Teaching program— Chapter 1: History skills
How do we process information?
Unit 1
Big idea
Key knowledge and skills
Resources
VELS standards (adapted)
1.1 Where do we
find evidence?
History:
1 Identifying, locating and
evaluating sources of evidence
2 Analysing and evaluating
primary and secondary sources
of evidence
Oxford Big Ideas
Humanities 1, pp. 2–7
Humanities — History, Level 5
1 Use, analyse and evaluate a range
of primary and secondary sources.
2 Use relevant evidence in sources to
display historical understanding in
different ways.
Thinking:
1 Thinking analytically and
creatively about a range of
primary and secondary sources
to show historical
understanding.
‘Evidence of the 2008
Olympic Games’
worksheet (and
suggested answers
where appropriate) at
www.bigideas.com
Suggested answers to
all unit activities at
www.bigideas.com
Suggested rubrics for
Big Ideas activities at
www.bigideas.com
Thinking processes, Level 5
1 Locate and select relevant
information from primary and
secondary sources.
2 Think creatively when interpreting
evidence.
Communication, Level 5
1 Use specialised language and
symbols when communicating
historical understanding and points
of view.
2 Consider own and others’ points of
view in group activities and when
working with a partner.
Learning sequence
LESSON 1— LOOKING FOR AND STUDYING EVIDENCE
1
Ask students to nominate items that are evidence of something about (a) themselves, (b) their parents or
extended family. Extend discussion to ask what sorts of evidence might historians look for to expand/confirm
understanding of ancient societies.
2
Explain difference between primary and secondary evidence. (A primary source existed or was created at
the time being considered; a secondary source was made after that time. For example, a first-hand account
of the Battle of Britain is a primary source; a film made of the event in 1995 is a secondary source.) Ask
students to nominate examples to demonstrate their understanding.
3
Turn to page 1 (mummy of Hapshepsut, one of the few female pharaohs of ancient Egypt). Ask why this is a
primary source for a study of ancient Egypt. Now turn to Source 1.7 on page 5. Ask students what sort of
evidence the mummy shown here is, and why.
4
Students look at the assortment of evidence in Source 1.8. Ask them to suggest (show of hands) where each
item might have been found (e.g. the candlestick might have been passed down the family over many
generations).
5
Now get students to read the captions and related text on pages 6 and 7 and decide where the items of
evidence shown in Sources 1.9, 1.10 and 1.11 were found. Can students suggest (a) potential locations for
historical evidence and (b) potential ways by which evidence might be found other than those explained in
the text?
6
Complete Big Ideas activities on page 7 in class. See website for suggested rubric and answers.
7
Download/distribute worksheet ‘Evidence of the 2008 Olympic Games’ for homework. Suggested answers
where appropriate on web site.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Teaching program— Chapter 1: History skills
How do we process information?
Unit 2
Big idea
Key knowledge and skills
Resources
VELS standards (adapted)
1.2 How do we
work with
time?
History:
1 Concept of time and its
importance for a study of history
2 Construction and interpretation
of timelines
3 Some methods used to date
evidence
Oxford Big Ideas
Humanities 1, pp.
8–11
Humanities—History, Level 5
1 Analyse change and continuity over time.
2 Show an understanding of key historical
concepts of time, change, continuity and
dating.
Thinking:
1 Applying the methodology
needed to construct and
interpret timelines.
Suggested
answers to all unit
activities at
www.bigideas.com
Suggested rubric
for Big Ideas
activities at
www.bigideas.com
Thinking processes, Level 5
1 Use a range of discipline-based
methodologies (including those related to
reading and constructing timelines).
Learning sequence
LESSON 1— REPRESENTING TIME AND DATING EVIDENCE
1
Class discussion – different ways by which we keep track of time: clocks, watches, calendars, mobile phones,
computers, diaries etc. Explain that our calendar (Gregorian) is not the only way by which time is/was
measured. The Jewish and Islamic calendars measure time differently to the method students in Australia are
used to. Past societies and civilisations (e.g. ancient Mayans) also used different methodologies.
2
Have students read the text on page 8, followed by some quick test questions (show of hands).
3
Describe the function and features of timelines. Work through the steps describe on page 9 outlining how a
timeline is constructed.
4
Complete some or all of the activities on page 9 either orally or in student workbooks in class.
5
Talk briefly about the role of archaeologists and other specialists in uncovering evidence. Refer to Source 1.13;
ask students to suggest what the person in this photograph might be doing.
6
Explain why it is important to know the age of historical evidence that may be uncovered. Give examples of
what historians can assume/deduce if the age of evidence is known (e.g. people living at this time knew how to
work with bronze; people used a written script much earlier than previously thought etc.)
7
Ask students to read the information on the three dating techniques described on page 10 and then ask for
volunteers to explain what was involved for each in their own words.
8
Complete some or all of the Big Ideas activities on page 11 for homework. See website for suggested rubric
and answers.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Teaching program— Chapter 1: History skills
How do we process information?
Unit 3
Big idea
Key knowledge and skills
Resources
VELS standards (adapted)
1.3 How do we
analyse evidence?
History:
1 Types of evidence (primary/
secondary) and the strengths
and potential weaknesses of
each
2 Seeing links between items of
evidence
Oxford Big Ideas
Humanities 1, pp. 12–15
Humanities—History, Level 5
1 Use a range of primary and
secondary sources.
2 Identify the content, features, origin
and purpose of sources.
3 Evaluate sources for meaning,
point of view, values and
completeness.
