FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 8 LEARNING AREA/TOPIC: HASS: History

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 The role of  Understand why trade
expanding trade expanded and what was the
between Europe role of trade in 14th century
and Asia during  Identify some of the main
the Black Death, trade routes, and explain
including the
where they are connecting
origin and
and what they were carried
spread of the
disease  Construct a map detailing
(ACDSEH069) one of the major trade routes
between Europe and Asia
during the 14th Century
Formative Introduction (6 minutes) Video - Black Death
Assessment  Get students outside lined up in two quiet lines before Arriving in London:
Mini presentation entering class http://education.abc.ne
at end of lesson:  Take attendance once students seated t.au/home#!/media/160
5 students at the 4853/how-the-black-
end of class will  Introduce topic of Trade in 14th Century and play video death-arrived-in-
on Black Death Arriving in London
show rest of class london
their map.
Students will
know that some Body (44 minutes)
will have to Discussion (2 minutes)
present at the end,  Ask students if they know what a trade route is? Explain
but they wont to them after a discussion what trade routes are. Ask
know who. them if they can they think of any modern day examples?
Though this isn’t
marked, it will Teacher Centred Learning (5 minutes)
keep students  Teacher will give a small lecture about why trade
accountable as expanded during the 14th century, and what the role of
they think they trade was in the 14th century. Also include what was
may have to
traded.
present.
 Teach will explain that there were many trade routes,
Map Submission very complicated and interconnected web. Today will
This will be focus on the major one.
checked at the Class Weebly:
beginning of next Research (15 minutes) https://chrilueduc4632.
lesson.  Students will go to link on weebly, website about Silk weebly.com/
Road. Get students to take notes on things such as where
it begins, major ports, what is traded along each point. Silk Road Website -
https://www.britannica
Teacher Instruction (7 minutes) .com/topic/Silk-Road-
 Teacher gives introduction to Maphub, show students trade-route
how to use the program. Will show students how to:
Create an account, make new map, add a title, change Maphub
 base map template, plot a point, draw a line, add a https://maphub.net/
description and title for each pin.
 Teacher will work with students and drop the first pin
with them.

Students Begin Task (15 minutes)

 The teacher will instruct students to begin their task of
plotting the major ports in Silk Road, labelling each and
drawing trade routes (lines) between them, labelling
these also.

Conclusion (5 minutes)
 Pick 5 students to show the class their map so far.
 Tell students that they may finish their map for
homework, and upload onto individual weebly by
beginning of next period.
 Teacher will check at beginning of next period that they
are all uploaded.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2 The role of  Locate where the Black Formative Introduction (5 minutes) Quizizz Quiz:
expanding trade Death began Padlet  Revision of Last Lesson – Quizizz on Trade in 14th https://quizizz.com/ad
between Europe  Understand the spread of the Submission of Century Europe min/quiz/5c8b0f27ad8
and Asia during disease and where it spread note taking in  Teacher introduces the topic of the spread path of the e1b001be26ce6
the Black Death,  Construct an infographic Lucid Chart so Black Death, which will build on yesterday’s topic of
including the outlining the spread of the teacher can assess trade routes.
origin and black death through trade where students
spread of the routes, origin, and are up to.
disease concentrated areas Body (45 minutes) – Class Weeby:
(ACDSEH069) Summative https://chrilueduc4632.
Research and Lucid Chart (13 minutes)
Introduction to weebly.com/
 Allocate students one of three websites on the Spread of
the class
assignment. the Black Death Lucid Chart
Develop an  Students will follow links on group weebly to these https://www.lucidchart
Piktochart websites. Students to read these websites and take .com/documents#docs
infographic that down notes in form of a Lucid Chart (also linked on ?folder_id=home&bro
outlines the weebly). They will be looking for the place of outbreak, wser=icon&sort=saved
reasons for the the places it travelled and dates. -desc
spread of the  Teacher circulates for first 8 minutes to check everyone
Black Death, understand tasks 3 Websites on Spread
trade routes at the  As students are working, teacher checks individual of the Black Death
time, and where it weebly’s for last 2 minutes. If any are not uploaded,  https://www.brita
spread and when. make note and discuss with them after class. nnica.com/event/
They may
Black-
incorporate their Groups of Three Sharing (12 minutes)
map from Death#ref336429
 Allocate students into groups of three, with two others
previous lesson,  https://www.khan
that did different websites (ensure that those at
and learning from academy.org/hum
educational risk are paired with supportive students).
previous lessons anities/world-
Get them to share what they found, and add others’
about the reasons
the Black Death information to their Lucid Chart. history/medieval-
spread (25% of  Teacher circulates and listens in on group discussion. times/modal/a/dis
term grade). Will ease-and-
be worked on in demograpy
further lessons
and due at a later  https://www.anci
date. ent.eu/Black_Deat
h/
Piktochart (20 minutes)
 Teacher instructs students to open Piktochart which is
linked on weebly. Gives a brief instructional overview of
the website and the main features. Leaves most for
students to self discover. Piktochart
 Tells students the aim of the task: To create an https://piktochart.com/
infographic on the reasons for the Black Death
spreading, including Trade Routes (may incorporate map
from previous lesson), and where the disease
spread/when.
 Give time for them to begin infographic.
 Teacher circulates room to offer assistance, and to check
that students understand the task, as well as understand
the program.

