In this inquiry topic students will learn about:
The significant beliefs, values and practices of the ancient Romans, with a
particular emphasis on everyday life. ACDSEH039 (Australian Curriculum)
particular emphasis on everyday life. ACDSEH039 (Australian Curriculum)
General Capabilites - The Australian Curriculum
Information and Communication Technology (ICT)
Students develop ICT capability when they locate, process, analyse and communicate historical information. They use their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends; communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their knowledge. (ACARA, 2012)
Critical and Creative Thinking
Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood. (ACARA, 2012)
Intercultural Understanding
Students learn about the perspectives, beliefs and values of people, past and present, and the importance of understanding their own and others' histories. (ACARA, 2012)
Students develop literacy capability as they learn how to build historical knowledge and to explore, analyse, question, discuss and communicate historical information, concepts and ideas. Historical texts typically include those that recount a sequence of events, present past events as a narrative, discuss concepts and ideas, and argue a point of view. These texts are often accompanied by graphics such as illustrations, maps, tables and timelines that provide significant information and are supported by references and quotations from primary and secondary sources. (ACARA, 2012)
Reference: ACARA, The Australian Curriculum, General Capabilities
Students develop ICT capability when they locate, process, analyse and communicate historical information. They use their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends; communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their knowledge. (ACARA, 2012)
- Students will search, locate, evaluate and use information from a variety of mediums including the internet, DVDs, audio and other mobile technologies.
- Students will use search engines and pathfinders to critically evaluate information.
- Students will work independently and with others to present their new understandings
about historical information through ICTs.
Critical and Creative Thinking
Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood. (ACARA, 2012)
- Students will use critical thinking when viewing and discussing primary and secondary sources of information.
- Students will discuss their point of view based on their research and findings in small groups and as a whole class.
- Students will use creative thinking to reinterpret history and problem solve with imaginative solutions.
Intercultural Understanding
Students learn about the perspectives, beliefs and values of people, past and present, and the importance of understanding their own and others' histories. (ACARA, 2012)
- Students will gain a deeper understanding about the every day lives of people from a distant time and place and make connections to their own lives.
Students develop literacy capability as they learn how to build historical knowledge and to explore, analyse, question, discuss and communicate historical information, concepts and ideas. Historical texts typically include those that recount a sequence of events, present past events as a narrative, discuss concepts and ideas, and argue a point of view. These texts are often accompanied by graphics such as illustrations, maps, tables and timelines that provide significant information and are supported by references and quotations from primary and secondary sources. (ACARA, 2012)
- Students will read, view, and listen to primary and secondary historical texts in a variety of ways.
- Students will gain knowledge by using historical texts, maps and archaeological evidence.
- Students will engage in questioning and discussions about historical information and ideas.
Reference: ACARA, The Australian Curriculum, General Capabilities