Year 7 History Unit Plan

Unit Title:
Ancient India: The caste system

Unit Title:
Unit Title:
Unit Title:
Level:
Year 7
Level:
Year 7
Duration of unit:
18 Lessons
15 Hours + time for presentations
Duration of unit:
18 Lessons
15 Hours + time for presentations
Identify Curriculum:
Depth studies
The Asian world
India
o Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion.
(ACDSEH044)
Historical skills
Historical questions and research
o Identify a range of questions about the past to inform a historical inquiry (ACHHS207)
Explanation and communication
o Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Depth studies
The Asian world
India
(ACDSEH044)
Historical skills
Goal statement:
In this unit students will use evidence about Ancient India to investigate the way in which the Caste System operates within society. Students will also investigate the influences
of law and religion upon this social structure. Students will organise this information to illustrate a deep understanding of how society functioned as a whole. Students will also
communicate this understanding by reflecting upon their learning individually and as a whole class.
Goal statement:
Goal statement:
Goal statement:
Goal statement:
Goal statement:
Goal statement:
Goal statement:
Statement of Related Content/Skills/Processes and Values:
Activities in this unit aim to develop students knowledge and understanding of each individual group in the Caste System. Focusing on the major characteristics of each
system, law and religion and how they influence each other. The significance of social structure over all aspects (i.e. school, Ancient India and modern India and Australia) is
also addressed in this unit, providing students with opportunities to relate to this new information. The activities are sequenced in phases using the social investigation strategy.
This enables students to develop a deeper knowledge of the topic, whilst being actively engaged in their learning.
The key processes that will be developed in this unit are investigating and communicating. Students will develop these key processes through activities that provide them with
opportunities to:
o Formulate important questions to shape the investigation.
o Gather a wide range of information by reading and viewing a variety of sources, such as: printed texts, power-points, YouTube clips and websites.
o Distinguish relevant and irrelevant information by interpreting the meaning and the significance of the information.
o Suggest links between the caste system in India today.
o Draw conclusions that are supported by the evidence they have accumulated throughout the unit.
o Present their information in an appropriate style to suit a particular purpose and audience.
Students will be provided with the opportunity to consider how the caste system affected the roles and lifestyles of Ancient Indians. This unit aims to develop students
understanding of the core values behind the Indian caste system. Students will consider how the influences of law and religion impacted upon the ethical and social structure of
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
opportunities to:
the caste system.
Inquiry questions:
What are the key groups evident in the social structure of Ancient India?
What period of time did this particular social system exist?
Why was the caste system established?
How does religion influence the caste system?
What are the defining characteristics of each key group? Example: Roles, rights, responsibilities, lifestyle, etc.
In what ways do these social classes in India determine ones role in society?
If people could move between groups freely in this life, how would their lives change as a result of this?
How does law influence the caste system?
What was significant about the social structure in Ancient India during this time period in comparison to modern Australia?
Inquiry questions:
Inquiry questions:
Inquiry questions:
Inquiry questions:
Inquiry questions:
Inquiry questions:
Inquiry questions:
Overview of assessment:
The teaching and learning experiences throughout this unit provide opportunities for students to develop an understanding of the knowledge and skills needed to complete
their assessment.
The evidence of learning that will be gathered during this unit is:
Formative assessment - will be undertaken throughout the lesson in the form of:
Observations - observations will be taken on the students ability to:
! make effective contributions in class discussions and questioning.
! work in cooperative group learning environments.
! undertake research on the computer.
! select, interpret and comprehend appropriate information.
! understand and comprehend the language features and text structures of narratives and/or diary entries.
These observations can be recorded in a note-taking book, and then transferred into anecdotal records for future reference.
Feedback - constant, regular and accurate feedback will be given to students on specific skills and understandings throughout this unit.
Checklists - a checklist will be used to monitor how students identify their own errors, mistakes, feedback and areas of improvement. They will also be used to check
student progress in drafting of their final assessment piece.
Summative assessment - The purpose of this assessment is to make judgments about students understanding and responses to what life was like for each group in the Indian
caste system. It also helps educators to make judgments about students abilities to research, collect, analyse and draw conclusions of the content they have learnt throughout
this unit.
their assessment.
this unit.
their assessment.
this unit.
their assessment.
this unit.
their assessment.
this unit.
their assessment.
this unit.
their assessment.
this unit.
their assessment.
this unit.
Differentiation:
Throughout this unit of work there are many considerations that have been put in place to support all students individual learning and assessment needs.
Students needs, interests, abilities and experiences have been considered throughout this unit plan through a number of ways.
A range of individual and group activities is evident to supply students with a variety of experiences to best suit all needs.
Mixed ability grouping are used throughout - with specific instruction to ensure that all students are included. However this still needs to be clearly monitored within
every group.
A range of modes of teaching and learning, such as books, websites, clips, direct teaching, etc. is included, to support students individual interests and learning
needs.
KWL chart - This helps students to physically and logically organise their learning, through what they already know, to what they want to know and what they have
learnt throughout the unit.
The use of a timer also provides warning for students, so it is not a surprise when their time is up. This can help students with learning needs such as autism to help
them be prepared.
Students will complete activities at different times, so extra activities have been included in their history workbook for students to move onto when they are ready. This
helps to extend student learning and to keep students engaged which may help to curb behavioural issues.
It is important for the teacher to monitor students progress, to ensure that all students are on task. It is important to offer support and guidance where needed.
The assessment piece has been designed to cater for the varied needs and abilities of all students, as it offers choice. Students can choose to select their text type,
either a narrative or a diary entry and their mode of presentation, either a poster, PowerPoint or Prezi.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Differentiation:
every group.
needs.
them be prepared.
Lesson
number
Stage of Social
Investigation
Strategy
Learning objectives for
lesson
Lesson description Lesson description Resources Resources Assessment
1.

