Teacher s Resource Kit solutions

Transcription

1 Contents How to use Heinemann HISTORY 1: A narrative approach Introduction Why the narrative approach? Other methodologies Links to the Essential Learnings Launching ideas for each chapter Components Overview Key to icons Using the Textbook Using the Student CD-ROM Using the Workbook Using the s Resource Kit Chapter 1 s Resource Book viii viii viii viii ix x x xi xi xii xiii xiii CD-ROM 1.1 Foundation worksheet 1 CD-ROM 1.2 Extension worksheet 2 CD-ROM 1.3 Chapter test 3 CD-ROM 1.4 Assessment task 5 CD-ROM 1.5 Assessment rubric 6 CD-ROM 1.6 Assessment rubric 7 CD-ROM 1.7 Student self-assessment sheet 9 CD-ROM Chapter 2 Egypt: Gift of the Nile 2.1 Foundation worksheet 10 CD-ROM 2.2 Extension worksheet 12 CD-ROM 2.3 Chapter test 14 CD-ROM 2.4 Assessment task 17 CD-ROM 2.5 Assessment rubric 19 CD-ROM 2.6 Student self-assessment sheet 21 CD-ROM iii

2 Chapter 3 Greece: Birthplace of democracy 3.1 Foundation worksheet 22 CD-ROM 3.2 Extension worksheet 23 CD-ROM 3.3 Chapter test 24 CD-ROM 3.4 Assessment task 27 CD-ROM 3.5 Assessment rubric 28 CD-ROM 3.6 Student self-assessment sheet 29 CD-ROM Chapter 4 Rome: Ancient superpower 4.1 Foundation worksheet 30 CD-ROM 4.2 Extension worksheet 31 CD-ROM 4.3 Chapter test 32 CD-ROM 4.4 Assessment task 35 CD-ROM 4.5 Assessment rubric 36 CD-ROM 4.6 Student self-assessment sheet 37 CD-ROM Chapter 5 China: The central kingdom 5.1 Foundation worksheet 38 CD-ROM 5.2 Extension worksheet 40 CD-ROM 5.3 Chapter test 41 CD-ROM 5.4 Assessment task 43 CD-ROM 5.5 Assessment rubric 44 CD-ROM 5.6 Student self-assessment sheet 46 CD-ROM Chapter 6 The Middle Ages I: People and places 6.1 Foundation worksheet 47 CD-ROM 6.2 Extension worksheet 48 CD-ROM 6.3 Chapter test 49 CD-ROM 6.4 Assessment task 51 CD-ROM 6.5 Assessment rubric 52 CD-ROM 6.6 Student self-assessment sheet 53 CD-ROM iv

3 Chapter 7 The Middle Ages II: A knight s tale 7.1 Foundation worksheet 54 CD-ROM 7.2 Extension worksheet 55 CD-ROM 7.3 Chapter test 56 CD-ROM 7.4 Assessment task 58 CD-ROM 7.5 Assessment rubric 59 CD-ROM 7.6 Student self-assessment sheet 60 CD-ROM Chapter 8 The spread of Islam: The rising crescent 8.1 Foundation worksheet 61 CD-ROM 8.2 Extension worksheet 62 CD-ROM 8.3 Chapter test 64 CD-ROM 8.4 Assessment task 66 CD-ROM 8.5 Assessment rubric 67 CD-ROM 8.6 Student self-assessment sheet 68 CD-ROM Chapter 9 Japan: The code of the warrior 9.1 Foundation worksheet 69 CD-ROM 9.2 Extension worksheet 70 CD-ROM 9.3 Chapter test 71 CD-ROM 9.4 Assessment task 73 CD-ROM 9.5 Assessment rubric 74 CD-ROM 9.6 Student self-assessment sheet 75 CD-ROM v

4 0 Age of discovery: New ways, new ideas 10.1 Foundation worksheet 76 CD-ROM 10.2 Extension worksheet 77 CD-ROM 10.3 Chapter test 78 CD-ROM 10.4 Assessment task 80 CD-ROM 10.5 Assessment rubric 81 CD-ROM 10.6 Student self-assessment sheet 82 CD-ROM Extras FL1 Flexi-lesson worksheet: Egypt 83 CD-ROM FL2 Flexi-lesson worksheet: The Middle Ages II 85 CD-ROM Flexi-lesson solutions MI1 Multiple intelligence worksheet Verbal/linguistic: Ancient civilisations MI2 Multiple intelligence worksheet Logical/mathematical and visual/spatial: Greece MI3 Multiple intelligence worksheet Intrapersonal/interpersonal: Rome MI4 Multiple intelligence worksheet Intrapersonal/interpersonal: China MI5 Multiple intelligence worksheet Intrapersonal: The Middle Ages I MI6 Multiple intelligence worksheet Bodily/kinaesthetic: Japan MI7 Multiple intelligence worksheet Logical/mathematical and verbal/linguistic: Age of discovery Multiple intelligence worksheet solutions Scaffolds Bibliography template Debating adjudication sheet Editing and proofreading checklist Group work pro forma Report scaffold Source analysis form Thinking scaffold concept map Thinking scaffold fishbone Thinking scaffold future wheel Website evaluation form 88 CD-ROM 90 CD-ROM 92 CD-ROM 94 CD-ROM 96 CD-ROM 97 CD-ROM 99 CD-ROM vi

