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This was the keynote presentation delivered at HTAV Annual Conference 2011
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KEEP
CALM
AND CARRY ON
KEEPCALM
HTAV Annual Conference 2011
Annabel Astbury, HTAV
Thursday, 28 July 2011
All presentations available: www.slideshare.net/astbury
Overviews: resourcesCurriculum Summary Historical Skills Summary: 7-10
Thursday, 28 July 2011
What are the challenges that the new curriculum presents to teachers?
Thursday, 28 July 2011
Challenge 1: New contentCross-curriculum priorities
Thursday, 28 July 2011
5
Year LevelKey Inquiry Questions
Historical Knowledge and understandings
Str
ands
Historical Skills
Curriculum SnapshotThursday, 28 July 2011
5
Year LevelKey Inquiry Questions
Historical Knowledge and understandings
Str
ands
Historical Skills
‣Overviews‣Depth Studies
Curriculum SnapshotThursday, 28 July 2011
Depth study 2: The Mediterranean World
Ove
rvie
w
Depth study 1: Investigating the Ancient Past
Depth study 3: The Asian World
Depth study 2: Australia and Asia
Ove
rvie
w
Depth study 1: Making a Better World?
Depth study 3: World War I
Year 7: The Ancient World
Year 9: The making of the Modern World
Depth study 2: The Asia-Pacific World
Ove
rvie
w
Depth study 1: The Western and Islamic World
Depth study 3: Expanding Contacts
Year 8: The Ancient to the Modern World
Depth study 2: Rights and freedoms
Ove
rvie
w
Depth study 1: World War 2
Depth study 3: The globalising world
Year 10: The Modern World and Australia
Curriculum Snapshot Please see detailed summaries: www.slideshare.net/astbury
Thursday, 28 July 2011
Challenge 2: New contentNew ‘old’ content: challenge to teach ‘new’ material.
Medieval Angkor
Polynesia
Europe Wat
c.700 - 1756
Ancient
Industrial
India
SpanishConquest
New Content at Years 7 & 8
Thursday, 28 July 2011
Ancient
IndustrialRevolution
SlaveTrade Ideas
Challenge 2: New contentNew ‘old’ content: challenge to teach ‘new’ material.
New Content at Year 9
AsianSocieties 1700 - 1918
Thursday, 28 July 2011
IndigenousRights
EnvironmentMovements
Challenge 2: New contentNew ‘old’ content:
Spanish
New Content at Year10
Ideas
Thursday, 28 July 2011
Challenge 3
World History Overviews
Thursday, 28 July 2011
Overviews
Content Structure | Annabel Astbury 2011
‣An overview will constitute approximately 10% of the total teaching time for the year‣Overview content identifies important features of the period as part of an expansive chronology‣The overview could be built into different parts of the depth studies as appropriate
The place and position of overviews
©User: Hanay / Wikimedia Commons
Consider the some of the original aims of the design of the curriculum:‣appreciation of different cultures‣be able to contextualise historical periods‣world history approach
Thursday, 28 July 2011
Historical skillsHistorical knowledge and understanding Depth Studies
Key inquiry questions
Challenge 3: World history overviewsHow to approach / consider the overviews
Overviews http://ww
w.acara.edu.au/verve/
_resources/Australian_C
urriculum_-
_History.pdf
Thursday, 28 July 2011
Planning a course
‣Look at content of the overview and assess where it fits into the depth studies
‣Use the key inquiry questions as a focus for the teaching and learning
‣Focus on integrating the overviews
‣Over the year the course has to tell a bigger story
‣Some aspects of overviews can be useful introducing depth study
Thursday, 28 July 2011
Depth Study
Which Inquiry Questions can be answered in this Depth Study?
Which parts of the overview can be addressed in this Depth Study?
‣This approach gets you to refocus on the broader questions of inquiry
‣Does not allow for the approach of the overview being taught as a discreet topic
Challenge 3: World history overviewsPlanningThursday, 28 July 2011
Let’s look at a sample approach
Thursday, 28 July 2011
16
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia• using a map to describe the pattern of movement of humans ‘out of Africa’ and across other continents over time, and looking at the types of evidence of these movements (for example stone tools, human remains and cave paintings)the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)• exploring an early example of art (for example the 17 000 BCE great bull paintings from the Lascaux Cave in France) and discussing why they may have been painted• discussing the evolving nature of the evidence in this period, which shows increasingly sophisticated forms of technology (for example the transition from making tools out of stone, bone and wood to metalworking)• identifying sources of evidence for the emergence of organised states (for example the Cuneiform script phonetic writing of the Sumerians c.3500 BCE; the ancient law code of Hammurabi clay tablets from ancient Babylon c.1790 BCE; artefacts found in the tombs at Ur Sumer c.2500 BCE, which indicate the presence of either royalty or priestesses; pottery shards and fragments discovered in Palestine made of mud from the River Nile in Egypt as evidence of tradekey features of ancient societies (farming, trade, social classes, religion, rule of law)• exploring why the shift from hunting and foraging to cultivation (and the domestication of animals) led to the development of permanent settlements• identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them• locating the major civilisations of the ancient world on a world map and using a timeline to identify the longevity of each ancient civilisation• identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism, Confucianism, Christianity, Islam), and their key beliefs (through group work)
Overview elaborations - suggested approaches for teaching
Thursday, 28 July 2011
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview Depth Study Content:Investigating the Ancient Past
Thursday, 28 July 2011
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview Depth Study Content:Investigating the Ancient Past
‣How historians and archaeologists investigate history, including excavation and archival research
‣The range of sources that can be used in an historical investigation, including archaeological and written sources
‣The methods and sources that can be used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists
‣The nature of sources for Ancient Australia and what they reveal about Australia’s past in the ancient period
‣The importance of conserving the remains of the past, using examples of the ancient world
Thursday, 28 July 2011
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview Depth Study Content:Investigating the Ancient Past
It is my opinion that these elements will be covered in every depth study at Year 7 (and beyond?)
