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Topic 1 - How do historians investigate the past?

Unit Outline Unit durationThis topic introduces the nature of history and the methods used by historians to investigate the past. Students will focus on the use of primary and secondary sources to gather evidence to answer questions about the past and to understand historical and heritage issues. Students should begin to comprehend and express themselves in the particular language of History. This will be achieved through an investigation of ancient Egyptian society.

8 weeks (5 x 50 minute lessons in each 2 week timetable cycle)

Big ideas/key concepts Why does this learning matter? How do historians investigate the

past? What have been the legacies of past

societies and civilisations? Why is conserving our heritage

important?

This learning will assist students in developing an understanding of the importance of personal, local and world heritage. The skills developed are critical to being able to make sense of historical texts and evidence, and will support students in their further study of History, and their ability to make judgements about the value of information presented to them in a range of contexts both within and beyond school.

Place in scope & sequence Target outcomes (from Years 7-10 History Syllabus BOS 2003)

This is the first unit of the Year 7 History course. It draws upon the knowledge and skills developed in Stage 3 HSIE, and provides a foundation for further study in history, focusing in particular on developing the ability to work historically.

A student:4.4 identifies major periods of historical time and sequences people and events within specific periods of

time4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively

about the pastAssessment Contributing Outcomes (from Years 7-10 History Syllabus BOS 2003)Ongoing assessment opportunities have been included throughout the unit and ideas are provided for gathering evidence of learning. The final assessment task requires students to develop a multimedia presentation outlining a key archaeological site that is important to excavate or preserve, for its heritage value.

4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy

4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research

Evidence of Learning Students will use the terminology introduced at the

beginning of the unit throughout the course of their work. Students will undertake historical inquiries with

increasing independence. Students will effectively use a range of ICTs to

research and communicate historical information.

Students learn about:

Students learn to: Learning Experiences Reg/

Date 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

What is history? Classification activity – students are provided with 12 pieces of paper, each featuring text and/or images. In groups they must

classify which would be called history, and which would not. (Includes image of Tutankhamen’s death mask, a birth certificate, newspaper article from the previous day, image of rugby league jersey from 1970s etc etc)

Class discussion of the definition of history – if all of these things are from the past, and are therefore part of history, how would we define the term? Brainstorm a class definition. Students record in workbook.

Introduce the term source. If all of these are sources, how do we know what period of time they came from? Students work in groups to place each of the 12 sources into chronological order. Once they have done an initial sort, each group will leave their sources placed in order on their table, and move around the room looking at the order other groups have constructed. Students then return to their table, and discuss the order in which they have placed the sources. They decide if they want to change the order.

Class discussion of what evidence from the sources and background knowledge of the students, can be used to justify the order. Discussion of the ways in which historians might initially try to work out the age of a source, introducing the idea of evidence. Discussion of the nature of primary and secondary sources – what criteria do we use to classify sources? Discuss which of the sources in their envelope would be primary or secondary.

Class reads a piece of text discussing concepts of historical time, featuring key words. Word bag activity. Students are given a bag of words and definitions, including year, decade, generation, century, age, BC, AD, BCE, AD. In pairs students match the terms and definitions. They are encouraged to use text prediction reading strategies to assist in making judgements about the correct definitions. Once satisfied they have them correct, they join with another pair to justify their decisions and make any adjustments.

Introduction to Egypt Teacher explains to students that they will be using their background knowledge about history, and developing some new

skills to work as historians, to investigate what life was like in Ancient Egypt. They will be focusing on the archaeological evidence that has been found in Egypt, and working together to make sense of this evidence.

Class brainstorms what they already know about Ancient Egypt, and teacher remedies any misconceptions. Students work in small groups to develop a list of questions they would like to have answered about Egypt by the end of the

unit of work. The teacher will display these questions and refer back to them at the end of each lesson to see if progress is being made. These questions may require additional lessons to be added to the program to ensure all answers are found.