5 1.1 Foundation worksheet Create a storyboard DCT Com T Arts Use a storyboard to present your understanding Your task is to complete this storyboard for a film about Pompeii. Filmmakers use storyboards to plan out the basic scenes before they start filming. In your textbook, read about Claudia Terentius Neo and her family in Pompeii. When Mt Vesuvius erupted they became buried under the layers of ash and pumice. Tell the story of Claudia and her family and their fate during the eruption of Mt Vesuvius. Complete this storyboard by writing the missing dialogue and sketching the missing drawings. Narrator: Mt Vesuvius rumbled and the ground shook gently. Smoke curled from the top of the mountain that overlooked Pompeii. Narrator: Pompeii was close to the Bay of Naples, south of Rome. Herculaneum and Naples were not far away. Narrator: Narrator: Suddenly, Vesuvius erupted sending lava and ash several kilometres into the air. Claudia: We decided to wait for Terentius to get home. I looked at our wedding portrait and prayed that he would return soon. Corelia: Narrator: Claudia: We survived the night. The roof creaked eerily under the weight of the pumice and ash. The only way out was through an upstairs window. Narrator: When Vesuvius finally rested, beautiful Pompeii lay under ten billion tonnes of pumice and ash. Giuseppe: I am Giuseppe Fiorelli. I became director of excavations in I put a team to work marking the city out in nine large blocks. Giuseppe:

6 1.2 Extension worksheet Present your understanding in a variety of forms A Write to the emperor Com T Imagine that you are a senior Roman official in the city of Pompeii. You need to write to the emperor explaining what is happening in Pompeii. Include information about: the volcano the mood of the city what you did and why you acted this way how you handled people wanting to leave and those who decided to stay. You need to research how messages were delivered to Rome. Present your messages as letters or reports. Each message should be words. You need to produce a minimum of THREE documents. At least ONE must explain the period leading up to the tragedy and at least ONE must explain the period after it. B Promote Pompeii, the ruin ICT Com T Create a tourist brochure or a website promoting Pompeii as an area of historical interest. Include: maps of the site travel details from the nearest major city sites of interest photographs or illustrations of key archaeological finds details about the important archaeologists who have worked at Pompeii. There is a word limit of 300 words. If you are creating a brochure, a piece of A4 using both sides and folded into thirds would be good. If you are creating a website the same word limit should apply, but you may build in links if you wish. Remember, you need to acknowledge the sources of your photographs or information. C Create a timeline Com T Carry out research to find out what was happening in other parts of the world at the same time Pompeii was buried. Create a timeline from ten years before to ten years after the event that includes the details you discover. Try to move away from a traditional timeline and create one that is visually exciting by using colour and graphics as well as written information. See if it is possible to list events from all continents. Think of ways to illustrate what the people in western Europe believed about the events. Make sure you indicate where you are reporting hypotheses (possible explanations).

7 1.3 Chapter test A True or false? Circle whether the following statements are true or false. 1 We have gained most of our knowledge of Pompeii from what was written in the true false letters of Pliny the Younger. 2 Vesuvius erupted just the once, in AD 79, which is why people didn t expect it. true false 3 Giuseppe Fiorelli discovered the site of Pompeii and was the first to carry out a true false dig there. 4 Giuseppe Fiorelli carried out his research in a systematic and scientific manner. true false 5 All the knowledge that we have of the eruption in AD 79 has been gained through true false archaeological excavations. 6 Ash covered the city of Pompeii in layers up to four-and-a-half metres deep. true false 7 The kitchens and toilets in Pompeii were usually in the same part of the house. true false 8 The suddenness of the eruption and the thick blanket of ash have helped true false archaeologists learn a lot about life in Roman cities at that time. 9 The eruption had an effect on both the land and the sea around Pompeii. true false 10 The archaeologists initially lost a lot of information and evidence because they true false didn t realise what the hollows in the ash and pumice were. Score /10 B Fill the gaps Fill in the gaps in the text with the best answer from the box. Pompeii Mt Vesuvius archaeologists eyewitness Pliny the Younger excavations plaster primary systematic replica _ erupted in AD 79. It spewed forth tonnes of pumice and ash that quickly engulfed the beautiful city of _. _ have been carried out at the site for many years. Pompeii has become a magnificent source of _ evidence about the life of Roman people at that time. We know a lot about this city because of the work of _ and there is also an _ account of what happened written by a young man called _. The first archaeologist to carry out _ excavations at the site of Pompeii was Giuseppe Fiorelli who also learned to fill the gaps in the pumice with _ thus enabling him to create a _ of the body that had created the gap. Score /10

