Class game to check understanding of terms and concepts of time – students form teams, each student writes a random date (BCE or CE) on paper and holds it up, then they position themselves in date order as a ‘team timeline’. First team to finish wins.
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
ask historical questions
distinguish between fact and opinion
draw some conclusions about the usefulness of sources including a website
Teacher narration and class discussion of history as ‘detective work’ and looking for clues (use household rubbish bin example, US 1 p. 15). Give out (anonymous) lists of items students compiled for US 1 and students write paragraph on the conclusions they might draw about the family. Discuss factors that could make conclusions incorrect.
Alternatively use Worksheet 1.3 ‘Mystery box’ activity.
Explanation of types of sources, using examples from text pp. 10-13 and around classroom.
Discuss reliability of films as historical sources, eg Gladiator (book front cover and source p. 12), Rabbit Proof Fence (pp. 286-7), Braveheart (p. 176), Joan of Arc (p. 199).
Examine website as source using source 1.4.5 p. 13 and noting labels, identify features to assess reliability.
Teacher-directed discussion of sources as ‘not always what they seem’ using sources 1.5.1 and 1.5.2 as starting points.
Discuss context, reliability using p. 15 and annotated example of written source (1.5.3).
Reinforce the ‘W’ questions using the text on p. 12. Students check understanding on sources (CYU 1-8 p. 13 and CYU 1-6, p. 15).
Teacher-led discussion of archaeology and roles of experts (pp. 16-21). View parts of videos, discuss familiar movies eg Indiana Jones.
Refer to examples: underwater discovery of Alexandria, pp. 2-3, Egypt’s tombs, pp. 50-1, terracotta warriors pp. 134-5, Worksheet 2.7 on Ramses tomb discovery.
Activity on work of archaeologist (CYU 1, p.19), incorporate Internet research or organise visit by an archaeologist. Individual work to complete US 1-5, p. 19, and Worksheet 1.4.
Class brainstorm to think of objects that archaeologists in the year 4000 might discover from our own time.
Summarise on whiteboard the three methods of dating (pp. 20-1).