Historical Skills Historical Knowledge Academic standards: Year 8: Students can identify questions to frame an historical enquiry. Year 9: When researching, students develop different kinds of questions to frame a historical inquiry. Year 10: When researching, students develop, evaluate and modify questions to frame a historical inquiry. Academic standard: The environment movement (the 1960s – present) –Continue reading “Term 2 – Week 4: Historical Inquiry”
Author Archives: adamcarteredu
History Week 3: Primary and secondary sources
https://drive.google.com/open?id=17vx24q7lnIfjSo5hH3_1HxS915gwK1U4 Historical Skills Historical Knowledge Academic standard: Year 9: Students interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Year 10: Students process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence toContinue reading “History Week 3: Primary and secondary sources”
Term 2 Week 2: History – Perceptions of Chernobyl
Video Introduction Historical Skills Historical Knowledge Academic standard: Students explain the significance of these events and developments over the short and long term.Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. Academic standard: The environment movement (theContinue reading “Term 2 Week 2: History – Perceptions of Chernobyl”
Term 2 – Week 1: Chernobyl cause and effect
Historical Skills Historical Knowledge Academic standard: Year 9: Analyse the causes and effects of events and developments and make judgements about their importance. Year 10: Analyse the causes and effects of events and developments and explain their relative importance. Academic standard: The environment movement (the 1960s – present) – Significant events and campaigns that contributed to popular awarenessContinue reading “Term 2 – Week 1: Chernobyl cause and effect”
Primary and Secondary Sources
Academic standard: Year 9: Students interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Year 10: Students process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. https://drive.google.com/open?id=17KxUaJjS-NaXPkysxw6lGzySqSO2M9P- What does that mean? In everyday words: Primary sourcesContinue reading “Primary and Secondary Sources”
Asking questions for Historical Inquiry
Achievement Standard: Year 9: When researching, students develop different kinds of questions to frame a historical inquiry. Year 10: When researching, students develop, evaluate and modify questions to frame a historical inquiry. Periscope Link: Watch on #Periscope: Muliyan History 25/03/2020 https://www.pscp.tv/w/cUk4czFxTGpHSk1uV0J5S0p8MVlxeG9RVnJYTlhHdkFsCOrnCjBMyx3nj-rCdYt4ZVYAz05vJdWEix6PtRCf What does that mean? Historical Inquiry: History provides us with a way of thinkingContinue reading “Asking questions for Historical Inquiry”
Timelines of events
Achievement Standards: Year 9: Students sequence events and developments within a chronological framework concerning periods-of-time and their duration Year 10: Students sequence events and developments within a chronological framework and identify relationships between events across different places and periods-of-time. What does this mean? Historians need to understand how events roll into each other and how places may impact those events. What doesContinue reading “Timelines of events”
Different perceptions of historical events.
Achievement standard: Year 9: Students explain the significance of these events and developments over the short and long term. Year 10: Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. What does that mean? Significance:Continue reading “Different perceptions of historical events.”
Causes and Effects of Historical Events
Achievement Standard: Year 9: Students analyse the causes and effects of events and developments and make judgements about their importance. Year 10: Students analyse the causes and effects of events and developments and explain their relative importance. But what does that mean? Cause: a thing that gives rise to an action, phenomenon, or condition “The cause of the accident is notContinue reading “Causes and Effects of Historical Events”
Muliyan 