Sample Program For

SAMPLE PROGRAM FOR

HISTORY STAGE 4

USING EXAMPLES FROM

RETROACTIVE 1 SECOND EDITION

TOPIC 1: INVESTIGATING HISTORY Retroactive 1, 2nd ed., Chapter 1, pp. 2–25

INQUIRY QUESTIONS: TIME ALLOCATION:

What is History?

How do historians investigate the past?

Why is conserving our heritage important?

Note: Teaching of Topic 1 Investigating History can be integrated in the study of societies of the past, or studied as a discrete topic.

OUTCOMES
A student:
4.4 identifies major periods of historical time and sequences people and events within specific periods of time
4.5 identifies the meaning, purpose and context of historical sources
4.6 draws conclusions about the usefulness of sources as evidence in an inquiry
4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past. /

WORKING HISTORICALLY

Historical skills to be integrated into this topic:
§  sequence events within the specific period of time
§  use historical terms and concepts in appropriate contexts
§  identify primary and secondary sources
§  distinguish between fact and opinion
§  examine the actions, motives, values and attitudes of people from the past
§  draw conclusions about the usefulness of sources for an historian
§  identify perspectives of different individuals and groups.
ICT skills appropriate for this topic may include:
§  draw conclusions about the usefulness of sources for an historian, including a website
STUDENTS LEARN ABOUT: / STUDENTS LEARN TO: / CONTENT (INVESTIGATING HISTORY): / TEACHING/LEARNING STRATEGIES: /
·  the terminology and concepts of historical time, including year, decade, generation, century, age, BC/AD, BCE/CE / ·  interpret and construct time lines
·  define the terms that describe historical periods of time
·  sequence societies and events within specific periods of time / 1.3 History – time in the past (pp. 8-9)
- Putting events in order
- Dividing time / Individual comprehension work on ‘time’, CYU 1, 2, 5, 6, 7. (Option to complete electronically on the CD-ROM – click on Activities headings.)
Download and distribute history timeline from Retroactive 1 website.
Examine and discuss different timelines on introductory pages of chapters 2-11.
Timeline skills work, CYU 3 and 4 and Worksheet 1.2.
Class discussion of anachronisms. Individual web activity, CYU q. 8(a), p. 9. Weblink for movie mistakes: www.movie-mistakes.com
Group work on anachronisms, q. 8(b). Use Worksheet 1.1 for group or individual work.
Class game to check understanding of terms and concepts of time – students form teams, each student writes a random date (BCE or CE) on paper and holds it up, then they position themselves in date order as a ‘team timeline’. First team to finish wins.
·  the process of historical inquiry:
- fact and opinion
- the usefulness of sources as evidence including a website
- differing perspectives
- cause and effect
- history as the study of people / ·  ask historical questions
·  distinguish between fact and opinion
·  draw some conclusions about the usefulness of sources including a website
·  examine differing historical perspectives and interpretations
·  explain cause and effect
·  identify significant people of the past
·  examine the motives for people’s actions in the past
·  explain the consequences of people’s actions / 1.1 History – investigating the past (pp. 4-5)
- History and the historian
1.2 History – people, actions and consequences (pp. 6-7)
- History is about people
- History is about motives
- History is about consequences
1.4 Investigating the past using sources (pp. 10-13)
- Primary and secondary sources
- Asking historical questions
- Fact, fiction and opinion
- Cause and effect
1.5 Investigating the past – interpreting sources (pp. 14-15)
- Sources, evidence, and interpretation
- Meaning, purpose and context
- Usefulness, reliability and perspective
1.6 Investigating history – digging up the past (pp. 16-19)
- Working at a dig
1.7 Investigating the past – deciding how old something is (pp. 20-21)
- Tree-ring dating
- Radiocarbon dating
- Dating stone and clay / Teacher narration of key points from Introduction p. 2.
Teacher narration/student reading of information on pp. 4-5. Invite class feedback on what is history and the role of the historian.
