diasaters, tragedies - unit of work-1 - new

7/28/2019 Diasaters, Tragedies - Unit of Work-1 - NEW

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Introduction:

In Disasters, Tragedies and Heroes, students will be introduced to the tragedy of

the Trojan War. Here they will evaluate the events of the war and explore the

values and virtues of a hero in this particular context.

As part of a team the students will discuss what they already know about the

topic and build on this to create a question or concept to explore and elaborate

on. They will make links between ancient concepts of heroism, disaster and

tragedy and contrast these with similar modern events.

Students will be given a chance to assess their peers contribution to group work

and to present their leaning in the format of their choice, i.e. Presentation, essay,

performance.

Assessment:

Students will be assessed over the course of the unit, with small homework tasks

which will need to be brought back to the group for further use in their final

assignment.

Final assessment will be in the form of a response to a research question

formulated through their group work. Example: From the research you have

undertaken, explain the core concepts of heroism in the context of the tragedy

you have studied in your group.

Students will be assessed on their ability to:

Frame research questions

Analyse the links between ancient and modern concepts of heroism

Use appropriate historical language and conventions

Use a variety of sources

Work efficiently in a team environment

Develop an appropriate presentation


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Victorian Essential Learning Standards

Disasters, Tragedies and Heroes will provide a chance for student assessment in

terms of fundamental Level 6 standards as detailed below:

STRAND DOMAIN DIMENSION ELEMENT OFSTANDARD

Discipline based

learning

The Humanities

History

Historical

knowledge

and

understandi

ng.

Historical

reasoning

and

interpretation.

Analyse

events and

values that

contribute

to cultural

andpolitical

developme

nt.

Frame

research

questions

and locaterelevant

sources.

Interdisciplinary

Learning

Communication Presenting Use Historical

language and

standards

according to their

presentation tocommunicate

complex

information.


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Teaching, Learning and Assessment Activities

This unit focuses on the Tragedy of the Trojan War, and the meaning of being a

Hero both in ancient and modern times.

The activities include:

Activity 1: Introduction to Troy and its Heroes

Activity 2: Framing research question

Activity 3: Research

Activity 4: Development on presentation

Activity 1: Introduction to Troy and Its HeroesActivity Supporting the

activities

Assessment

Introduce the unit and

the assessment.

Give students an

overview on the Trojanwar, concepts and

qualities of heroism.

Discuss what a Disaster/

Tragedy is.

Students are to take

notes to help them inframing their research

question.

Highlight that students

will be assessed on their

ability to work as a team,

delegate tasks along with

their Historicalknowledge.

Students shown excerpts

of the film Troy and also

provided with handouts

of excerpt from the text

The Iliad. Excerpts fromthe text are Books 3, 6,

11, 16, 18, 22 and 24.

Corresponding scenes

from the film to be

shown as well.

Advise students to watch


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the film completely and if

possible to read the text

other than the extracts.

Activity 2: Framing the research

Activities Supporting the

activities

Assessment

Students provided with

the research task and

requirements and

criteria. Use the primary

sources from The

Iliadand Troy

the film to

evaluate and

contrast the

portrayal ofHero, Tragedy

and Disaster

concepts.

Students are organised

into groups of 4 5

students.

Enlighten the students

that they will be assessed

on the success of their

team work

Delegation of

tasks

Students are to go

through the material

provided and analyse

within their groups. The Books from

the text to be

distributed and

each student

covers one or two

books, then share

with the rest ofthe group.

Students to share

information

should use

strategies such as

Think-Pair-Share.

Guiding questions:

Why are Achilles

and Hector

considered to be

Heroes?

How do Achilles

and Hector differ

Research done so far by

the Students to be

collected, in order to

assess according to theHumanities History

Historical reasoning and

interpretation.


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Time

management

Reflection on peer

contribution

Using the work done

from Activity 1, students

are to frame research

questions.

Each student is to keepan individual list of

resources that were used

to conduct their

research. This list must

be used to make a proper

written bibliography.

in their heroism?

How is the Trojan

War a tragedy or a

disaster?

Each team is to be

provided with a

Teamwork log (See Unit

Resources)

Students to be given helpto strategise, allocation

and delegation of tasks,

equal contribution to

teamwork.

Students can use mind

maps and concept mapsto organise their

research.

Activity 3: Research


activities

Assessment

Students now need toanswer their questions

through further research.

They will use the

gathered knowledge to

address the topic of their

groups choice:

How do Achilles and

Students use the primarysources (extracts from

The Iliadand the film

Troy).

Students can use the

library or computer lab

to conduct online


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Hector compare to

todays heroes?

Is the fall of Troy adisaster or a tragedy?

Why?

Compare and Contrast

the film Troy and the

text The Iliad.

research. They will be

guided to the

appropriate websites.

Students independent

learning is to be

facilitated via this

method.

Activity 4: Developing a written presentation


Activities

Assessment

Teams are to be given

time to prepare a

presentation

Each teammember is to

contribute equally

to the final

presentation.

Appropriate

presentation of

material will beassessed.

Use of suitable

history

vocabulary.

Students to be reminded

to complete their

Final presentation can

include a:

Powerpoint

presentations 2 3 minute talk

Performance such

as a skit or a poem

Newspaper article

Along with these options

each student should alsosubmit a written report

of their research findings

individually.

