This page aims to show you how sample Web 2 tools can be used to teach components of the Year 7 Depth Study from the Australian History Curriculum. It provides a description of the Year 7 objectives and, more specifically, the requirements of the Depth Study into Ancient Paths. Based on the development of thinking skill complexity throughout the unit, the page begins with tools that help students and teachers acquire and integrate knowledge. There are then suggested tools that provide opportunities for extending and refining knowledge, before suggesting a tool that can be used to use the knowledge meaningfully.

This page is intended to work as an integrated ideas collection with the other pages of this wiki, because the tools suggested on this page will fit within any other depth study discussed on other wiki pages. We invite members to add to the examples, share their experieicnes and comment on how these activities can or have been used in a classroom context.


Year 7 Level Description

The Ancient World
The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies including Australia, Egypt, Greece, Rome, China and India.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:
Key inquiry questions
  1. How do we know about the ancient past?
  2. Why and where did the earliest societies develop?
  3. What emerged as the defining characteristics of ancient societies?
  4. What have been the legacies of ancient societies?

    Depth Study - Investigating the Past
parthenon.jpg
Image retrieved from
http://www.worldhistoryonline.org/ancient-history/index.html
Students investigate the ancient past. They build on and consolidate their understanding of historical inquiry from previous years in depth, uising a range of sources for the study of the ancient past.
Depth Study
  1. Investigating the Ancient Past
    How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
    The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
    The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
>
Australian Curriculum, Assessment and Reporting Authority. (2012). The Australian Curriculum v3.0 History Foundation to Year 7 Curriculum. Retrieved April 10, 2012 from The Australian Curriculum v 3.0 Year 7
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Suggested Activities and Web 2.0 possibilities


Acquiring and Integrating Knowledge


In the digital era, knowledge itself does not stand alone, but it is a product of connections and personal learning environments in which students continue to revise, connect and alter what they know indefinitely. Knowledge spaces are physical, virtual and interconnected.

O'Connell and Groom, 2010, p. 13


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

What is the Ancient Past?

  1. Brainstorm using think, pair share.

  2. Categorise ideas into groups.

  3. Start thinking of questions to help define this question.

  4. Students to start creating a glossary.

  5. Students will view and collect images and texts.

Chronology, terms and concepts

Use historical terms and concepts (ACHHS183)

Analysis and use of resources:

Identify and locate relevant sources, using ICT and other methods (ACHHS208)

Explanation and communication:

Use a range of communication forms (oral,graphic, written) and digital technologies (ACHHS214)

TUNE IN:

To share collection of terms and concepts the teacher can use Popplet so class can categorise information and formulate questions.

Students will view images gathered by the teacher from a variety of sources presented as a gallery using quizlet
EXPLORE:

Students will begin to collect and store their own images, texts and links using a class Museum box.

SORT:

Students will define and words and ideas about ancient past to create a glossary. Glogster could be used for this purpose.



Popplet_2.jpg

Teachers and students can use Poppletas a great brainstorming tool. For visual learners it provides scope to colour code, connect ideas and group information, as well as being able to add images, including their own drawings. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki.

This sample activity below is designed for the teacher and students as they work together to show how vocabulary, ideas, concepts and questions can be used as another way of completing a KWL. This tool can be used to mindmap and/or record ideas during the unit and can be used in the reflection stage.
While teachers may prefer to set students up with their own Popplet accounts the collaborative nature of this tool would suggest team work and so teachers may set up team accounts as well.

Worked Example


Glogster.jpg

Glogster allows students to create fun, colourful online posters that can be shared and printed. Although teachers can pay for different subscription levels there is a free registration facility which allows teachers to set up a class. Worth the time and effort to do this as the concept of creating online posters will engage students. Teachers could embed posters into a class blog, website or wiki for viewing. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki.

This sample activity below shows how students can create posters to form not only a static presentation, but interactive if they choose. Once again this activity can be built on during the unit as used in the reflection stage.