Identify/negotiate
topic
Students will have the
opportunity to
demonstrate their ability
to:
execute prior
knowledge about
India.
explain where India
is on the world
map.
Focus: Establish students overall knowledge of India, and their
understanding of Ancient, BCE, BC, AD, CE and c.
Estimated duration: 45minutes
Provide students with a range of sensory items relating to India.
Have a display table with items.
o Touch - Sari (Box, whole)
o Smell - Curry (box, slit)
o Taste - Naan bread
o See - Hena, flag, spot,
o Hear - Music playing in background.
(10minutes)
Ask students: Where are we going? How did you know? What
else can you tell us about India?
Where do you think India is located? Does it have neighbouring
countries? (Have a class world map) Who can identify where it is
on our class map?
Map of Asia - discuss Asia, content, population, the boundaries,
other known countries, and where India is located.
Look at India on google earth.
Class discussion on how India is different to Australia drawing
upon the similarities and differences of each country.
(20minutes)
Now we are going to travel back in time to Ancient India. What
does it mean by Ancient? What time period is associated with
Ancient? Approx 60000 BC (BCE) - c.650 AD (CE). What does
BCE and CE mean?
(5minutes)
Introduce topic: We are going to be learning about Ancient India
but we are going to be specifically focusing on the social
structure of Indian society.
Why is Ancient India important to learn about?
(10minutes)
Focus: Establish students overall knowledge of India, and their
understanding of Ancient, BCE, BC, AD, CE and c.
Provide students with a range of sensory items relating to India.
Have a display table with items.
o Touch - Sari (Box, whole)
o Smell - Curry (box, slit)
o Taste - Naan bread
o See - Hena, flag, spot,
o Hear - Music playing in background.
(10minutes)
Ask students: Where are we going? How did you know? What
else can you tell us about India?
Where do you think India is located? Does it have neighbouring
countries? (Have a class world map) Who can identify where it is
on our class map?
Map of Asia - discuss Asia, content, population, the boundaries,
other known countries, and where India is located.
Look at India on google earth.
Class discussion on how India is different to Australia drawing
upon the similarities and differences of each country.
(20minutes)
Now we are going to travel back in time to Ancient India. What
does it mean by Ancient? What time period is associated with
Ancient? Approx 60000 BC (BCE) - c.650 AD (CE). What does
BCE and CE mean?
(5minutes)
Introduce topic: We are going to be learning about Ancient India
but we are going to be specifically focusing on the social
structure of Indian society.
Why is Ancient India important to learn about?
(10minutes)
Table Items:
o Sari
o Curry
o Naan bread
o Photos
o Music
o Shoe boxes
o Labels of senses.
World map
Interactive whiteboard
Table Items:
o Sari
o Curry
o Naan bread
o Photos
o Music
o Shoe boxes
o Labels of senses.
World map
Interactive whiteboard
Formative
assessment -
Observations will
be taken on all
students,
allowing the
teacher to make
informed
decisions on
content for future
lessons.
2. Explore Students will have the
opportunity to
to:
demonstrate former
knowledge on
social structure and
how it can impact
society.
relate this prior
knowledge to the
current unit.
Focus: Explore students prior knowledge of social structure
through class discussion and brainstorming.
Ask students about a social structure that they are familiar with in
todays society (school environment). They are then to discuss in
groups the hierarchy of their own school in more depth. Each
group will create a tree diagram of the school environment.
(20minutes)
Students will then discuss in their groups how the rules of the
school and the religion of the school influences the flow-chart
they have created. The students must be able to explain every
reason they write down.
(10minutes)
Class then discusses why social structure is important (what
does it achieve, what affects it has on the people within the
society.)
Relate this new information to modern and ancient India social
structure (Do you think this relates to India? Why? What do we
know about India from our first lesson that might suggest the
structure of their social system?).
(10minutes)
Here students will pause and fill out the K and W on their KWL
chart on page 2 of their history workbooks. This will identify what
the students already know and what they want to learn. Leaving
the L section blank for the end of the unit.
(10minutes)
To conclude this lesson students will be free to research Ancient
India. This will give them an introduction into the unit and time to
identify more questions they wish to answer. Students are to use
the resources provided to them in the Ancient India Booklet.
(10minutes)
Focus: Explore students prior knowledge of social structure
through class discussion and brainstorming.
Ask students about a social structure that they are familiar with in
todays society (school environment). They are then to discuss in
groups the hierarchy of their own school in more depth. Each
group will create a tree diagram of the school environment.
(20minutes)
Students will then discuss in their groups how the rules of the
school and the religion of the school influences the flow-chart
they have created. The students must be able to explain every
reason they write down.
(10minutes)
Class then discusses why social structure is important (what
does it achieve, what affects it has on the people within the
society.)
Relate this new information to modern and ancient India social
structure (Do you think this relates to India? Why? What do we
know about India from our first lesson that might suggest the
structure of their social system?).
(10minutes)
Here students will pause and fill out the K and W on their KWL
chart on page 2 of their history workbooks. This will identify what
the students already know and what they want to learn. Leaving
the L section blank for the end of the unit.
(10minutes)
To conclude this lesson students will be free to research Ancient
India. This will give them an introduction into the unit and time to
identify more questions they wish to answer. Students are to use
the resources provided to them in the Ancient India Booklet.
(10minutes)
whiteboard markers
Butchers
paper
Felt tip pens
History workbook - page
2 - KWL chart

whiteboard markers
Butchers
paper
Felt tip pens
History workbook - page
2 - KWL chart