Conclusion (5 mins)
 At the conclusion of the lesson, get students to post
their Lucid Chart onto a class Padlet where teacher can
check students work and assess where students are up
to. Padlet
https://padlet.com/
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3 The role of Identify and describe the reasons Formative Introduction (10 minutes) Video (When
expanding trade for the Black Death spreading Google Docs  Get students outside lined up in two quiet lines before Bubonic Plague Goes
between Europe Through getting entering class Pneumonic) -
and Asia during Investigate a recent outbreak of students to  Take attendance once students seated http://education.abc.ne
the Black Death, the Black Death contribute to t.au/home#!/media/160
 Teacher summarises the previously learnt reasons for the
including the Google Doc, can 4875/when-bubonic-
origin and monitor where Black Death spreading (medicine and trade) Video on plague-goes-
Appreciate the ways in which
spread of the they are up to When Bubonic Plague Goes Pneumonic pneumonic
today’s society is different to
disease
14th century European society Body (35 minutes)
(ACDSEH069) Socrative Class Weeby:
Quiz at the end of Source 1 Activity (15 minutes) https://chrilueduc4632.
lesson, assessing  Teacher gets students to read Source one link on weebly weebly.com/
students  Answer questions based on Source 1 and video:
knowledge of  What were the reasons for the Black Death spreading so Source 1 –
content taught in quickly? http://www.bbc.com/bi
lesson  How did 14th Century Europe try to deal with the tesize/guides/z7r7hyc/r
evision/2
outbreak? Which of their techniques is still used today?
 Teacher leads a group discussion summarising the
answers for question one Websites for Research
 Teacher asks students if, now knowing about the
conditions of the 14th century world that lead to the  https://www.histor
spread of the Black Death, if they believe that the Black ic-
Death could spread today? uk.com/HistoryU
 Explain to students that it still exists, just in minor forms K/HistoryofEnglan
d/The-Great-
Research Activity (20 minutes) Plague/
 https://www.nma.g
 Students are allocated one of three recent outbreaks of
ov.au/defining-
the Bubonic Plague (London 1665, Australia 1900, moments/resource
Madagascar 2017), and asked to go to a corresponding s/bubonic-plague
website linked on weebly to answer questions on the  https://www.who.i
disease. nt/csr/don/27-
o When and where did the outbreak start? november-2017-
 o How did it spread within the country? plague-
o How deadly was the outbreak? How many died? madagascar/en/
o How did society attempt to combat the outbreak?
o Was the outbreak able to be contained? Google Doc -
https://docs.google.co
o Are there any lingering effects of the outbreak?
m/document/d/1-
 Students allocated into groups of 3 with others that have 07RM-_mvj85L0A-
studied different outbreaks, and share findings. (ensure uU13XV6iGonL1mM
that those at educational risk are in a group of supportive uq7eGZzPCZmw/edit?
students). usp=sharing
 Let them talk amongst each other, then get each group to
input their answers into a Google Docs linked on weebly.

Conclusion (10 minutes) Socrative

 Teacher runs a Socrative Quiz, to test the understanding https://socrative.com/
of students.