s00153466 Rian Prestwich Edss470 Ubd

EDSS470
Assignment 2: UbD Unit Plan
S00153466 Rian Prestwich

Year Level: Year 8

Depth Study: Middle Ages: The Asia-Pacific

World: The Polynesian expansion across the
Pacific (c.700 1756)
Duration (weeks): 6 Weeks

No. of Periods (50 mins): 18 Lessons

Rationale:
The study of history is not only concerned with academic or theoretical questions concerning such
matters as the nature of truth, but also with very practical questions of where as humans we are going
(Southgate, 2001, xi). Through a depth study of The Polynesian expansion across the Pacific, students
will develop an understanding of historical significance which expresses a flexible relationship between
ourselves and the past whilst cautiously fostering a sense of universal human experience (Morton &
Seixas, 2013, pg 17). The study of The Polynesia expansion across the Pacific is tailored to engage
students through thought-provoking questions to allow students to interact with the primary and
secondary source evidence and make personalised and informed interpretations of the past (Morton &
Seixas, 2013, pg 9). The Level 8 curriculum focuses on history from the end of the ancient period to the
beginning of the modern period (c.6501750); a span of human history marked by significant economic,
religious and political change (Victorian Curriculum and Assessment Authority, n.d.)

Teachers need to engage with a variety of teaching approaches to ensure they are accommodating for
the variety of interests and abilities within the classroom (Clarke, Marsh, & Pittaway, 2014, pg 190).
Throughout the unit, students will develop a historical consciousness through:
- Higher order thinking and divergent questions: Through supporting the students with an
inclusive and safe environment, it will emphasise the students ability to discover the answer
and develop a deeper analysis and evaluation of the work (Clarke, Marsh, & Pittaway, 2014, pg
195). Examples of this differentiated instruction can be seen in the extended answer responses
which are present in each assessment Ive created. It allows students to provide a creative and
open-ended response.
- Constructivism: The lessons have a strong emphasis on active collaborative learning amongst
the students which puts the importance of the active role of the learner in building understand
and making sense of information (Clarke, Marsh, & Pittaway, 2014, pg 198). My lessons
comprise of group work and individual work, which helps shift the responsibility of the learner
to the individual (Week 2 activity 3 and activity 4, week 3 activity 1 and 2).
- Gardners Multiple Intelligences: Through the use of different activities and student choice, the
lessons help foster both fluid and crystallised intelligences whilst employing the use of multiple
abilities and strengths. (Margetts & Woolfolk, 2013, pp 172-73). This allows for differentiated
instruction which is visible in Appendix 4 with the ability for students to employ their visualspatial skills in identifying pictures and their creativity with the drawing tasks. Also with
Appendix 6 the students have the option to create a PowerPoint, a video or complete an essay.
EDSS470 Assignment 2: UbD Unit Plan
Class discussions: This allows students to master a subject through further discussing the topic
and gaining insight from their peers, allowing for scaffolding and the promotion of interpersonal
skills Clarke, Marsh, & Pittaway, 2014, pg 200). Class discussion allows for differentiated
instruction as students of all levels can participate and scaffold off each other. Examples of class
discussion can be seen in Week 1 activity 1, Week 3 activity 1, Week 4 activity 1 and 3.
Direct instruction: The purpose of direct instruction is to help students learn basic academic
content and, when effectively implemented in the classroom, will promote the learning of all
students regardless of academic strength (Clarke, Marsh, & Pittaway, 2014, pg 196). Direct
instruction is present in Appendix 2 through the guided assessment of students using prior
knowledge and interpreting new knowledge, through guided class discussions in weeks 2, 3 and
four.
Inquiry-based approach: This inquiry process requires students to develop a range of skills that
are essential to becoming an effective learner as it advocates students framing their own
questions and finding conclusions (Margetts & Woolfolk, 2013, pg 327). This example of
differentiated learning can be seen in week 2 activity 3, week 3 activity 2 and 3. This allows
weaker students to concentrate on the basic skills and increase their ability through time and for
the academically stronger students to push their research further.
Use of IT: The use of technology in the lessons accommodates students with visual learning
needs alongside offering individualised learning (Clarke, Marsh, & Pittaway, 2014, pg 137). Ive
incorporated PowerPoint presentations in Appendix 2, 3a and 8 which can be
downloaded/accessed by the students. Also, brainstorming using Padlet is offered in weeks 3
and 5 so the students can be interactive and also download the brainstorm as a picture for later
reference.

Through the use varied styles of assessment, including written work, creative design, ICT media, and
imaginative tasks, students are able to demonstrate their knowledge of the unit which can then be
matched up to the achievement standards according to the Victorian Curriculum. The written responses
guide the students responses to meet the standards. Careful construction of open ended and creative
design tasks has been used to ensure students work correlates with the standards whist giving them
some freedom to express their knowledge through the use of their multiple intelligencies. The tests also
accommodate diversity of students, which is mandatory for teachers under the Disability Discrimination
Act 1992, as there are a range of low and high order thinking tasks involved (Margetts & Woolfolk, 2013,
pg 493).


Stage 1 Desired Results
Victorian Curriculum Standard: (whole standard relevant History level)
By the end of Level 8, students identify and explain patterns of change and continuity over time. They
analyse the causes and effects of events and developments. They identify the motives and actions of
people at the time. Students evaluate the significance of individuals and groups and how they were
influenced by the beliefs and values of their society. They evaluate different interpretations of the
past.

Students sequence events and developments within a chronological framework with reference to
periods of time. Locate and select historical sources and identify their origin, content features and
purpose. Explain the historical context of these sources. Compare and contrast historical sources and
ask questions about their accuracy, usefulness and reliability. Analyse the different perspectives of
people in the past using sources. Explain different historical interpretations and contested debates
about the past. Construct an explanation using sources of evidence to support the analysis. In
developing these texts, and organising and presenting their findings, they use historical terms and
concepts, evidence identified in sources, and acknowledge their sources of information.

