YEAR+7

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.

toc = 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: > > **Depth Study - Investigating the Past** 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. > 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)] > || Back to Top
 * 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?
 * [[image:guidedinquiryhistory/parthenon.jpg]]
 * Depth Study**
 * 1) Investigating the Ancient Past
 * 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 ||

// Acquiring and Integrating Knowledge //
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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.

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 * Worked Example**

[[image:guidedinquiryhistory/Glogster.jpg width="289" height="55" link="@http://www.glogster.com/"]]
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.

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 * Worked Example**

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

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__Reference__ Sutherland, A Retrieved April 10,2012, from []

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.

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 * Worked Example**

// Extending and Refining Knowledge //
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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**

[|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 WEBTOOLS page of this wiki.

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__Reference__ Addison,I (2011). Primary Pad. Retrieved April 10,2012, from []

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.

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 * Worked Example**

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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.<span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: small;">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 <span style="font-family: arial,sans-serif; font-size: small;">@PMI for WEBTOOLS <span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: small;"> page of this wiki. To view, add to and/or edit an example of this task click the image below.

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__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**

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. <span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: small;">To read a brief review on this Web 2.0 tool see the <span style="font-family: arial,sans-serif; font-size: small;">@PMI for WEBTOOLS <span style="background-color: #ffffff; font-family: arial,sans-serif; font-size: small;"> page of this wiki. media type="youtube" key="UKhMeHcCG_8" height="230" width="385"

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?
 * Worked Example**



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.
 * [|PIXTON FOR SCHOOLS]**

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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 <span style="background-color: transparent; color: #ababab; font-size: 12px; text-decoration: none; vertical-align: baseline;">[|(ACDSEH029)]. This tool allows for a more individual and creative response from the students.
 * Worked Example**

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=Poll - How confident are you?=

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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 **
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 * Page created by**

Jo and Virginia