Formative
assessment -
Observations of
students ability to
implement prior
knowledge into a
new topic of
work. This
assessment will
be done by
monitoring
students notes
and making
observations.
3. Frame, negotiate
and identify.
opportunity to
to:
formulate
interesting
questions.
develop an
understanding of
what other students
wish to learn during
the unit.
decipher which
questions are most
important to the
class
Focus: Establish an overall understanding of what the class
wishes to explore during this unit.
Revise with students the use of the KWL chart in the previous
lesson. Ask students to get their personal chart out. Inform
students that today we will be making a whole class KWL chart to
refer to through out the unit. Refer to KWL chart on classroom
wall.
(10minutes)
Students are to work in groups to discuss the questions they
formed last lesson. Students can also add extra questions to
their list. In these groups students will decide which questions
are the most frequent and which questions they feel are
extremely important to their learning. Students will be given post
it notes to write their questions on. They are then able to easily
group their common questions and develop an understanding of
what others in their group wish to learn.
While the students are working in groups the teacher walks
around and guiding and extending student thinking where
necessary.
Once all groups have finished sorting their questions a class
discussion will be lead. This discussion will aim to decipher the
most frequent questions the class has and some of the more
complex questions discovered.
A tally system on the smart board will be used to track the
progress as each group comes up the front and puts their post its
on the board.
Class then discusses what inquiry questions they want to further
investigate and what questions can be eliminated or combined.
(30minutes)
Discuss how students can investigate and solve these inquiry
questions. What resources they could use. Discuss the
importance of being safe on the worldwide web.
(5minutes)
Focus: Establish an overall understanding of what the class
wishes to explore during this unit.
Revise with students the use of the KWL chart in the previous
lesson. Ask students to get their personal chart out. Inform
students that today we will be making a whole class KWL chart to
refer to through out the unit. Refer to KWL chart on classroom
wall.
(10minutes)
Students are to work in groups to discuss the questions they
formed last lesson. Students can also add extra questions to
their list. In these groups students will decide which questions
are the most frequent and which questions they feel are
extremely important to their learning. Students will be given post
it notes to write their questions on. They are then able to easily
group their common questions and develop an understanding of
what others in their group wish to learn.
While the students are working in groups the teacher walks
around and guiding and extending student thinking where
necessary.
Once all groups have finished sorting their questions a class
discussion will be lead. This discussion will aim to decipher the
most frequent questions the class has and some of the more
complex questions discovered.
A tally system on the smart board will be used to track the
progress as each group comes up the front and puts their post its
on the board.
Class then discusses what inquiry questions they want to further
investigate and what questions can be eliminated or combined.
(30minutes)
Discuss how students can investigate and solve these inquiry
questions. What resources they could use. Discuss the
importance of being safe on the worldwide web.
(5minutes)
History
workbook - page 2 - KWL
chart
Smart
board
Post it notes
Blue tack
KWL wall chart
History
workbook - page 2 - KWL
chart
Smart
board
Post it notes
Blue tack
KWL wall chart
Formative
assessment -
Students will be
assessed on their
ability to work in
groups to
formulate
interesting and
insightful
questions during
the inquiry
process.
4.
Giorgetta
Gather
information
opportunity to
to:
gather new
information though
the use of ICT.
use new
information to make
informed decisions
resulting in
effective inquiry
questions.
Focus: In this lesson students will be introduced to the key
social groups in Ancient India.
Students will first watch a short video to introduce the key social
groups in Ancient India.
Discuss general points about each group from the video.
Students are to write what they are learning into their Ancient
India workbook on page 3
(15minutes)
Students are to hypothesis what would happen if one of the
groups did not exist. E.g. The labourers.
(5minutes)
Class discussion -
o Can you think of any similarities between Australia's
social system and the Indian Caste system?
o What do you think influences each group?
o Do you think the law or religion is a factor in how they
interact with each other?
Write the students answers on the board so students can copy
them into their notebook.
(15minutes)
Now that students have a greater understanding of what they will
be focusing on during this unit, ask them to add any extra
questions to their bank of inquiry questions.
(5minutes)
If students have finished early they may watch another clip about
the social civilisation of Ancient India.
Focus: In this lesson students will be introduced to the key
social groups in Ancient India.
Students will first watch a short video to introduce the key social
groups in Ancient India.
Discuss general points about each group from the video.
Students are to write what they are learning into their Ancient
India workbook on page 3
(15minutes)
Students are to hypothesis what would happen if one of the
groups did not exist. E.g. The labourers.
(5minutes)
Class discussion -
o Can you think of any similarities between Australia's
social system and the Indian Caste system?
o What do you think influences each group?
o Do you think the law or religion is a factor in how they
interact with each other?
Write the students answers on the board so students can copy
them into their notebook.
(15minutes)
Now that students have a greater understanding of what they will
be focusing on during this unit, ask them to add any extra
questions to their bank of inquiry questions.
(5minutes)
If students have finished early they may watch another clip about
the social civilisation of Ancient India.
Ancient India
Workbook - page 3
YouTube
clip: http://
www.youtube.com/watch?
v=j1dbksj22Ds.
White board markers
Extension clip: http://
v=n7ndRwqJYD
Ancient India
Workbook - page 3
YouTube
clip: http://
v=j1dbksj22Ds.
White board markers
Extension clip: http://
v=n7ndRwqJYD
Formative
assessment -
The students will
be formatively
assessed on how
well they use the
information
provided to them
and the way in
which they create
informed inquiry
questions.
5. Gather
information
opportunity to
to:
participate in group
discussions.
identify the creation
of the caste
system, how the
system divides
citizens and affects
daily life of people
in Ancient India.
Focus: What period of time did this particular social system
exist?
Recap students knowledge from previous lesson. What did we
learn?
Ask students what do they want to be when they grow up. A
doctor? A fire fighter? A teacher? We have many choices but if
you lived in India, your job and your position in society would be
determined long before you are even born.
(10minutes)
Direct teaching lesson of the content on the introduction and
purpose of the caste system in Ancient India.
Discuss when and why the caste system was introduced, how
the caste system divides Indian citizens and how the system
affects the daily life in India.
Review unfamiliar vocabulary as a class.
(20minutes)
Whole class participates in Rags to Riches online activity:
students answer questions in relation to the caste system in a
quest for fame and fortune.
(15minutes)
To conclude, whole class participates in a class discussion.
Answer any questions students have regarding the lesson.
(5minutes)
Focus: What period of time did this particular social system
exist?
learn?
Ask students what do they want to be when they grow up. A
doctor? A fire fighter? A teacher? We have many choices but if
you lived in India, your job and your position in society would be
determined long before you are even born.
(10minutes)
Direct teaching lesson of the content on the introduction and
purpose of the caste system in Ancient India.
Discuss when and why the caste system was introduced, how