Questioning with oral/written responses to check student understanding (CYU 1-5, p.5)
Individual work on ‘Use your understanding’, and ‘Using sources’ p. 5 – invite feedback for class discussion.
Teacher narration of text on history as ‘people, motives, actions, consequences’, pp. 6-7.
Discussion of past people’s cultures, conflicts, values – source 1.2.1, US 1, p. 7. Group activity and PowerPoint report on a personality from past, RC p. 7.
Explore motives, actions and consequences related to World Trade Center attack in 2001 and Iraq War in 2003 (CYU 3, US 3, p. 7).
Individual or computer lab activity: examine the STONEHENGE SITE STUDY on Retroactive 1 CD-ROM (click on icon p. 25) and complete the investigation, discuss conclusions in class.
Additional website ref: http://www.english-heritage.org.uk/stonehenge/
Teacher narration and class discussion of history as ‘detective work’ and looking for clues (use household rubbish bin example, US 1 p. 15). Give out (anonymous) lists of items students compiled for US 1 and students write paragraph on the conclusions they might draw about the family. Discuss factors that could make conclusions incorrect.
Alternatively use Worksheet 1.3 ‘Mystery box’ activity.
Explanation of types of sources, using examples from text pp. 10-13 and around classroom.
Discuss reliability of films as historical sources, eg Gladiator (book front cover and source p. 12), Rabbit Proof Fence (pp. 286-7), Braveheart (p. 176), Joan of Arc (p. 199).
Examine website as source using source 1.4.5 p. 13 and noting labels, identify features to assess reliability.
Teacher-directed discussion of sources as ‘not always what they seem’ using sources 1.5.1 and 1.5.2 as starting points.
Discuss context, reliability using p. 15 and annotated example of written source (1.5.3).
Reinforce the ‘W’ questions using the text on p. 12. Students check understanding on sources (CYU 1-8 p. 13 and CYU 1-6, p. 15).
Teacher-led discussion of archaeology and roles of experts (pp. 16-21). View parts of videos, discuss familiar movies eg Indiana Jones.
Refer to examples: underwater discovery of Alexandria, pp. 2-3, Egypt’s tombs, pp. 50-1, terracotta warriors pp. 134-5, Worksheet 2.7 on Ramses tomb discovery.
Activity on work of archaeologist (CYU 1, p.19), incorporate Internet research or organise visit by an archaeologist. Individual work to complete US 1-5, p. 19, and Worksheet 1.4.
Class brainstorm to think of objects that archaeologists in the year 4000 might discover from our own time.
Summarise on whiteboard the three methods of dating (pp. 20-1).
Oral/written revision, CYU 1-4.
Discuss Shroud of Turin and controversy. Suggest access site www.shroud.com
Field work, US 1, to find ring patterns on tree trunks, or refer to teacher photographs.
Weblink for tree-ring dating:
http://www.pbs.org/wgbh/nova/vikings/treering.html
Individual library/Internet research into other dating methods (R, p. 21).
·  heritage issues / ·  describe some aspects of family/community heritage
·  appreciate the value of preserving and conserving our heritage / 1.8 Why is conserving our heritage important? (pp. 22-23)
- Celebrating heritage
- Saving our heritage
1.9 Our world heritage (pp. 24-25)
- Role of UNESCO
- Site studies / Teacher-led discussion of cultures and heritage, loss of heritage, using pp. 22-23.
Examine role of UNESCO and World Heritage List, categories of listings (p.24).
Internet research (CYU 1-4 p. 25), Sphinx, and Australia’s heritage sites, see UNESCO site at http://whc.unesco.org/pg.cfm?cid=31&l=en
Sphinx restoration: http://news.bbc.co.uk/1/hi/world/middle_east/100437.stm
(Cross-refer to Australian Aboriginal heritage p. 282, Stonehenge p. 6 and see above, Ancient Egypt heritage pp. 48-51, Greeks pp. 82-5, Romans pp. 118-19.)
Link to discussion of Sydney Opera House, see p. 55 text and Comm. q.2.
Discuss value of site studies and virtual site studies for understanding our own and others’ heritage, p. 24.
Revise chapter 1 glossary terms, p.3.
RESOURCES FOR ‘INVESTIGATING HISTORY’:
Main references:
M. Anderson, I. Keese, A. Low, Retroactive 1 Second edition (Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
M. Anderson, I. Keese, A. Low, Retroactive 1 Worksheets, John Wiley & Sons (Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos: / Websites:

HISTORY REGISTER – STAGE 4 TOPIC 1: INVESTIGATING HISTORY

Teacher’s name: ______Date commenced: ______Date completed: ______

Content covered:

Historical time (terminology and concepts) Heritage issues

Process of historical inquiry:

Fact and opinion Usefulness of sources as evidence including website Differing perspectives Cause and effect History as study of people

Teaching strategies/ learning experiences used:

timelines report writing locating information debate ICT:

paragraph writing source-based studies note making discussion word processing

mind maps research reading/comprehension essay desktop publishing

diagrams/maps oral work role play site study PowerPoint

video/CD/DVD tabulating information group work Other: ______Internet research

Evaluation of program/ student progress:

Signed: ______Date: ______

TOPIC 2: SOCIETIES AND CIVILISATIONS OF THE PAST (GROUP A)

SOCIETY: ANCIENT EGYPT Retroactive 1, 2nd ed., Chapter 2, pp. 26-55

INQUIRY QUESTIONS: TIME ALLOCATION:

What can we learn about societies and civilisations of the past?

What have been the legacies of past societies and civilisations?

OUTCOMES
A student:
4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy
4.5 identifies the meaning, purpose and context of historical sources
4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research
4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past. /

WORKING HISTORICALLY

Historical skills to be integrated into this topic:
·  sequence events within specific periods of time
·  use historical terms and concepts in appropriate contexts
·  identify different types of sources relevant to the study
·  draw conclusions about the usefulness of sources for an historical inquiry
·  locate, select and organise information from a range of sources.
ICT skills appropriate for this topic may include:
·  locate, select and organise information from a range of sources, including a website
·  use an image bank to gather relevant images for an historical inquiry
·  communicate effectively about the past through a desktop published document.
STUDENTS LEARN ABOUT: / STUDENTS LEARN TO: / CONTENT (ANCIENT EGYPT): / TEACHING/LEARNING STRATEGIES: /
·  the origins of the society or the period
·  daily life of men and women in the society or period
·  civics and citizenship in the society or period
·  rights and freedoms
·  beliefs and values of the people of the society or period
·  impact of significant people and/or events
·  contacts with other peoples
·  the legacy of the ancient, medieval and early modern world / ·  identify the origins of the society or historical period
·  describe how both men and women lived in the society or period
·  describe the way in which the people of the society or period were governed
·  describe the rights and freedoms of different groups in the society or period
·  explain the beliefs and the values of the society
·  explain the impact made by significant people and/or events on the society or period
·  outline the contacts that the society had with other peoples
·  assess the legacy of the society or period for our world cultural heritage / 2.1 The origins of ancient Egyptian society (pp. 28-9) / Refer to timeline of ancient Egypt, pp. 26-7.
Map work: locating Egypt (i) on a modern map of the world (ii) on a map of northern Africa (source 2.1.2) to note adjoining countries and (iii) key physical features of Egypt using source 2.1.1, p. 28. List significant features of ancient Egypt on whiteboard. Include photo pp. 26-7 as evidence.
Student search of text (p.29) to find out more on origins of other ancient civilisations. Discuss significance of rivers; cross-ref to p. 127 (Yellow (Hwang) River) and p. 204 (Tigris & Euphrates).
Identify Black Lands and Red Lands, class brainstorm to answer UYU 2.
Use CYU 1-3 p.29, for quick oral revision. (Or can complete electronically on CD-ROM.)
Work in pairs, UYU 1, compile class list of all reasons. Individual source work (US 1, 2, p.29).
2.2 The gift of the Nile (pp. 30-1) / Teacher narration on importance of Nile for survival, text pp. 30-31
View video The Gift of the Nile (Landmark BBC) to identify reasons for Nile being seen as Egypt’s ‘gift’ – whiteboard summary, also using text pp 30-1.
Students copy source 2.2.1 onto centre of a page. Create mind map around illustration to provide information on its main features.
Work in pairs to answer US 1, p. 31.
Source study – ‘Hymn to the Nile’, 2.2.3 – with US 3, p31. Discuss concept of the Nile as a god.
Paragraph writing – literacy skills p.31.
2.3 The pharaoh – lord of the two lands (pp. 32-3) / Civics and Citizenship pp. 32-3, teacher narration of pp. 32-3, how Egyptians were governed and rights and freedoms.
Brainstorm list of titles given to leaders in modern world (eg president). Compare ruler of ancient Egypt with modern leaders in terms of title, duties, symbols and means of gaining/increasing power. Discuss concepts of dynasties and kingdoms, text p. 33 and source 2.3.3 timeline (US 3).
Viewing of video The Pharaohs (Landmark BBC) to consolidate understanding of pharaoh’s power and duties.
Use source 2.3.1 to list all symbols of pharaoh’s power (US 1, p. 33). See also Check & Challenge p. 52, Interpreting sources q. 1 and source 2.11.1.
Drawing and labelling of the double crown (US 2, p. 33).
2.4 Everyday life in ancient Egypt (pp. 34-7) / Teacher explanation of Egyptian society’s structures, p. 34 and source 2.4.1 (Activities q. 1 p. 37).
Quiz to check memory of names of key people, levels of society, work on farms and in towns.
See British Museum website on trades in ancient Egypt: http://www.ancientegypt.co.uk/trade/home.html
Student reading of text on Housing pp. 35-6. Compare ancient Egyptian and modern Australian housing. Advertisement activity using ICT, Activities q.2 p. 37.
Model making: students work in a small group (3-4 students) to create a model showing layout and main features of ancient Egyptian home. Should be clearly labelled, using text and source 2.4.3.
Questioning of students to gain their impressions of what a woman’s life would have been like in ancient Egypt. Class discussion of family life and women’s lives, text pp. 36-7. Completion of table, Activities q.4.