Thursday, 28 July 2011
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview Depth Study Content:Investigating the Ancient Past
It is my opinion that these elements will be covered in every depth study at Year 7 (and beyond?)
‣How historians and archaeologists investigate history, including excavation and archival research
‣The range of sources that can be used in an historical investigation, including archaeological and written sources
‣The methods and sources that can be used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists
‣The nature of sources for Ancient Australia and what they reveal about Australia’s past in the ancient period
‣The importance of conserving the remains of the past, using examples of the ancient world
Thursday, 28 July 2011
Depth Study Content:Investigating the Ancient Past
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•[How this theory settles with discovery of Mungo Man and woman Range of sources and methods used to investigate the past]
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview
Key Inquiry Questions:How do we know about the Ancient Past?Where and Why did the earliest societies develop?What emerged as the defining characteristics of ancient societies?
Sample
Thursday, 28 July 2011
Depth Study Content:Investigating the Ancient Past
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•[How this theory settles with discovery of Mungo Man and woman Range of sources and methods used to investigate the past]
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview
Key Inquiry Questions:How do we know about the Ancient Past?Where and Why did the earliest societies develop?What emerged as the defining characteristics of ancient societies?
Sample‣How historians and archaeologists investigate history, including excavation and archival research
‣The range of sources that can be used in an historical investigation, including archaeological and written sources
‣The methods and sources that can be used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists
‣The nature of sources for Ancient Australia and what they reveal about Australia’s past in the ancient period
‣The importance of conserving the remains of the past, using examples of the ancient world
Thursday, 28 July 2011
•the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including Australia
•the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
•key features of ancient societies (farming, trade, social classes, religion, rule of law)
‣The physical features of the area under study
‣Roles of key groups in the ancient society
‣The significant beliefs, values and practices of the ancient culture
‣Contacts and conflicts within and/or other societies, resulting in developments such as expansion of trade
‣The role of a significant individual in the ancient society
Overview Depth Study Content:The Mediterranean World
‣One can see here that certain parts of the overview are going to be more relevant depending upon the depth study.
Key Inquiry Questions:How do we know about the ancient past?What emerged as the defining characteristics of ancient societies?What have been the legacies of Ancient Societies?
Thursday, 28 July 2011
Activities that may assist in student learning of overviews
Danger that the teaching of the overviews could be completely teacher centred / comprehension type questions - no critical analysis or thought.
‣Activities that allow students to work individually / small groups which generate questions and thought:
‣Mapping exercise: annotated maps on Google maps - great to give overviews and maintain throughout the course
‣small group work on analysis of objects: ‘mystery’ objects from collections such as History of the world in 100 Objects
‣Small group work on analysis of images
‣Timelines: using online tools that can be amended or added to.
Thursday, 28 July 2011
For teaching activities
Thursday, 28 July 2011
BBC: The Incredible Human Journey: Episode 4 Australia
Essential Resources for Year 7:Overview
BBC: The Incredible Human Journey
BBC: The Incredible Human Journey: Episode 1 Out of Africa
The Journey of Mankind Interactive Map (Bradshaw Foundation)
The Bradshaw Foundation Rock Art Galleries
World History for us all (University of San Diego Study Guide)
colonies and emporia (Map)
The work of an archaeologist BBC Interactive
Thursday, 28 July 2011
History of the world in 100 objects
1001 Inventions of the Muslim World
Essential Resources for Year 7: Overview
David Rumsey Cartography Collection
Thursday, 28 July 2011
Essential Resources for Year 8:Overview
David Rumsey Cartography Collection
BBC: The Beauty of Maps
Anglo Saxon Activities
1001 Inventions of the Muslim World
Thursday, 28 July 2011
Essential Resources for Year 9:Overview
Slave Voyages
Internet Modern History Sourcebook: Industrial Revolution
Images of the industrial revolution
Create a timeline of ideas: equality & democratic values
Thursday, 28 July 2011
Essential Resources for Year 10:Overview
Jazz Age Culture (Uni of Pittsburgh)
Picturing the century (National Archives USA)
Australian Screen Online
National Archives of Australia Learning Resources
Thursday, 28 July 2011
Teacher Reading
Thursday, 28 July 2011
Teacher Reading
Thursday, 28 July 2011
Teacher Reading
Thursday, 28 July 2011
For teaching activities
Thursday, 28 July 2011
For teaching activities
Thursday, 28 July 2011
Remember ...
Familiarise yourself with new content Think about the overviews Enjoy taking the risk!
Thursday, 28 July 2011
KEEP
CALM
AND CARRY ON
KEEPCALM
Thursday, 28 July 2011