Students are given a blank map of the territory of Ancient Egypt. Using stimulus materials provided they identify key sites in Egypt e.g. Giza pyramids, Karnak, Valley of the Kings, path of the Nile River, and mark the location of some key events

impact of explain the Contacting the Experts



Datesignificant people and/or events

using ICT to locate information as part of an historical inquiry

impact made by significant people and/or events on the society or period

use a range of ICTs to research and communicate historical information

Students will initiate contact with the team from John Hopkins University undertaking a dig at the Temple of Mut. A dig journal is regularly updated on the website http://www.jhu.edu/~neareast/egypttoday.htmlStudents will keep their own journal, focusing on what the work of an archaeologist and historian is all about. Email responses from the dig team will also be kept in their journal. This will be an ongoing part of this unit of work. If it is not ‘dig season’ in Egypt, teachers may choose another dig site, or use the online journals from previous digs as stimulus for this part of the activity.

Carter and TutankhamenCase study of Carter’s discovery of Tutankhamen’s tomb in the Valley of the Kings. Focus is on the trail of evidence used by Carter to lead him to the sites he excavated to highlight the key role that research plays in the work of the archaeologist and historian. Students write an explanation of Carter’s processes and finds for a target audience – they can choose to write a newspaper article, article for an archaeologists magazine, a journal entry from the perspective of Carter, or one of his guides/workers.

Significant event – inundation of the Nile Refer to map completed in the previous lesson – discuss the path of the Nile and where key sites of Ancient Egypt were

located in terms of the Nile. Discuss the idea of a river delta (Find out if this has been covered in Yr 7 Geography classes), and how the fertility of this area impacted on the development of Lower Egypt.

Students undertake source activity focusing on the inundation and the importance of the Nile (sources could include the Hymn to the Nile written in the Middle Kingdom, diagrams of the cycle of Nile River floods etc)

Significant People – A Who’s Who of Ancient Egypt Students research a significant person in Ancient Egyptian history. They will complete a biographical recount of the person,

and include a family tree, information about their life and achievements, and some explanation as to why they are remembered today. The final products will be collated into a Who’s Who of Ancient Egypt and will be placed in the school library as a reference book. (Students must be given clear criteria for the task – 2 page limit, must include 1 image, must be word processed, must provide an accurate bibliography, references must include at least one website etc)

beliefs and values of the people of the society or period

explain the beliefs and values of the society

Was death more important than life in Ancient Egypt? Floor storming activity on Ancient Egypt. Teacher places on the floor 6 collages of images relating to Egypt, e.g. images of

gods and funerary practices, artefacts from tombs, images of pyramids & sphinx, etc etc. In groups, students have 5 minutes with each collage to record what the images might be telling them about the beliefs and values of Ancient Egyptian society.

Once the activity is completed, students return to their tables and work in groups to answer some key questions such as – What evidence is there that the Egyptians believed in an afterlife? Who were the most important people in Egyptian society?

http://www.jhu.edu/~neareast/egypttoday.html



DateThe final question is: What other evidence do you need as an historian to find out more about the beliefs and values of Egyptian society?

Mummification – study of the process and reasons for mummification through primary and secondary source documents. Students then work in groups to produce a poster explaining the process of mummification – poster can be text based, or completely image based, or a combination of both.

Egyptian Gods. Teacher explains the nature of religion in Egypt – Egyptians believed in the powers of a number of Gods who all had specific roles to play in their current life, and their afterlife. Students will work in groups to research one of the gods, drawn from a hat. Students will present their findings to the class. They have the choice of their methods of presentation – dramatic interpretation with costumes, PowerPoint presentation, a brief lesson activity they will guide to class through – the method of presentation is up to the students, but must provide information about their God to the class. (Lesson detail provided in Part 3)

Excursion to the Australian Museum Students will visit the Australian Museum exhibition Life Beyond the Tomb. The exhibition features a wide range of

artefacts that provide evidence of the values and beliefs of the Egyptians. Before the excursion, students will complete a KWL table about Ancient Egypt.

