FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
Unit Overview Topic
(Discipline) HASS (History) (Topic)
Week Knowledge & Understanding
(SCSA)
Content descriptors
Key features of the medieval
world (feudalism, trade routes,
1 voyages of discovery, contact
and conflict).
Depth Study 1: Investigating
Medieval Europe (c. 590- c.
1500)
The way of life
2 in medieval Europe (e.g.
social, cultural, economic and
political features) and the roles
and relationships of different
groups in society.
Significant developments
and/or cultural achievements,
such as changing relations
between Islam and the West
3 (including the Crusades),
architecture, medieval
manuscripts and music.
Continuity and change in
society in crime and
punishment.
4 and Law.
The role of significant
individuals in
5 the medieval period (e.g.
Charlemagne).
Jamie-Louise Gury 20172170
Student Name: Jamie-Louise Gury
The Ancient to the Modern World Year Level: 8
Topics and Content/Knowledge Specific Skills Resources Assessment
directly linked to
Topic
- Define Key Terms: Medieval, - IU: identifying the - Oxford 8 p. Informal Assessment: Have students
Feudalism, Contact and Conflict. differences between 192-205, p. play the Matching Middle Ages game on
- Historical Skills: Questioning life now and then. 206-217, p. Quia 2 assessing through
and Researching, Analysing, - L: defining key 218-223. observation.
Evaluating and Communicating terminology. - YouTube 1.
and Reflecting. - ICT: interactive - Splash 3.
- Mapping the medieval world online learning tools. - AHE 1.
- Define Key Terms: Empathy, - L: providing - Oxford 8 p. Informal Assessment: Have students
Perspective, Middle Ages, Social definitions for key 184, 188, partake in Kahoot, and similar interactive
History, and Lifestyles. terminology. 224-238, activities, to informally assess their
- Exploration of different medieval - IU: explaining the 244-245, knowledge absorption and incorporation.
social groups, their daily lives and daily life of members 256-263.
social, cultural, economic and of medieval society. - Splash 1.
political roles and how the - PSC: effective - Splash 6.
medieval feudal system functions participation in group - MM 1/PP 1
as a hierarchy. work/learning. - Prezi 4.
- Define Key Terms: Crusades, - N: production of - Oxford 8 p. Due Class 12: Graphic Timeline of
Manuscript, International timelines. 214-215, p. Artistic Depictions of their elected social
Relations, Religious Conflict, - L: key term 220-221, group (For the Inquiry) from the 6th to the
Medieval Art and Music. definition and 240-241, 13th century with annotations of their
- Describe architectural features artefact analysis. 246-255, observations of how depictions
of the period. Researching, - CCT: examination 264-265. change/stay the same.
examining, and recognising of cultural artefacts. - Khan 1. Weighting = 15%
cultural artefacts. - AHE 1.
- Define Key Terms: Continuity, - L: key term - Oxford 8 p. Informal Assessment: Have students
Change, Fiefdoms, Armed definition. 185, p. 248- complete informal work sheets and
Forces, Security, Sentencing - IU/CCT: examining 249, 254- group brainstorming activities in
punishment and 255. response to terminology definition and
- Investigating different types of questioning them in - Splash 2. key questions in order to maintain
crime and punishment across the relation to their own - Prezi 3. observation of student progress.
middle ages. social values. - Prezi 5.
- Define Key Terms: - L: key term - Oxford 8 p. Due Class 20: Historical Inquiry Essay
Significance, Religious History, definition and essay 189, p. 238- investigating the lives of either Nobles,
and Christianity. construction. 243. Knights or Serfs and how they changed
- Explaining why Charlemagne - IU: essay response - Khan 2. or stayed the same from the 6th to the
page 2 of 20