The final written

presentation is to be

collected for assessment

using The Humanities History Historical

reasoning and

interpretation along with

Communication

Presenting. See

Assessment rubric.

Each groups teamwork

log is to be collected and

assessed using

Interpersonal

DevelopmentWorking

in teams.


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teamwork logs.

Assessment:

The Victorian Essential Learning Standards support a combination ofassessmentpractices:

Assessment oflearning (summative)

Assessment for learning (formative)

Assessment as learning (formative).

The assessment tasks in this unit focus on collection of evidence of student

learning for summative purposes. Some components could also be used to

support assessment for learning and assessment as learning.Assessment guide:

When assessing student achievement, assessment criteria can be developed from

relevant standards and associated tasks or activities. The table below shows the

assessment criteria related to the assessment task/s and relevant standards and

the expected evidence to be used as the basis for assessment.

The table can also be used to assist teachers to make judgments about whether

students are working at the standard (achieved the standard), progressingtowards the standard (have not met expectations of the standard) or progressing

beyond the Standard (have exceeded expectations of the standard) for specific

assessment criteria. It is provided as a guide only and may be adapted or

modified to suit particular classrooms and/or student reporting.

Evidence Element of

Standard

Assessme

nt Criteria

Progressing

toward the

standard

At the

standard

Progressi

ng

beyond

the

standard

The Humanities History Historical reasoning and interpretation

Framing

the

research

Frame

research

questions

Ability to

frame

relevant

Requires

assistance to

frame

Frames

relevant

questions to

Creates

question

s that


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questions relevant

questions

the research explore a

wide

variety of

issues.Compiling

a resource

list

Locate

relevant

resources

Ability to

source

relevant

materials

Uses only

given

resources

Locates own

materials

Demonst

rates

extensive

range of

resource

s

The Humanities History Historical knowledge and understandingPresentati

on in

format of

students

choice

analyse

parts of

the myth

which

contribute

to

explainingthe social,

political

and

cultural

developme

nt of an

ancientcivilization

Ability to

make

connectio

ns

between

the myth

of Troyand the

historical

context.

Makes

limited

connections

between

specific

individual/fa

milycircumstanc

es or current

events, and

historical

events

Makes

connections

between

specific

individual/fa

mily

circumstancesor current

events and

historical

events

Demonst

rates

extended

evaluatio

n of

historical

circumstances

Communication Presenting.

Presentatio

n

communica

tion

use

subject-

specific

language

and

Shows

ability to

use

appropria

te history

Demonstrate

s limited

and/or

inconsistent

use of

Use of

appropriate

history

vocabulary

consistent

Use of

appropria

te history

vocabular

y integral


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convention

s in

accordance

with thepurpose of

their

presentatio

n to

communica

te complex

information.

vocabular

y

correctly

andconsisten

tly (e.g. ).

appropriate

history

vocabulary.

with

purpose.

to

developm

ent of

ideas andpurpose.

Interpersonal Development Working in teams

Self and

Peer

assessme

nt:

Workingin Teams

work

collaborativ

ely,

negotiate

roles anddelegate

tasks to

complete

complex

tasks in

teams.

Demonstra

tes ability

to reflect

on how

successfully tasks

were

delegated.

Uses the

journal to

provide

basic

descriptionsof how well

tasks were

allocated

Uses the

journal to

provide a

thoughtful

evaluationof task

allocation

within each

session.

Uses the

journal to

provide a

clear sense

ofallocating

tasks

across

sessions


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Unit Resources

Websites

The website addresses cited were checked for correctness and suitability of

subject matter. However, due to the temporary nature of information placed on

the Internet, their continuing accuracy is non verifiable. Teachers are strongly

recommended to organize their own indexes of websites that are appropriate

and relevant to the unit of work, and must be monitored before letting students

access them.

Trojan War

The Iliadby Homer (Translated by Robert Fagles)

Troythe film (www.youtube.com)

Stanford University, The Trojan War(www.Stanford.edu/~plomio/history.html)
http://www.youtube.com/http://www.youtube.com/http://www.youtube.com/http://www.stanford.edu/~plomio/history.htmlhttp://www.stanford.edu/~plomio/history.htmlhttp://www.stanford.edu/~plomio/history.htmlhttp://www.stanford.edu/~plomio/history.htmlhttp://www.youtube.com/


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Disasters Tragedies and Heroes

Hector The Legend of the Hero (www.hector.com)

Myth Encyclopaedia Myths and Legends of the World(www.mythencyclopedia.com)

History for Kids, The Iliad (www.historyforkids.org.)

Teacher Resources

Teaching and Learning Resource

This document offers information about teaching and learning strategies used in

the tasks.

Assessment Resource

This document offers information on assessment strategies used in the tasks.

Teamwork Log: (See page 13)

During the task, each group must maintain a record that shows each task and

who it was completed by. This log must be completed at the start of each class

and can be used as preparation for the tasks that need to be completed.
http://www.hector.com/http://www.hector.com/http://www.hector.com/http://www.mythencyclopedia.com/http://www.mythencyclopedia.com/http://www.mythencyclopedia.com/http://www.historyforkids.org/http://www.historyforkids.org/http://www.historyforkids.org/http://www.historyforkids.org/http://www.mythencyclopedia.com/http://www.hector.com/


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TEAMWORK LOG

Tasks Team

Member

Why

Selected?

Achieved

Yes/ No?

Homework

To be done

before next

class


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