8 1.3 Chapter test continued C Questions 1 Explain how, why or when an archaeologist would use the following pieces of equipment. camera tape measure coloured rods and sticks sieve small brushes Score /20 2 What difficulties could we encounter when we use primary sources of information, such as Pliny s letters, as a source for historical interpretation? 3 How does a secondary source differ from a primary source? Give an example of a secondary source. 4 Why is it important for an archaeologist to record every one of their finds in its exact location? 5 Why do historians use the letters AD, BC and c.? 6 Think about the fact that up to 2000 people remained in Pompeii when it was obvious that the volcano was about to explode. What were their reasons for not escaping? Score /10 Total /50 = %

9 1.4 Assessment task A Create an archaeology poster Com T ICT Arts Frame key research questions to guide your investigations and report on your findings Create a poster detailing the work of archaeologists. Your poster should encourage people to become interested in archaeology as a career. Use the information in your textbook plus any other detail that you can locate about the work of archaeologists. You could include details of digs in Australia and the training that is required to become an archaeologist. Make sure you include maps, illustrations and photographs of actual archaeological sites. Ensure that you acknowledge the sources of your information in a detailed bibliography. Place this as part of your poster or on the back. The poster should contain at least 200 words of information. If you include images of tools or specialist equipment, you need to explain their use. You must include a bibliography. Refer to modern archaeological sites as well as sites such as Pompeii. You could use technology to help create this poster but blend in its use with hand-drawn frames, maps or illustrations. Hints Look at other posters that promote careers or industries. Plan out your ideas for the poster by initially brainstorming all possible ideas. Once you have done this select the more appropriate ideas and plan your poster in a little more detail. B Diary writing Com T Arts Present your understanding in a diary Imagine that you are Giuseppe Fiorelli. Create a series of diary entries starting from your appointment as the Director of Excavations at Pompeii. Include successes and failures, problems that you encountered, and finds that were unexpected. You need to include at least TEN entries over a period of several months, up to two years. Include details of the method that you used to mark out the site and the tasks. Produce drawings or sketches you might have made as the site was dug. Write the advice that you would have given to your workers. Describe your personal feelings about your work and the site. Think about What pressure would you have been under in your position as Director of Excavations? To whom would you have been responsible? What sort of budget would you have had and how would you prove the value of your work? What would happen to the artefacts that you located?

10 1.5 Assessment rubric Task: Create an archaeology poster Criteria Outstanding work Meets all expectations well Meets basic expectations Knowledge and understanding Explained the archaeological process during a dig. Explained the work of archaeologists. Presentation Presented appropriate sketches, plans and other graphics. Presented information effectively and attractively. Research Referred to modern archaeological sites and to Pompeii. Com Provided bibliography. Used specific examples to show positive and negative aspects of when the correct process does or does not occur during a dig. Referred specifically to Australian and other sites. Described jobs and training in detail. Included an explanation of how training equips archaeologists for their roles. Included a good range of appropriate graphical material and clearly explained reasons for its inclusion. Included all information. The poster was clear, effective and functional and would definitely attract the attention and interest of the audience. Referred to both modern and ancient types of sites and to Australian sites. Compared the work at such sites. Included details of all resources used. List was in alphabetical order and annotated to explain their value. Used and explained process. Used specific digs, both modern and in Pompeii, as examples of the importance of archaeology and the process that must be followed at such digs. Explained the various jobs of archaeologists in detail. Gave brief information concerning archaeological training. Included a good range of appropriate graphical material. Included all information. The poster was clear and easy to follow. Referred to both types of sites. All information was relevant to the topic. Included list of all resources used. All items were detailed correctly. Included general detail about the process used during digs. Did not include specific details about where digs were occurring or why they were being carried out. Identified general archaeological jobs. Made some use of graphical material but reason or intent for inclusion not made obvious or explained. Included most information but the poster was difficult to read or follow. Referred to both types of sites. Information was usually relevant to the topic. Included bibliography but details were incomplete. Working towards expectations Briefly explained one or two parts of an archaeological dig. Identified one or two examples of jobs. Limited explanation, if any. Made little or no use of graphical material. Did not thoroughly plan the poster. The poster lacked detail and was incomplete in many parts. Referred to some sites, but not to both types specified. Information was incomplete. Did not include bibliography. Score Score /30 = %