What I know What I want to know What I have learntStudents make a list of things they already know about death in Egypt.

Students make a list of questions they would like to find answers to at the exhibition.

Students will complete in the lesson following the excursion.

During the excursion, students have a diary to complete, requiring them to locate artefacts that would assist in an historical inquiry into the importance of death in Egypt. Information will be recorded and some artefacts sketched for future reference.

Excursion follow-up. Students complete their KWL table. Writing task – structured essay on the importance of death for the people of Ancient Egypt.

Note: Life Beyond the Tomb is a temporary exhibition available in Terms 1 and 2 2005. In future years this excursion may focus on other relevant exhibitions, or the Museum of Ancient Cultures at Macquarie University.

daily life of men and women in the society or period

describe how both men and women lived in the society or period

Where do all these artefacts come from? Jigsaw reading activity. Students form groups and each are given a newspaper/magazine article about archaeologists

working at sites in Egypt, including Professor Kanawati from Macquarie University. Students list 5 key points from their article, then form expert groups to share their information with students from the other groups. At the end of the activity the class lists information about the work of archaeologists.



Date Guest speaker – student from Macquarie University who has participated in a dig in Egypt. Before this lesson students will

draft a series of questions they would like to ask an archaeologist. Follow-up lesson on the work of an archaeologist – tools, methods etc. Students then complete a Y chart about daily life on

an archaeological dig - what does it look like, what does it sound like, what does it feel like? Refer back to the work of Howard Carter in the Valley of the Kings, information from jigsaw activity and guest speaker.

Study of artefacts that provide information about how men and women lived in Ancient Egypt. Activities draw out the different experiences of workers, women, priests, royalty. Students complete two Venn diagrams – women/men, and royalty/workers. Refer back to evidence gathered during the museum excursion.

Discussion of tomb paintings and hieroglyphs. Examine a range of tomb paintings and complete some translation of hieroglyphs. Discussion of the finding and importance of the Rosetta Stone.

Students choose one aspect of daily life in Egypt and develop a tomb painting, which include hieroglyphs, to tell the story of a day in the life of a person from one of the classes.

heritage issues describe some aspects of family/ community heritage

appreciate the value of preserving and conserving our heritage

What aspects of our heritage should we preserve? Discussion of the term heritage. Brainstorm ideas about why people around the world have felt it so important to preserve the

heritage of Egypt. Information about the removal of artefacts from Egypt over time and the measures taken by the Egyptian government to stop

this practice. Internet activity – students use a search engine to locate the websites of 5 major museums around the world – list the museums and the types of Egyptian artefacts they own. Class debate – should the artefacts be returned to Egypt?

Most people feel strongly about certain aspects of world heritage – how would we feel if Tutankhamen’s death mask was stolen and destroyed? How would you feel if during your lifetime the Sphinx or the pyramids completely collapsed? But how do we feel about our own heritage? Discussion about how family preserve aspects of their heritage – oral history, photographs, jewellery passed on, family bibles, family trees, researching family history. Class discussion – how important is it to know about your family and cultural heritage?

Discussion of Australia’s heritage – what aspects of our heritage are worth preserving? If non-Aboriginal history in Australia is relatively brief compared to Egyptian history, does it still have the same value?

the legacy of the ancient, medieval and early modern world

assess the legacy of the society or period for our world cultural heritage

Students work in groups on their major assessment task (see end of unit). This task requires students to research and archaeological site from anywhere around the world (including Australia), explain the importance of this site, and justify why it is worthy of excavation and/or preservation. This task will allow students to use the working historically skills they have developed, including the use of ICTs as mandated by the syllabus, in one task that draws their knowledge and skills together.