the caste system divides Indian citizens and how the system
affects the daily life in India.
Review unfamiliar vocabulary as a class.
(20minutes)
Whole class participates in Rags to Riches online activity:
students answer questions in relation to the caste system in a
quest for fame and fortune.
(15minutes)
To conclude, whole class participates in a class discussion.
Answer any questions students have regarding the lesson.
(5minutes)
Powerpoint
Pens/Pencils
Online game: Rags to
Riches
http://www.quia.
com/rr/33090.html
Powerpoint
Pens/Pencils
Online game: Rags to
Riches
http://www.quia.
com/rr/33090.html
Formative
Assessment -
Observation of
student
contribution to
class
discussions.
6. Gather
information
opportunity to
to:
participate in group
discussions.
identify the
hierarchy levels of
the caste system.
Focus: What are the key groups evident in the social structure of
Ancient India?
learn?
(5minutes)
Ask students to take out their Ancient India Workbook and open
to page 6. As a class students are to read through the passage
and highlight key words in each paragraph.
(10minutes)
At the end, complete the hierarchy triangle, ordering the name of
each caste and the traditional occupation from highest to lowest.
(8minutes)
Once completed, discuss as a whole class how fair or unfair you
think the caste system is? What do you think it would be like to
live in the bottom social class? Which social class would you
prefer to live in? why?
(7minutes)
Hand out students assignment criteria sheet. Go through the task
sheet, checklist and rubric to ensure students understand what is
expected of them.
(10minutes)
Allow students to work on their assignment.
(10minutes)
Focus: What are the key groups evident in the social structure of
Ancient India?
learn?
(5minutes)
Ask students to take out their Ancient India Workbook and open
to page 6. As a class students are to read through the passage
and highlight key words in each paragraph.
(10minutes)
At the end, complete the hierarchy triangle, ordering the name of
each caste and the traditional occupation from highest to lowest.
(8minutes)
Once completed, discuss as a whole class how fair or unfair you
think the caste system is? What do you think it would be like to
live in the bottom social class? Which social class would you
prefer to live in? why?
(7minutes)
Hand out students assignment criteria sheet. Go through the task
sheet, checklist and rubric to ensure students understand what is
expected of them.
(10minutes)
Allow students to work on their assignment.
(10minutes)
Workbook page 6 - exert
of text and blank hierarchy
triangle.
Pens/pencils/highlighter
Workbook page 6 - exert
of text and blank hierarchy
triangle.
Pens/pencils/highlighter
Formative
assessment -
Observation of
student
contribution to
class discussion
and hierarchy
triangle.
7. Gather
information
opportunity to
to:
construct new
knowledge from
content.
sift through
information to find
key pieces.
sketch a scene
using the
information.
label important
elements of the
scene using
information.
Focus: The Untouchables and their characteristics.
Recap previous lessons regarding the hierarchy of ancient Indian
social structure as a whole by refreshing their memory using the
triangle activity in their SOSE workbooks.
(5minutes)
Introduction to the bottom of the social hierarchy
- The Untouchables
1. Using Questioning to commence the lesson on the
Untouchables.
2. Ask Questions about what they think untouchable means?
3. What do you imagine to be untouchable?
4. Is untouchable usually linked to something pleasurable? Or
not?
5. How could this be referred to social structure in ancient
India?
(5minutes)
Students are seated at their individual desks and are asked to
take out their History workbooks for this unit to take some notes.
Direct teaching of the content in regards to the roles,
responsibilities, rights and lifestyle, religious and law influences
of the untouchables back in Ancient India using a PowerPoint to
show visual aids.
After all the content has been discussed, the students complete
taking notes of the information needed in their notebooks.
(20minutes)
Once the students are finished, the teacher explains the activity
they will be doing to express the new content just learnt.
Using the notes just written in their History notebooks, the
students are to construct a scene in their mind of what the
information tells them.
The students then sketch/draw the scene they are imagining
through the comprehension of the information given. This is
completed on page 8 of the History workbook.
In their sketch the students must include and label the different
aspects including, roles, responsibilities, lifestyle etc.
Once the students have completed their scenes. The whole class
comes back together to discuss what has been included in each
scene.
To conclude, some students volunteer to display their scenes and
to explain what they have draw in their scene and why it is there
in regards to the information they were given at the start of the
lesson.
(20minutes)
Focus: The Untouchables and their characteristics.
triangle activity in their SOSE workbooks.
(5minutes)
Introduction to the bottom of the social hierarchy
- The Untouchables
1. Using Questioning to commence the lesson on the
Untouchables.
2. Ask Questions about what they think untouchable means?
3. What do you imagine to be untouchable?
4. Is untouchable usually linked to something pleasurable? Or
not?
5. How could this be referred to social structure in ancient
India?
(5minutes)
take out their History workbooks for this unit to take some notes.
Direct teaching of the content in regards to the roles,
responsibilities, rights and lifestyle, religious and law influences
of the untouchables back in Ancient India using a PowerPoint to
show visual aids.
After all the content has been discussed, the students complete
taking notes of the information needed in their notebooks.
(20minutes)
Once the students are finished, the teacher explains the activity
they will be doing to express the new content just learnt.
Using the notes just written in their History notebooks, the
students are to construct a scene in their mind of what the
information tells them.
The students then sketch/draw the scene they are imagining
through the comprehension of the information given. This is
completed on page 8 of the History workbook.
In their sketch the students must include and label the different
aspects including, roles, responsibilities, lifestyle etc.
Once the students have completed their scenes. The whole class
comes back together to discuss what has been included in each
scene.
To conclude, some students volunteer to display their scenes and
to explain what they have draw in their scene and why it is there
in regards to the information they were given at the start of the
lesson.
(20minutes)
Whiteboard
Markers
PowerPoint
Laptop (teacher)
History workbook - page 8
- blank sheet of paper for
sketch.
Pens/pencils
Whiteboard
Markers
PowerPoint
Laptop (teacher)
History workbook - page 8
- blank sheet of paper for
sketch.
Pens/pencils
Formative
Assessment of
work in their
SOSE Unit
workbooks.
8. Gather
information
opportunity to
to:
construct new
knowledge from
content.
sift through
information to find
key pieces.
identify key pieces
of information
about the topic.
write a text using
important
information.
comprehension
strategies.
Focus: The Shudras and their characteristics.
triangle activity.
Acknowledge the key points of the social group addressed in the
previous lesson. Start to create a graphic representation of the
social structure on the wall. As a class establish where the title of
this social group would go on the visual triangle and
add the identified points around the heading on the wall.
(10minutes)
Introduction to the second layer of the social hierarchy.
- The Shudras
Recap previous lesson by using questioning - e.g. Can anybody
refresh us about the roles/responsibilities/lifestyle/religious and
law influences of the untouchables?
Introduce new topic using questioning.
If the untouchables consisted of the lowest class of people what
do you think the next social group will consist of?
What do you think their roles are?
What about their responsibilities?
What about their lifestyle? Why?
(5minutes)
take out their History notebooks for this unit to take some notes.
During this section of the lesson direct teaching of the content
about the Shudras social group occurs. The roles,
responsibilities, lifestyle, law and religious influences are outlined
using a PowerPoint.
