006 - Specialisation in Bronze Age Cities

Factual Question

What types of jobs did people do in the different Bronze Age Cities?
How did the specialisation of jobs impact the city-state?

Key Terminology

  • Specialisation
  • Hierarchy
  • Monologue
Define the key terms above by using the 'Useful Links' below:

Useful Links



Activity One - Specialisation

Now you have investigated your given city-state you are now going to focus on a specific specialisation. What we mean by that is the type of job or role that someone played within that society. The job could be anything from a farmer to soldier or scribe to religious leader. Within your individual groups decide on the specific job that you are each going to focus on and then record that decision in the padlet below. Each person needs to have a different job.

Made with Padlet



Activity Two - Research

You are now going to be given 30 minutes to research about your specific specialisation (job) within your city-state. You will need to record your findings in a google doc. Make sure that google doc is labelled clearly e.g. 2018 Year 7 Bronze Age Cities Specialisation Research. It might be good to develop a table to record your findings in. The things that you might want to focus on include:

              • What is the job?
              • Describe the job?
              • What made the job unique? For example was there any innovations that were developed?
              • How did the job help to make the city-state successful?

Bronze Age Cities Specialisation Research Task


How will I be assessed?


 Achievement Level Level Descriptor Advice


 1 - 2

i.  identifies a research question

ii.  follows an action plan in a limited way to explore a research question

iii. collects and records information, to a limited extent 

  • Copy your group's research question.
  • Filled in research grid but only use a sentence to describe the information.


 3 - 4
i. describes the choice of a research question

ii.  partially follows an action plan to explore a research question

iii. uses a method or methods to collect and record some relevant information
  • Copy and state why your group's research is important to answer.
  • Filled in research grid and uses sentences to describe the information. 
  • Uses one or two images.


 5 - 6

i.   describes the choice of a research question in detail

ii.  mostly follows an action plan to explore a research question

iii. uses method(s) to collect and record often relevant information

  • Copy and explain why your group's research is important to answer.
  • Filled in research grid and there is a range of information included. 
  • Uses a range of images.


 7 - 8 
i.   explains the choice of a research question

ii.  effectively follows an action plan to explore a research question

iii. uses methods to collect and record consistently relevant information
  • Copy and explain why your group's research is important to answer, in detail.
  • Filled in research grid and there is a wide range of information included. 
  • Uses a wide range of images.



Activity Three - Monologue

As you have found out when you wrote down the key terms a monologue is an extended speech about something. You are going to now write a monologue about your job within your city-state. Your monologue should last about 1 minute to 1 minute and 30 seconds. Any longer and you may lose your audience!

Things that need to be included within your monologue

        • Description of your role.
        • What made the role special or unique?
        • Where there any inventions created to improve or celebrate your role?
        • What impact did your role have on that city-state? Hint - did it make it successful, memorable, strong, wealthy etc.

Presentation

        • Write your monologue in a google doc.
        • Add a header and write your name in it and the date of the 'Living Museum'.
        • Size 11 or 12 font
        • Monologue should not last any longer than 1minute and 30 seconds.

How will I be assessed?

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   recognizes some vocabulary

ii.  demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.


3 - 4

i.   uses some vocabulary

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and/or examples.


5 - 6

i.   uses considerable relevant vocabulary, often accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions and/or examples.


7 - 8

i.   consistently uses relevant vocabulary accurately

ii.  demonstrates excellent knowledge and understanding of content and concepts through detailed descriptions and/or examples.


Criterion C: Communicating

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. inconsistently lists sources, not following the task instructions.


3 - 4

i.   communicates information and ideas in a way that is somewhat clear

ii.  somewhat organizes information and ideas

iii. lists sources in a way that sometimes follows the task instructions.


5 - 6

i.   communicates information and ideas in a way that is mostly clear

ii.  mostly organises information and ideas

iii. lists sources in a way that often follows the task instructions.


7 - 8

i.   communicates information and ideas in a way that is completely clear

ii.  completely organises information and ideas effectively

iii. lists sources in a way that always follows the task instructions.


Criterion D: Thinking Critically

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   identifies the main points, events, visual representation or arguments to a limited extent

ii.  uses information to give limited opinions


3 - 4

i.   identifies some main points, events, visual representation or arguments

ii.  uses information to give adequate opinions


5 - 6

i.   identifies the main points, events, visual representation or arguments

ii.  uses information to give substantial opinions


7 - 8

i.   identifies in detail the main points, events, visual representation or arguments

ii.  uses information to give detailed opinions





Activity Four - Display

When you go and visit a museum the different stands will include a number of headings, images, and information about those particular artefacts that are in that area. You are now going to create a simple poster to encourage people to come and visit your area in the Aula. Remember there will be competition for the audience and therefore your poster needs to simple, yet bright and exciting. 

Things to include on your poster

        1. Clear name of your role and the city-state.
        2. Series of large images that give information about your role.
        3. Series of information sections that inform the audience about your role and the importance of the artifact. These information sections should not be too long - 1-2 sentences but be written large enough to be seen from a distance.
        4. Colour
        5. Bibliography



Activity Five - Reflection

You have prepared so much for our museum and you have hopefully had a good time at the event itself. It is now time to reflect on what you have done. You will be given approximately 30 minutes to write your reflection after the event. Your reflection can be handwritten or typed. Below are a series of questions that you can use as a guide of what to include in your reflection.

        1. What worked well throughout this process? Make sure you describe the sections.
        2. What didn't go so well? Why didn't it go so well?
        3. How could you improve if you were to do something similar in the future?
        4. In what ways did you become more knowledgeable?
        5. In what ways have you improved as an inquirer?
        6. How has the project helped to improve your communication skills (spoken and written)?
        7. What impact have the different innovations had on today? E.g. writing to the internet.

How will I be assessed?

How will I be assessed?

Criterion B: Investigating

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.

1 - 2

iv. with guidance, reflects on the research process and results, to a limited extent.

3 - 4

iv. with guidance, reflects on the research process and results with some depth.

5 - 6

iv. reflects on the research process and results.

7 - 8

iv. thoroughly reflects on the research process and results with some depth.




Year 6 Questions

Year 6 have been invited to your 'Living Museum' and they will be filling in the following worksheet.

2018 Year 6 Bronze Age Cities Living Museum