Class spends a lesson examining the UNESCO website www.unesco.org Visit the Culture page to view the heritage listed sites. Brief video clips can be downloaded on key world heritage sites, such as the pyramids at Giza, Angkor Wat, the rock churches at Lalibela in Ethiopia. A list of major sites is provided with links to an information page – this could act as stimulus

http://www.unesco.org/



Dateor a starting point for student research. Students can also use the site to research the work of UNESCO to support their written submissions and multimedia presentations.

heritage issues describe some aspects of family/community heritage

appreciate the value of preserving and conserving our heritage

Site Study (Mandatory syllabus requirement) Students visit the Museum of Sydney and undertake the archaeological education program. Students will have lunch in Martin

Place and see the Cenotaph. After lunch students will visit the Hyde Park Barracks, which also houses a range of artefacts from the early colonial period in Australia, and the plaque marking the site of the meetings held for the Aboriginal Day of Mourning 1938.

Students reflect on what they have seen during the site study and what they have learnt in the course of this unit. They make notes on the importance of preserving heritage from different times and cultures around the world.

Class debate – Preserving Australia’s heritage is not as important as preserving the heritage of Egypt. Students are initially divided into 2 groups – one for the statement, the other against. As each side takes a turn in presenting one of their arguments, students from the opposite side are allowed to change to the other side, depending how persuasive their argument is. The debate will end either when all students are on the same side and agree with one argument, or the teacher may choose to end the debate when the arguments start to run dry, and facilitate a debriefing discussion about why people feel differently about the value of preserving heritage.

Evaluation of UnitTeacher Evaluation Comments/Variations

How did the unit ‘rate’ in these areas ?

Time allocated to this topicStudent understanding of big ideas/key conceptsOpportunities for student reflection on learningSuitability of resourcesVariety of teaching strategiesIntegration of Quality Teaching strategiesIntegration of ICTsLiteracy strategiesNumeracy strategies

Final RegistrationDate commenced: Date completed:

Teacher’s signature Head Teacher’s signature

Submission GuidelinesYour written submission should include: A map of the site and information about the site – why it needs to be excavated and/or preserved (200 words plus map) A brief outline of the history of the site, including a timeline (150 words) An explanation of why the site is important in terms of its heritage value (150 words)

Your multimedia presentation: Will be limited to 3 minutes, and must include text, graphics and hyperlinks Must show the panel the location of the site, and some of the key finds from the area (refer to some primary and secondary sources) Outline what the team would like to achieve in the next dig, if they are awarded the grant Explain the heritage value of the site

OutcomesA student:4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy4.4 identifies major periods of historical time and sequences people and events within specific periods of time4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research

You will be assessed on your ability to: Use written and oral skills to communicate about important heritage issues Identify and explain the nature and importance of a heritage site

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The UNESCO World Heritage Committee calls for teams of archaeologists to present a paper outlining an archaeological site that is worthy of excavating and/or preserving. Three projects will be selected to receive funding for 5 years to undertake their important work.

Each team should provide a written submission outlining their work and its heritage value. A multimedia presentation will be given to the grants panel.

DueFriday Week 8

UNESCO World Heritage Committee

Call for PapersWe can help

fund your next dig!

Funding Available!

Effectively use ICT for research and presentation, including inserting graphics and hyperlinks in a PowerPoint presentation Work collaboratively with your team

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Marking Guidelines

These marking guidelines will be used by your teacher to asses your written submission.

Range Groups in this range:High Present a detailed submission, including a timeline and map

Provide an accurate history of the site with a detailed bibliography Clearly explain why the chosen site is important in terms of its heritage value

Satisfactory Present a submission in the correct format, including a timeline and map Provide a history of the site with a bibliography Give some key reasons why the chosen site is important in terms of its heritage value

Progressing Include a timeline and map Provided some details of the history of the site and attempt a bibliography Makes some reference to the heritage value of the site

As a class, we will develop some marking guidelines for the multimedia presentation. Each group will give a grade for each presentation – the top three will be decided by the class. We will spend some time working on these guidelines in class, and they will be distributed on the day of the presentations.