Worked Example
http://sacclibrary.edu.glogster.com/example-of-work/

Quizlet
Quizlet allows teachers and students to create a gallery of images and associated text on their historical topic. It has a flashcard mode- allows the user to familiarise themselves with the material, speller mode- uses audio to have you type what you hear, learn more mode- keeps track of scores and retests incorrect answers and a test mode- generates tests with short-answer, matching, multiple choice and true/false options. It also has competitive games which allows you drag and drop questions and answers with your mouse while racing against the clock. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki



Reference
Sutherland, A () Retrieved April 10,2012, from http://www.youtube.com/watch?v=lSmmTtP4bnc

This sample activity below is to designed to illustrate how a class set of words can be created for students to learn words associated with the depth study. The tool can then be used throughout the unit as a reference and also as a revision tool. It has fun games to test the student's knowledge e.g matching words to their defintions.

Worked Example
ANCIENT PATHS



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Extending and Refining Knowledge


Good questions are at the heart of good inquiry. They should be higher-order, rich, worthy, essential and/or fertile.hey are often open-ended (have no right or wrong answer) but are backed by subsidiary questions which are usually closed. Get the initial question right and the rest of the inquiry flows well.

Kellow, 2006.


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

How do historians and archaelogists know about the Ancient past?

  1. Form teams and write questions you would ask historians and archaeologists.

  2. Once you have identified a list of questions group them to form what your team believes are key focused questions.
  3. Share questions with the whole class for evaluation.



Historical questions and research

Pose a range of questions about the past to inform a historical inquiry.(ACHHS207)

EXPLORE:

Students will use a collaborative tool such as Writeboard or Primarypad to brainstorm questions to inform their inquiry.

LOOK:

Students need to compare questions and evaluate their relevance to the inquiry.

TEST:

Students will explain how their main questions would help to answer the key inquiry question, "How do we know about the ancient past?"


writeboard_logo.gif
Writeboard allows students to write collaboratively, saving all versions with the facility to compare two versions. This tool allows students to work through several drafts as they design their questions. Writing good inquiry questions takes practice and to produce a set of questions that group is happening with requires reviewing work and editing.
As each version is saved students can revisit after a few days. The teacher can join the site and if needed add comments to help guide the students without actually working on their shared space. When students are satisfied with their work it can be exported as text to be printed or html to be shared further. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki.
This sample activity below shows the Writeboard screen and how during the unit students can add to and change the document. When teachers note that students need assistance they can intervene through the comment box and note changes using the version comparison option. Students can revisit this document throughout the unit to assess their progress and redefine questions if needed.
Worked example
2nd_writeboard.png

PrimaryPad
Primary Pad is a useful collaborative tool that allows the teacher and students to share ideas and quickly post pieces of information when working in a group or collaborative environment. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLSpage of this wiki.



Reference
Addison,I (2011). Primary Pad. Retrieved April 10,2012, from http://www.youtube.com/watch?v=S3kzdKPqpI8

This worked sample below shows how students can work collaboratively at the same time and in the same environment brainstorming and sharing ideas before, during and after the depth study. It provides a safe and secure environment where all students can contribute on an equal basis. To view, add to and/or edit an example of this task, click the image below. Feel free to add to the questions below.

Worked Example

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Using Knowledge Meaningfully

Knowledge and knowing is not just thinking critically about content, but is also a neural activity that is networked and distributed in nature. To know is to be connected, so understanding learning means understanding how and why those connections form.

O'Connell and Groom, 2010, p. 17


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

How do we know about the ancient past?

How did historians or archaeologists investigate one of the following?

Ice man

Building of the pyramids

The Trojan horse

King Arthur

Helen of Troy

Historical questions and research:

Identify and locate relevant sources, using ICT and other methods (ACHHS208)

Analysis and use of sources:

Locate, compare, select and use information from a range of sources as evidence (ACHHS210)

Draw conclusions about the usefulness of the sources (ACHHS211)

EXPLORE:

Students will explore different methods and sources used to investigate the past e.g dating methods, stratagraphy, fluorine testing and ice-core sampling

ACT:

Students will locate primary and secondary sources showing what evidence was used to investigate their topic.

