You are on page 1of 4



Year Level: Year 8 Learning Area Discipline / Topic: The ancient to the modern world
Depth Study 2: Investigating the Black Death in Asia, Europe and Africa
General Capabilities:

Literac Critical and Creative Ethical Personal and Social

Numeracy ICT Intercultural Understanding
y Thinking Behaviour Competence

Cross-curriculum priorities:

Mathematics: Investigate techniques for collecting data.

Health and Physical Education: Prevention of risks to health.

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



Lesson Knowledge & Concepts & Specific Skills Teaching & Learning Experiences (include Resources and
Understandings Specific Lesson Focus/Key questions) Assessments (type &
Objectives weighting)

Living conditions and Describe living Analyse Introduction Conti, L., Dumovic, V.,
religious beliefs in the conditions in information and/or Focus on living condition in Medieval Europe (focus city Easton, M. & Saldais, M.
14th century, including medieval London. data in different London). Review of previous lesson: movement into (2017). Oxford Big Ideas,
life expectancy, formats. cities and towns. Key Question: what would it be like to Humanities & Social
medical knowledge Account for live in a Medieval city? Class begins with a short clip Sciences, Western
and beliefs about the different from Sweeney Todd to introduce medieval London. Australian Curriculum.
power of God. interpretations and South Melbourne Victoria:
(ACDSEH015) points of Body Oxford University Press.
view/perspectives Activity 1: Think / Pair / Share. Artists impression of (Textbook)
in information medieval London on Smartboard. Students analyse
and/or data. artwork and share their observations with a partner.
Make inferences Pairs share an observation with the class. Teacher to watch?v=xamDprXBtBg
1 using primary elaborate key points relation to Londons hygiene.
sources. Activity 2: Small group activity. Students are allocated a
secondary source (Museum of London, will be (WebQuest)
hyperlinked on the WebQuest page). Groups read the
source and consider picture from previous activity to Creately
discuss/brainstorm what medieval London looks
like/smells like/feels like. Students use creately Answer Garden
(embedded on WebQuest) to create a Y chart. Students
then add their paired answers to the Answer Garden

Living conditions very unhygienic
Living conditions and Describe the Analyse Introduction
religious beliefs in the causes of information and/or Review of previous lesson (Lesson 1) via webquest video/x1f2oye_filthy-cities-
14th century, including medieval living data in different summary. medieval-london-bbc_tech
life expectancy, conditions. formats. Video: Excerpt from BBC Dirty Cities showing 5m49s 8m08s
medical knowledge Explain the Account for materials dumped on London streets.
and beliefs about the relationship different Create a Graph
2 power of God. between poor interpretations and Body
(ACDSEH015) living conditions points of Individual Research Task: Students to conduct online
research on life expectancy in London during the 14th,
and life view/perspectives
expectancy. in information 16th, 18th and 21st centuries and compare this with life
and/or data. expectancy in the 21st century.

Create a Graph: Students enter data to Create a Graph
and produce bar graph showing the increase in life
expectancy over centuries.
Group Activity Students access class Padlet and
explain why 14th century life expectancy in London was

Link to spread of disease. Ask class to consider what
medicine was available and the role of doctors.

Living conditions and Identify and Apply subject- Introduction https://video/x1f2oye_filthy-

religious beliefs in the explain common specific skills and Review of previous lessons, WebQuest page begins cities-medieval-london-
14th century, including medieval medical concepts in with summary of what has been covered in lessons 1 bbc_tech
life expectancy, procedures. familiar, new and and 2 and lists lesson objectives already covered. 35m29s 42m16s
medical knowledge Explain how hypothetical Body
and beliefs about the medieval medical situations. Students watch 7 minute excerpt from BBC video, Filthy Textbook pp 282 284
power of God. procedures and Analyse cities Medieval London describing medical
(ACDSEH015) lack of knowledge information and/or procedures. They are told prior to watching video to Thing Link
further contributed data in different take notes on interesting procedures and cures.
to the spread of formats. Following video, students use their textbook pp 282 Text2MindMap
3 284 and online resources on WebQuest page (will be
the plague
hyperlinked for them) to research medical procedures Research resources
further. Students then create their own image with text hyperlinked on WebQuest
using the website Thing Link to describe common page
medieval medical procedures
In groups of 3, students create Mind Maps on
text2mindmap linking the above knowledge on medical
procedures to the spread of the plague.
Conclusion Class to consider how medicine has
improved. Introduce the plague as a disease.
The causes and Define the Apply subject- Introduction Textbook
symptoms of the Black plague. specific skills and The Plague. Brief overview of previous lessons i.e.
Death and the Identify rats, fleas concepts in medieval society, trade, living conditions and medicine. Answer Garden
responses of different and the bacteria familiar, new and
groups in society to carried by fleas as hypothetical Body Research resources
4 the spread of the the carriers of the situations. Answer Garden Discover prior knowledge and hyperlinked on WebQuest
disease, such as the plague. Analyse assumptions about the Black Death. page
flagellants and Describe how the information and/or Individual Research Task Students are allocated a
monasteries. plague is data in different topic to research. Students will use websites Piktochart
transferred from formats. hyperlinked on the WebQuest page to research.
fleas on rats to Small Group Activity Students paired up with partner
humans. (who completed alternate research relating to the Black
Death). Students exchange information and create an
infograph on Piktochart displaying their research.
Images to be included.

Kahoot Quiz. Brief quiz to check understanding.