Range Students in this range:High

Satisfactory

Progressing

Reflecting on your own workAs this is a group task, you should decide what your expectations of group members are. Use the table below to develop some criteria to give each member of your group a grading on their contribution, and the quality of their work.

Range Students in this range:Excellent

Pretty good

Needs some work

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Topic 2 - What is the truth?

Unit Outline Unit durationThrough a study of the Vikings – their beliefs and values, significant events in their history, and contact with other peoples – students will develop skills in critical analysis of historical sources, and learn to make judgements about accuracy and reliability of information.

5 weeks (5 x 50 minute lessons in each 2 week timetable cycle)



societies and civilisations? How do we know who is telling the

truth?

In the study of History across Years 7-10, students will be presented with a range of historical issues that have been presented from a wide variety of perspectives. It is important that they learn the skills of analysing source material and making sound judgements about the historical accuracy of information. These skills are transferable to many other contexts both within and beyond school, encouraging students to be critical thinkers, and not just accepting information presented to them as being correct.


This is the second topic of the Year 7 History course. Students have completed a topic focusing on the process of working historically. This topic will extend their skills in source analysis and prepare them for more independent investigation of history.


time4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively

about the pastAssessment Contributing Outcomes (from Years 7-10 History Syllabus BOS 2003)Students will prepare an outline for an exhibition about the Vikings to be held at the Australian Museum. They must select a range of written sources and artefacts that provide a balanced account of Viking life and history.


4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research

Evidence of Learning Students will use a process (with support and then

independently) to critically analyse primary and secondary sources to draw conclusions about usefulness and reliability.

Students will identify and draw on different types of sources relevant to the current study.

Students will use historical terms and concepts in appropriate contexts.

Students will effectively use a range of ICTs to research and communicate historical information.

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Date daily life of

men and women in the society or period

contacts with other peoples

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


outline the contacts the society had with other peoples

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

Note to teacherThroughout this unit students will keep a log of information about the Vikings. The information should be referenced as coming from primary or secondary sources, and make some judgement about the reliability of the source. This evidence will be used to make a judgement at the end of the unit, about if Vikings really deserve their bad reputation as violent men out to plunder what they could.

Helmets with horns? What do we know about the Vikings? Quick brainstorm to elicit from class any background knowledge about the Vikings. Workstation activity – students visit 4 workstations around the classroom and complete a worksheet, writing down what they

find out about the Vikings at each workstation – workstations include 1. view scene from The Vikings film (1958), 2. listen to Berserk Warriors song, 3. range of images of Vikings, 4. written sources about Vikings. Students make a surface assessment about the Vikings – what type of people were they?

Historical investigation – did the Vikings wear horns on their helmets? Students will work in pairs to find evidence about the traditional battle dress of the Vikings. Students will use evidence from the Westray and Sutton Hoo excavations. What else do the artefacts form these excavations tell us about the Vikings?

Activity on Viking dress for men and women. Students examine a range of images of artefacts from the British Museum and historical documents to develop a picture of how the Vikings dressed. Students make some inferences about why the Vikings would have dressed in this way (climate, comfort when working, jewellery as status objects etc). Discuss the usefulness of the sources as evidence, and what other types of sources might be useful.

Daily Life Mapping activity – Where did the Vikings come from? Where did they go? Students use details from The Vikings textbook to

complete a map showing the homelands of the Vikings and their travels to Britain, across Europe and to America. Religious beliefs – reflect back to beliefs of the Egyptians from last unit and idea of polytheistic religions. Source-based

activity on Viking religion and belief system. Students will then list the key gods and their functions. Discussion of similarities and differences with Egyptian gods. Examination of images that show the move from paganism to Christianity and discussion of the traditional Viking imagery combined with Christian symbols such as the crucifix.