5 was a significant figure in Medieval
Depth Study 2: Investigating
the Black Death in Asia,
Europe and Africa
6 Living conditions and religious
beliefs in the 14th century,
including life expectancy,
medical knowledge and beliefs
about the power of God
The role of
expanding trade between
Europe and Asia during the
7 Black Death, including the
origin and spread of the
disease
The causes and symptoms of
the Black Death and the
responses of different groups
8 in society to the spread of the
disease, such as the
flagellants and monasteries
The effects of the Black Death
on Asian, European and
African populations, and
9 conflicting theories about the
impact of the plague.
The effects of the Black Death
on Asian, European and
African populations, and
10 conflicting theories about the
impact of the plague.
Jamie-Louise Gury 20172170
FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
- ICT: interactive - Khan 3. 13th century, explaining their place in the
Europe. online learning tools. feudal system. Weighting = 30%
- Define Key Terms: Life - PSC/EB: effective - Oxford 8 p. Due Class 24: (5min) Group
Expectancy, Living Standards, collaboration and 266-271, Presentation (3-4 students) about a
Medicine, and Theism. communication 274-275, significant person from the social group
- Investigating 14th c. living group presentations. 282-285. they investigated, the presentation can
conditions (rural vs. urban), types - CCT/IU: - BBC 1. be a short bio, role play, or a recital of
of medicine and cures, and presentation - Splash 4. primary sources from the individual.
exploring the beliefs of God and research. - Splash 6. Weighting = 10%
plague as a punishment. - L: oral presentation - Prezi 1. - Assessment Check: 1 source for folio.
- Define Key Terms: Black - L: key term - Oxford 8 p. - Assessment Check: Students will
Death, Cause and Effect, definition. 186, 272- have collected 2 primary and secondary
International Trade, Bubonic - N: the creation and 273, 280- sources for portfolio assessment and
Plague and Disease reading of disease 281 begun annotations.
Transmission. spread maps. - Quia 2.
- Mapping the spread of the Black - CCT/ICT: source - Splash 5.
Death. research, analysis. - YouTube 2,
- PSC: group work. 3 and 4.
- Define Key Terms: Flagellants, - L: key term - Oxford 8 p. Due Class 32: Small Group Mind
Monastery, and Plague. definition. 276-279, Mapping. How different groups (poor,
- Identifying and Investigating the - IU: identification of 286-287. flagellants, or nobles) in society were
causes/symptoms, explaining social responses to - Splash 7. affected by the beliefs of the time
reactions to the plague, in terms of historical events. - Prezi 2. concerning the black death.
religion, persecutions and blame. - PSC/EB: group - Prezi 6. Weighting = 5%
work. - PP 2 & 3.
- Define Key Terms: Evidence, - L: key term - Oxford 8 p. Due Class 40: Students will submit a
Contestability, Death Rate, definition and source 187, 190- portfolio focussed on the analysis and
Populations, and Society. analysis. 191,192-205 evaluation of 8 (4 each) primary and
- Considering the reliability of - CCT: source - SM UK 1. secondary sources, in a variety of
medieval church records to analysis. - Splash 6. mediums and text forms (i.e. artwork,
determine plague impacts on - PSC/ICT: personal - Syllabus diaries, church records, etc.), which
medieval populations. historical research Bite 1. show how the black death changed
- Overview of historical skills. for assessment. - BL 1. medieval concepts of medicine, god, and
- Investigating the effects of the - IU: identification of - Oxford 8 p. other peoples. Gathering evidence that
black death on medieval social responses to 288-295. supports different thinking about the
populations (i.e. shifts in the historical events. - BBC 2. period, analysing and exploring through
feudal system due to labour - N/CCT: ability to - Splash 6. annotations. Finally students will write a
demands and peasant categorise effects of - Edsitement 2 A4 pg. essay answering the question
uprisings), gaining the ability to a historical event. 1. Can we as historians really understand
categorise those effects in terms - ICT: interactive - TES 1. the perspective of past peoples?
on the short and the long term. online learning tools. - Prezi 7. Weighting = 40%
page 3 of 20
 FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017

Unit Overview Resource References Student Name: Jamie-Louise Gury

(Discipline) HASS (History) (Topic) The Ancient to the Modern World Year Level: 8

