Angkor

Lessons 10-12

Inquiry question What key beliefs and values emerged and how did they influence societies?
Historical Knowledge and understandings Social features – daily Life
Family life, education, housing, food, fashion
Skills
  • Identify the meaning, origin and purpose of historical sources.
  • Use evidence from sources to support historical narratives and explanations.
  • Identify & describe different points of view, attitudes and values in historical sources.

Explicit teaching/demonstration of source study

  • Students apply skills learnt in previous lessons to find information about aspects of daily life in the Bayon Temple reliefs, shown below, and from:
    Written description by Zhou Daguan, a Chinese visitor to Angkor Thom (PDF, 91 KB)
    Sample source deconstruction of a Bayon relief showing preparations for a feast (PDF, 169 KB)
  • As they gain confidence, students work independently or in pairs to collect data, interrogate, analyse and evaluate sources.
  • The teacher leads students to transform information on daily life gained from sources into another form, eg joint construction of a concept map on daily life.
  • Students begin scaffolded report writing using headings from the concept map to organise their information on daily life in Khmer society.

Suggestions

  • Before students write a scaffolded report, provide a model report (on another aspect or topic) to identify and explain relevant features such as headings and subheadings, paragraph structure, use of historical terms and reference to sources.
  • Students could check their interpretation of daily life in Khmer society against another secondary source account, eg a textbook.

Bayon Temple reliefs

Tending the sick or chatting (removing lice)
A household.
Giving birth.
Cooking.

 

A family.
Baskets.

 

Make-up.
A circus.

 

A board game.
Pig-fighting.

 

Builders.
Traditional cooking brazier in a modern Cambodian market, 2004

Resources