Understanding (s) or Big ideas
Students will understand that:
How do historians understand and
interpret the past?

How were the Polynesian societies
structured? (VCHHK116)

What significance events or causes and
cultural achievements enabled the
Polynesian civilisation to expand and
grow? (VCHHK117)

How did society interact with each other
and with people in power? (VCHHK118)

Essential Question(s):

- How do we know about the past?

- How was the Maori society structured?
(VCHHK116)
- What was the role of the Ariki?
(VCHHK116)
- How was the society on Easter Island
structured? (VCHHK116)

- Where is Polynesia on a map?
(VCHHK117)
- What are the different theories of
expansion? (VCHHK117)
- Was their expansion accidental or
intentional? (VCHHK117)
- How were the Moai constructed at Easter
Island? (VCHHK117)

- What is the significance of the Lapita
pottery in Vanuatu? (VCHHK118)
- How did the Polynesians build their
trading/hunting ships? (VCHHK118)

What individual(s) made significant

change within Ancient Societies?
(VCHHK119)
How did the Maori use rahui to restrict

the use of land and sea resources by
individuals and groups? (VCHHK119)
How did Polynesian societies use

sustainable resources to survive?
(VCHHK120)
- How did the moa become extinct in New
Zealand? (VCHHK120)
- Why was Rahui significant in protecting
natural resources? (VCHHK120)
(VCHHK119)
- What are the evidence and theories
regarding deforestation of Easter Island?
(VCHHK120)

(Victorian Curriculum and Assessment Authority,
2015)

What provocative questions will foster inquiry,
understanding, and transfer the learning?
Should link clearly to big ideas you can use these
as the essential questions to guide your lessons

What significant challenges did Ancient

Societies face which caused progress or
fail within its society? (VCHHK120)

(Victorian Curriculum and Assessment Authority,
2015)

Should refer to conceptual understanding

Student Outcomes:
Students will be able to:
What key knowledge will students acquire as a result of this unit?
(These are the relevant depth study knowledge dot points)
- Describe the significant social, cultural, economic, environmental and political changes and
continuities in the way of life and the roles and relationships of different groups in society.
- Identify the significant causes and effects of developments and/or cultural achievements that
reflect the concentration and/or expansion of wealth and power.
- Describe the perspectives of subject peoples and their interactions with power and/or
authority of others.
- Describe the role and achievements of a significant individual and/or group.
- Evaluate one significant challenge and one development faced by the society that caused
progress or decline.

What key skills will students acquire as a result of this unit?
(Select and include the relevant skills)

Describe the way of life in one Polynesian society, including social, cultural economic and
political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island).
Investigate the way of life of Easter Island society (Rapa Nui), for example, fishing by the men,
links between the household and the extended clan through the exchange of goods, wives,
and labour; the use of stone tools.
Locate Polynesia on a map, tracing the expansion of Polynesian settlers throughout the
Pacific, and considering how they made their journeys.
Outline different theories about the expansion, for example, west/east and east/west
movement, the expansion as accidental verses intentional.
Investigate the cultural achievements of one Polynesian society, such as the Ta moko and
hangi in Maori society or the Moai constructed on Easter Island.
Investigate the construction of the Moai (giant statues) on Easter Island (Rapa Nui), the
techniques used to make and transport them, and theories about their meaning, for
examples, representations of dead ancestors or chiefs.
Examine artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building
techniques to give insights into those societies.
Examine reasons why the Maori used rahui to restrict the use of land and sea resources by
individuals and groups.
Investigate the way Polynesian societies used environmental resources (sustainably and
unsustainably), including the extinction of the moa in New Zealand, the use of
religious/supernatural threats to conserve resources, and the exploitation of Easter Island/s
palm trees.
Researching the extinction of the moa in New Zealand as a result of hunting and habitat
decline.
Explain the significance of rahui as a way of prohibiting the collection of resources, to ensure
their sustainability.
Evaluate the evidence for theories about the deforestation of Easter Island (Rapa Nui).

What should they eventually be able to do as a result of such knowledge and skill? [Your
learning activities in Stage 3 must be designed and directly linked to having students be able to
achieve the understandings, answer the essential questions, and demonstrate the desired
outcomes]
Chronology
- Placing historical events in sequence in order to identify broader patterns of cause and effect
and continuity and change, for example, the Polynesian expansion across the Pacific; the
stability of the Angkor/Khmer Empire over many centuries.
- Using the evidence for the emergence and establishment of ancient societies, including art,
iconography, writing tools and pottery.
Historical Sources as Evidence
- Differentiating between primary sources (those from the time and of the event/person/site

being investigated) and secondary sources (those that represent later interpretation).
Continuity and Change
- Develop language to describe and explain change.
Cause and Effect
-
Historical Significance
- Ask questions like what makes this individual, development or achievement significant?,
Who decides historical significance?, How do you decide?, How significant was it to
people who lived at the time?, How many people were affected, to what extent were
peoples lives changed?, How can the consequences still be felt today?, and what is its
legacy?

(Victorian Curriculum and Assessment Authority, 2015)

Stage 2 Assessment Evidence
Formal Assessment task
Through what formal assessment tasks will
student demonstrate the desired
understandings?

Formative:
- Worksheets.
- Small group tasks.
- Online True of False quiz.
- Group presentation tasks.
Summative:
- Polynesian Society assessment.
- Polynesian Expansion assessment.
- Canoe Building assessment.
- Rahui assessment.
- Cause and Effect Reflective Assessment.
- End of Unit test.
Other Evidence (Informal assessment)

Through what other evidence will students
demonstrate achievement of the desired results?