Video/Interactive Sources
Resource Abbreviation Link/Video Description URL
in Unit Overview
YouTube 1 The Middle Ages in 3 Minutes https://www.youtube.com/watch?v=6EAMqKUimr8
YouTube 2 The Black Death Interactive History Map https://www.youtube.com/watch?v=-wUJbjGmv9w
YouTube 3 Revival of Medieval Trade https://www.youtube.com/watch?v=FFdzH60mcBk
YouTube 4 The Silk Road and Ancient Trade: Crash https://www.youtube.com/watch?v=vfe-eNq-Qyg
Course World History # 9
Splash 1 Working for a Living in Medieval England http://splash.abc.net.au/home#!/media/1608408/
Splash 2 Rough Justice in Medieval Europe http://splash.abc.net.au/home#!/media/1608496/
Splash 3 Trading for Food in Medieval Europe http://splash.abc.net.au/home#!/media/1608430/trading-for-food-in-
medieval-europe
Splash 4 Good and Bad Medicine http://splash.abc.net.au/home#!/media/1608474/good-and-bad-medicine-in-
medieval-europe
Splash 5 How the Black Death Arrived in London http://splash.abc.net.au/home#!/media/1604853/
Splash 6 Moments in Time Interactive Timeline http://splash.abc.net.au/moments-game/#/home
Splash 7 When the Bubonic Plague goes Nuemonic http://splash.abc.net.au/home#!/media/1604875/
Quia 1 Middle Ages Matching Game Interactive
https://www.quia.com/mc/66097.html
Game
Quia 2 Asian Middle Ages People, Places and Things https://www.quia.com/jg/480517.html
Interactive Game
Khan 1 Golden Age of Islam https://www.khanacademy.org/humanities/world-history/medieval-
times/islam-intro/v/golden-age-of-islam
Khan 2 Charlemagne: an Introduction https://www.khanacademy.org/humanities/world-history/medieval-
times/medieval/v/charlemagne-an-introduction
Khan 3 Charlemagne and the Carolingian Revival https://www.khanacademy.org/humanities/world-history/medieval-
times/medieval/v/charlemagne-and-the-carolingian-revival
SM UK 1 The Black Death Interactive Game http://www.sciencemuseum.org.uk/broughttolife/themes/diseases/black_dea
th
Edsitement 1 Interactive Map of the Black Death http://edsitement.neh.gov/sites/edsitement.neh.gov/files/Black_Death.swf
Prezi 1 The Black Death 1320-1352 https://prezi.com/jciuhnbjed0e/copy-of-the-black-death-1320-1352/
Prezi 2 The Flagellant Movement https://prezi.com/edhy9ssq5x3k/flagellant-movement/
Prezi 3 Medieval Crime and Punishment https://prezi.com/0w2kp2kaqsuu/medieval-crime-and-punishment/
Prezi 4 Medieval: Styles of the Middle Ages https://prezi.com/ksvtk_eiddc1/medieval/
Prezi 5 Continuity and Change in Medieval Europe https://prezi.com/djwucubrwbr6/change-and-continuity-in-the-middle-ages/
Prezi 6 Black Death Survival Kit https://prezi.com/ysxnafen5zlj/black-death-survival-kit/
Jamie-Louise Gury 20172170 page 4 of 20
 FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017

Unit Overview Resource References Continued Student Name: Jamie-Louise Gury

(Discipline) HASS (History) (Topic) The Ancient to the Modern World
Year Level: 8

Prezi 7 The Long and Short Term Effects of the Black https://prezi.com/nhuri53shwgf/the-long-and-short-term-effects-from-the-
Death black-death/
Prezi 8 World History Medieval Trade Routes https://prezi.com/zwpdoskd6gds/world-history-medieval-trade-routes-
assignment/
PP 1 PowerPoint Depth Study 1 Week 2 Class 1 https://docs.google.com/presentation/d/14ZGHKjkK0bBG26YxroagdzMMfX7
g1vRsrew7qDm9U5Q/edit?usp=sharing
PP 2 PowerPoint Causes and Symptoms of the Black https://docs.google.com/presentation/d/1GHw-bOjUdC0F-
Death Week 8 Class 1 GNuvCB5ekTZa7XmgQi-4V_9MLVQjkI/edit?usp=sharing
PP 3 PowerPoint Religious Reactions to the Black https://docs.google.com/presentation/d/1aTC6nBuwtZ2hkK587yIQT4lqlmZN
Death Week 8 Class 3 RWkSX4GS9uvKYQg/edit?usp=sharing