11 1.6 Assessment rubric Task: Diary writing Criteria Outstanding work Meets all expectations well Meets basic expectations Knowledge and understanding Identified Giuseppe Fiorelli and explained his position as director of excavations at Pompeii. Included Fiorelli s successes, failures, problems and unexpected finds. Detailed methods Fiorelli used at Pompeii. Suggested advice Fiorelli would have given to workers. Included Fiorelli s personal feelings about his work and the site. Identified and explained the scale of Fiorelli s position at Pompeii and his importance to archaeology. Included specific examples to support points. Explained in careful detail Fiorelli s successes, failures, problems and unexpected finds, which show the importance of Pompeii as a model for correct archaeological practice. Explained all tools and techniques used by Fiorelli. Also explained how these were pioneering or new. Provided detailed advice to workers with specific examples to illustrate Fiorelli s pioneering approach to archaeology. Convincingly made Fiorelli come alive in the diary. Included details of personal feelings to effectively illustrate the life of a pioneering archaeologist. Identified and explained in detail who Fiorelli was and the importance of his role. Explained in detail Fiorelli s successes, failures, problems and unexpected finds. Explained all tools and techniques used by Fiorelli. Provided detailed advice to workers with specific examples. Described relevant personal feelings, including Fiorelli s response to responsibilities, difficulties, fears and successes. Identified and explained the position Fiorelli held but included minimal detail. Identified some examples of successes, failures, problems and unexpected finds, but provided only a very brief explanation, if any. Explained some tools and techniques used by Fiorelli. Included a description of advice, but lacked detail. Referred to some personal feelings, but these were not always relevant. Working towards expectations Created entries without really explaining Fiorelli or his position. Identified little or no examples of successes, failures, problems and unexpected finds. Identified some tools and/or techniques used by Fiorelli but did not explain their use. Included in diary entries little or no advice to workers. Did not include Fiorelli s personal feelings. Score Continued

12 1.6 Assessment rubric continued Presentation Com Included ten diary entries over several months. Included all entries written from Fiorelli s point of view in the correct time. Created a real sense of Fiorelli while recording historical fact and his impact on archaeology. Included all entries and the time was correct. Diary entries were written from Fiorelli s point of view. Most entries included and relevant. Timeframe too short and/or read as if it were a third-person report rather than personal writing. Included some entries, but incomplete or written in incorrect time. Entries not written from Fiorelli s point of view. Included drawings and sketches made as site was developed. Used a range of sketches and drawings. Also included records and lists of finds to enhance diary entries. Presented all correctly. Used a range of sketches and drawings. Presented all correctly. Provided some drawings or sketches, but not always relevant or accurate. Provided few or no sketches or drawings. Research T PL Provided bibliography. Included details of all resources used. List was in alphabetical order and annotated to explain their value. Included list of all resources used. All details were correct. Included bibliography but details were incomplete. Did not include bibliography. Included extra, relevant data about Pompeii and archaeological tasks and processes. Neatly built extra and relevant historical data into entries without losing narrative flow. Included extra, relevant historical data. Included some extra historical data but not always relevant. Minimal or no use of extra historical data in entries. Score /45 = %

13 1.7 Student self-assessment sheet Task: About archaeology PL In addition to your teacher s feedback, you also have the chance to reflect on your own work. Reflecting on your achievement is important you can see where you think you did well and what your strengths are, and where you need to improve. Then you can set goals for yourself for the next time you complete an assignment. Complete the following questions, remembering that only your teacher will see this sheet. My research skills Yes Getting there I made focus questions and I knew exactly what I wanted to find before I began my research. I knew where to go to find information, and I knew who to ask for help. I took good notes from resources by finding the main ideas and answering my focus questions. I organised my notes well to help me complete my assignment more easily. I used my researched information successfully to complete an original assignment. I wrote down where I found my information and presented this in a bibliography. My poster and diary I used my knowledge and research of the work of archaeologists to help design an effective poster. I used my other research on Pompeii and archaeology to help create an interesting and factual piece of writing. Need to work on this What I am most confident about in the research process: What I need to improve: What I enjoyed doing in this assignment, and why: What I think I could have done better, and why: The next time I do a research task, I will try to: