YEAR 11 PRELIMINARYANCIENT HISTORY PROGRAM 2014

PRINCIPAL FOCUS: By studyin !n"i#nt s$"i#ti#s% sit#s !nd s$u&"#s stud#nts '#!&n t$ in(#sti!t# t)# s$"i!' )ist$&y $* ! +#$+'# t)&$u)
!n in(#sti!ti$n $* t)# &#,!ins $* t)#i& ,!t#&i!' "u'tu&#% !nd "$,# t$ und#&st!nd t)# -#y d#(#'$+,#nts !nd *$&"#s t)!t ,!y )!(# s)!+#d
t)!t s$"i#ty.
OUTCOMES ASSESSMENT OF LEARNING OUTCOMES
P1.1 describe and explain the contribution of
key people, groups, events, institutions,
societies and sites within 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
1. Skills est ! "rchaeology
2. #esearch and Source "nalysis ! $ntombed
%arriors of &ian
3. 'istorical (nvestigation #esearch Pro)ect
*. Preliminary $xamination
/TF: E0+'i"it /u!'ity C&it#&i!
Hi) E0+#"t!ti$ns
P3.* identify and account for differing
perspectives and interpretations of the past
P3.+ discuss issues relating to ownership and
custodianship of the past
P3., plan and present the findings of historical
investigations, analysing and synthesising
information from different types of sources
P*.1 use historical terms and concepts
appropriately
P*.2 communicate knowledge and
understanding of historical features and issues,
using appropriate oral and written forms
TOPIC: PART 11 :
ANCIENT SOCIETIES%
SITES AN1 SOURCES
TITLE : GREE2 1RAMA COURSE TIME :
TOPICS STRATEGIES RESOURCES /UALITY TEACHING
FRAME3OR2
Students learn "-./0
context0 political, social
Students learn . 0
/se a range of historical 1. C$nt#0t "nti1uity 1 ! textbook
T#!")in !nd '#!&nin
s#4u#n"# "$nt!ins s$,#
$& !'' $* t)# *$''$5in
economic structures of
+th century -2 "thens,
religion, women
fifth century "thenian
dramatists
occasion, nature and
performance of tragedy
and comedy
mechanics of 3reek
theatre 0 e1uipment,
costumes, management,
religious festivals,
actors, ritual,
performance,
competition, audience
reading and4or
performing one or more
plays eg "eschylus 0The
Persians, Sophocles0
Antigone,
Electra,$uripides
0Medea, "ristophones 0
The Wasps, Lysistatra,
The Poet and the
Women
ma)or themes and
concerns of 3reek
drama 0 the impact of
war, the state versus the
and archaeological
sources about the
ancient society or site in
order to 0
gather, select, organise
information in relation
to the geographical
context, social
relationships, gender,
economy, religion, death
and burial, cultural life,
people5s lives and
archaeological and
historiographical issues
of the ancient society
describe significant
power, gender, social,
economical and cultural
relationships in the
ancient society
make deductions and
draw conclusions about
change and continuity in
significant power,
gender, social, economic
and cultural
relationships in the
ancient society
weigh up the relative
-ackground notes
'istorical context !
"ncient 3reek culture
and society ! discussion,
sources
erminology ! glossary
of terms
2. 1&!,!tists
-iographical details
writers in "ncient
3reece
3uess %ho6
6. P#&*$&,!n"# $*
"$,#dy !nd t&!#dy
Source work
4. T)#!t&# ,#")!ni"s
7abelled diagrams
8ask making
extbook exercises
"udio cassette 9he
Persians:
(nternet
Sources
%ebsites0
https044carnogold.wiki
spaces.com4Preliminar
y
http044www.historygui
de.org4ancient4lecture
;b.html
/u!'ity T#!")in
E'#,#nts:
INTELLECTUAL
/UALITY
1##+ 2n$5'#d#
1##+
Und#&st!ndin
P&$7'#,!ti"
2n$5'#d#
Hi)#&8$&d#&
T)in-in
M#t!'!nu!#
Su7st!nti(#
C$,,uni"!ti$n
/UALITY LEARNING
EN9IRONMENT
E0+'i"it /u!'ity
C&it#&i!
En!#,#nt
Hi) E0+#"t!ti$ns
S$"i!' Su++$&t
Stud#nts: S#'*
R#u'!ti$n
Stud#nt 1i&#"ti$n
individual, the state
versus the family,
nature of 5 barbarism5,
pride and the polis, role
of the gods in human
affairs, gender roles and
relationships
reliability of sources in
relation to the
significance of power,
gender, social,
economic, cultural,
archaeological and
historiographical issues
of the ancient society or
site
examine the available
sources, note the gaps in
the evidence and
evaluate the extent to
which these affect the
usefulness of
information
assess a range of
interpretations about the
ancient society or site
from ancient and
modern sources and
consider why these
views might differ
construct coherent oral
and written texts to
explain and discuss
significant power,
gender, social,
economic, cultural,
;. S"&i+ts
7istening to
performance <audio
cassette=
he Persians ! script
reading and group work
>ui?
@efinition exercise
.nline exhibition !
3reek theatre
SIGNIFICANCE
B!"-&$und
2n$5'#d#
Cu'tu&!'
2n$5'#d#
2n$5'#d#
Int#&!ti$n
In"'usi(ity
C$nn#"t#dn#ss
N!&&!ti(#
T#!")in !nd '#!&nin
s#4u#n"# "$nt!ins t)#
*$''$5in !"ti(iti#s:
S$u&"# 5$&-
R#!din !nd n$t#
t!-in
S)$&t !ns5#&
&#s+$ns#s
E0t#nd#d
&#s+$ns#s
R#s#!&")
C'!ss dis"ussi$ns
C'!ss d#7!t#s
Mind ,!+s
B&!inst$&,in
s#ssi$ns
archaeological and
historiographical issues
of the ancient society or
site
G&$u+ !"ti(iti#s
Ess!y 5&itin
T!7'#
"$nst&u"ti$n
O&!'
+&#s#nt!ti$ns
9id#$s
ICT !"ti(iti#s
E9I1ENCE OF LEARNING<E9ALUATION