- Assisting students in group activities.
- Individual contribution to class discussion.
- Observation of students work.
- Questions at the end of the lesson.

Stage 3 Learning Plan

Week
Essential question/s
1
How do we know
about the past?

Concepts
Evidence
(Primary and
Secondary
resources)

Perspectives
Task
1. Brain Storm
- Teacher assigns students ten minutes to
brainstorm ideas relating to how we
know about the past? What are the ways
in which we know what happened and
when?
- As a class, return and place on
whiteboard.

2. Reintroduce Primary and Secondary Resources
- Teacher asks students if they can
remember the difference between
primary and secondary resources.
- Teacher directs students to website to
complete Primary or Secondary test.
Alternatively, teacher can do test with
students participation on electronic
whiteboard or hand out tests from
Appendix 1.

3. View, Think, Write
- Teacher plays PowerPoint which goes
through images. Students are to view the
image for 5 seconds, think for 10 seconds
and write for 30 seconds about it. Keep
the time strict unless students need
more time.

Resources

Appendix 1
Primary or Secondary
test

Appendix 2
View, Think, Write
http://tinyurl.com/ho
44846

Assessment

Formative Assessment
Assessing their prior
knowledge and use of
recall from year seven.
Not towards total
grade.

Assessing their ability to
apply previous
knowledge and new
ideas to images.


How was the Maori
society structured?
(VCHHK116)

What was the role of
the Ariki?
(VCHHK116)

How was the society
on Easter Island
structured?
(VCHHK116)

4. Polynesians Introduction and Society
- Teacher to identify where on a globe the
Polynesian territory is, including
Micronesia and Melanesia.
- Who were the Polynesian people?
- Describe the Maori society and the role
of the Ariki. Use website to create class
discussion and participation in listing
social orders.
- Describe the social hierarchy on Rapa
Nui.

Appendix 3a
Polynesian
Introduction
PowerPoint
http://tinyurl.com/h4
f4fdv

Polynesian Expansion
YouTube video
http://tinyurl.com/kll
o7rq

(Link Included in
PowerPoint)

Website detailing
social order
http://tinyurl.com/nc
e74av

Appendix 3b
Teacher Notes
Polynesian society.

Appendix 3c
Polynesian Society
Assessment.

Summative Assessment
Students are to
complete worksheet
during class.

Where is Polynesia
on a map?
(VCHHK117)

What are the
different theories of
expansion?
(VCHHK117)

Was their expansion
accidental or
intentional?
(VCHHK117)

What are the Ta
Moko tattoos and
how are they a
cultural achievement
for the Maori?
(VCHHK117)

Evidence

Perspectives

Cause and
Effect
1. Polynesian Expansion
- Locate Polynesia on a map and describe
the expansion from South East Asia
through to New Zealand, Easter Island
and Hawaii. Students will individually fill
out the mapping activity in Appendix 4
ready for handing in at the end of the
week for assessment.
- As a class, explore and discuss trade
routes to the Americas, Asia, South East
Asia, Australia and with European
Explorers. As a class, brainstorm how
trade can help expand a civilisation.
- Investigate how villages were
constructed and operated.

2. Theories of expansion through Pacific
- West/East expansion v east/west
movement. Teacher splits the class into 2
groups, each group researches either
West/East expansion theory or
East/West expansion theory. Miniature
class debate.
- Accidental v Intentional theory
introduced through video. Students to
take notes.

3. Investigate cultural achievements
- Teacher to introduce 3 main
achievements, Ta Moko tattoos, Hangi
food pit, Outrigger Canoes.

Globe map student
worksheet.

Ancient International
Trading Routes
information sheet.

Villages diagram
sheet.

East West v West East
expansion video.
Student Worksheet

Accidental v
Intentional expansion
video

Ta Moko
http://tinyurl.com/px
ve9pe
http://tinyurl.com/j7v
l579

Discussing the theory
behind societal
expansion through
trade for the
Polynesians.

Assesses student
knowledge and their
understanding through
group discussion, allows
for scaffolding of
students.


How were the Moai
constructed at Easter
Island? (VCHHK117)

Teacher to create 6 groups of 4 students.

Students, as a group, are to research Ta Moko
tattoos, the spiritual meaning, physical meaning,
early use and modern use. Students to complete
2 x creative activities in Appendix 4.

4. Moai statues on Easter Island
- Students watch 4-minute video to
investigate techniques used to move the
Moai, and how they were carved.

- Their representations of dead ancestors.
In small groups, students are to draw
their own Moai and write 200 words
describing what historians believe the
Moai represent on sheets in Appendix 4.

http://tinyurl.com/hy
lge6o

Meaning behind Moai
http://tinyurl.com/hy
2lx4m

Quarry on Easter
Island
http://tinyurl.com/ht
dp5wa

Appendix 4
Polynesian Expansion
Assessment
- Expansion Map,
small test and custom
design piece.

Assesses the work the
students have
completed this week.
Evaluates knowledge
acquired during class.


What is the
significance of the
Lapita pottery in
Vanuatu?
(VCHHK118)

How did the
Polynesians build
their trading/hunting
ships? (VCHHK118)

Evidence

Perspectives

Cause and
Effect
1. Lapita Pottery
- Class brainstorm using Padlet or
whiteboard to discuss how cultures bury
dead people. Discuss ancient Egypt to
modern techniques.
- Students watch a series of videos on the
Lapita people and the excavation of
Lapita pottery.
- Small group discussion about the
importance of the Lapita pottery, how it
helps historians discover new
information about ancient civilisations.
How can the Lapita pottery shed light on
ancient Polynesian societies?

