History Unit

My Relative: Students are to go through the process of creating and refining a set of questions about a relative that they are to develop into an historical inquiry.

Stage 4

Duration: + weeks, (concurrently with Oetzi) Detail: 1 lesson a week

The overview may be programmed separately or integrated, where relevant, within this unit of work Key inquiry questions (NOT to be revealed to students but used by teacher as a guide) How has society change in your lifetime? What key beliefs and values have influenced you? What were the causes and effects of significant events in your life? Which significant people, groups and ideas from this period have influenced you? Skills Comprehension: chronology, terms and concepts Analysis and use of sources Perspectives and interpretations Empathetic understanding Research Explanation and communication

Outcomes A student:

Historical concepts
The following historical concepts are integrated into the lesson sequences:

Primarily: Research
ask a range of questions about the past to inform an historical inquiry (ACHHS207, ACHHS150) identify and locate a range of relevant sources, using ICT and other methods (ACHHS208,
ACHHS151)

Continuity and change: changes and continuities in the Ottoman Empire during this period Cause and effect: what may have influenced changes in the Ottoman Empire during this period Perspectives: different points of view about the Ottoman Empire held by people from the past and today Significance: the significance/importance of the Ottoman Empire Empathetic understanding: why people from the era of the Ottoman Empire lived and thought as they did

use a range of communication forms and technologies (final assessment)

Incidentally: Analysis and use of sources

identify the origin and purpose of primary and secondary sources (ACHHS209, ACHHS152) locate, select and use information from a range of sources as evidence (ACHHS210,
ACHHS153)

draw conclusions about the usefulness of sources (ACHHS211, ACHHS154)

Content Give out page 1 of My relative. (10Questions) (My Rel ST 1) They do not have to identify their relative at this point. Give out page 2 of My relative. (8Q: My Rel ST2) They will need to identify their relative by the end of this session as they are going to ask that relative their questions. Give out page 3 (answer sheet) to be done before next time Give out page 4 of My relative. (5Q: My Rel ST3) Give out page 5 (answer sheet for those 5 questions)

Teaching, learning and assessment Students are to create as many of the 10 target questions as they can independently. There may be a need to discuss the concept of significance. Start by modelling questions that SHOULD NOT asked. Start by discussing the concept of priority and the importance and benefits of arranging questions into a logical order. Students may identify their relative before they complete their 8 questions, this in fact could guide them as to what those questions might be; have they served in the defence force, were they present at a particular event? Etc. If they do not know the answer to these questions, then they may in fact be the first questions they ask. Allow students to read. Allow those that are able to carry on and those that need further instruction should be asked to gather together in a group so you can give them the required scaffolding. If groups are to be formed, try not to mix the same students as in the prior grouping Students should hand in page 5, the answers to their questions, for it may allow the teacher to group them (alike or poles apart) in order to facilitate the next stage. Now is the time to explain the intricacies of an historical investigation, the need to determine the focus of your investigation and why it is important for an historian to allow their research to guide their focus, rather than their focus guiding their research. This is a time for both group discussion and extra research computers/library. Teachers should move around the room and discuss the project with both those that require more direction, and those that you have not spoken to yet. Obtain feedback on unit for further refinement. Discuss the concept of an abstract or brief that comes before a presentation. The importance of a title, and the necessities of an introduction.

Adjustments and/or extensions Collect sheets at the end and collate them with intention to group those together that have struggled in order to scaffold for them. Adjustment: Those that have struggled with page 1 should be put together in order that they help each other come up with the questions. Teacher gives input where necessary. Consider asking one of the students who have demonstrated proficiency with this task to come and speak to a group of students who are finding the creation of questions difficult.

Have page 6 of My relative (Q3: My Rel St4) ready but do not give out before a preparatory discussion. Access to computers will be necessary.

Some students will require help in extending their questions. Suggest words such as; impact, outcome, development,

Give out page 7 of My relative.

Group work and peer discussion.

Resources darren.pettett@det.nsw.edu.au Hello, this is the person who created this. Am happy to answer questions and will attempt to maintain ongoing evaluation. Websites http://m.wikihow.com/Interview-People A 10 step procedure on how to interview people.

Clips/Video series http://www.youtube.com/watch?v=T2_X3GvvPuE Andrew Denton interview with Donny Osmond. This is an excellent clip, demonstrating Dentons process, his prior research, preparation and technique of arguably, Australias premier interviewer.

http://www.youtube.com/results?biw=1024&bih=616&q=how%20to%20make%20a%20documentary&bav=on.2,or.&bvm=bv.62577051,d.dGI,pv.xjs.s.en_US.V_Lfe UcmUN4.O&wrapid=tlif139408018294931&safe=on&um=1&ie=UTF-8&gl=AU&sa=N&tab=w1 This is a list of youtube clips about how to make your own documentary. Books and articles