Brief Description



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Year 9 HASS

Expanding Contacts—Mongol Expansion

(c. 1206—c. 1368)


Brief Description

This unit of work looks at the second two points put to us in the Australian Curriculum; “The extent of the Mongol expansion as one of the largest land empires in history including life in China before, during and after the Mongol conquest” and “The consequences of the Mongol expansion, including contributions to European knowledge and trade routes”.

Students will be looking at this for just under four weeks and will have one major assessment piece.

The summative piece of work will be differentiated by both readiness and learning profile and will be presented to the students as a R-A-F-T (role, audience, format, topic). Here students can choose where this assignment takes them. Students will have two weeks of class time and homework time to complete this assignment. There will be two options for the format of this R-A-F-T; an oral presentation or a written report. These two options are available so as to suit a larger range of students.





Australian Curriculum Links

“The extent of the Mongol expansion as one of the largest land empires in history including life in China before, during and after the Mongol conquest” (ACDSEH078)



  • Mapping the expansion of the Mongol empire across Asia and Europe

  • Describing the way of life in Mongolia and its incorporation in Chinese life (for example agriculture—domestication of animals such as horse, camels and cattle; food—dried meat and yoghurt; and housing—yurts

          • General Capabilities (Literacy)

          • Cross Curricular Priorities (Asia and Australia’s engagement with Asia)

“The consequences of the Mongol expansion, including contributions to European knowledge and trade routes” (ACDSEH079)

  • Explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example the use of paper money and coinage; the growing number of European merchants travelling to China)

          • General Capabilities (Literacy, Critical and Creative thinking, Intercultural understanding)

          • Cross Curricular Priorities (Asia and Australia’s engagement with Asia)

As stated in the Australian Curriculum- Year 8 History 2014



Achievement Standard

By the end of Year 8 students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of society. They describe different interpretations of the past.



Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.

The text in bold applies to this unit of work

As stated in the Australian Curriculum- Year 8 History 2014

Learning Objectives




Understand that (Concepts, principles, “big ideas”) as a result of participating in this unit students will understand that…

The expansion of the Mongol empire resulted in the creation of one of the largest land empires in history

The Mongol conquest of Europe and Asia forged connections through trade routes

Mongol’s influenced many aspects of Chinese life including agriculture, food and housing

The use of historical terms and concepts when presenting and organising texts is important when presenting your findings to historical inquiry questions as it helps readers understand your point of view and how reliable your information is

When using sources to answer historical inquiry questions it is important to distinguish the sources origin and to determine whether or not it is fact or opinion





Assessment

RAFT--- Work in class- final presentation

Mapping task

Learning Goals

My goal for this unit of work is for students to have an understanding of how life changed with the expansion of the Mongol Empire.

Students will also gain skills in historical inquiry and communication ideas through their final assessment task for this unit.

Essential Questions

How did Mongolian expansion change the lives of those in Asia and Europe?

How can we determine whether or not a source is fact or opinion?

How can the use of historical terms and concepts assist us in communicating our findings to an audience?



Skills, processes as a result of participating in this unit students will be able to…

Formulate inquiry questions

Identify relevant sources

Use evidence from a range of sources

Use a range of communication forms (oral and written)

Compare, select and use information from a range of sources

Sequence events in regards to Mongolian expansion

Know (facts, vocabulary, dates, information) as a result of participating in this unit students will know…

How the Mongol Empire expanded

How far the Mongol Empire expanded

Life in China before, during and after

How to determine sources credibility

Consequences of Mongol expansion


Lesson Development



Week

Lesson Content

Resources/ Teacher Notes

Four


SINGLE

  • Google Assignment

DOUBLE

  • Google Assignment

SINGLE

  • Google Assignment due

  • Begin second half of unit on Mongol Expansion

  • Recap what we have looked at already and what we already know

  • What do we still need to find out

  • Look at the second two dot points from Australian Curriculum

  • Mapping Activity

Mapping Activity

  • Using a map of the Mongolian Empire (blank) and an atlas, try to label as many modern countries and cities as you can

Atlas’s from Library—the red ones



Five


SINGLE

  • Continue with Mapping task

DOUBLE

SINGLE

  • “Crash Course History” The Mongols

  • Discussion




If students complete the mapping task ask them to take it further by labelling more cities

Six


SINGLE

  • The great Wall of China

DOUBLE

SINGLE

  • Continue RAFT







Seven


SINGLE/ DOUBLE/ SINGLE

  • Continue RAFT




Eight


SINGLE

  • Last lesson to complete

DOUBLE

  • RAFTS due at the start of the lesson

  • Any people who have to present

  • Final discussions

SINGLE

  • Tying up loose ends





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