History Support Materials
History snapshot: Significant Individuals
Historical Knowledge and Understanding/The Mediterranean world or The Asian world and Historical Skills/Chronology, terms and concepts; Historical questions and research; Analysis and use of sources; Perspectives and interpretations; and Explanation and communication
|Content Description||Relevant aspects of the Achievement Standards|
Historical Knowledge and Understanding
The role of a significant individual in ancient society (ACDSEstrong29/ACDSEstrong32)
Use historical terms and concepts (ACHHS206)
Identify a range of questions about the past to inform a historical inquiry (ACHHS207)
Identify and locate relevant sources, using ICT and other methods (ACHHS208)
Locate, compare, select and use information from a range of sources as evidence (ACHHS210)
Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)
Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)
Students describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society.
When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.
Nature of the assessment
A formative assessment of inquiry skills in student devised research, using teacher provided modelling/scaffolding in the form of a research organiser, followed by a summative assessment of a historical inquiry.
Purposes of the assessment
Formative assessment of the inquiry process and formal summative assessment of the final presentation, both visual and oral.
Stage in the teaching sequence
End of the teaching of the three Depth Studies of The Ancient World. Students chose a significant individual from either Depth Study 2 or Depth Study 3.
Students worked independently to conduct an historical inquiry into the role of a significant individual from either the Ancient Mediterranean world or the Ancient Asian world.
Their research was to include:
- the historical context
- early life of the individual
- significant achievements of the individual
- how they were perceived by their contemporaries and today.
Their final presentation had to be in the form of one of the following:
- a wall chart
- a museum display
- a PowerPoint presentation.
The teacher provided a Research Organiser in which the students:
- formulated inquiry questions
- recorded relevant primary and secondary sources
- selected and organised information from these sources
- distinguished between fact and opinion
- established and explained different points of view/perspective.
The teacher worked with the students as they conducted their historical inquiry, making formative judgements of each students' inquiry processes and, where necessary, guiding the students. Students handed in the organiser as part of the assessment process.
For the final presentation students:
- used historical terms and concepts in presenting findings
- used one of the specified presentation formats
- presented an oral explanation of their visual presentation and answered questions from the class.
The teacher looked for evidence that students could
- formulate productive inquiry questions
- could comprehend and use appropriate sources
- select relevant information from a number of sources
- categorise and synthesise information.
The teacher observed students and, where necessary, gave specific guidance. He also used the ‘muddiest point’ technique at two key points in the inquiry process. This technique required students to write down something they did not understand or a question they needed help with. The teacher provided specific feedback based on the issues raised by the students.
The teacher told the students of the criteria he would use to assess their presentations.
- Explaining the significance of the individual
- Using correct historical terms
- Providing central facts about the person
- Describing some opinions about the person and explaining if there were facts to support that opinion.
Providing two different points of view about the person.
Overview of research
View the overview of research for this snapshot.