Translation activity – using runes students translate a brief passage into English. Discussion of similarities to our alphabet, and how runes were different from hieroglyphs. Investigation of words we use today that came from the Vikings, eg, Tuesday, Wednesday, Thursday, Friday.

Roles of men and women –the daily life of men and women in Viking society, Longhouses and structure of a traditional Viking

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Datesignificant people of the past

examine the motives for people’s actions in the past

explain the consequences of people’s actions

village – students complete a jigsaw activity based on written sources and images of artefacts.

Focus investigation – do the Vikings deserve their bad reputation?Plunder and Pillage! Students watch several scenes from films and documentaries about the Vikings. Develop a table that lists of all the

information resented about the Vikings, and decide which is fact and which is opinion. Longships – examination of scenes from the Bayeaux tapestry showing how they built their boats - discussion of the

strengths and weaknesses of the longship in terms of navigating the fjords and the open seas. Students work in groups to investigate a significant Viking figure – eg Erik the Red, Leif Eriksson, Gottfird, Guthrum, Thorolf,

Harold Hardrada. Seminar presentation to class about their investigation.

Attack at Lindisfarne Students complete a document study on the attack at Lindisfarne. Documents include accounts from Alcuin (793 AD), Simeon

of Durham (after 1100AD ) , the Anglo-Saxon Chronicle (1050 AD). Students also have access to stone cravings and images of the remains of the monastery.

Students write two newspaper accounts of the attack on the monastery at Lindisfarne – one for the Northumbria Daily News, from the perspective of the monks, and one for the Viking Voice from the perspective of the Viking attackers. Discussion of how high modality language can be used to more effectively tell a story. What impact do differing accounts of the same event have on an historical investigation? What might indicate one story has credibility over another?

What evidence do we have about Viking raids in Britain? Stone & wood carvings, place names, clay and iron artefacts, written versions of Viking sagas

Mapping activity of land taken over by the Vikings by 1000AD

The new and improved Vikings? Source-based study on the changing nature of Viking visits to Britain - farms and settlements etc – consider the nature of the

geography of the Viking homelands and the need for more arable farming lands as their population grew Vikings as explorers – examine evidence that the Vikings had travelled to and settled in modern day north America What does this information tell us about the sea-faring abilities of the Vikings?

Class forum: do the Vikings deserve their bad reputation? Students will work in groups and be allocated an aspect of Viking history/life to present eg raids on Britain, exploration,

shipbuilding, weaponry, role of women, etc and will present some evidence to the class.

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Date

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Your task is to develop an exhibition about the Vikings. Your exhibition should present a balanced view about the Vikings, and include information about:

1. daily life2. beliefs and values3. a significant person or event4. contact with other peoples5. their legacy for our modern world

Your exhibition should include both written evidence and artefacts, and you are allowed to have up to three exhibits for each of the five aspects of Viking history listed above.

OutcomesA student4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.10 selects and uses appropriate oral, written and other forms, including ICT, to

communicate effectively about the past

PresentationYou must present:

the written sources and artefacts (pictures or models – the real thing might be hard to come by!) you will use for each part of the exhibition

an explanation of why you chose these particular sources and artefacts the title of your exhibition and how you would promote it to the general

public.

Your exhibition will be set up in the school hall on [insert date] and will be visited by a group of students from the primary school. You will show these Year 6 students through your exhibition and explain to them the importance of working as an historian to uncover the truth, and the challenges historians face when presented with conflicting information.

You will be assessed on your ability to:

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VikingsThe Truth at Last!

locate sources relevant to an historical inquiry identify the usefulness of sources to an inquiry present historical information in a meaningful way.

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Topic 3 – How have rights and freedoms changed over time?

Unit Outline Unit durationIn this unit students have the opportunity to construct and undertake their own historical inquiry. The focus area is Changing Rights and Freedoms, however, students may investigate a society that is of interest to them. 7 weeks (5 x 50 minute lessons in each 2 week timetable cycle)



societies and civilisations? Why is conserving our heritage

important?