Thinking:
1 Analyse sources to select
relevant information
2 Think analytically about
sources to identify meaning,
point of view, similarities and
gaps
Suggested answers to
all unit activities at
www.bigideas.com
Suggested rubric for Big
Ideas activities at
www.bigideas.com
Student rubric for Fresh
Ideas feature also at
www.bigideas.com
Thinking processes, Level 5
1 Locate and select relevant
information from varied primary
and secondary sources.
2 Use appropriate reasoning
strategies to analyse and evaluate
evidence.
Learning sequence
LESSON 1— DIFFERENT TYPES OF EVIDENCE
1
Reiterate explanations given in an earlier lesson on the difference between primary and secondary sources of
evidence and the strengths and limitations of each. Use Sources 1.16 and 1.18 as a case study.
2
Talk about some of the difficulties faced when examining evidence — gaps in information, changes over time
(deliberate or natural) and differing opinions — and some of the clues (e.g. similarity in evidence, such as in the
pyramid constructions on page 14). Analogies: detective looking for clues, someone looking for pieces to put a
large jigsaw together. Stress the importance of forming historical understandings based on full and
unquestioned evidence; until then, views are hypotheses.
3
New evidence being found all the time, which helps to throw new light on some uncovered sources. The
following web sites provide some information about recent discoveries at Stonehenge which throw new light on
this evidence. You might like to ask students to research and report on these sites for homework, or to
download copies and distribute them in class for group discussion and comment.
http://www.voanews.com/specialenglish/archive/2007-05/2007-05-01-voa1.cfm
http://dsc.discovery.com/news/2008/05/29/stonehenge-burial.html
http://news.nationalgeographic.com/news/2007/01/070112-stonehenge.html
4
Download and complete the worksheet ‘Old, old artefacts’ in class. Alternatively, or as well, divide the class into
groups to complete the Fresh Ideas activity on ‘Thinking about sources’ on pages 16–17. A student selfassessment rubric is available on the website which you may ask students to complete as input to your
progressive assessment. Also see website for suggested answers (where applicable) for the Fresh Ideas tasks.
5
Complete some or all of the Big Ideas activities on page 15 for homework. See website for suggested rubric
and answers.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Teaching program— Chapter 1: History skills
How do we process information?
Unit 4
Big idea
Key knowledge and skills
Resources
VELS standards (adapted)
1.4 How do we
form an opinion?
History:
1 Differences between fact and
opinion.
2 Evidence of the Sphinx
3 Forming an opinion or
hypothesis about evidence
presented
Oxford Big Ideas
Humanities 1, pp. 18–21
Humanities—History, Level 5
1 Use a range of sources and
information about the Sphinx to
form an opinion.
2 Evaluate sources and information
about the Sphinx for meaning,
point of view and values.
3 Identify any strengths or limitations
in evidence presented.
4 Use relevant historical evidence,
concepts and language to present
a point of view.
Thinking:
1 Analyse a range of sources to
select relevant information
2 Locate and assess relevant
information for an investigation
based on pre-determined
criteria
Suggested answers to
all unit activities at
www.oxfordbigideas.com
Suggested rubric for Big
Ideas activities at
www.oxfordbigideas.com
Interpersonal development:
1 Awareness of how stereotyped
opinions can influence peer
pressure (for good or bad).
Thinking processes, Level 5
1 Locate and select relevant
information from varied primary
and secondary sources.
2 Use various reasoning strategies to
consider evidence and different
points of view.
Interpersonal development, Level 5
1 Recognise and describe peer
influence on behaviour and
opinions.
2 Use effective strategies to assist
others to resolve conflict through
moderation of opinions.
Learning sequence
LESSON 1— OPINIONS AND HOW THEY ARE FORMED
1
Reiterate the difference between fact and opinion, asking students to nominate examples in relation to
someone or something familiar to them (e.g. home town, local street, local identity etc.)
2
Explain that all historical opinions must be based on evidence. Problems this poses: evidence may be
incomplete, unreliable, damaged or disputed; there may be different opinions and interpretations of the same
evidence.
3
Ask students to read the information on the Sphinx on pages 19 and 20, jotting down notes of key points.
You may wish to ask students to complete all save activity 8 within groups, asking spokespersons from each
to provide their answers/responses. Some responses (e.g. to activity 4) may lend themselves to discussion
of side issues (e.g. bullying, based on opinions formed on limited evidence or on evidence that is not
factual).
4
Complete activity 8 of Big Ideas activities on page 21 as a longer-term homework assignment. See website
for suggested rubric and answers.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Teaching program— Chapter 1: History skills
How do we process information?
Transferring ideas: Ramses II
Big idea
Key knowledge and skills
Resources
VELS standards (adapted)
How do we
process
information?
History:
1 Primary and secondary sources
relevant to Ramses II
2 Analysis of aspects of the role
and contribution of a key leader
of ancient Egypt (Ramses II)
Oxford Big Ideas
Humanities 1, pp. 22–3
Humanities—History, Level 5
1 Develop knowledge and
understanding about a key
individual in ancient Egypt,
Ramses II.
2 Evaluate some of the contributions
made by Ramses II as a leader of
the ancient Egyptian people.
3 Develop an enhanced
understanding of historical
concepts such as time, evidence
and cause and effect.
Suggested rubric for
Transferring ideas
activities at
www.oxfordbigideas.com
Thinking:
1 Analyse sources to select
relevant information
2 Use a range of thinking
strategies in investigating and
evaluating evidence of Ramses
II
1
Thinking processes, Level 5
1 Locate and select relevant
information from varied primary
and secondary sources.
2 Use various reasoning strategies to
consider evidence in forming a
point of view.
Complete the Transferring Ideas spread in class or as homework as an assessable item. Rubric and
suggested answers supplied on web site. Intent of feature is to display learning students have been able to
transfer to a new subject area, Ramses II, from their completion of a study of history skills.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia