Module 1: Why we study History
Module 2: Using History
There are a lot of different ways we use history outside of school. History is used heavily in jobs such as tourism, management, law, journalism and teaching.
We also used history to help guide politics and responsible voting as we are a democracy. If you do not know the historical of a political party we don't know what is a good or bad idea.
For example compulsory education for all children in Australia until they are 17.
Task 2.1: What do you think would happen if the next prime minister's party change that policy and made education optional? How would Australia change?
Family History:
History can also give people enjoyment by knowing where they come from. All over Australia ordinary people are becoming amateur historians when they research and trace their family history.
Most family history is recorded in a family tree. To be able to make one you need to look at different types of sources, such as:
We also used history to help guide politics and responsible voting as we are a democracy. If you do not know the historical of a political party we don't know what is a good or bad idea.
For example compulsory education for all children in Australia until they are 17.
Task 2.1: What do you think would happen if the next prime minister's party change that policy and made education optional? How would Australia change?
Family History:
History can also give people enjoyment by knowing where they come from. All over Australia ordinary people are becoming amateur historians when they research and trace their family history.
Most family history is recorded in a family tree. To be able to make one you need to look at different types of sources, such as:
- Birth, deaths and marriage records
- Photographs
- Convict or slavery records
Task 2.2: Look at either of the family trees and label the following family members in relation to three different characters.
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Task 2.3: Use the following website link and create the two following family trees:
Both family trees must have 3 generations including grandparents, parents and grandchildren. Family Tree Website: Family Echo |
Module 3: Sources
When we investigate the past to try and find out what happened and to explain events we cannot simply say what we think might have happened. We have to find evidence from historical sources to support what we think.
These sources can include several types of evidence such as:
1.Official documents – birth certificate
2.Photographic evidence – school photo
3.Written evidence – birthday card
4.Oral history (verbal) – funny story from when you were 5
5.Artifacts/Archaeological (objects) – childhood teddy bear or favourite book
Task 3.1: Create a list of evidence if you had to create a history of your life in a shoe box. You need to have at least 2 pieces of evidence for each type.
Task 3.2: If you had to place these pieces of evidence in a shoe box and give them to another people what information would they learn about you? Think about personality, age, likes and dislikes, relationships with people, family history/information, images of you and your family.
These sources can include several types of evidence such as:
1.Official documents – birth certificate
2.Photographic evidence – school photo
3.Written evidence – birthday card
4.Oral history (verbal) – funny story from when you were 5
5.Artifacts/Archaeological (objects) – childhood teddy bear or favourite book
Task 3.1: Create a list of evidence if you had to create a history of your life in a shoe box. You need to have at least 2 pieces of evidence for each type.
Task 3.2: If you had to place these pieces of evidence in a shoe box and give them to another people what information would they learn about you? Think about personality, age, likes and dislikes, relationships with people, family history/information, images of you and your family.
Primary Sources
A primary source is written or produced in the time period you are investigating. -Diaries -Journals -Speeches -Interviews -Letters -Autobiographies -Meeting notes -Newspaper articles (written at the time) -Photographs -Audio recordings -Films |
Secondary Sources
A secondary source interprets and analyses a time period and is generally written after the time period being investigated. -Textbooks -Encyclopedias (print/online) -Biographies -Reviews -News articles -Journal articles |
‘Memes’ that move through the internet frequently start with a primary source, like a picture, quote or video. Then, other users add, change or comment on the original, which then creates a secondary source.
Task 3.3: Identify the different types of evidence below and whether they are primary or secondary.
Task 3.4: Pick at least 5 of the sources and explain why you think it is the type of evidence you wrote and why it was primary or secondary.
Task 3.5: Compare your 5 explained sources with another student. What were their reasons for the 5 they picked? Do you agree? Why/why not? What do you think the other student's 5 sources are?
Task 3.4: Pick at least 5 of the sources and explain why you think it is the type of evidence you wrote and why it was primary or secondary.
Task 3.5: Compare your 5 explained sources with another student. What were their reasons for the 5 they picked? Do you agree? Why/why not? What do you think the other student's 5 sources are?
Module 3.1: Sources - Advantages & Disadvantages
As with anything there are positives and negatives about information you use. Primary and Secondary sources both have advantages and disadvantages.
Important Terminology: Bias - one sided or coming from one point of view.
Important Terminology: Bias - one sided or coming from one point of view.
Primary Sources:
Advantages:
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Disadvantages:
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Secondary Sources:
Advantages:
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Disadvantages:
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Task 3.1.1: Using 2 primary sources and 2 secondary sources from Module 3 identify what advantages and disadvantages they have and why you think that.
