FORWARD PLANNING DOCUMENT

Year Level:

Learning Area/Topic:

History The Black Death

General Capabilties:
Literacy
Numeracy
ICT
Critical and Creative Thinking
Ethical Behaviour
Personal and Social Competence
Cross-curriculum Priorities:
Aboriginal and Torres Strait Islander Histories and Cultures
Asia and Australias Engagement with Asia
Week/
Knowledge and
Concepts and Specific
Skills
Teaching and Learning Experiences
Lesson
Understanding
Lesson Objectives

2/1
Spread of
the Black
Death

Historical
Knowledge and
Understanding /
The Black Death /
ACDSEH069
Historical Skills /
Chronology,
Terms and
Concepts /
ACHHS148

Historical
Knowledge and
Understanding /
The Black Death /
ACDSEH015

2/2
Living
Conditio
ns and
Causes
of the
Black
Death

Historical
Knowledge and
Understanding /
The Black Death /
ACDSEH070
Historical Skills /
Analysis and use
of sources /
ACHHS153

Intercultural Understanding
Sustainability
Resources and
Assessments

- List major reasons for

the spread of the Black
Death.
- Describe how trade
routes affected and
influenced the spread of
the Black Death.
- Identify major dates and
cities involved in the
spread of the Black
Death.

- Chronologically
sequence important
events relating to
the spread of the
Black Death.
- Analyse
secondary sources
of information
(timeline and map
activity).

Introduction: - Students to open class Weebly.

- Teacher to ask verbal question to engage class discussion: what
de we already know about the Black Death?
- Students to watch class Prezi with youtube video.
Body: Act 1 Students are to analyse timeline on the class
Weebly and then complete the interactive map activity. Teacher
instructs students that they are to pay particular attention to
important dates and the names of important cities.
Body: Act 2 Students are to scroll further down on the Lesson 1
page of the class Weebly and individually complete the
SurveyMonkey quiz.
Conclusion: - Teacher is to discuss and review SurveyMonkey
questions with the students, by asking for volunteers to answer
each question.

http://year8se.weebly.com/less
on-1.html
Timeline
http://prezi.com/z9tnii8tb8yc/?
utm_campaign=share&utm_m
edium=copy&rc=ex0share
SurveyMonkey
https://youtu.be/rZy6XilXDZQ
http://edsitement.neh.gov/sites
/edsitement.neh.gov/files/Blac
k_Death.swf
Informal Assessment:
Completion of the
SurveyMonkey quiz.

- Identify the ways in

which living conditions in
Medieval Europe were
conducive to disease.
- List the different types
of Black Death.
- Describe how each type
was caused.

Students can:
- Categorise and
filter historical
information into
different blog posts.
- Research and
locate information
from suitable
primary and
secondary sources.
- Convey learnt
information through
written response.
- Assess work of
peers
constructively.

Introduction: - Teacher to reaffirm content of previous lesson by

asking verbal questions: How did the Black Death spread so
quickly? What were some of the major cities involved?
- Watch video as a class on the projector; video is also on class
Weebly if students need to refer to it throughout the lesson.
Body: Act 1 Students are to follow directions on the Lesson 2
page of the class Weebly, and log into the class Kidblog. Using
the video viewed and other methods of internet research, students
are to write and publish 3 Kidblog posts. Posts are to respectively
focus on: living conditions at the time of the Black Death, the role
of fleas and rats, and the 3 different types of Black Death. Posts
should be accompanied by graphics found through Creative
Commons.
Conclusion: Students are to post one comment on a post of
another student, indicating what they like about their blog post and
what they think could have been done better.

http://year8se.weebly.com/less
on-2.html
http://www.history.com/topics/
black-death/videos/coronersreport-plague
http://kidblog.org/TheBlackDea
th/
Creative Commons
Informal Assessment:
Kidblog posts and comments.

FORWARD PLANNING DOCUMENT

Year Level:

Learning Area/Topic:

History Medieval Europe

General Capabilties:
Literacy
Numeracy
ICT
Critical and Creative Thinking
Ethical Behaviour
Personal and Social Competence
Cross-curriculum Priorities:
Aboriginal and Torres Strait Islander Histories and Cultures
Asia and Australias Engagement with Asia
Week/
Knowledge and
Concepts and Specific
Skills
Teaching and Learning Experiences
Lesson
Understanding
Lesson Objectives

2/3
Sympto
ms of the
Black
Death
and
Respons
es of
Society

2/4
Impacts
and
Effects
of the
Black
Death

Historical
Knowledge and
Understanding /
The Black Death /
ACDSEH070
Historical Skills /
Explanation and
Communication/
ACHHS157

Historical
Knowledge and
Understanding /
The Black Death /
ACDSEH072
Historical Skills /
Analysis and the
use of sources /
ACHHS153

Intercultural Understanding
Sustainability
Resources and
Assessments

- Describe the symptoms

of the various types of the
Black Death.
- Outline key information
regarding the Black Death
such as the fatality rate.
- Identify various social
responses to the Black
Death.

Students can:
- Research and
discover crucial
information
regarding the Black
Death.
- Using graphic
communication
forms (Smore) to
explain and
communicate
historical
knowledge and
data.

Introduction: - Students complete ProProfs Quiz to reaffirm

content learnt in previous lesson. Focus Questions: What is the
name of the bacteria that caused the Black Death? What are the
three different types of the Black Death?
Body: Act 1 Following directions on class Weebly, students are
to view information regarding the symptoms of each type of
plague, and also the responses of different societal groups to the
Black Death.
Body: Act 2 Each student is to draw a piece of paper from a
hat. The piece will have either one of the three types of the Black
Death on it, or a prominent social group (flagellants, members of
the clergy, laypeople). Students are to individually create a
graphic information sheet with Smore, detailing information about
their assigned type of plague/social group.
Conclusion: Students post their Smore posters onto their
Kidblog.

http://year8se.weebly.com/less
on-3.html
http://kidblog.org/TheBlackDea
th/
ProProfs Quiz
Smore
Informal Assessment:
Completion of ProProfs quiz
and Smore poster.
Homework: Leave a
thoughtful and constructive
comment about one of your
peers Smore posters.

- List short term and longterm effects of the Black

Death.
- Describe the
implications of these
effects.
- Identify patterns
between occurrences
such as the weakening of
the Church and the
weakening of feudalism.

Students can:
- Successfully
create a flowing
mind map to
represent thought
processes.
- Filter and
categorise
information to
identify what is
useful to them and
their Slide.ly.
- Use graphic
presentation
formats such as
Slide.ly.

Introduction: - Students are to construct a Spiderscribe mindmap

detailing content learnt in the previous lesson and any ideas about
how the Black Death may have affected the world on a greater
scale (depopulation, destabilisation of the Church and feudalism).
Students then embed Spiderscribes into their blogs.
Body: Act 1 Teacher is to split students into 5 groups, and
assign one impact of the Black Death to each group:
Depopulation, weakening of feudalism, peasant unrest and revolt,
religion and the Church and the start of the slave trade. Focusing
on the details of these impacts, both short and long term, students
in their groups are to create a Slide.ly presentation.
Conclusion: - Students will present Slide.ly presentations to the
rest of the class.

http://year8se.weebly.com/less
on-4.html
Spiderscribe
Slide.ly
Informal Assessment:
Presentation of Slide.lys