2. Canoe Building Assessment
- Individually, students are to conduct a
research assignment into the techniques
used by Polynesians to create the
Canoes. Using the custom google search
engine link, (key words: Polynesian,
canoe, building, outrigger, design,
picture, video) they use the information
provided to find their information.
Advanced students are permitted to use
outside links to further develop their
research.
- Students are to work on the assessment
during class time.

Padlet.com

Lapita pottery video
http://tinyurl.com/jyr
cuhp

Lapita people video
http://tinyurl.com/j3l
g48s

Custom Google
Search Engine link
http://tinyurl.com/hc
nk6f6

Appendix 5
Canoe Building
Assessment

Class discussion and
formulation of ideas as
a group, group work
helps students work
together and scaffold
ideas.

Teacher inspecting the
group work on Tapa
cloth and the ability to
find appropriate
information and
reference it, preparing
for assessment.

Assesses the students
ability to research an
assignment, allows for
How did the Maori

use rahui to restrict
the use of land and
sea resources by
individuals and
groups? (VCHHK119)

Evidence

Perspectives

Cause and
Effect
1. Significance of Tapu
- Whole class brainstorm regarding how
people can protect land/show ownership
of land. Aboriginal Australians
- Teacher speaks of Ancient Tapu
traditions (see website
http://tinyurl.com/gm28ut2 for
information) lecture style. Students form
small groups and discuss how a European
explorer might not understand these
spiritual rules.

2. Importance of Rahui
- Link Rahui with Tapu from last lesson.
Watch video with subtitles on, small
group discussion about the rights of the
public v spiritual rights.
- Teacher to ask students individually to
find examples of where the Maori people
have used rahui to protect mana, tapu,
and mauri. Link it back to the tohunga.
Use following link
(http://tinyurl.com/h2znx52) key words:
Maori, Rahui, kaitaki, mana, tapu,
mauri),

Teachers notes
http://tinyurl.com/g
m28ut2

Rahui video
http://tinyurl.com/hz
3s9f9

Custom Google
Search Engine link
http://tinyurl.com/h2
znx52

some choice in
activities for multiple
intelligences and
differentiated
instruction.

Class discussion assists
teacher in linking work
from previous lesson,
link with Indigenous
Australia from year 7.

How did Polynesian

societies use
sustainable
resources to survive?
(VCHHK120)

How did the moa
become extinct in
New Zealand?
(VCHHK120)

Why was Rahui
significant in
protecting natural
resources?
(VCHHK120)

What are the
evidence and
theories regarding
deforestation of
Easter Island?
(VCHHK120)

Evidence

Perspectives

Cause and
Effect
3. Rahui Activity
- In groups of three, students are to
complete the assessment on Rahui and
include an individual portion. Mark will
be split between group work and
individual work.
1. Use of environment by Polynesians
- Students get 5 minutes to brainstorm on
sustainable and unsustainable use of
environment. Whole class discussion and
list on whiteboard or electronically.
- Teacher to introduce sustainable
environment use by Polynesians. Coral
Atolls, thermal springs, geysers, flora
fauna, Tuatara. Students in pairs to
research one of those and create
PowerPoint, send to teacher.
- Teacher to introduce unsustainable
environment use by Polynesians. Class
watches YouTube video then students
individually research the extinction of
the Moa.
- Class discussion how Rahui could have
saved the Moa from extinction.

2. Deforestation of Easter Island (Rapa Nui)
- Short class brainstorm on what
deforestation is and how it can damage
wildlife.
- Teacher to introduce deforestation in
Rapa Nui and direct students to
appropriate websites on a list to read
and find information. Link to Rahui and
ancient societies collapsing.
Appendix 6
Rahui assessment
Group and individual
assessment, includes
self-assessment and
peer assessment.

Electronic brainstorm
via padlet.com

Sustainability word
document list.
Students complete

minor research about

sustainable

environmental use by

Polynesians as
Unsustainability word PowerPoint.
document list.

Moa Extinction video Formative Assessment
http://tinyurl.com/zm Students ability to
vpj9y
research and apply

prior knowledge of

Rahui to Moa

extinction.

Deforestation links

document

Unit Revision of
Polynesian
Expansion

Evidence

Perspectives

Cause and
Effect
Students write a short reflective piece of

writing detailing the effects of
deforestation on Easter Island and its
affect on the ancient societies.
Appendix 7
Cause and Effect
Students demonstrate
Reflective Assessment cause and effect
understanding and
critical thinking.

1. Revision of Unit

- Teacher to hand out Appendix 8 Revision Appendix 8
Booklet to students, email out Revision
Revision Booklet
Teacher engages with
PowerPoint, progress through

students in group
PowerPoint, answering questions. Allows Appendix 9
discussion and
for one-on-one work with weaker
Revision PowerPoint
individual assistance
students.
http://tinyurl.com/h8 gauging students level.

z5uvm

2. Unit Test
Appendix 10
- Unit test over double period.
Unit Test
Unit Test assessing the
students retained
knowledge over the
unit.

