageGuideto
Mesopotamia
HistoricalPerspectives,
ChangeandContinuity
GiveOne,GetOne
Content:
Social,politicaland
economicchanges
throughoutMesopotamian
period.
Howhistoriansuseartefacts,
accountsandarchaeological
informationtoreveal
informationaboutthelivesof
peoplefromancient
civilisations.
Studentstocreateandanswer
inquiryquestionsabout
social/politicalandeconomic
changeinMesopotamia.
MindMap
Studentstocreateavisual
summaryoflast10weeksto
helpwithrevision.
SummativePrimarySource
AnalysisSeeBelow
http://www.bbc.co.uk/his
tory/ancient/cultures/mes
opotamia_gallery.shtml
Summative
PrimarySo
Analysis
Zoe Gough
S00143310
FormativeAssessmentLotusDiagram
StudentsaretousetheLotusDiagrambelowtocreateavisualandwrittensummary
ofwhattheyhavelearntsofar.
1. Aroundthecentralheadingstudentsaretocomeupwith8questionsaboutthe
developmentofMesopotamiancivilisation.Eachquestionisthentobe
answeredwithacollectionofhistoricalfacts,primarysourceevidenceand
gatheredknowledge.
Thequestionsmustcover:
Geography
AgriculturalTheories
Urbanlife
WomeninMesopotamia
PoliticalPower
Conflictincitystates
2. Usingthestudentsnotestheyarethentoformtheirinformationintoone
paragrapheachtoanswereachquestion.
Seeexamplesinthediagrambelow.
Zoe Gough
S00143310
Zoe Gough
S00143310
Lotus Diagram
From hunter gatherers to
farmers
Domestication
Urban growth
Oasis hypothesis
Farming artefacts
Nuclear -zone
hypothesis
Population pressure
Ancient
Mesopotamia
Zoe Gough
LotusDiagram
S00143310
VeryGood
Good
Satisfactory
Unsatisfactory
Studenthaspresentedawide
rangeofquestionsthatrequire
bothfactualanswersand
evaluatecauseandconsequence.
(4marks)
Studentpresentsarangeof
questions,whichrequirefactual
answersandsomeevaluation.
Studentpresentsarangeof
questionsdrawingonfactual
knowledgeandrecall.
Studentdoesnotsatisfactorily
complete8questionsaddressing
thespecifiedtopics.
(3marks)
(2marks)
(0marks)
Studentshowsahighly
sophisticatedbreadthof
knowledgeanddrawsupon
historicalaccounts,datesand
primarysourcematerial.
Studentshowsabreadthof
knowledgedrawingupondates
andprimarysourcematerial.
Studentshowssomerangeof
knowledgeareasandusessome
datesorprimarysourcematerial.
Studentdoesnotaddress
knowledgeareasorprovide
information.
(3marks)
(2marks)
(0marks)
Studentpresentsmostly
structuredparagraphswithan
attemptatanalysis,using
evidencefromthelotusdiagram.
Studentsanswersquestions
usingevidencefromlotus
diagram.
Studentdoesnotconstructclear
paragraphstoaddresstheir
questions.
(2marks)
(0marks)
Satisfactoryuseofgrammar,
punctuation,spellingand
expressionwithnomorethan7
mistakes.
Unsatisfactoryuseofgrammar,
punctuation,spellingand
expressionwith10ormore
mistakes.
(2marks)
(0marks)
AssessmentRubric
Formulationofquestions
Choiceofinformationandevidence
(4marks)
Structureandflowofparagraphs
Studentpresentsclear
paragraphswithtopicsentences
andananalysisofhistorical
materialtoanswertheir
questions,usingtheirevidence
fromthelotusdiagram.
(3marks)
(4marks)
Useandpropercontrolofgrammar,
punctuation,spellingandexpression
Veryclearexpressionwithno
morethan3mistakesin
grammar,punctuationand
spelling.
(4marks)
Clearexpressionwithnomore
than5mistakesingrammar,
punctuationandspelling.
(3marks)
Zoe Gough
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TotalMarks/16
Zoe Gough
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SummativeAssessmentPrimarySourceAnalysis
StudentstocompleteaPrimarySourceAnalysisbyansweringthefollowingquestionsin
relationtothesourcebelow.
Q1.Whenwasthistextwritten,andwhatareaofMesopotamiawasitcreated?(2marks)
Q2.Identify4aspectsofdailylifethatthedocumentcommentson.(2marks)
Q3.Byreferringtoatleast2aspectsofdailylifefromthedocumentandusingyourown
knowledge,explainhowthelifeofeverydaypeoplewasregulatedinAncientMesopotamia.
(6marks)
Zoe Gough
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Q4.Usingextractsfromthedocumentandyourownunderstanding,evaluatetowhatextend
thisdocumentprovidesanaccuratedepictionofthelivesofpeopleinAncientMesopotamia.
(10marks)
PrimarySourceAnalysis
VeryGood
Good
AssessmentRubric
Q1.Whenwasthistextwritten,
andwhatareaofMesopotamiawas
itcreated?
Studentidentifiesboththedate
andareaofMesopotamia(2
marks)
Studentide
orarea
Q2.Identify4aspectsofdailylife
thatthedocumentcommentson.
Studentidentifies4aspectsof
dailylifefromthedocument.
Studentid
dailylife
(2marks)
Q3.Byreferringtoatleast2
aspectsofdailylifefromthe
documentandusingyourown
knowledge,explainhowthelifeof
everydaypeoplewasregulatedin
AncientMesopotamia.
Studentreferstoat2ormore
aspectsofdailylifeand
constructsclearparagraphswith
topicsentenceswhichexplainin
detailhowlifewasregulated,
usingevidenceandhistorical
accountstosupportanswers.
Studentrefersto2aspectsof
dailylifeandconstructsclear
paragraphstoexplainhowlife
wasregulated,usingsome
evidenceandhistoricalaccounts
tosupportanswers.
Studentre
aspectsof
lifewasreg
evidencean
tosu
(4marks)
(6marks)
Q4.Usingextractsfromthe
documentandyourown
understanding,evaluatetowhat
extendthisdocumentprovidesan
accuratedepictionofthelivesof
peopleinAncientMesopotamia.
Studentuseskeyexcerptsfrom
thedocumenttosupporta
thoroughcriticalanalysisofthe
effectivenessofthedocumentto
depictthelivesofpeople,using
arangeofevidencetobackup
arguments.
(10marks)
Studentusesexcerptsfromthe
documenttosupportan
examinationoftheeffectiveness
ofthedocumenttodepictthe
livesofpeople,usingof
evidencetobackuparguments.
(6marks)
Students
fromthedo
discussion
ofthedoc
livesofp
evidenceto
Zoe Gough
S00143310
References
Bloom,B.S.(Ed.).Engelhart,M.D.,Furst,E.J.,Hill,W.H.,Krathwohl,D.R.
(1956).TaxonomyofEducationalObjectives,HandbookI:TheCognitive
Domain.NewYork:DavidMcKayCoInc.
Seixas,P.,&Morton,T.(2013).TheBigSix:Historicalthinkingconcepts.Toronto:Nelson
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