As citizens, students are regularly exposed to situations when they question their rights, freedoms and responsibilities in society, and how the rights and freedoms of others are protected, or violated. This unit provides students with an historical context for the development of rights and freedoms for citizens in different societies. This understanding of the concept of rights and freedoms will again be explored in the Stage 5 History course.


This is the final unit of work in the Year 7 History course. It provides students with an opportunity to consolidate and extend the skills they have learnt in the previous two units.


time4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.8 locates, selects and organises relevant information from a number of sources, including ICT, to

conduct basic historical research4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively

about the pastAssessment Contributing Outcomes (from Years 7-10 History Syllabus BOS 2003)Students will undertake an historical inquiry into changing rights and freedoms in two societies. Components of the assessment task – research planning scaffold, research log, and the final presentation will be marked separately.


Evidence of LearningStudents will: 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

Students will show an understanding of: the process of historical inquiry:- fact and opinion- the usefulness of sources as evidence - differing perspectives- cause and effect

Students will: identify significant people of the past examine the motives for people’s actions in the past explain the consequences of people’s actions

_____________________________________________________________________________________________________

explain cause and effect


Students learn to: Timing Research Project Reg/

Date the origins of

the society or period

identify the origins of the society or period

Week 1 Students will develop a plan for their historical

inquiry. This plan will include details of the societies they will research, and proposed sources of information. Students will also identify how their research will be presented, and who their target audience si.

Week 2 In groups they will provide each other with

feedback on their plan and suggestions for improvement. Teacher will also provide feedback.

Research plans will be finalised.

Weeks 3-6 Students undertake research project with

support of teacher and peers.

Week 7Submission of research tasks. This will include lesson time for students who wish to present their findings to the class as an audio-visual presentation, exhibition, report etc.

Students will also submit a learning log describing challenged faced during their investigation.

Students will undertake a comparative study of changing rights and freedoms in the ancient, medieval or early modern world.

Students may focus on any ancient, medieval or early modern society. Options include: Medieval Europe The Islamic World An Asian country – eg China, Japan The Pacific The Americas Africa Revolutionary Europe in the 18th and 19th

centuries(This list of options is from the content allowed by the syllabus.)

This project provides students with an opportunity to use the skills developed in the previous two units in working historically, and to demonstrate their understanding of civics and citizenship in a designated historical period.

daily life of men and women in the society or period


beliefs and values of the people of the society or period

explain the beliefs and values of the society

impact of significant people and/or events

explain the impact made by significant people and/or events on the society or period

the legacy of the ancient, medieval and early modern world

assess the legacy of the society or period for our world cultural heritage

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Your task is to investigate the changing rights and freedoms of people over time. To do this, you will undertake an inquiry into the rights and freedoms of the people in two societies.

You may focus on any ancient, medieval or early modern society. Options include: Medieval Europe The Islamic World An Asian country – eg China, Japan The Pacific The Americas Africa Revolutionary Europe in the 18th and 19th centuries

OutcomesA student:4.5 identifies the meaning, purpose and context of historical sources4.6 draws conclusions about the usefulness of sources as evidence in an inquiry4.8 locates, selects and organises relevant information from a number of sources,

including ICT, to conduct basic historical research4.10 selects and uses appropriate oral, written and other forms, including ICT, to

communicate effectively about the past

PresentationHow you present your research is up to you – think about some of the tasks you have done in History this year and about the style of presentation you like best, or the way in which your research could be best presented to your target audience.

You will be assessed on your ability to: locate sources relevant to an historical inquiry identify the usefulness of sources to an inquiry construct and implement an historical inquiry present historical information in a meaningful way

Help!To assist your planning you will be provided with a scaffold to help you identify all of the aspects of an historical inquiry you need to consider. This will get you started – then the rest is up to you!

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Changing Rights and Freedoms