Layered curriculum - Caroline and Elizabeth


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Layered curriculum - Caroline and Elizabeth

  1. 1. PRESENTATION A DIFFERENTIATED UNIT OF STUDY Caroline Tanner & Elizabeth Ben Gida 1
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  4. 4. 4 LAYERED CURRICULUM A teaching model that divides the learning process into three layers based on the complexity of the students thought process A layered curriculum asks students at each layer to: LAYER C: Gather Information LAYER B: Apply or manipulate information LAYER C: Critically evaluate an issue Nunley, K, (2006). Differentiating the High School Classroom. Thousand Oaks, CA, Corwin Press
  5. 5. Investigating History Stage 4 Topic 1 Inquiry questions What is History? How do historians investigate the past? Why is conserving our heritage important? Objectives – Students Learn to: •interpret and construct time lines •define the terms that describe historical periods of time •sequence societies and events within specific periods of time •ask historical questions •distinguish between fact and opinion •draw some conclusions about the usefulness of sources including a website •examine differing historical perspectives and interpretations •explain cause and effect •identify significant people of the past •examine the motives for people’s actions in the past •explain the consequences of people’s actions •describe some aspects of family/community heritage •appreciate the value of preserving and conserving our heritage 5
  6. 6. 6 Outcomes  4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy  4.4 identifies major periods of historical time and sequences people and events within specific periods of time  4.5 identifies the meaning, purpose and context of historical sources  4.6 draws conclusions about the usefulness of sources as evidence in an inquiry  4.7 identifies different contexts, perspectives and interpretations of the past  4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research  4.9 uses historical terms and concepts in appropriate contexts  4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.
  7. 7. 7 POINTS SYSTEM LAYER ATTEMPTED POINTS REQUIRED C 60 B 20 A 20  Layer C must be completed before moving onto Layer B  Layer B must be completed before moving onto Layer A To complete this unit students must earn a minimum of 100 points. • Students are allowed to
  8. 8. 8 Student Contract – Investigating History Stage 4 Topic 1 Name: Start date: Finish date: My Progress Chart I, ____________________________________________ will complete the assigned points in each layer by the finish date ____/____/____. Signed ___________________________________ Print name ___________________________________ LAYER ACTIVITY NUMBER ACTIVITIES COMPLETED POINTS POSSIBLE POINTS RECEIVED DATE COMPLETED C 1  (compulsory) 10 C 2  (compulsory) 10 C 3  (compulsory) 5 C 4  (compulsory) 10 C 5 10 C 6 10 C 7 5 C 8 10 C 9 10 C 10 10 C 11 10 C 12 10 C 13 10 C 14 10 B 15 15 B 16 15 B 17 15 B 18 15 B 19 15 A 20 25 A 21 25 A 22 25 A 23 25
  9. 9. 9 LAYER C Gathering Information Activities worth 10 points each Minimum 60 points required *Compulsory Activities 1. Note-making from lectures – make notes from a minimum of 4 of the 10min introductory lectures at the beginning of each lesson* 2. Note-making from text – make notes from a minimum of 3 texts on either The Rosetta Stone, Heinrich Schliemann, Stonehenge, or The Tollund Man completing the Note-Making Handout* 3. Terminology quiz – Definitions of Time* (5 points) 4. Create your own personal timeline* 5. Dictagloss – with a partner complete the dictagloss activity heritage sites 6. Read a chapter from the text on life in Ancient Rome and complete the end of chapter questions 7. Cloze passage – complete the Cloze Passage activity (5 points) 8. Source work – Complete Analysing Sources Handout 9. Significant Historical Figures – choose a significant historical figure and complete Significant Historical Figure Handout 10 Film as a Source – write down 10 new ideas learn’t from the film on life in Ancient Egypt viewed in class 11. Researching Ancient Greece – complete Graphic Organiser 13. Hieroglyphics – write a message in hieroglyphics for another class member (5 points) 14. Interview – create at least 10 questions and interview an older family member
  10. 10. 1 0 1. List one personal event for every year of your life. For example – first day of school, moving house, moving from another country, lost your first tooth, etc. 2. Research online and add local, national, or international events that occurred at the same time as your personal events. PERSONAL & HISTORICAL TIMELINE Date Event
  11. 11. 1 1 NOTE-MAKING FROM A TEXT Topic: Title: Page Number: Date: Author: Date of Publication: WHO (who is this about) WHAT (what is happening) WHERE (where is this occurring) WHEN (when is this occurring) WHY (why did this occur) Is this source useful? Why? (Does this help in your research? Is this a reliable source?) OTHER (important quotes, facts, points of interest etc with page number)
  12. 12. 1 2 DEFINITIONS OF TIME DECADE In the year of the Lord CENTURY 1000 years MILLENNIUM A period of history delimited by a start event and an end event ANNO DOMINI OR AD A period of history having some distinctive feature BC 10 years ERA 100 years AGE Before Christ Pair up the historical term with the definition. Some of the words above come from Latin, the language spoken by the Romans and used for the written word for many years after Clues: Deca means 10, Mille means 1000, Cent means 100, Anno comes from the word year, Domini comes from the word meaning Lord.
