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The Department for Education, Children and Young People Tasmania

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Log in to Canvas - The Department for Education, Children and Young People Tasmania

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Use your student or staff account. Use your preferred log in method, using the email address shared with your child's school. Use your account details to log in as an external user. If you are experiencing difficulty logging in to Canvas: Please contact your teacher for support.

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Filthy Cities Medieval London Documentary

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Filthy Cities Medieval London Documentary

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Historian Dan Snow presents an immersive series, going back in time to medieval London, revolutionary Paris and 19th century New York, to bring these cities' stinking histories vividly to life.

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Starts in Asia, spreads to trade routes in the Mediterranean, then North and South from the Mediterranean ports.

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VISITORS INFORMATION: The Bayeux museums are adapting to the strengthening of the VIGIPIRATE level at "Attack emergency". Therefore, the luggage lockers are closed. Large bags or heavy luggage are refused at the entrance to the 3 museums. Thank you for your understanding.

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Bayeux Tapestry - Visit of the Bayeux Tapestry - Bayeux Museum

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The Bayeux Tapestry, one of the 3 museums of Bayeux Museum, is a must-see in Normandy and tells the story of the conquest of England by William the Conqueror in 1066. It is listed in the UNESCO Memory of the World register.

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By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past. They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to empires or expansions, or the societies of the Asia-Pacific world during these periods. They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period. Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events.

Students develop questions about the past to inform historical inquiry. They locate and identify a range of primary and secondary sources as evidence in historical inquiry. They describe the origin, content and context of sources, and explain the purpose of primary and secondary sources. Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence. They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods. They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view. They explain historical interpretations about significant events and people. Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.

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ACARA V9 Civics & Citizenship Achievement Standards

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ACARA V9 Civics & Citizenship Achievement Standards

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By the end of Year 8, students explain how Australians are informed about and participate in their democracy. They describe the roles of political parties and elected representatives in Australian government. They explain the characteristics of laws, how laws are made and the types of law in Australia. Students identify ways in which Australians express different aspects of their identity and explain perspectives on Australia’s national identity.

Students develop questions and locate, select and organise relevant information from different sources to investigate political and legal systems, and contemporary civic issues. They analyse information and identify and describe perspectives and challenges related to political, legal or civic issues. They explain the methods or strategies related to civic participation or action. Students use civics and citizenship knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and arguments.

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F-10 Curriculum | V9 Australian Curriculum

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

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The Plague Song 🎶 | Measly Middle Ages | Horrible Histories

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- To fill in from Courtney
- Add image / word doc of Rubric

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Wonderful Booklet that has been used to structure the entire Medieval Unit.
Contains activities for differentiation and extension.

Activities include:
- Defining words in Bold & Unit Glossary
- Source Analysis Tasks
- Diagram Drawing
- Map Analysis Tasks
- Chronology Tasks
- Additional Video / Website Links

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Emily Devlin's Differentiated Activities for Medieval Europe.

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Emily Devlin's Differentiated Activities for Medieval Europe.

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Useful resources especially for students out of class that require catch-up.

Activities include:
- Unit Glossary
- Word searches
- Crosswords
- Colouring In Pages
- Black Death Research Task
- True or False Questions
- Close Activities

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Em's Black Death differentiated case study

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Students will look at the Fall of Rome and then through the beginning of the Medieval Period (590-1500) till the Renaissance.

Students will start with a brainstorming session and literacy activity to help identify their prior knowledge of Medieval Europe (The Middle Ages).

They will then complete a source analysis to identify: What were the Middle Ages?
(https://history.howstuffworks.com/european-history/middle-ages.htm)

CD: 1 will be present all throughout the unit as it encompasses the journey through time.

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the transformation of the ancient world to the early modern world, from the decline of the Roman Empire in western Europe through Medieval, Renaissance or pre-modern Europe

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the roles and relationships of different groups in Medieval, Renaissance or pre-modern Europe.

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a significant event, development, turning point or challenge that contributed to continuity and change in Medieval, Renaissance or pre-modern Europe.

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DK Interactive Find Out About The Black Death Differentiation

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DK Interactive Find Out About The Black Death Differentiation

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DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!

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Visit DK Find Out! to learn about dinosaurs, space, animals, nature & more. Fun learning activities for kids with videos, quizzes & galleries at DKFindOut.com

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the experiences and perspectives of rulers and of subject peoples, and the interaction between power and/or authority in Medieval, Renaissance or pre-modern Europe.

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the role and achievements of a significant individual and/or group in Medieval, Renaissance or pre-modern Europe.

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interpretations about an event, individual, group, institution or movement in Medieval, Renaissance or pre-modern Europe.

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Students will look at the Feudal System and how the grouped societal roles made an impact on daily life, from work to entertainment.
They will create a diagram of the Feudal System in their workbook in one lesson and complete a source analysis.

Students will also look at the role of the Muslim and Christian faith and how that shaped Medieval society.
They will compare Muslim and Christian beliefs around The Black Death.

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Significant Events or Turning Points that may be looked into include:

- The Crusades (Between the 11th & 13th Centuries)
- The Battle of Hastings (1066)
- William the Conqueror's reign (1066 - 1087)
- The Black Death (14th Century)
- The Renaissance or "Age of Enlightenment" (16th Century)

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Power, Authority, Experiences & Perspectives

Students will explore the experiences and perspectives of the people in Medieval society.
- Entertainment for the rich & poor
- Crime and punishment
- Source Analysis (Hunting, Feasts, Jousting, Hawking, Bear Baiting, Football, Maypole Dancing, Travelling Minstrels).

Students will explore the impact of the Church on Medieval society from 312 CE.
- The Church was the one constant in many people's lives no matter where they were in the Feudal System.
- Kings were subject to the Church and religious authorities.
- Ability to gain education through the Church.
- The wholesome and not-so-wholesome representations.

Students will look at the well-recorded documents of the Illuminated Manuscripts.
- Students will try to create their own Marginalia and Illuminated Lettering.
- Source Analysis Tasks

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Role and achievements of a significant individual or group.

Possible selection:
- William the Conqueror
- Knights and knighthood (+ Heraldry creation task)
- Achievements of The Church
- The Bayeux Tapestry (Battle of Hastings)

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Task Description

1.    You will create an imageboard comparing elements of The Black Death and Coronavirus.
Your submission must include a minimum of four images in total.

2.    You will write a description for each image, and you will analyse how the image portrays either The Black Death or Coronavirus (Covid-19).

How to Present:
1.    Imageboard and written assessment (Word / Powerpoint)
2.    Submit through Canvas

The following is an example to help guide you.

(Bubonic Plague Symptoms, History.com)

The Bubonic Plague is one of three types of plague recorded during The Black Death, the other variants included the pneumonic plague and septicaemic plague. The Bubonic Plague is caused by the bacterium Yersinia pestis, which was transmitted by fleas that covered rats. The Bubonic Plague spread to humans because of poor hygiene, and living conditions. The disease Y pestis moves quickly from the site of infection into the lymphatic system. The impact of the spread can be seen in the above image (History.com) where people would have swollen painful lumps or buboes, that were found mostly under their arms, neck, and groin. People in medieval times did not have a high survival rate when the Black Plague spread, with an estimation of 200 million people as the death toll, The survival rate relates to my next image which looks at the statistics of the Black Death in Europe and Asia.

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Students will work through the impact of The Black Death (1346-1353) on the Medieval World.
Source Analysis (see Courts courses)

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The Plague: How Did One Village Survive? | Riddle Of The Plague Survivors | Timeline