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http://vediccafe.blogspot.com.au/2013/09/india-south-america-on-ancient-world.html

Victorian Curriculum and Assessment Authority. (n.d.) The Humanities History Overview. Retrieved
May 3, 2016, from http://ausvels.vcaa.vic.edu.au/The-Humanities-History/Overview/Historyacross-Foundation-to-Level-10

Victorian Curriculum and Assessment Authority. (2015). Victorian Curriculum: The Humanities History
Level 8. Retrieved May 6, 2016, from http://ausvels.vcaa.vic.edu.au/The-HumanitiesHistory/Curriculum/F-10#level=8

W, Josie. (n.d.) Ancient Civilisations [image file]. Retrieved May 3, 2016, from
http://www.tripbase.com/blog/7-most-advanced-ancient-civilizations-in-the-world/

Webber, John. (2006). Priests traveling across kealakekua bay for first contact rituals [image file].
Retrieved from
https://en.wikipedia.org/wiki/Polynesia#/media/File:Priests_traveling_across_kealakekua_bay_
for_first_contact_rituals.jpg

Wiscome, Gareth. (2007). Stonehenge [image file]. Retrieved May 3, 2016, from
https://commons.wikimedia.org/wiki/File:Stonehenge2007_07_30.jpg
Appendix 1 Primary or Secondary Test

NAME:____________________
Part 1: Multiple Choice (1 mark each)
(Tick the circle for the correct answer to the question)

Question 1 A digital photo of an ancient ceremony from 900CE.
Primary Source
Secondary Source

Question 2 A knife which was discovered by archaeologists.
Primary Source
Secondary Source

Question 3 A textbook drawing of tribes walking across New Zealand in 1100CE.
Primary Source
Secondary Source

Question 4 Bones which have been uncovered at an ancient burial grounds.
Primary Source
Secondary Source

Question 5 An essay by an archaeologist about the migration of ancient civilizations.
Primary Source
Secondary Source

Question 6 Footprints in the mud from Aboriginal hunters in the Australian outback.
Primary Source
Secondary Source

Question 7 A hammer which was used to create the Ancient Moai statues.
Primary Source
Secondary Source

Question 8 A fire pit which was used to cook food in 900CE.
Primary Source
Secondary Source

Question 9 Paintings and drawings on the walls of ancient caves and areas of civilisation during 700CE.
Primary Source
Secondary Source

Question 10 Ancient stone statues which are preserved, such as those at Easter Island.
Primary Source
Secondary Source


Part 2: Short Answer Question (2 marks each)
Question 11 Define what a Primary source is an give one example that is not listed above.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Question 12 Define what a Secondary source is and give one example that is not listed above.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Question 13 What is the job of an archaeologist in history?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Question 14 How do Primary and Secondary sources help us to understand the past?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Question 15 Why is it important to preserve ancient sources of the past?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Question 14. Imagine you are an archaeologist in New Zealand and you are excavating an ancient
grave site. Based on your knowledge of archaeology, how would you unearth antiques and how would
you preserve them?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Total Marks: /20
Appendix 2 View, Think, Write PowerPoint

Available online at http://tinyurl.com/ho44846

Appendix 3a Polynesian Introduction

Available online at http://tinyurl.com/jkmlhlb
Appendix 3b Teacher Notes

Maori society had a clear structure and the power people held was significant. The structure consisted
of:

Ariki Were the supreme Chiefs in society. They were born into the position, much like the Royal Family
in England. They were believed to have exceptional personal qualities, such as:
- Tapu Sacred wisdom
- Mana Authority over the land and the people
- Ihi Excellence in everything
- Wehi Power which was inherited from the Gods and ancestors

Rangatira After the Ariki in Polynesian hierarchy were the Rangatira who were the Chiefs. They
inherited this role from their Father and were highly respected due to the importance of their role. They
led all major religious ceremonies and wore a whale ivory pendant around their neck and carried a patu,
or a ceremonial club with them at all times.

Kaumatua The Kaumatua were the elders within society. In Polynesian society, they were believed to
be filled with the spirits of wise people who had died but been reborn. The Kuia were women elders
who were particularly responsible for raising and protecting the young children within society.

Tohunga The Tohunga were Priests who held knowledge of the the clans ancestors and understood
genealogy, history, astronomy and other spiritual practices. Tohunga would be responsible for spiritually
protecting the Iwi people, healing them, dealing with the dead and pleasing Gods.

Tutua The Tutua were the commoners of society, that is they were all descendants of the ancestors
who arrived and are members of the Iwi community. Their jobs varied from fisherman, to soldiers,
builders and farmers.

Taurekareka or Mokai Were slaves within the Maori society and at the bottom of the hierarchy. They
were born captive and completed all the laborious tasks for the Iwis, and were even sacrificed during
ceremonial events.

Appendix 3c Polynesian Society Assessment

Draw lines to connect the name with the definition

Kaumatua

Born into slavery, can be sacrificed in ceremonies.

Chiefs of the society. They were whale ivory necklaces
and have a ceremonial club.

Priests within the society and practiced spiritual
ceremonies whilst healing the Iwi people.

The Supreme Chiefs of society. Were believed to have
exceptional personal qualities.

The commoners of society. Jobs involved hunting,
building and protecting the Iwi people.

The elders of society, believed to be wise with the
spirits of the dead and look after the young.

Taurekareka

Tutua

Ariki

Rangatira

Tohunga

Total /6
Short Answer
Question 1 What special powers were the Ariki considered to have?

Question 2 How did the Rangatira get their role in society?


Question 3 What was the role of the Kuia, or the female elders, in the Iwi society?

Question 4 How were the Taurekareka or Mokai viewed in Maoi society?

Question 5 What equipment would the Tutuas use for hunting?

Total /10
Extended Response
Imagine you are an Ariki during the 1500s. The Tutua community seem to be unhappy with their living
and working conditions. Produce a 300-word narrative explaining how you would solve this social
unrest.

TOTAL MARKS /25
Total /10

Appendix 4 Polynesian Expansion Assessment

In one colour, shade in the region where historians classify Polynesian territory (using the Polynesian Triangle). In a different colour, draw the
trading routes which would have impacted the Polynesian trading. Finally, in a third colour, draw arrows showing the proposed East/West and
West/East Polynesian expansion.

