YEAR+8

This page aims to show you how Web 2 tools can be used to teach components of the Year 8 Depth Study from the Australian History Curriculum. It provides a description of the Year 8 objectives and, more specifically, the requirements of the Depth Study into The Spanish Conquest of the Americas (c. 1492 - 1572). 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 experiences and comment on how these activities can or have been used in a classroom context.

= Year 8 Level Description = toc The Year 8 curriculum provides study of history from the end of the [|ancient] period to the beginning of the [|modern] period, c.650 AD ([|CE]) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the [|modern] world began to take shape. The content provides opportunities t o 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 knowle dge, understanding and skills is provided by **inquiry questions** through the use and [|interpretation] of sources. The key inquiry questions at this year level are:
 * The Ancient to the Modern World**


 * Key inquiry questions**
 * 1) How did societies change from the end of the [|ancient] period to the beginning of the [|modern] age?
 * 2) What key beliefs and values emerged and how did they influence societies?
 * 3) What were the causes and effects of contact between societies in this period?
 * 4) Which significant people, groups and ideas from this period have influenced the world today?

= **Depth Study - The Spanish Conquest of the Americas (c. 1492 - 1572)** =
 * [[image:guidedinquiryhistory/ld002.jpg width="276" height="209" align="left" caption="Image: Engraving by Theodor de Bry of the Spanish conquest, 16th century. Source: http://www.imagobella.com" link="@http://www.imagobella.com/images-listing.asp?tag=Latin%20America"]] || # Pre-Columbian life in the Americas, including social organisation, city life and beliefs. (ACDSEH016)
 * 1) When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
 * 2) The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074)
 * 3) The impact of the conquest on the Aztecs OR Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe (ACDSEH075)
 * 4) The longer-term effects of colonisation, including slavery, population changes and lack of control over resources (ACDSEH076) ||
 * (Depth study descriptors and Historical Skills listed below from Australian Curriculum, Assessment and Reporting Authority. (2012). The Australian Curriculum v3.0 History Foundation to Year 10 Curriculum. Retrieved March 25, 2012 from http://www.australiancurriculum.edu.au/History/Curriculum/F-10) ||

=**Suggested Activities and Web 2.0 possibilities**=

//Acquiring and integrating knowledge//
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**Context: Acquiring and integrating knowledge**
BEFORE: Students will have some understanding of the Spanish Conquest from the Overview, which looks at important features of the period c. 650 AD (CE) - 1750. From this study they should know about the New Worlds and some of the reasons exploration was indicative of this time period.

DURING: As they may not have used Mindmeister and/or Delicious before, students may need some guidance on how to use these tools. Watch the tutorial videos to familiarise yourself with these tools prior to using this activity. Discuss with students which search terms they should use on Delicious and how to determine relevance and/or usefulness when determining which link, video or file to add to the Mindmeister map.

AFTER: Students should demonstrate an understanding of some of the key concepts of the depth study. They should also be able to determine and articulate the gaps in their knowledge. In selecting a relevant link, video or file to add to their map, students show that they are able to assess the relevance and usefulness of sources. Use the map as a source of historical terms and concepts. media type="custom" key="15552132" To see an evaluation of this tool, go to the PMI for WEBTOOLS page of this wiki. media type="custom" key="15383832" To see an evaluation of this tool, go to the PMI for WEBTOOLS page of this wiki.

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Source: Bubbl.us

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// Extending and refining knowledge //
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**Context: Extending and refining**
BEFORE: Prior to undertaking this learning experience, studenst will need guidance in making relevant and worthy post in a collaborative environment.

DURING: Students will be making decisions about hypotheses regarding a primary source. They will make their own interpretations and reflect upon the usefulness of the source.

AFTER: Ask students to discuss their contributions to the Stixy board. Your Stixy board can remain a place where you (as the teacher) and students can make connections with primary and secondary sources.



media type="custom" key="15383844" To see an evaluation of this tool, go to the PMI for WEBTOOLS pageof this wiki.

To view, add to and/or edit an example of this task, go to here or click the image below.



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// Using knowledge meaningfully //
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**Context: Using knowledge meaningfully**
BEFORE: Prior to undertaking this task, students will need to have a solid level of understanding about the Spanish Conquest of the Americas.

DURING: While undertaking this task, students will need assistance in determining quality inquiring questions. They will also need guidance on how to use creditable resources, as well as instruction on how to use a range of primary and secondary sources. Classroom discussions will need to be undertaken to assist students in ascertaining the relevance, reliability and usefulness of the sources they access.

AFTER: Ask students to discuss their skills as a researcher and historian. What have they learned about the inquiry process? How could they improve their skills for next time? Ask students to make a list, either in their Penzu journal or in their notebook, of things they need to consider next time they embark on an inquiry task.



media type="custom" key="15383854" To see an evaluation of this tool, go to the PMI for WEBTOOLS page of this wiki.



media type="custom" key="15383862" To see an evaluation of this tool, go to the PMI for WEBTOOLS pageof this wiki.

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Have a go! Add your ideas straight into the TypeWith.me page. If you would like to share this example with your colleagues or students, email them this link: @http://typewith.me/p/Impacts_of_the_Spanish_Conquest_of_the_Americas

To view a Deliciousstack created for this particular task, click here



To access a worked example of the Penzu section of this experience, have a look at any of the pages below. Please note that these pages have been created as examples to show you what Penzu can offer your History class. The details of the pages are the starting point only. Inquiry Question 1 Inquiry Question 2 Inquiry Question 3 Inquiry Question 4 Inquiry Question 5 Reflection on the Research Process Bibliography Essay Plan

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=Poll - How confident are you?=

media type="custom" key="15356484" 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.

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Page created by Elley