Task 3.1.2: Compare your answers to another student in class. What were their reasons? Do you agree with them? Why/ Why not?
Task 3.1.3: Thinking about the advantages and disadvantages of primary and secondary sources why do you think it might be a good idea to use a range of both when researching a topic? (3-4 sentences)
Task 3.1.2: Compare your answers to another student in class. What were their reasons? Do you agree with them? Why/ Why not?
Task 3.1.3: Thinking about the advantages and disadvantages of primary and secondary sources why do you think it might be a good idea to use a range of both when researching a topic? (3-4 sentences)
Module 4: Asking Questions
In order to fully use your evidence you have to ask questions of it.
These generally take the form of:
These generally take the form of:
- Who – Who created the source? Who found the source? Are they reliable or biased in their opinion? Who is in the source?
- What – what is it? What can we learn from the source?
- Where – Where was the source found? Where was the source created?
- When – When was the source created? During the time period explored or after? How long after the event/ topic? What era is it from?
- Why – Why was the source created? For what purpose? Is it important or significant in relation to history?
- How – How much impact would the source have in relation to the event/ topic?
Task 4.1: Answer the following questions about the photographic source below:
- Is this a primary or secondary source? Why?
- Explain 4 differences between the 1956 photographed classroom and your classroom now.
- Answer a who, what, when, where and why questions in regards to the photograph.
- What impressions are made from this photograph about classrooms in 1956? Use evidence from the photo to support your response.
Module 5: Empathy
Empathy - Putting yourself in someone else's shoes and considering their point of view and life experiences. It is about understanding their situation and what they are feeling.
It is important when you are studying history that you have empathy. This seems like an easy thing but when you discover some of the 'stupid' things people throughout history have done you will have to remind yourself.
In 793 AD, the Vikings attack the monastery on Lindisfarne, a small island off the coast of Northumberland. Monks are taken as slaves or thrown into the sea. Alcuin of York wrote: "Behold the church of St Cuthbert spattered with the blood of the priests of God, despoiled of all its ornaments; a place more venerable than all in Britain is given as a prey to pagan peoples ... the bodies of saints trampled like dung in the streets…"
It is important when you are studying history that you have empathy. This seems like an easy thing but when you discover some of the 'stupid' things people throughout history have done you will have to remind yourself.
In 793 AD, the Vikings attack the monastery on Lindisfarne, a small island off the coast of Northumberland. Monks are taken as slaves or thrown into the sea. Alcuin of York wrote: "Behold the church of St Cuthbert spattered with the blood of the priests of God, despoiled of all its ornaments; a place more venerable than all in Britain is given as a prey to pagan peoples ... the bodies of saints trampled like dung in the streets…"
When you read this you think about the horrible people the Vikings were. They attacked an unarmed monastery of peaceful monks. They stole the treasures and took monks captive. They also killed a lot of monks.
If this were to happen in modern time it would be an outrage and while it was an outrage at the time it was because Lindisfarne was a holy place and not because of the act of pillaging. When you learn more about the Vikings and use empathy you learn to real reasons and motivations for their actions. |
Task 5.1: Using the internet and books available to you answer the following questions:
Task 5.2: Now that you know a bit about the Vikings and why they raided and pillaged do you think their attack on Lindisfarne was such an outrageous idea to the Vikings? Why/ Why not?
- Where is Lindisfarne?
- Why did the Vikings have to raid other countries?
- Why did the Vikings kill and capture the monks?
Task 5.2: Now that you know a bit about the Vikings and why they raided and pillaged do you think their attack on Lindisfarne was such an outrageous idea to the Vikings? Why/ Why not?
Module 6: Timelines
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We use timelines to show events that happened in the past along a single line in chronological order.
Some things you can include on a timeline of history: •Births, deaths and marriages •Battles •New inventions •Proclamations •Disasters •Key individuals life span Important words you need to know: Chronological order – when events are organised in the order they happened. All timelines require the use of dating conventions. AD – Anno Domini - Latin for ‘in the year of Our Lord” period after the birth of Christ and is written as AD 2000. BC – Before Christ - period of time before the birth of Christ and is written as 400 BC. BCE – Before Common Era - term to replace BC and is written 400 BCE. CE – Common Era - term to replace AD and is written as 2000 CE. Timelines must be split into different units of time in order to correctly display events in history. Millennium – a period of a thousand (1000) years. Century - a period of a hundred (100) years. Decade – a period of ten (10) years. Year – a period of twelve (12) months. Task 6.1: Using the following dates you need to find 2 significant timeline events for each century (100 years). At least 1 event per century needs either a picture or explanation. Note - I said at least this means this is the bare minimum I am looking for. |