Figure 1. World Map (Vedic Caf Blog, 2013)

Total /15

Polynesian Migration

Name:_______________________
Multiple Choice Questions (1 mark each)
Question 1 What century do historians believe the Polynesians started expanding out of South East
Asia?
A) 500CE

B) 600CE
C) 700CE

D) 800CE

Question 2 What mode of transport did the Polynesians use to travel to different land masses?
A) They walked between land masses

B) They used large sailing ships

C) They used outrigger canoes

D) They used primitive rafts

Question 3 How did early Polynesians create maps for navigation?
A) They made charts from sticks and shells B) They used ink and palm leaves
C) They passed it down using oral language D) They carved it into wooden logs

Question 3 What is Ta moko?
A) A ceremonial dance when someone dies B) Permanent body or face marking
C) The name for a Supreme Chief
D) The traditional name for the canoes

Question 4 Where are the Moai statues located?
A) Easter Island

B) New Zealand South Island
C) New Zealand North Island

D) Taiwan

Question 5 How many levels are there in the Iwi societal structure?
A) 5

B) 6
C) 7

D) 8
Total /5
Image Set (2 mark each)
Tick or cross to answer if the image is related to the Polynesians during the expansion period.
Is this image

Is this image
related to the

related to the
Polynesians?

Polynesians?

Figure 2. Frol de la mar in roteiro de
malaca (Francisco Rodrigues, 2012)
Figure 3. Moai (MakeMake, 2004)

Is this image
related to the
Polynesians?

Is this image
related to the
Polynesians?

Figure 5. Ancient Civilisations (Josie W,

n.d.)
Figure 4. Stick Chart (Deconcrete,
2011)

Is this image
related to the
Polynesians?

Figure 6. Stonehenge (Gareth

Wiscombe, 2007)
Is this image
related to the
Polynesians?

Figure 7. Tattoo (Christopher

Agostino, 2012)

Total / 6
Short Answer (2 marks each)
Question 6 What was the importance behind Ta moko for the Polynesians?

Question 7 Explain why historians believe it was not an accident that the Polynesian travellers landed
in New Zealand between 800-1130CE.

Question 8 How can historians study early Polynesian society when there are no written records from
them?


Question 9 List and describe two theories surrounding the Moai statues on Rapa Nui.

Question 10 What materials were used to built the village huts?

Total /10

Extended Response Questions (5 marks each)
Question 11 You are an early Polynesia explorer who is tasked on traveling to a distant island over
500kms away. Describe your technique for traveling over such a large distance and what tools and
supplies youll take.

Question 12 You are an early European explorer who arrives on a distant island to find a strange
society who are building Moai on Easter Island. Write a journal entry or a letter reporting your
findings and your interpretation of these statues.


Total /10


Creative Piece

NAME:_______________________
Students must chose two of the following activities to complete:
Option A) Using the template below, students are to design 3 different To moko tattoos and answer the
question below. (draw all three on the same picture)

Figure 8. Arm [modified] (Joumana Medlej, 2014)
Total /5

Question. Explain the cultural significance of the Ta moko for the Polynesian community.

Total /5
Total Marks /10


Option B) Design your own canoe that the Polynesian explorers could have used to sail across the Pacific
Ocean and answer the question below. It must include the following: A sail, outrigger design, a rudder,
large hull for carrying items and people, ores.

Total /5
Question. Describe the reasons early Polynesian explorers used outrigger canoes.

Total /5

Total Marks /10

Option 3) Imagine you are an archaeologist who has discovered the Moai statues on Easter Island.
Sketch four statues in the boxes and answer the question below.

Total /4
Question. What is the significance of the Moai statues to the ancient Polynesian society and what do
historians believe they represent?

Total /6
Total Marks /10
TOTAL MARKS /56
Appendix 5 Canoe Building Research Assignment

NAME: _______________________
Students are to complete the following activities and hand it in to the teacher by Monday.

Creative Design (10 marks)
In the box below, draw an ancient Polynesian canoe that would have been used for either hunting or
exploration. Use colour and identify the key parts of the canoe with a small description.


Total Marks: /10
Short Answer Questions (2 Marks each)
Question 1 Explain the importance of the design of the outrigger canoe to the ancient Polynesian
people.

Question 2 Describe how the ancient Polynesian canoe design aided their expansion.

Question 3 List and outline the materials which were used by ancient Polynesian explorers to
construct the canoes.

Question 4 Why was it necessary for the ancient Polynesians to use canoes in their daily life?


Question 5 Outline the differences between a European exploration ship and an ancient Polynesian
exploration canoe of the same period.

Total Marks: /10
Extended Response (20 Marks)
Students are to pick ONE of the following activities to complete.

Option A) You are an ancient Polynesian canoe builder who has been commissioned to improve the
design of the canoes to accommodate more people and an ability to carry more resources. Draw a
label your new design below and justify your changes in the section below.


Justify your revisions of the standard canoe design and explain how these improvements will aide
hunters and explorers.

Total Marks /20


Option B) You are an explorer who is exploring the islands in the Pacific Ocean. On your journey, your
canoe hits some rocks and breaks and you must repair it using the environment on the island. Explain
in detail how you would repair your canoe.

Total Marks /20


Option C) You are a British explorer and you come across an ancient Polynesian fishing canoe which is
abandoned on an island. Write a detailed letter home about the canoe and why you think the design
is unique.

Total Marks /20
Appendix 6 Rahui Assessment

Group Member Names: __________________, __________________, __________________

Group Assessment (20 marks)
As a group, you are to produce one of the following:
- 5-minute video applying for a Rahui to the New Zealand Government on a particular piece of
land.
- 5-minute PowerPoint/slide presentation detailing 2 Rahui applications which have been
successful in recent Maori history and explaining the reasons for the Rahui.
- 400-word report which examines and explains the historical and religious significance behind
a Maori Rahui and the consequences of breaking it.
- Students wishing to create an alternative response must seek clarification from teacher prior
to commencing.
Students are to email their submissions to their teacher.