  13. 13. 1 3 ANALYSING SOURCES Decide if these sources are primary or secondary and explain why. SOURCE DESCRIPTION PRIMARY OR SECONDARY/ WHY? Ancient oil lamps. Extract from The War History of the 18th Battalion Durham Light Infantry by W D Lowe, 1923. Extracts from a diary written by J Theodore West between 1853 and 1866 Extract from 18DLI War Diary Appendix C May 1917. Cartoon entitled 'Amputation' by Thomas Rowlandson, dated 1785. Photograph showing men at work in Saddler Street, Durham, 1923. Map showing the results of the Agricultural Survey for Durham, 1810
  14. 14. 1 4 SIGNIFICANT PEOPLE OF THE PAST In every period of history, there are people who left such a mark that we still remember their names today. For example, Tutankhamen, Julius Caesar, Henry VIII, Marie Antoinette, and the list goes on.  Chose one significant person and answer the following questions using the approved websites below.  Consult your teacher once you have chosen your significant person to make sure it is an appropriate choice. Questions 1. Who is the significant person you have chosen? 2. What period of history did come from? 3. Where in the world did they come from? 4. What are some memorable things they did? 5. Chose one particularly memorable thing they did. Why did they do this? 6. What impact did this thing have on their society at the time? 7. Did this impact extend to future generations? 8. Why do you think we remember themtoday? 9. Why do you think you are only to use certain websites? What sort of issues have we learnt arise with internet research? Websites to use 1. The BBC - 2. Who2? - and direct links from this site are OK too 3. The Historical Figures of George Stuart -
  15. 15. 1 5 My Research Notes About ___________________________________________________________________ Choose three things you would like to know about Ancient Greece and research for the answers using three different source types Name: Date: Research Question 1 Research Question 2 Research Question 3 Research Source 1 Research Source 2 Research Source 3 GRAPHIC ORGANISER
  16. 16. 1 6 Hieroglyphics Can you write your name in hieroglyphics? Can you write a message in hieroglyphics for someone else to decode? A B C D F G H I & E J K L M N O P Q R S T U V W X Y Z
  17. 17. 1 7 LAYER B Apply or Manipulate Information Activities worth 20 points each Minimum 20 points required 15. Create an online timeline – using the information gathered for your personal and historical timeline 16. Life story – present your findings from the interview with an older family member either as a poster, powerpoint, essay, or photo essay (feel free to experiment with a different method of presentation with teacher approval) 17. A Day in the Life of... – write a minimum of 5 journal entries for a person (your choice – real or fictional) living in Ancient Rome or Ancient Egypt 18. Significant Historical Figure – using the information gathered on the SHF Handout write a 500word exposition on why your chosen person is historically significant 19. World Heritage Sites – choose one world heritage site from the dictagloss activity write an article for a travel magazine
  18. 18. 1 8 Creating an Online timeline 1. First, you have to sign up. Go to and click on the sign up tab. Fill in your details and then click on submit. You are now a member. 2. After you sign up, you’ll be taken to your timeline dashboard, which shows all of your timelines. Click New Timeline: 3. Choose a name for your timeline and click Create Timeline: 4. Add an event to it by clicking Add Event: 5. Fill out the details for the event then click Create Event: 6. That’s it! Your event will be added to your timeline. You can now add additional events, create layers, add extra text, add pictures, and more. Your Task 1. Add the events from your Personal and Historical Timeline onto your online version, with the personal and historical events being on two different layers 2. Add a brief summary of the events 3. Attach a minimum of five pictures 4. Play around with the features and decide on the final layout and appearance. 5. Email the link for your finished timeline to your teacher Feel free to browse other timelines on the site for ideas
  20. 20. 2 0 LAYER A Critically evaluate an issue Activities worth 20 points each 20 points only required 20. The Rosetta Stone Debate – Where does it belong? In groups of 6 hold a formal debate for the class 21. Heinrich Schliemann and The City of Troy True or False? – in pairs, conduct an interview (live, radio, video) with Schliemann investigating his claims 22. Unlocking the Mystery of Stonehenge – individually or in pairs present a powerpoint presentation or video discussing the main theories on what it is, why it was built, and how it was built. Finish the presentation with your own theory and evidence to back it up. 23. The Tolland Man – play the role of detective and complete the report on How did the Tolland Man Die? Report to be presented to the class