Text Sources
Resource Abbreviation in Unit Overview APA Reference
Oxford 8 Conti, L, Easton, M, Saldais, M, Smith, R & Dumovic, V. (2016). Oxford Big Ideas Humanities and Social
Sciences 8 Western Australian Curriculum. South Melbourne: VIC: Oxford.
BBC 1 Ibeji, Dr. M. (2011, February 2). Black Death: The Disease. Retrieved from
http://www.bbc.co.uk/history/british/middle_ages/blackdisease_01.shtml.
BBC 2 Ibeji, Dr. M. (2011, February 2). Black Death: The Effect of the Plague. Retrieved from
http://www.bbc.co.uk/history/british/middle_ages/plague_countryside_01.shtml.
Syllabus Bite 1 NSW Government. (Unknown). Exploring a Source. Retrieved from
https://schoolsequella.det.nsw.edu.au/file/a7d937aa-f140-4f52-9d22-0f6d83c8f9aa/1/13183/index.htm.
AHE 1 Ancient History Encyclopaedia. (Unknown). Timeline Search: 600-1500 CE. Retrieved from
http://www.ancient.eu/timeline/.
TES 1 TES. (Unknown). Consequences of the Black Death. Retrieved from https://www.tes.com/teaching-
resource/black-death-consequence-prompt-cards-6316817.
BL 1 British Library. (Unknown). Illuminated Manuscripts. Retrieved from
http://www.bl.uk/onlinegallery/onlineex/illmanus/index.html.
MM 1 Mostly Medieval. (Unknown). Exploring the Middle Ages. Retrieved from http://www.mostly-
medieval.com/explore/.

Specific Skills/General Capabilities Abbreviations

L = Literacy N = Numeracy ICT = ICT CCT = Critical and EB = Ethical PSC = Personal and IU = Intercultural
Creative Thinking Behaviour Social Competence Understanding

Jamie-Louise Gury 20172170 page 5 of 20

 FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017

TEACHING METHODS HaSS Student Name: Jamie-Louise Gury ID No.: 20172170

FORWARD PLANNING DOCUMENT

Year Level: 8 Learning Area Discipline / Topic: HASS - History/Depth Study 2: Investigating the Black Death in
Asia, Europe and Africa

Weeks: 7 and 8

General Capabilities:

Critical and Creative Intercultural

Literacy Numeracy ICT Ethical Behaviour Personal and Social Competence
Thinking Understanding
Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

General Capabilities Abbreviations:

L = Literacy N = Numeracy ICT = ICT CCT = Critical and Creative EB = Ethical PSC = Personal and Social IU = Intercultural
Thinking Behaviour Competence Understanding
Other Abbreviations:
M/I = Motivation/ LS = Lesson Steps LC = Lesson Closure T = Transition TPS = Think Pair Share WS = Welcome and
Introduction Settle Students
PU = Have Students EC = End Class H/W = Home Work W/L = Week/Lesson K & U = Knowledge and SLO = Specific
Pack Up Understanding Lesson Objectives
FPD COVER PAGE

The University of Notre Dame Australia, Fremantle Campus Jamie-Louise Gury 20172170 Page 6 of 13

