The group chose
‘society’, ‘conflict’ and
‘ideology’ as concepts
around which to
develop historical
understanding.
Prehistoric
Contexts
Local/Scottish
British
European
Global
Area of Study & Stage
Area of Study & Stage
Area of Study & Stage
Area of Study & Stage
Living as a society: Skara
Brae and local settlements
(where possible) P3
Conflicting societies: The
making of Alba P4
Living in the past: What was
different? What was the
same? Possible to use
European examples – Rome,
Vikings etc and own family. P1
Ancient
Medieval
Early Modern
Modern
Ideology and nationalism:
National identity – Scottish
Wars of Independence P6
Organising Societies: Feudal
life in Scotland, Wales, Ireland
and England P5
Culture and identity in
societies: Burns, ceilidhs and
tartan v football, steel and
coal. Comparison with other
cultures. S2
My local museum / war
memorial / old house / statue:
remembering the past. P2
Changing ideas, changing
economy: The enlightenment
in Scotland and Britain S1
Ideology and war – The
Crusades P7
Ideology and Religion: The
Reformation in Scotland and
Europe (possible Jacobite
study) S1
Development of chronological understanding and use of sources as studies continue.
Going global with culture and
identity: Scots abroad S2
Political ideologies:
Democracy, Fascism,
Communism (clashes). S3
Global Conflict: World War II
S3
Guidelines for developing studies within the programme
These are some points to consider when planning areas of study for young people:
•
Tasks and activities should be progressively more challenging.
•
Each area of study should be firmly placed in an overall timeframe.
•
Each area of study should have opportunity for discussion / debate.
•
There should be opportunities for extended writing.
•
As young people progress through the programme they should have increasing
opportunities for independent research.
•
Young people should be able to present findings.
•
Young people should use ICT where appropriate.
•
Where possible the ‘local connection’ should be made.
•
Need for an agreement on when to introduce ideas such as bias, primary,
secondary, comparison etc in order to build on what has gone before.