Students will use their collection of sources to create a Museum box about their topic. (

REFLECT:

Students will reflect in their learning journal e.g. Kidblog, the usefulness of the sources used in their own and others investigations of the ancient past. .

Students will identify a range of archaeological sources use to investigate the ancient past.



Museum box

This tool can be contructed by a teacher and allows students to create museum boxes which can include images, videos, sounds, files and links to support their research.This activity requires students to select one historical controversy or mystery, collect sources and complete activities as outlined by the teacher. These activities would require students to evaluate the usefulness of the source, identify it as primary or secondary source and to consider its effectiveness in solving the mystery. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki. To view, add to and/or edit an example of this task click the image below.



Reference

This sample activity below shows that students can be requested to present the different sources they have located and evaluated in a museum box. teachers can scaffold this activity when students are first learning to use this tool with clear directions such as: 2 images, 1 website, 1 online encylopedia source, 1 wikipedia source and a video source. Students would be collecting sources as they progress through the unit so that when they begin this activity they have already a collection.
Worked Example
Helen.jpg
http://museumbox.e2bn.org/creator/

Kidblog
Kidblog is a very simple web2tool that allows the teacher and students to publish posts and participate in discussions within a secure classroom blogging community. The benefit of this tool is the teacher is able to maintain complete control over student blogs. To read a brief review on this Web 2.0 tool see the PMI for WEBTOOLS page of this wiki.


Worked Example
This sample activity below demonstrates blog posts which form the students reflection on their learning. When students are blogging to show reflective learning the teacher can give them questions to guide their blog. e.g How did you learn about the ancient past? What new knowledge do you have about how archaeologists learn about the ancient past?

bloggy_thing.gif


PIXTON FOR SCHOOLS
Pixton for Schools allows students to have fun and show their creativity through the use of comic strips. Comic strips allow the students to express themselves through a visual tool. Students can upload videos, images and sound. Students can tell a story in a logical sequence .



Worked Example
The worked sample below demonstrates how this tool can be used to reflect the student's knowledge and understanding of the range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029). This tool allows for a more individual and creative response from the students.






Poll - How confident are you?


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This poll was created using Polldaddy, a simple to use poll and survey Web 2.0 tool that can easily be used in your classroom.  Once a profile is created, users can create polls and surveys that can be either embedded within a website or wiki, or shared via a link.  For a poll, the results are visible once it is completed.  For a survey, the results are available via the survey creator's Polldaddy profile page.  Why not try this with your Year 7 History students?  To create a poll, all you need to do is to create a profile, insert the question of your choice and add the answers.  Stuck for inspiration?  Try one of these:

  • How do historians know about the past ?

  • Which of the following definitions best describes an archeologist ?

  • Which of the following was used to investigate the building of the pyramids in Egypt ?

  • Is flourine testing is a method used to investigate the past?>/li>

Poll created using Polldaddy
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Feel free to join the discussion. To do so, click on the speech bubble icon at the top of this page.

Discussion Forum - Year 7 Guided Inquiry

Subject Author Replies Views Last Message
Animaps Mrwright75 Mrwright75 0 130 Apr 27, 2012 by Mrwright75 Mrwright75
Penzu Mrwright75 Mrwright75 0 108 Apr 27, 2012 by Mrwright75 Mrwright75
Kidblog Mrwright75 Mrwright75 0 139 Apr 27, 2012 by Mrwright75 Mrwright75
re: YEAR DEPTH STUDY jojov23 jojov23 0 153 Apr 27, 2012 by jojov23 jojov23
Reliving history rinnymuller rinnymuller 0 133 Apr 26, 2012 by rinnymuller rinnymuller
Comments virode virode 0 132 Apr 22, 2012 by virode virode
Primary Pad jojov23 jojov23 0 119 Apr 20, 2012 by jojov23 jojov23
Great tools virode virode 0 124 Apr 20, 2012 by virode virode
Guided Inquiry Mrwright75 Mrwright75 0 197 Apr 15, 2012 by Mrwright75 Mrwright75
Year 8 Depth Studies elleyj1 elleyj1 0 171 Apr 14, 2012 by elleyj1 elleyj1




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