Week/ Knowledge & Concepts & Specific Lesson
Lesson Understandings Objectives
Overview: - Students will be able to
Week The role of define the following key
7 expanding trade terms: Black Death, Disease
between Europe Transmission.
and Asia during the - Students will be able to
Black Death, create colour-coded maps
Lesson including the origin showing the spread of the
1 and spread of the Black Death.
disease - Students will be able to
actively watch documentary
Focus: Mapping videos to gain knowledge.
the Origin and - Students will be able to
Spread of the apply their content learning
Black Death regarding the spread of the
Black Death in Quiz
conditions.
- Students will be able to
assimilate their knowledge to
hypothesize roles of trade.
Overview: - Students will be able to
Week The role of define International Trade as
7 expanding trade a key term.
between Europe - Students will be able to
and Asia during the recall information from
Black Death, previous weeks through
Lesson including the origin interactive questioning.
2 and spread of the - Students will be able to
disease actively watch documentary
videos to gain knowledge.
Focus: How was - Students will be able to
Trade Expanding demonstrate their ability to
prior to, and during, read text aloud.
the outbreak and - Students will be able to
spread of the Black synthesis class content, and
Death? break down concepts
through questioning and by
rewriting content in a
shorthand form and
simplification.
Jamie-Louise Gury 20172170
FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
Specific Skills Teaching & Learning Experiences (include Focus/Key Resources and
questions) Assessments
- L: Definition of M/I: [5 min] WS running through any housekeeping - Oxford 8 p. 280-
Key Terminology, and the class aims. [5 min] YouTube work through 281 10.6 The
self-directed the video time map with the students explaining key Spread of the
reading and dates and disease movements introducing the class Black Death.
guided video concept of Mapping the Black Death. LS: [5 min] - YouTube The
viewing. Have students independently read 10.6. [15 min] Black Death
- N: Reading and Have students work in small groups working on a Interactive History
creating maps handout to create a map of the spread on the Black Map.
showing the Death using different colours to differentiate time - Splash Video
spread of disease periods and disease direction. [5 mins] Show Splash How the Black
over time. Video asking students to take note of disease Death Arrived in
- PSC: Effective transmission and role of trade. [10 min] Have London.
and appropriate students participate in Kahoot Quiz, running through - Kahoot Quiz The
communication the answers with the class after each question. LC: Spread of the
and participation [5 min] TPS Activity asking, How do you think Black Death
in the creation of Trade helped spread the Black Death? T: [5 min] https://play.kahoot.
maps as a group. Outline Portfolio Assessment expectations due at it/#/k/20b9ba21-
- ICT: Participation the end of semester and encourage students to start 0654-47b7-97f2-
in a Kahoot Quiz. looking for sources. PU/EC 166532afa2ca
- ICT: Participation M/I: [5 min] WS class running through any - Oxford 8 p. 272-
in Plicker Activity. housekeeping and the class aims. [5 min] Plickers 273 10.3 Growth
- L: Definition of Activity, working through the Black Death of Trade and
Key Terminology, questions (students will have received their plicker at Cities.
reading aloud and the beginning of the term) this will work as an - Plickers
guided video informal assessment opportunity. LS: [5 min] Questions
viewing. YouTube 1, having students making notes while https://www.plickers.com/li
- PSC: Students watching. [10 min] Group read 10.3 pausing after
brary?folder=58cbb05af1e
e8f0400cc888f
will be able to each paragraph to ask directed questions. [10 min] - YouTube 1
process YouTube 2, having students making notes while Revival of
information watching. [10 min] Have students work through a Medieval Trade
independently and definition match up work sheet in a TPS style, https://www.youtube.com/
then discuss with working Independently, with shoulder partner, finally watch?v=FFdzH60mcBk
other students, go through the answers as a class. LC: [5 min] 5-5-1 - YouTube 2 The
and the whole Activity. Have students summarise the classes topic Silk Road and
class. in 5 sentences, reduce to 5 words, and reduce to 1 Ancient Trade
https://www.youtube.com/
- CCT: Synthesis word. To be written independently then voluntarily watch?v=vfe-eNq-Qyg
of class content shared. T: [5 min] Allow time for students to question - Definition Match
and breaking regarding the folio assessment and what kind of Up Work Sheet
down ideas. sources to use and where to find them. PU/EC x32.
page 7 of 20

