Jiayuguan Pass, Jiayuguan, Gansu province. Photograph by Jean-Francois Lanzarone. Reproduced courtesy Powerhouse Museum, Sydney.
Jiayuguan Pass, Jiayuguan, Gansu province. Photograph by Jean-Francois Lanzarone. Reproduced courtesy Powerhouse Museum, Sydney. |
Teacher Information - The Great Wall of China: dynasties, dragons and warriors
| Home | Teacher Information Assessment |
Podcasts | Tuning in activity Location of the Great Wall Knowledge Hunt |
Terracotta Warriors Report Can the Wall be seen from the Moon? Dynasties of the Great Wall |
Introduction
The Great Wall of China, provides students with the opportunity to develop knowledge and understanding around the past and present of the Great Wall of China. This was originally developed to support an Exhibition held at the Melbourne Museum in 2007. Activities include identifying prior knowledge, researching via the internet and creating presentations.
A full collection of the internet sites used as part of this unit can be found at
http://www.web-and-flow.com/members/lhayman/china1/hotlist.htm
Additional information on how the internet can be used effectively within classrooms plus links to a range of sites can be found at Hotlists to WebQuests.
Learning Focus
This unit addresses learning focus statements from all three strands of the Victorian Essential Learning Standards at Level 5
Strand |
Domain |
Dimension |
Key elements of standards |
Physical, |
Working in teams |
*students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively |
|
| Personal Learning | The Individual Learner
Managing Personal Learning
|
* students monitor their own progress
* students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation *use criteria to evaluate their work, and use these criteria to make appropriate refinements |
|
| Discipline Based Learning |
Humanities | Historical Knowledge and Understanding | * develop knowledge and understanding about ancient societies * students develop their understanding of change and continuity over time |
| Historical Reasoning and Interpretation | * students use a range of primary and secondary sources including visual sources. * students evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. |
||
| Geography | Geographical Knowledge and Understanding | * students demonstrate knowledge and understanding of the characteristics of the regions of Asia | |
| Geospatial skills | * students collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms. | ||
| English | Writing | *students produce, in print and electronic forms, texts for a variety of purposes | |
Interdisciplinary Learning |
Information and Communication Technology | ICT for Visualising Thinking | *use of graphic organisers |
| ICT for Communicating | *use of search engines, judging the integrity of the located information |
Teacher Materials
All resources required for the teaching of this unit have been linked directly into the web pages provided. Teachers will need to provide students with internet access and the ability to print resources that have been provided.
To access the podcasts, computers will require appropriate software such as Media Real Player.