After all of the content has been taught and students have
finished writing the notes into their History notebooks, the whole
class comes together for a group activity. The whole group
complete a whole class comprehension activity on the board. The
activity consists of a text that has the important words/phrases
missing.
As a group, the whole class completes the comprehension task,
reading the text and checking their notes for the answers to the
blank parts.
After all of the text is completed and the blanks are filled in on the
screen and on page 9 of their workbooks, the teacher runs
through all the answers with the group until they all comprehend
the correct answers.
(25minutes)
After the group activity, the students work individually to
construct their own comprehension activity like the one
completed as the whole group in their history workbooks on page
10. The students must write their own text and decide which
words/phrases are the most important to leave out.
After the students have completed writing their text. The students
swap books with a student from the other side of the room.
The students complete each others comprehension tasks by
filling in their blanks. Once completed, the students return the
books to their owner to be marked.
In conclusion, after the students have marked the texts. Some
students volunteer to read theirs aloud to recap on what they
learnt throughout the lesson.
(20minutes)
Focus: The Shudras and their characteristics.
triangle activity.
previous lesson. Start to create a graphic representation of the
social structure on the wall. As a class establish where the title of
this social group would go on the visual triangle and
add the identified points around the heading on the wall.
(10minutes)
- The Shudras
refresh us about the roles/responsibilities/lifestyle/religious and
law influences of the untouchables?
If the untouchables consisted of the lowest class of people what
do you think the next social group will consist of?
(5minutes)
take out their History notebooks for this unit to take some notes.
about the Shudras social group occurs. The roles,
using a PowerPoint.
finished writing the notes into their History notebooks, the whole
class comes together for a group activity. The whole group
complete a whole class comprehension activity on the board. The
activity consists of a text that has the important words/phrases
missing.
As a group, the whole class completes the comprehension task,
reading the text and checking their notes for the answers to the
blank parts.
After all of the text is completed and the blanks are filled in on the
screen and on page 9 of their workbooks, the teacher runs
through all the answers with the group until they all comprehend
the correct answers.
(25minutes)
After the group activity, the students work individually to
construct their own comprehension activity like the one
completed as the whole group in their history workbooks on page
10. The students must write their own text and decide which
words/phrases are the most important to leave out.
After the students have completed writing their text. The students
swap books with a student from the other side of the room.
The students complete each others comprehension tasks by
filling in their blanks. Once completed, the students return the
books to their owner to be marked.
In conclusion, after the students have marked the texts. Some
students volunteer to read theirs aloud to recap on what they
learnt throughout the lesson.
(20minutes)
Coloured card for title.
Pens/pencils
Blue-tack
Strips of paper
Whiteboard
Markers
PowerPoint
Laptop (teacher)
Workbook page 9 and 10 -
Comprehension activity
and lined page for own
creation.
Interactive Whiteboard
/projector
History notebook
Pens/pencils
Pens/pencils
Blue-tack
Strips of paper
Whiteboard
Markers
PowerPoint
Laptop (teacher)
Workbook page 9 and 10 -
Comprehension activity
and lined page for own
creation.
Interactive Whiteboard
/projector
History notebook
Pens/pencils
Formative
Assessment of
work in their
SOSE Unit
workbooks
9. Gather
information
opportunity to
to:
construct new
knowledge from
content.
sift through
information to find
key pieces.
identify the most
important
information.
construct a role
using this
information
participate in a
freeze frame
drama activity.
Focus: The Vaishyas and their characteristics.
refresh us about the roles/responsibilities/lifestyle of the
Shudras?
previous lesson. Establish where the title of this social group
would go on the visual triangle and then add the identified points
around the heading on the wall.
(10minutes)
If the Shudras consisted of labourers and peasants what do you
think the next social group will consist of?
(5minutes)
take out their SOSE workbooks for this unit to take some notes.
about the Vaishyas social group occurs. The roles,
using a PowerPoint.
finished writing the notes into their SOSE workbooks, the whole
class comes together for a group activity.
(20minutes)
The whole class participates in a silent interval freeze frame and
constructs a scene of what it would be like living in this social
group using the information learnt throughout the first part of the
lesson.
The students must use the information given to them at the start
of the lesson to add to the freeze frame.
Throughout the freeze frame, the teacher starts the scene by
adding a couple of students. Throughout the course of the freeze
frame more and more students are added.
Without talking, when the teacher states freeze, the students
freeze in their position and the students that are chosen by the
teacher will enter the scene and move around enacting a role,
responsibility, lifestyle aspect etc.
When the teacher says freeze, the students freeze and more
students are added, this occurs until all students are involved.
When the teacher says unfreeze the students continue to silently
move around completing their move.
(15minutes)
After the freeze frame is complete, the students move back to
their desks. The teacher goes around the room and asks
students to show the class what their move was during the freeze
frame and to explain what it is they were doing/being.
In conclusion, the whole class has a discussion about the scene.
(10minutes)
Focus: The Vaishyas and their characteristics.
refresh us about the roles/responsibilities/lifestyle of the
Shudras?
previous lesson. Establish where the title of this social group
would go on the visual triangle and then add the identified points
around the heading on the wall.
(10minutes)
If the Shudras consisted of labourers and peasants what do you
think the next social group will consist of?
(5minutes)
take out their SOSE workbooks for this unit to take some notes.
about the Vaishyas social group occurs. The roles,
using a PowerPoint.
finished writing the notes into their SOSE workbooks, the whole
class comes together for a group activity.
(20minutes)
The whole class participates in a silent interval freeze frame and
constructs a scene of what it would be like living in this social
group using the information learnt throughout the first part of the
lesson.
The students must use the information given to them at the start
of the lesson to add to the freeze frame.
Throughout the freeze frame, the teacher starts the scene by
adding a couple of students. Throughout the course of the freeze
frame more and more students are added.
Without talking, when the teacher states freeze, the students
freeze in their position and the students that are chosen by the
teacher will enter the scene and move around enacting a role,
responsibility, lifestyle aspect etc.
When the teacher says freeze, the students freeze and more
students are added, this occurs until all students are involved.
When the teacher says unfreeze the students continue to silently
move around completing their move.
(15minutes)
After the freeze frame is complete, the students move back to
their desks. The teacher goes around the room and asks
students to show the class what their move was during the freeze
frame and to explain what it is they were doing/being.
In conclusion, the whole class has a discussion about the scene.
(10minutes)
Pens/pencils
Blue-tack
Strips of paper
Whiteboard
Markers
PowerPoint
Laptop (teacher)
SOSE Unit Worksheets
Pencils/Pen
Open space for freeze
frame
Pens/pencils
Blue-tack
Strips of paper
Whiteboard
Markers
PowerPoint
Laptop (teacher)
SOSE Unit Worksheets
Pencils/Pen
Open space for freeze
frame
Formative
assessment of
what the students
demonstrates
and explains
during the
discussion after
the freeze frame.
10.