W/L K&U Concepts & SLO
Overview: - Students will be able to
Week The role of define cause and effect as a
7 expanding trade historical concept and apply
between Europe it to their own knowledge of
and Asia during the the spread of the Black
Black Death, Death.
Lesson including the origin - Students will be able to
3 and spread of the explore the concepts of
disease cause and effect by
producing associated
Focus: How did definitions.
trade during the - Students will be able to
medieval period apply historical concepts to a
allow for the specific event in history to
spread of the Black analyse and investigate the
Death? complexity of the Black
Death.
- Students will be able to
explore their own, and
collaborate with others, ideas
regarding focussed topics
through mind mapping.
Overview: - Students will be identify
Week The role of how different societies where
7 expanding trade affected by the Black Death.
between Europe - Students will be able to
and Asia during the describe how different
Black Death, societies were before and
Lesson including the origin after exposure to the Black
4 and spread of the Death.
disease - Students will be able to
critically view video
Focus: What was resources in order to expand
the damage content and raise new
caused by the questions.
Black Death in - Students will have
Asia, Africa, and developed personal historical
Europe? Life source research and show
before/after the an analysis and evaluation of
Black Death? sources through annotation.
Jamie-Louise Gury 20172170
FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
Specific Skills Teaching & Learning Experiences Resources/Asses.
- L: Definition of M/I: [5 min] WS class running through any - Oxford 8 p. 186
Key Terminology, housekeeping and the class aims. [5 min] Interactive Cause and
and identification Word Cloud Activity. Have students respond to the Effect.
of relevant concept Cause and Effect on their own devices to - Word Cloud Link
content. create a word cloud. LS: [10 min] Have students PollEv.com/JAMIE
- ICT: Navigation independently read Cause and Effect responding LOUISEG372
of and effective using the Fill the Gap work sheet. [15 min] Present - Fill the Gap Work
use of interactive to the class content responding to Medieval Trade sheet for guided
learning tools. and how it plays into the concept of Cause and content reading/32.
- PSC/EB: Effect in the spread of the Black Death. [10 min] - PowerPoint of
Effective Have students produce small group (3-4 students) class content
communication mind maps exploring the concepts Medieval Trade, - Prezi World
and participation Spread of Disease, Cause, and Effect. LC: [5 History Medieval
in group mind min] PLTS Plenary, students independently and Trade Routes
mapping and idea privately state how they have used, improved and https://prezi.com/zwp
discussion. will improve the following skills: Independent doskd6gds/world-
- CCT: Critical Inquirer, Team Worker, Creative Thinker, Effective history-medieval-
analysis of Participator, Reflective Learner Self Manager). T: [5 trade-routes-
assignment/
students own min] Remind students of the assessment check in
- 10 Sheets of
achievement and the next class regarding source collection and
Butchers Paper for
the applicability of annotation taking any questions from students.
group mind
concepts. PU/EC.
mapping activity.
- ICT: Use of M/I: [5 min] WS class running through any - Oxford 8 p. 270-
interactive housekeeping and the class aims. [5 min] Have 271 10.2 Life in
learning tools. students complete 2 rounds of Matching and 1 Asia, Europe and
- L/PSC: Guided round of Concentration on Asian Middle Ages Quia Africa Before the
reading with group Interactive Games. LS: [10 min] Have student work Black Death.
collaboration/ through a word fill work sheet while reading 10.2 - Quia.com Asian
conference and having students compare work in small groups once Middle Ages
guided video completed. [20 min] Show YouTube Origins of the People, Places
documentary Black Death The Black Death Comes to Europe and Things
viewing. and The Past, Present, and Future of the Bubonic Interactive Game
- CCT: Critical Plague having students actively watch to the - YouTube
reflection of self- question How did the plague affect non-European https://www.youtube.com/
watch?v=huirUty4RLE
performance. populations? LC: [10 min] Have students gather https://www.youtube.com/
- IU: Identification their work to date for folio assessment to be checked watch?v=ySClB6-OH-Q
and definition of individually by the teacher, while students complete - Assessment
ways other a Objectives Traffic Light about the lesson. T: [5 Check: 4 sources
societies where min] Provide students with directed questions for and annotations for
affected by plague revising Medieval social groups for H/W. PU/EC. folio assessment.
page 9 of 20