  21. 21. 2 1 Heinrich Schliemann and Troy This activity is to be done in pairs. The year is 1873 and the world has just heard that the famous archaeologist Heinrich Schliemann has discovered the city of Troy mentioned by Homer in his work, The Iliad. Many people are saying that his claims are false. One of you is an investigative reporter and your boss has asked you to investigate the claims made by Schliemann in preparation for an interview with the man himself. One of you is Heinrich Schliemann himself and you are prepared to do the radio interview to prove your critics wrong. Your task in this activity is to each prepare for the interview to be presented in front of the class. The reporter must prepare a list of questions about  Schliemann’s life  His work prior to his discovery of Troy  What he found at Troy  The theories that exist about Schliemann’s work other than what he claims  What he says about the evidence to support these other theories Heinrich Schliemann must prepare to his answers to these questions. To begin this assignment  Gather your sources. Visit to find out the story of the Iliad.  Visit From this site, you will find information about Schliemann’s life, where he was born, his family, his early work and how he died.  These two sites should get you started and it will be your own research from there. Remember when using the internet to gather sources you must consider the reliability of the source, it may not necessarily be correct. HINT – if you find some information on one site, see if you can find it on another site to verify it.  Once you have gathered the information you need to come up with a list of questions that will be asked during the interview and a list of answers to the questions  Once you have your list of questions you need to write a script for the interview. You don’t need to memorise the script, you can use palm cards during the interview  It is advisable to practice your interview before it is time to do it in front of the class. HAPPY RESEARCHING Extra question – who is the woman in the picture and what is she wearing?
  24. 24. ROSETTA STONE DEBATE 2 4 The Rosetta Stone: where does it belong? This famous 2,200-year-old stone has been in the British Museum since 1802, where it has been admired by millions of visitors over the years. It remains at the centre of a controversy: should it stay in Britain or go back to its homeland, Egypt? A few weeks ago, in December 2009, this controversy was once more in the news. Dr Zahi Hawass, a well-known Egyptian scholar who has been fighting for the return of the stone for several years, returned to London to argue his case. A French soldier in Napoleon’s army discovered the stone in 1799, in El Rashid, a village at the mouth of the River Nile, Egypt. When the French were defeated by the British army, it was then taken to Britain and has remained there ever since. The ancient stone is black granite, roughly rectangular in shape and 114 cm high. The front of the stone is smooth and is inscribed with tiny writing, using three different scripts. The top part is hieroglyphic, a script made up of small pictures which was used by priests in Ancient Egypt (for example, there are images of a basket and an eye); the middle section is written in demotic, the common script used in Egypt at the time; the last section is in Greek, the language of administration, used by the rulers. The ancient stone is from 196 BC, the Ptolemaic Period. The text is actually written by priests in honour of their young 13-year-old king, Ptolemy. The stone is important because it holds the key to understanding hieroglyphic, a script which had died out centuries earlier and which no modern linguists had been able to understand before the stone’s discovery. Since the same text is written in three languages, in 1822 translators were able to use the other scripts on the stone to help decode the hieroglyphics. Of course, this was of huge importance to Egypt and Egyptology. Dr Zahi Hawass would like to place the artefact in a new museum near the Pyramids, to be completed in 2012. He also wants to bring back other priceless objects from Ancient Egypt held around the world and he accuses Britain and other countries of theft. It is thought that the British Museum may finally agree to loan the Rosetta Stone for a few months.