Gather
information
opportunity to
to:
select and organise
information that will
support specific
requirements.
consider the
perspective of
another person.
create an effective
diary entry.

Focus: Investigating Kshatriyas and representing findings from
this perspective.
Start a class discussion by asking students to brainstorm some
key aspects that they learnt from last lesson about the Vaishyas.
As a class establish where the title of this social group goes on
our graphic representation on the wall. In pairs ask students to
write one thing that they feel was important about Vaishyas and
then stick it up onto the wall around the heading.
(8 minutes)
- The Kshatriyas
Discuss with students what they already know about Kshatriyas.
Create a concept map on the board.
Extend their knowledge through direct teaching. Ensure to
address the key inquiry questions. Add this information to the
concept map using a different coloured pen.
Save this concept map from the smart-board to the student file,
so that all students can have access to it on their iPads.
(20 minutes)
Inform students that they are going to be creating a short diary
entry from the perspective of a Kshatriya about their life. They
are to ensure they use a range of information that they just
learnt, including aspects from as many inquiry questions as
possible.
Ask students to complete this task in their history notebooks.
Ask students what the key features of a diary entry are. Discuss
the importance of sustaining the voice of the Kshatriya
throughout the text.
Discuss as a class what important information they could include,
such as their role, responsibilities, connections, etc. Inform
students that they are able to investigate further information if
needed.
(24 minutes)
Ask students to volunteer to read out their diary entry. Ask
students for 1 star (positive) and 1 wish (improvement).
Collect notebooks, to provide students with feedback.
(8 minutes)
Focus: Investigating Kshatriyas and representing findings from
this perspective.
key aspects that they learnt from last lesson about the Vaishyas.
our graphic representation on the wall. In pairs ask students to
write one thing that they feel was important about Vaishyas and
then stick it up onto the wall around the heading.
(8 minutes)
- The Kshatriyas
Discuss with students what they already know about Kshatriyas.
Create a concept map on the board.
Extend their knowledge through direct teaching. Ensure to
address the key inquiry questions. Add this information to the
concept map using a different coloured pen.
Save this concept map from the smart-board to the student file,
so that all students can have access to it on their iPads.
(20 minutes)
Inform students that they are going to be creating a short diary
entry from the perspective of a Kshatriya about their life. They
are to ensure they use a range of information that they just
learnt, including aspects from as many inquiry questions as
possible.
Ask students to complete this task in their history notebooks.
Ask students what the key features of a diary entry are. Discuss
the importance of sustaining the voice of the Kshatriya
throughout the text.
Discuss as a class what important information they could include,
such as their role, responsibilities, connections, etc. Inform
students that they are able to investigate further information if
needed.
(24 minutes)
Ask students to volunteer to read out their diary entry. Ask
students for 1 star (positive) and 1 wish (improvement).
Collect notebooks, to provide students with feedback.
(8 minutes)
Pens/pencils
Blue-tack
Strips of paper
Smart-board
Whiteboard markers
Teacher resource -
Srinivasan, A. V. (2011).
Hinduism for dummies.
Indiana, USA: Wiley
Publishing, Inc.
iPads
Student notebooks
Pens/pencils
Pens/pencils
Blue-tack
Strips of paper
Smart-board
Whiteboard markers
Teacher resource -
Indiana, USA: Wiley
Publishing, Inc.
iPads
Student notebooks
Pens/pencils
Formative
Assessment -
Monitoring and
observation of
students ability
to:
contribute to
class
discussions.
use resources.
comprehend
and answer
questions.
work in a group
environment.
report back to
home group
and supply
information.
11. Gather
information
opportunity to
to:
engage with
resources.
gather and identify
accurate
information.
work in a team
environment.
report information
back to their home
group.
Focus: Researching and gathering important information about
Brahmins using a range of selected resources.
key aspects that they learnt from last lesson about the
Kshatriyas. As a class establish where the title of this social
group goes on our graphic representation on the wall. Ask
students to write one thing that they feel was important about
Kshatriyas and then stick it up onto the wall around the heading.
(8 minutes)
- The Brahmins
Postman visit activity - Introduce the focus of the lesson:
Brahmins. Ask students to turn to page 11 of their history
workbook. A copy of this is also loaded onto the smart-board.
Read through each question as a class to ensure understanding.
Separate the class into groups of 5 students where possible and
explain that this will be their home group. Inform students that
there are different stations set up around the room. Each of these
stations contains a different resource that the students will need
to engage with in order to answer their focus question.
Each student will be given a number that corresponds with the
numbered question that they will be focusing on and the
numbered station they will be moving to.
Move around to one group at a time and give the students in that
group a number each. They then move to the matching station,
taking their history workbooks, pencils/pens and iPads with them.
Students will wait until the rest of their group arrives.
Students will have a 10minute time allocation to engage in the
resource and to answer their question. A timer will be set and a
1minute warning will be provided before they need to pack up
their station.
There is a section at the end of the questions where students are
able to write down any extra information that they may have
found from their resource that they would like to share with their
group.
Students will then report back to their home group, where they
will be given 3 minutes each to share the information that they
gathered to answer each question. The teacher will call the
numbered question to discuss, and monitor the time allocation.
This will continue for all questions. All students must fill in the
resource that was used and the answer for numbers 1-5 in their
workbooks. Therefore by the end of this lesson students will have
knowledge and understanding based on the inquiry questions
relating to Brahmins. Students will also discuss the resource that
they engaged with, and supply at least one positive comment
about using that resource.
(32 minutes)
Focus: Researching and gathering important information about
Brahmins using a range of selected resources.
key aspects that they learnt from last lesson about the
Kshatriyas. As a class establish where the title of this social
group goes on our graphic representation on the wall. Ask
students to write one thing that they feel was important about
Kshatriyas and then stick it up onto the wall around the heading.
(8 minutes)
- The Brahmins
Postman visit activity - Introduce the focus of the lesson:
Brahmins. Ask students to turn to page 11 of their history
workbook. A copy of this is also loaded onto the smart-board.
Read through each question as a class to ensure understanding.
Separate the class into groups of 5 students where possible and
explain that this will be their home group. Inform students that
there are different stations set up around the room. Each of these
stations contains a different resource that the students will need
to engage with in order to answer their focus question.
Each student will be given a number that corresponds with the
numbered question that they will be focusing on and the
numbered station they will be moving to.
Move around to one group at a time and give the students in that
group a number each. They then move to the matching station,
taking their history workbooks, pencils/pens and iPads with them.
Students will wait until the rest of their group arrives.
Students will have a 10minute time allocation to engage in the
resource and to answer their question. A timer will be set and a
1minute warning will be provided before they need to pack up
their station.
There is a section at the end of the questions where students are
able to write down any extra information that they may have
found from their resource that they would like to share with their
group.
Students will then report back to their home group, where they
will be given 3 minutes each to share the information that they
gathered to answer each question. The teacher will call the
numbered question to discuss, and monitor the time allocation.
This will continue for all questions. All students must fill in the
resource that was used and the answer for numbers 1-5 in their
workbooks. Therefore by the end of this lesson students will have
knowledge and understanding based on the inquiry questions
relating to Brahmins. Students will also discuss the resource that
they engaged with, and supply at least one positive comment
about using that resource.
(32 minutes)
Pens/Pencils
Blue-tack
Strips of paper
History work-book -
Question/Answer sheet -
page 11
Smart-board
Pens/Pencils
iPads
Number cards for stations
Stopwatch
Resources:
Question 1
Book - photocopy of page
69 -
Indiana, USA: Wiley
Publishing, Inc.
Question 2
Encyclopaedia -
http://
www.encyclopedia.com/
topic/Brahmin.aspx
Questions 3
Website - http://
www.wisegeek.org/what-
is-a-brahmin.htm
Question 4
YouTube clip
http://www.youtube.com/
watch?v=j31veR74gSo
Question 5
Teacher voice recording
on voice recorder app on
iPads.
Direct teaching with
reference to connections
with untouchables.