W/L K&U Concepts & SLO
Overview: - Students will be able to
Week The causes and define the Black Death in
8 symptoms of the terms of Bubonic and
Black Death and Pneumonic Plague.
the responses of - Students will be able to
different groups in critically view and read
Lesson society to the content to gain knowledge
1 - Oxford 8 p. 278-
spread of the and assimilate that
disease, such as knowledge through
the flagellants and questioning.
monasteries. - Students will be able to
work collaboratively and
Focus: independently to gain and
Exploring the utilise learnt content.
transmission and - Students will be able to
identification of the assimilate learnt information
disease. in a process of role-play to
determine how different
social groups reacted to the
black death.
Overview: - Students will be able to
Week The causes and define the key terms
symptoms of the flagellant and monastery.
8 https://www.youtube.com/watc
Black Death and - Students will be able to
the responses of assimilate prior knowledge to
different groups in answer questions regarding
Lesson society to the intercultural understanding
2 spread of the and different viewpoints.
disease, such as - Students will be able to
the flagellants and navigate interactive learning
monasteries. tools and actively view video
documentary.
Focus: - Students will be able to
Religious reactions work in small groups to
to the disease, assimilate learnt information
flagellants, in order to visually recognise
monasteries, and medieval figures and through
the punishment discussion and writing be
from God. able to explain how these
people reacted to the Black
Death.
Jamie-Louise Gury 20172170
FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
Specific Skills Teaching & Learning Experiences Resources/Assess.
- L: Definition of M/I: [5 min] WS class running through any - PowerPoint
https://docs.google.com/prese
key terminology, housekeeping and the class aims. [5 min] Show ntation/d/1GHw-bOjUdC0F-
active viewing of students YouTube video of causes and symptoms of GNuvCB5ekTZa7XmgQi-
4V_9MLVQjkI/edit?usp=shari
documentary the Black Death asking students to make notes as ng
video and they view. LS: [5 min] Have students independently - YouTube
independent read 10.5 using the guided reading worksheet. [5 https://www.youtube.com/watc
reading. min] Teach content on Prezi slides
h?v=y7OWLohZ_fs.
- ICT: Use of Prevention/Protection and Treatment asking
279 10.5 Causes
interactive students to think about differences between
and Symptoms of
learning tools. prevention/treatment then/now. [10 min] Kahoot
the Black Death.
- PSC/EB/IU: Quiz, run through the answers with the class after
- Prezi Black
Through group each question. [15 min] Black Death Game.
Death Survival Kit
activities students Students will take part in a whole class game to https://prezi.com/ysxnafen5zlj/
will effectively survive the black death using chance and strategy black-death-survival-kit/.
work together to as students explore different social reactions. LC: [5 - Guided Reading
establish different min] TPS What is one interesting thing you have Worksheet x32.
medieval social learnt today? T: [5 min] Outline assessment - Kahoot Quiz
https://play.kahoot.it/#/lob
perspectives. expectations for Group Mind Map in class 32 and by?quizId=51d8014f-
-CCT: Assimilating remind students to continue working on source 55ee-4dd3-b19a-
and Questioning. collection for folio assessment due class 40. PU/EC. 2096867c3e50.
- L: Active viewing M/I: [5 min] WS class running through any - Word Cloud Link
PollEv.com/jamielouiseg372.
of video content housekeeping and the class aims. [5 min] Interactive
and group oral Word Cloud Activity. Have students respond to the - YouTube
reading. question What would medieval people have thought h?v=rZy6XilXDZQ.
- ICT: Use of about the Black Death in relation to god? on their - Oxford 8 p. 286
interactive own devices. LS: [5 min] Show YouTube Black 10.8 The
learning tools. Death Song, asking students to make note of how Flagellants, p.
PSC/EB: Effective people reacted to the plague. [5 min] Group read as 288-289 10.9
participation in- a class passages from 10.8 & 10.9. [10 min] Impact on Religion
group work to Teach PowerPoint on how Medieval Christianity & Burial of the
complete work reacted. [10 min] Have students work in small Dead.
sheets and groups completing a worksheet to visually identify - Prezi The
discuss and flagellants and religious people and explain how Flagellant
debate opinion of they reacted to the black death. LC: [5 min] Whats Movement
https://prezi.com/edhy9ssq5x3
class content. your opinion? Discussion on class topics. Have k/flagellant-movement/.
- CCT: Critical students continue to work on this as the teacher - Group Work
reflection of class checks assessment progress. T: [5 min] Sheet.
content through Assessment Check and reminder of upcoming - PowerPoint
the development & assessment expectations Students will have 3 https://docs.google.com/prese
ntation/d/1aTC6nBuwtZ2hkK5
expression of primary and 3 secondary sources, ranging in 87yIQT4lqlmZNRWkSX4GS9
opinion. medium (written, visual etc.) for folio. PU/EC. uvKYQg/edit?usp=sharing.
page 10 of 20