Individual Component (Total 28 marks)

Short answer component (10 marks)
Question 1 Define the following terms:
Rahu:________________________________________________________________________________
Kaitaki:_______________________________________________________________________________
Mana:________________________________________________________________________________
Tapu:________________________________________________________________________________
Mauri:________________________________________________________________________________
Total Marks /5

Question 2 Explain the significance of a Rahui in relation to ancient Polynesian spirituality and modern
Maori traditions.

Total Marks /3


Question 3 Explain two reasons how Rahui can be used to protect an endangered species.

Total Marks /2

Individual Peer Assessment
You are to individually peer assess your group members and yourself on overall participation during
your group assessment. This assists the teacher in recognising who contributes to the group
presentation and ensures that all students participate. Circle the appropriate number in the table for
each member.

Scale:
3 = Excellent
2 = Good
1 = Satisfactory

Group Member Performance
Your Name
Member Name Member Name

Communicated ideas
1 2 3
1 2 3
1 2 3
Participated in researching your topic
1 2 3
1 2 3
1 2 3
Participated in creating your presentation
1 2 3
1 2 3
1 2 3
Gave constructive feedback
1 2 3
1 2 3
1 2 3
Responded well to feedback
1 2 3
1 2 3
1 2 3
Overall contribution to the group
1 2 3
1 2 3
1 2 3
Total

Total Marks /28
Total Marks /48

Appendix 7 Cause and Effect Assessment

NAME:________________________
Easter Island Deforestation reflection
Short answer questions (2 marks each)
Question 1 Define the following terms and provide an example relating to Polynesian studies:
A. Sustainability ___________________________________________________________________
______________________________________________________________________________
B. Unsustainability ________________________________________________________________
______________________________________________________________________________
C. Deforestation __________________________________________________________________
______________________________________________________________________________
D. Coral Atoll _____________________________________________________________________
______________________________________________________________________________
E. Tuatara _______________________________________________________________________
______________________________________________________________________________
F. Moa __________________________________________________________________________
______________________________________________________________________________

Question 2 Describe and explain how the Polynesians sustainably lived off the land during and after
their expansion.

Question 3 Describe and explain how the Polynesians lived unsustainably in relation to the extinction
of the Moa.


Question 4 Discuss how deforestation negatively affected the ancient society and wildlife on Easter
Island (Rapa Nui).

Question 5 Evaluate how a Rahui could prevent the extinction of an endangered species or prevent
deforestation

Total Marks /20
Extended Answer Response (10 marks)
Question 6 You have been employed by the Council of Sustainability for New Zealand to protect an
endangered species in Northern Tip of the North Island. Develop an approach which would protect
the animal and result in sustainable use of its environment.

Total Marks /10
Total Marks /30
Appendix 8 Revision Booklet

In preparation for your test on Polynesian Expansion, you must review the unit. The following
information will be useful for your test, however this list is not exhaustive and will require you to
independently study.

- How do historians know about the past? How do we know about the past if its not written
down? What is the difference between a primary and a secondary source?
- Who were the Polynesians? Where do historians believe they originated from and when did the
expansion occur? Where did they expand to? What is the evidence to support theories of
expansion? Where is Micronesia, Melanesia, and Polynesia on a map?
- What is the social structure of the Iwi? How is each role different from one another? Who is in
total control and who is controlled totally? How were the villages created? How did the
Polynesians hunt and explore?
- What are some of the cultural achievements of the Polynesians? What is To Moko and how is it
significant to the Maori culture today? What is important about the outrigger canoes and Hangi
cooking pit? What do the Lapita pottery tell us about ancient Polynesian burial techniques? How
can this pottery help us understand the migration patterns of the Polynesians? What is Tapa
cloth and how is it still used today?
- What is the spiritual significance of the Moai statues on Rapa Nui? How were they created and
moved into place? What are some common patterns or designs they share? What are the
theories around the Moai statues?
- What is Tapu and how was it used to protect the land? How do the Maori people use Rahui
today to conserve the environment and sacred areas? How is the Tapu and the Rahui similar?
How did the Polynesians live sustainably from the land? How did their unsustainable hunting
and gathering damage and make species extinct? What is significant about the Giant Moa bird
to ancient Polynesian hunting?

Appendix 9 Revision PowerPoint

Available from http://tinyurl.com/h8z5uvm
Appendix 10 Unit Test

NAME: ________________________________
Multiple Choice. (1 mark each)

Question 1 What is a Primary Source?

A) A document created after the time of the
B) Something that can only be found in a
event being studied.
museum.
C) An original document from the time being
D) A document that can only be found on the
studied.
internet.

Question 2 What is a Secondary Source?
A) An original document from the time being
B) A document created after the time of the
studied.
event being studied.
C) A document which has been discovered
D) A document that can only be found on the
second by an archaeologist.
internet.

Question 3 What country do historians believe Polynesians originated from?
A) Polynesia.
B) Hawaii.
C) Melanesia.
D) Taiwan.
Question 4 What date range do historians believe the Polynesian Expansion occur?
A) 200CE 700CE.
B) 200BC 400BC.
C) 700CE 1756CE.
D) Historians arent sure as there were no written
records at the time.

Question 5 What following three countries are included in the Polynesian Triangle?
A) Taiwan, Rapa Nui, Australia.
B) Hawaii, Tasmania, Rapa Nui.
C) Taiwan, China, Easter Island.
D) Hawaii, New Zealand, Easter Island.

Question 6 What is a Tapu?
A) A modern Maori restriction of land.
B) A permanent skin tattoo.
C) Tradition concept which makes something
D) A cooking pit which was used by the
spiritually restricted to others.
Polynesians to prepare food.