Pens/Pencils
Blue-tack
Strips of paper
History work-book -
Question/Answer sheet -
page 11
Smart-board
Pens/Pencils
iPads
Number cards for stations
Stopwatch
Resources:
Question 1
Book - photocopy of page
69 -
Indiana, USA: Wiley
Publishing, Inc.
Question 2
Encyclopaedia -
http://
www.encyclopedia.com/
topic/Brahmin.aspx
Questions 3
Website - http://
www.wisegeek.org/what-
is-a-brahmin.htm
Question 4
YouTube clip
http://www.youtube.com/
watch?v=j31veR74gSo
Question 5
Teacher voice recording
on voice recorder app on
iPads.
Direct teaching with
reference to connections
with untouchables.

Formative
assessment
Observation of
students
contributions to
class
discussions.
Feedback to
students on
their diary
entry.
12. Gather
information
opportunity to
to:
reflect on prior
learning
gather information
about the
similarities and
differences
between Ancient
and modern India.
reflect on inquiry
questions
Focus: If people could move between groups, how would their
lives change as a result of this?
key aspects that they learnt from last lesson about the Brahmins.
our graphic representation on the wall. Ask students to gather in
their groups that researched the same question from last lesson.
Ask each group to write at least two things that they learnt
relating to their question and then stick it up onto the wall around
the heading.
(8 minutes)
Students are to think about all the information they have
collected over the last couple of lesson about the caste system. It
is integral that students understand how each of these groups
functioned together. Show students video clip on the recap of
what they have learnt.
(7minutes)
To make students more aware ask them questions such as - how
would you feel if this system was apart of how we live today?
What group do you think you would be in? How do you think you
would feel? Do you think that the people in India follow this
system still? Discuss these questions as a class.
(5minutes)
Today most Hindus formally reject the caste system, but it
continues to hold great authority over the lives of most village
people. Here is a video (2) showing a man from a lower Caste
woking today. This video explains how the Caste System is
changing due to education, the government, etc. Start a class
discussion about if the students think that the caste system will
ever be removed from India.
(12minutes)
Students are now to create a short list of the similarities and
differences between ancient India and India today. They are to
use the videos shown today, and resources from their workbook
to help them gather information. Ask students to look for people
such as the man in the video who work within a different Caste.
Has this changed their life for the better?
(10minutes)
At the end of the lesson draw students back to their KWL charts
and address the key question of - if people could move between
groups, how would their lives change as a results of this? Ask the
students what they think and reflect on the answers given. As a
class create an answer to this question from the research found
in todays lesson.
(8minutes)
Focus: If people could move between groups, how would their
lives change as a result of this?
key aspects that they learnt from last lesson about the Brahmins.
our graphic representation on the wall. Ask students to gather in
their groups that researched the same question from last lesson.
Ask each group to write at least two things that they learnt
relating to their question and then stick it up onto the wall around
the heading.
(8 minutes)
Students are to think about all the information they have
collected over the last couple of lesson about the caste system. It
is integral that students understand how each of these groups
functioned together. Show students video clip on the recap of
what they have learnt.
(7minutes)
To make students more aware ask them questions such as - how
would you feel if this system was apart of how we live today?
What group do you think you would be in? How do you think you
would feel? Do you think that the people in India follow this
system still? Discuss these questions as a class.
(5minutes)
Today most Hindus formally reject the caste system, but it
continues to hold great authority over the lives of most village
people. Here is a video (2) showing a man from a lower Caste
woking today. This video explains how the Caste System is
changing due to education, the government, etc. Start a class
discussion about if the students think that the caste system will
ever be removed from India.
(12minutes)
Students are now to create a short list of the similarities and
differences between ancient India and India today. They are to
use the videos shown today, and resources from their workbook
to help them gather information. Ask students to look for people
such as the man in the video who work within a different Caste.
Has this changed their life for the better?
(10minutes)
At the end of the lesson draw students back to their KWL charts
and address the key question of - if people could move between
groups, how would their lives change as a results of this? Ask the
students what they think and reflect on the answers given. As a
class create an answer to this question from the research found
in todays lesson.
(8minutes)
Pens/Pencils
Blue-tack
Strips of paper
Youtube -
1. http://
videos.howstuffworks.com
/discovery/29748-
discovery-atlas-indian-
caste-system-video.htm
2. http://www.youtube.com/
watch?v=HboLek8BKSQ
KWL chart - History
workbook - page 1
Pens/Pencils
Blue-tack
Strips of paper
Youtube -
1. http://
videos.howstuffworks.com
/discovery/29748-
discovery-atlas-indian-
caste-system-video.htm
2. http://www.youtube.com/
watch?v=HboLek8BKSQ
KWL chart - History
workbook - page 1
Formative
assessment -
observations will
be made on work
students produce
in this lesson.
This information
will be used to
determine
whether the
students
understand the
unit of work they
are doing, and
whether extra
lessons need to
be implemented
13. Analyse
information
opportunity to
to:
analyse and
classify information
learnt throughout
the unit.
identify whether all
key inquiry
questions have
been adequately
addressed.
Focus: Analysing what students have learnt throughout their
learning journey of the social structure of Ancient India.
Circuit brainstorm - Have 5 different stations set up around the
room with a large sheet of butches paper at each station. Have
the title of each of the social groups written on the butches
paper. Have one title per page, such as Brahmins at station 5.
Explain that students will work in teams to write down as much
as they can about each social group. They have a 1.5 minute
time allocation at each station. Discuss as a class what
information they could include. Ask students to think about their
key inquiry questions. When the bell rings they are then to move
clockwise to the next piece of butches paper and add any extra
information that they can to that piece. Explain the importance of
including all students, and ensuring that everyone has the
opportunity to have a go. Divide students into 5 groups. Provide
each group with a specific coloured texta. Supply each group
with a starting station. Walk around the classroom, monitoring
students participation and involvement, and their ability to
engage successfully in this activity.
(15 minutes)
Class discussion - As a class discuss our learning journey, what
have we been doing and what have we been learning over the
period of this unit. Discuss information displayed on posters from
previous activity. Ask students to extend on ideas where
necessary, interpret their findings to create meaning and identify
relationships and trends within or outside the social groups.
Identify whether all the key inquiry questions have been
addressed successfully and adequately. Discuss how we may
sort and classify our information. If gaps in student learning are
identified, go back and re-teach these concepts. (25 minutes)
Focus: Analysing what students have learnt throughout their
learning journey of the social structure of Ancient India.
Circuit brainstorm - Have 5 different stations set up around the
room with a large sheet of butches paper at each station. Have
the title of each of the social groups written on the butches
paper. Have one title per page, such as Brahmins at station 5.
Explain that students will work in teams to write down as much
as they can about each social group. They have a 1.5 minute
time allocation at each station. Discuss as a class what
information they could include. Ask students to think about their
key inquiry questions. When the bell rings they are then to move
clockwise to the next piece of butches paper and add any extra
information that they can to that piece. Explain the importance of
including all students, and ensuring that everyone has the
opportunity to have a go. Divide students into 5 groups. Provide
each group with a specific coloured texta. Supply each group
with a starting station. Walk around the classroom, monitoring
students participation and involvement, and their ability to
engage successfully in this activity.
(15 minutes)
Class discussion - As a class discuss our learning journey, what
have we been doing and what have we been learning over the
period of this unit. Discuss information displayed on posters from
previous activity. Ask students to extend on ideas where
necessary, interpret their findings to create meaning and identify
relationships and trends within or outside the social groups.
Identify whether all the key inquiry questions have been
addressed successfully and adequately. Discuss how we may
sort and classify our information. If gaps in student learning are
identified, go back and re-teach these concepts. (25 minutes)
Butches paper x 5
Different coloured textas
Stop watch
Butches paper x 5
Different coloured textas
Stop watch
Formative
assessment -
Observation of
student
responses and
participation in
both circuit
brainstorm and
discussion.
14.