W/L K&U Concepts & SLO
Overview: - Students will have
Week The causes and developed a broader
8 symptoms of the knowledge of medieval
Black Death and perspectives of causes of the
the responses of Black Death.
different groups in - Students will be able to
Lesson society to the effectively evaluate and
3 spread of the analyse historical sources
disease, such as using both pre-created
the flagellants and frameworks and through
monasteries. independent investigation.
- Students will be able to
Focus: recognise appropriate
The Blame Game: historical sources and
Persecution of categorise them accordingly.
Jews and - Students will be able to
Analysing explore analytical
Historical Sources. understandings both in
groups and independently.
Overview: - Students will be able to
Week The causes and actively watch documentary
8 symptoms of the video to formulate questions
Black Death and and assimilate historical point
the responses of of views to the Black Death.
different groups in - Students will be able to
Lesson society to the effectively work in small
4 spread of the groups to respond to a given
disease, such as question and criterion in
the flagellants and multiple perspectives.
monasteries. - Students will be able to
progressively utilise content
Focus: and opinions from class and
People reacting to peers to analyse and
the end of the evaluate historical sources.
world and the - Students will be able to take
sinners. on a questioning role,
developing and conducting
lines of query amongst their
peers as an activity to
synthesise class content and
unit learning.
Jamie-Louise Gury 20172170
FPD ASSIGNMENT: EDSM07 - SEMESTER 1, 2017
Specific Skills Teaching & Learning Experiences Resources/Assess.
- ICT: use of M/I: [5 min] WS class running through any - Oxford 8 p. 286
interactive housekeeping and the class aims. [5 min] Quia 10.8 Persecution
learning tools. game Europe in the Middle Ages. LS: [5 min] Set of the Jews, p.
- L: Independent the scene for the persecution of others during the 289 10.9
reading and use of Black Death, reading 10.8 passage to the class. [5 Evidence, p. 284-
word fill sheets. min] Introduce the importance of evidence analysis 285 10B Rich
- L/CCT/PSC: and historical inquiry reading through 10B as a Task, p. 198-200
Historical source class. [10 min] Have students in small groups work 7.4 & 7.5
analysis and through the 10B using the Source Evaluation Chart Analysing and
evaluation both handout. Get the activity going by working through Evaluating.
independently and source 1 as a class. [10 min] Have students work - Quia Game
in small groups, independently to create their own source evaluation https://www.quia.c
using both pre chart for 10.9 Evidence task. LC: [5 min] Have om/rr/93721.html.
created rubrics of students independently read 7.4 & 7.5 using a - Source
evaluation charts guided reading word fill handout. Have students then Evaluation Charts
and through an discuss with their shoulder partner about how they Handout.
independent would use this in their own assignments. T: [5 min] - Guided Reading
original analysis Outline assessment expectations for the Group Word Fill Work
processes. Mind Map taking place in the next class. PU/EC. Sheet.
- L: Active viewing M/I: [5 min] WS class running through any - Oxford 8 p. 290-
of video material, housekeeping and the class aims. [5 min] Have 291 10.10 The
verbal reading, students actively watch Splash video When End of the
and the effective Bubonic Plague goes Pneumonic. Ask students to world, p. 286
creation of mind take notes on How might the physical changes in 10.8 The Sinners.
maps. the presentation of disease symptoms affected - Splash Video
- PSC/CCT: Medieval Peoples?. LS: [5 min] Group read with the http://splash.abc.net.au/ho
Participation in whole class 10.10 and The Sinners passage from
me#!/media/1604875/
- Assessment In
group idea 10.8. [20 min] Small Group Mind Map In Class
Class: Small
expression and Assessment. Have students in groups of 3-4 in the
Group Mind Map.
development. form of a mind map answer How were different
Students working
- EB: Effective and social groups (poor, flagellants, nobles) affected by
in groups of 3-4 as
appropriate the beliefs (religion, medicine) of the time
directed by the
collaboration with concerning the black death? LC: [5 min] Ask a
teacher to
peers through the Question. Have students write down 3 questions
creatively respond
sharing and they would like to ask the other students about the
to a given question
developing of weeks lessons. Students will ask their shoulder
Weighting = 5%
ideas. partners and their small groups these questions
- 10 Sheets of
- IU: Exploration of while the teacher moves through the transition. T: [5
Butchers Paper for
different medieval min] Assessment Check for folio. Students will
group mind
social responses have 3 primary and 3 secondary sources gathered
mapping activity.
to the Black Death and have developed annotations. PU/EC.
page 11 of 20