Question 7 What is To Moko?
A) One of the Polynesian Gods which protected
B) A statue which is on Easter Island.
the Polynesians.

C) A bird which became extinct due to over
D) A permanent skin tattoo.
hunting by the Polynesians.

Question 8 How did early Polynesians create maps for exploration?
A) They used ink on coconut skins.
B) They made charts using shells and sticks which

they could take with them.
C) They tattooed it onto their bodies with ink.
D) They used oral traditions to pass it down.


Question 9 How many levels were there in the Maori social structure?
A) 5.
B) 6.
C) 7.
D) 8.

Question 10 Where are the Moai located?
A) Rapa Nui.
B) Papua New Guinea.
C) New Zealand South Island.
D) New Zealand North Island.

Total Marks /10

Short Answer Questions. (2 marks each)
Question 11 What cultural significance do historians believe the Moai statues represent for the
Ancient Polynesians?

Question 12 How was Tapa Cloth used by the Ancient Polynesians? Is it currently used today by
ancestors?

Question 13 What is the difference between a Tapu and a Rahui?


Question 14 How were the Polynesians environmentally sustainable?

Question 15 How did the design of the Polynesian outrigger canoe allow for long distance travel over
the ocean?

Question 16 What allows historians to study the Polynesians without the use of written records?

Question 17 Why was it important for the Polynesians to engage in trading with other societies?


Question 18 What materials were used to build Polynesian villages?

Question 19 How did the deforestation negatively affected ancient civilisation on Easter Island?

Question 20 What was the role of the Kuia, or the female elders, in the Iwi society?

Question 21 Describe two methods of moving the Moai from the quarry to their final positions on
Easter Island.


Question 22 Evaluate how a Rahui could prevent the extinction of an endangered species or prevent
deforestation

Question 23 Describe how the ancient Polynesian canoe design aided their expansion.

Question 24 How were the Taurekareka viewed by the Maori society?

Question 25 What special powers were the Ariki considered to have?

Total Marks /30

Mapping Activity (15 Marks)
Using the map below, identify: The theory of Polynesian expansion, Identify Micronesia, Melanesia, and Polynesia, Draw the Polynesian
Triangle, identify where the Moai statues are, and trading routes.

Figure 9. South Pacific Ocean (FourSeasons, n.d.)


Creative Response (30 marks)
Students are to choose ONE of the following tasks to complete.

Option A) You have been employed by the Archaeologist Preservation Society of Easter Island to
document 4 of the rarest Moai statues. In the boxes below, provide detailed sketches of these statues
and answer the questions below.


Question. Historians have theorised how the Moai were moved from the quarries to their final resting
place. In the space below, describe 2 theories of how they were moved and explain the meaning
behind the Moai. Justify your answers.

Total Marks /15


Option B) You are commissioned by the Ariki in your village to design an upgraded version of the
outrigger canoe to allow more people to travel further distance. You must be able to carry 10 people
and enough supplies for 2-months travel. In the space provided below, design your new canoe and
justify your design.


Question. What materials have you used to build your upgraded canoe? What are the differences
between your canoe and the ones early Polynesian explorers would have used? Justify your answers.

Total Marks /15


Option C) You are an early European explorer who grounds his ship on Easter Island during the
Polynesian expansion period. Write a letter home to your family and fellow people explaining the
ancient society to them in detail, from the hierarchy to the food, the spiritual customs to the building
and hunting.

Total Marks /15

Option D) A large group of you have moved to a new island and want to create a new village. Describe
how you would structure your society using the Polynesian hierarchy. Your town must have: An Ariki
(Supreme Chief), Rangatira (Chief), Kaumatua (Elders), Tohunga (Priest), Tutua (Commoners), and
Taurekareka (Slaves). Describe how you would control the town and ensure the resources are
preserved and species survive.

Total Marks /15


Extended Response (30 Marks)
Students are to answer ONE of the following extended responses in the space provided.

Option A) Justify the importance of the outrigger canoe for the expansion of the Polynesian society.

Total Marks /30

Option B) How do historians justify the theory of the West to East expansion of the Polynesian
civilisation?

Total Marks /30

Option C) In detail, explain how the Tapu and Rahui promote sustainable living and the survival of the
environment.

Total Marks /30
TOTAL MARKS /100

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EDSS470

Assignment 2: UbD Unit Plan

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Depth Study: Middle Ages: The Asia-Pacific

Duration (weeks): 6 Weeks

No. of Periods (50 mins): 18 Lessons

EDSS470 Assignment 2: UbD Unit Plan

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EDSS470 Assignment 2: UbD Unit Plan

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What individual(s) made significant

How did the Maori use rahui to restrict

How did Polynesian societies use

What significant challenges did Ancient

EDSS470 Assignment 2: UbD Unit Plan

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(Select and include the relevant skills)

EDSS470 Assignment 2: UbD Unit Plan

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Other Evidence (Informal assessment)

EDSS470 Assignment 2: UbD Unit Plan

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EDSS470 Assignment 2: UbD Unit Plan

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EDSS470 Assignment 2: UbD Unit Plan

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EDSS470 Assignment 2: UbD Unit Plan

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Teacher to create 6 groups of 4 students.

EDSS470 Assignment 2: UbD Unit Plan

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How did the Maori

EDSS470 Assignment 2: UbD Unit Plan

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How did Polynesian

EDSS470 Assignment 2: UbD Unit Plan

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Students write a short reflective piece of

EDSS470 Assignment 2: UbD Unit Plan

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EDSS470 Assignment 2: UbD Unit Plan

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Appendix 1 Primary or Secondary Test

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Appendix 2 View, Think, Write PowerPoint

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Appendix 3a Polynesian Introduction

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Appendix 3b Teacher Notes

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