  26. 26. 2 6 NATURALIST  Graphic Organiser(C)  Cloze Passage(C)  SHF Exposition(B)  Tolland Man Detective(A) INTERPERSONAL  Dictagloss(C)  Family Interview(C)  Life Story(B)  Rosetta Stone Debate(A) INTRAPERSONAL  Terminology Quiz(C)  Timeline(C)  Journal Entries(B)  Stonehenge Presentation(A) BODILY/KINESTHETIC  Hieroglyphics(C)  Timeline(C)  Journal Entries(B)  Tolland Man Detective(A) VISUAL/SPATIAL  Film Study(C)  Source Work(C)  Life Story(B)  Schlieman Interview(A) MUSICAL/ RHYTHMIC  Dictogloss (C)  Cloze passage(C)  Life Story(B)  Stonehenge Presentation(A) VERBAL/LINGUISTIC  Note-making(C)  Text work(C)  SHF Expostion(B)  Schlieman Interview(A) LOGICAL/ MATHEMATICAL  Timeline(C)  Graphic Organiser(C)  Online Timeline(B)  Rosetta Stone Debate(A) ACTIVITIES TO SUIT ALL INTELLIGENCES
  27. 27. 2 7 ASSESSMENT Marked for:  Correct answers  Evidence of learning  Completion of tasks Marked by:  Completion of tasks (Layer C)  Direct questioning during class (Layer C)  End of unit Jeopardy (Layer C)  Layer B Rubric  Layer A Rubric GRADES  To finish the unit, students must complete at least 100 points from the layered curriculum. The points for each activity represent the numerical mark the task is out of.  Layer C activities are checked off and marked during class time as they are completed and will total a mark out of 60. Students may complete extra activities with the best marks going toward their overall total.  Layer B activities are to be handed in for marking for a total mark out of 20. Students may complete extra activities with the best marks going toward their overall total.  Layer A activities will be presented to the class for a total mark out of 20 following the presentation rubric. Only one activity may be attempted. GRADE MARK A 86+ B 71-85 C 56-70 D 40-55
  28. 28. 2 8 RUBRIC FOR PRESENTATIONS LAYER A Marking Guidelines MARK CRITERIA 17-20  Puts on a highly informative presentation  Exceeds the task requirements  Demonstrates a clear understanding of the role  Evidence of extensive research 13-16  Puts on an informative presentation  Meets the task requirement  Demonstrates an understanding of the role  Evidence of wide research 9-12  Attempts to put on an informative presentation  Meets most task requirements  Demonstrates an understanding of the role  Evidence of some research 5-8  Attempts to put on an informative presentation  Meets some task requirements  Demonstrates some understanding of the role  Evidence of little research 1-4  Little information presented  Meets few task requirements  Demonstrates little understanding of the role  Evidence of little to no research
  29. 29. 2 9 RUBRIC FOR DEBATE LAYER A CRITERIA MARK 1-5 6-10 11-15 16-20 1. Organization and Clarity: viewpoints and responses are outlined both clearly and orderly. Unclear in most parts Clear in some parts but not over all Most clear and orderly in all parts Completely clear and orderly presentation 2. Use of Arguments: reasons are given to support viewpoint. Few or no relevant reasons given Some relevant reasons given Most reasons given: most relevant Most relevant reasons given in support 3. Use of Examples and Facts: examples and facts are given to support reasons. Few or no relevant supporting examples/facts Some relevant examples/facts given Many examples/facts given: most relevant Many relevant supporting examples and facts given 4. Use of Rebuttal: arguments made by the other teams are responded to and dealt with effectively. No effective counter- arguments made Few effective counter- arguments made Some effective counter- arguments made Many effective counter- arguments made 5. Presentation Style: tone of voice, use of gestures, and level of enthusiasm are convincing to audience. Few style features were used; not convincingly Few style features were used convincingly All style features were used, most convincingly All style features were used convincingly
  30. 30. 3 0 RUBRIC FOR LAYER B Marking Guidelines MARK CRITERIA 17-20  Exceeds the task requirements  Follows the correct structure of the task to the letter  Evidence of extensive research  Demonstrates a high degree of control over spelling and punctuation 13-16  Meets the task requirement  Follows the correct structure of the task  Evidence of wide research  Demonstrates control over spelling and punctuation 9-12  Meets most task requirements  Follows the correct structure of the task  Evidence of some research  Demonstrates some control over spelling and punctuation 5-8  Meets some task requirements  Some structure of the task  Evidence of little research  Demonstrates variable control over spelling and punctuation 1-4  Meets few task requirements  Little to no structure of the task  Evidence of little to no research  Demonstrates little control over spelling and punctuation