Conclude and
review
opportunity to
to:
participate in a
class quiz.
reflect on previous
learning.
demonstrate and
challenge their
individual
knowledge and
understanding
consider and
explore the
connections
between the social
groups.
participate in a role-
play.
Focus: Review students content knowledge through a role-play
activity.
Start the lesson with a short quiz. Ask students to open the
thumbsoft drawing app on their iPads. Have the questions posted
one at a time on the Smart-board. Ask students questions and
prompt them to write true or false on their iPads, using red for
false and green for true, in big letters so that their responses can
be seen from the front of the room. Remind students to focus on
their own response and not to look at the person next to them.
Ask students to extend on their reasoning where necessary. This
helps to gather each students understanding of the content in a
fun and safe environment.
(12 minutes)
KWL chart - Inform students to review the information that was
analysed in the previous lesson. Ask them to fill in the L section
of their personal charts. Continue to establish any gaps in the
students learning, that may need further teaching.
(8 minutes)
Role-play - The aim of this activity is to demonstrate how the
caste system operates within Ancient Indian society.
Divide students into 5 small groups. Give each group an Indian
social group to represent. Inform students that they will have 10
minutes to write as many notes as possible about their focus
social group in their history notebooks. Students can look back at
the work they have completed throughout the unit for ideas. The
students will then have 5 minutes to discuss their ideas as a
group, add any information, and then become familiar with their
findings. Remind students to think about their key inquiry
questions.
All students are to then take on the role of their social group and
participate in a 1-2minute whole class role-play expressing the
knowledge they have learnt over the past lessons on these
different groups. Students are provided with labels to wear of
their key groups to help them demonstrate connections. Discuss
with the class appropriate and respectful behaviours when
participating in this activity.
Initiate a whole class discussion on the role-play. Ask students to
describe how their character acted and how they felt. Ask
students to relate their experience to their life now, thinking about
how they would feel, etc.
(30 minutes)
Focus: Review students content knowledge through a role-play
activity.
Start the lesson with a short quiz. Ask students to open the
thumbsoft drawing app on their iPads. Have the questions posted
one at a time on the Smart-board. Ask students questions and
prompt them to write true or false on their iPads, using red for
false and green for true, in big letters so that their responses can
be seen from the front of the room. Remind students to focus on
their own response and not to look at the person next to them.
Ask students to extend on their reasoning where necessary. This
helps to gather each students understanding of the content in a
fun and safe environment.
(12 minutes)
KWL chart - Inform students to review the information that was
analysed in the previous lesson. Ask them to fill in the L section
of their personal charts. Continue to establish any gaps in the
students learning, that may need further teaching.
(8 minutes)
Role-play - The aim of this activity is to demonstrate how the
caste system operates within Ancient Indian society.
Divide students into 5 small groups. Give each group an Indian
social group to represent. Inform students that they will have 10
minutes to write as many notes as possible about their focus
social group in their history notebooks. Students can look back at
the work they have completed throughout the unit for ideas. The
students will then have 5 minutes to discuss their ideas as a
group, add any information, and then become familiar with their
findings. Remind students to think about their key inquiry
questions.
All students are to then take on the role of their social group and
participate in a 1-2minute whole class role-play expressing the
knowledge they have learnt over the past lessons on these
different groups. Students are provided with labels to wear of
their key groups to help them demonstrate connections. Discuss
with the class appropriate and respectful behaviours when
participating in this activity.
Initiate a whole class discussion on the role-play. Ask students to
describe how their character acted and how they felt. Ask
students to relate their experience to their life now, thinking about
how they would feel, etc.
(30 minutes)
iPads
Thumbsoft drawing app
Smart-board
Questions
The Kshatriyas are
usually priests,
scholars and
teachers? False
The people of Ancient
India were able to
move throughout the
social structure in
their current life if they
completed all their
duties well? False,
this would only be
apparent in their next
life, when they are
reincarnated.
The Shudras are at
the bottom of the
caste system? True.
However the
untouchables are
below them, but they
were not recognised
as being part of the
actual caste system.
The Caste system still
exists to the same
extent as it did in
1500BC? False
KWL chart - History
workbook - page 1
Pens/Pencils
History notebook
Pencil/pen
Group labels with the title
of each social structure
group.
Stopwatch
iPads
Thumbsoft drawing app
Smart-board
Questions
The Kshatriyas are
usually priests,
scholars and
teachers? False
The people of Ancient
India were able to
move throughout the
social structure in
their current life if they
completed all their
duties well? False,
this would only be
apparent in their next
life, when they are
reincarnated.
The Shudras are at
the bottom of the
caste system? True.
However the
untouchables are
below them, but they
were not recognised
as being part of the
actual caste system.
The Caste system still
exists to the same
extent as it did in
1500BC? False
KWL chart - History
workbook - page 1
Pens/Pencils
History notebook
Pencil/pen
Group labels with the title
of each social structure
group.
Stopwatch
Formative
assessment -
Observation of
student
responses to
quiz questions.
Anecdotal
notes on
students
engagement
and responses
associated with
role-play
activity.
Observation of
students
contributions in
class
discussion.
15. Conclude and
review
opportunity to
to:
construction of
different types of
textual mediums.
reflect on
knowledge learnt
over the course of
the unit.
appreciate diverse
perspectives.
Focus: Creating Assessment Piece
The teacher addresses class and indicates they have now
accessed all the information they need for the construction of
their assessment piece
The teacher asks students to sit at their desks and to get out
their assessment task sheet, rubric and checklists.
Students have a minute to read through them quickly on their
own to refresh their memory about the task and then the class
comes back together to discuss the assessment task.
The teacher asks if there are any questions about the task before
they start creating their assessment.
Once all questions are answered the students are given class
time to start their assessment pieces.
Throughout the lesson the teacher monitors the classroom and
roams to assist any children that may need it as well as making
sure all students are on and stay on track.
(60minutes)
The teacher addresses class and indicates they have now
accessed all the information they need for the construction of
their assessment piece
The teacher asks students to sit at their desks and to get out
their assessment task sheet, rubric and checklists.
Students have a minute to read through them quickly on their
own to refresh their memory about the task and then the class
comes back together to discuss the assessment task.
The teacher asks if there are any questions about the task before
they start creating their assessment.
Once all questions are answered the students are given class
time to start their assessment pieces.
(60minutes)
Checklists - monologue,
poster, narrative.
Rubric
Assessment Task Sheet
iPads
Pencils
Paper
Library Books
SOSE workbooks
Other resources needed
for assessment items.
poster, narrative.
Rubric
iPads
Pencils
Paper
Library Books
SOSE workbooks
Summative
assessment -
Observation of
students work
through marking
rubric.
16. Conclude and
review
opportunity to
to:
construction of
different types of
textual mediums.
reflect on
knowledge learnt
over the course of
the unit.
appreciate diverse
perspectives.
The teacher asks students to take out their assessment work.
The teacher then asks if there are any follow up questions or if
anyone is having any difficulty and needs help.
The teacher informs the children that they have this lesson also
to work on their assessment item. However, this is the last lesson
they will have in class time.
At the end of this lesson, the teacher informs the students that if
their assessment pieces are not completed they will need to
complete them in their own time by the next lesson where they
will be presenting their work.
(60minutes)
The teacher asks students to take out their assessment work.
The teacher then asks if there are any follow up questions or if
anyone is having any difficulty and needs help.
The teacher informs the children that they have this lesson also
to work on their assessment item. However, this is the last lesson
they will have in class time.
At the end of this lesson, the teacher informs the students that if
their assessment pieces are not completed they will need to
complete them in their own time by the next lesson where they
will be presenting their work.
(60minutes)
poster, narrative.
Rubric
iPads
Pencils
Paper
Library Books
SOSE workbooks
poster, narrative.
Rubric
iPads
Pencils
Paper
Library Books
SOSE workbooks
Summative
assessment -
Observation of
students work
through marking
rubric.
17. Take action Students will have the
opportunity to
to:
synthesis
information
reflectively
throughout the unit.
present information
effectively in the
form of either
poster, PowerPoint
or prezi.
Focus: Presentation to the class
Estimated duration: 3-4hours
Students will have 3-4 minutes to present their assessment work
to the class
To work out the order of the presentations students names will
be drawn out of a hat.
Focus: Presentation to the class
Estimated duration: 3-4hours
Students will have 3-4 minutes to present their assessment work
to the class
To work out the order of the presentations students names will
be drawn out of a hat.
Computer
Smart-board
Stopwatch
Computer
Smart-board
Stopwatch
Summative -
Observation of
students work
through marking
rubric.
18. Reflect

opportunity to
to:
reflect on their
learning over the
unit.
discuss the process
of their learning.
write a journal entry
about their
learning.
Focus: What did we learn?
Discuss students learning that has developed over the past unit.
(10minutes)
Students reflect on their learning by writing a journal entry about
what they enjoyed most about the unit and what they learnt that
was most important throughout the unit.
(15minutes)
Discuss with students whether they would like to live in this
society? Why/why not?
(5minutes)
Focus: What did we learn?
Discuss students learning that has developed over the past unit.
(10minutes)
Students reflect on their learning by writing a journal entry about
what they enjoyed most about the unit and what they learnt that
was most important throughout the unit.
(15minutes)
Discuss with students whether they would like to live in this
society? Why/why not?
(5minutes)
SOSE workbooks
Pens/pencils
SOSE workbooks
Pens/pencils
Formative
assessment -
Observation of
students
contribution to
class
discussion
Student journal
entry

Year 7 History Unit Plan

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Year 7 History Unit Plan

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Unit Title:

Ancient India: The caste system

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