zilongwang/ReadingBank huggingface dataset:
Year Group: Year 10 Subject: History Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Crime and Punishment Whitechapel: A case study Henry VIII and his ministers: Summary of Content Students will focus on the nature of crimes and punishments and how they changed over time. Starting with the Middle Ages, through to the present day. Topics include: Forest Laws/Norman Conquest Vagabonds Heresy and Witchcraft Smuggling, Poaching and Highwaymen Law and Order New crimes and the influence of technology Students learn about Whitechapel and how the area gave rise to crime, specifically focusing on the Jack the Ripper case and development of the Metropolitan police force. Students will learn about the development of the monarchy over time, focusing specifically on Henry VIII and his diplomacy. Topics include: Foreign policy The impact of Cardinal Wolsey and Thomas Cromwell The Divorce and the downfall of Anne Boleyn The kings marriages The break with Rome and dissolution of the Monasteries Rebellion and treason Assessment Practice exam questions Christmas Trial: full practice exam paper. Practice exam paper Easter Trial: practice exam questions In class Essay End of year exam: Exam paper
Word Dictionary definition Sentence example Underlying / latent Lying beneath something, not obvious on the surface Her brave face masked her UNDERLYING fear of cats. Jenny had a LATENT ability for hockey, but she didn’t train enough to make it into the team. Encourage To give confidence or hope or support to someone The cheers of the crowd ENCOURAGED Paula to keep running. Consequently To happen as a result Fiona took lots of responsible risks in her lessons, and CONSEQUENTLY received lots of honour marks Justify To prove to be right, to back up Her theft of a loaf was JUSTIFIED by the fact she was starving Ostensible Appearing to be one way though the reality is different When he carried her bags, it was OSTENSIBLY to help an old lady in need, but really it was to look good to his girlfriend Exacerbate To make worse Carrying heavy books EXACERBATED her back problems Trigger / Precipitate To cause to happen immediately Jane’s rude remark was TRIGGERED / PRECIPITATED by an insult from . Facilitate To make something easier Her journey to the 7th floor was FACILITATED by a lift next to the stairs. Set a precedent for To establish a tradition, set an example for future action Leaving a mince pie for Santa when she was 5 SET A PRECEDENT for future Christmases. Overriding Being more important than everything else It was her big day. She was worried about what to wear and what to say but her OVERRIDING concern was that she would fall over and look stupid in front of everyone.
awareness or disregard for diversity. Student is locked into one view of issue(s). and the needs of different ethnic/social/religious groups. Student demonstrates ability to look at issues from multiple points of view. the emotional comfort of others a primary concern. Student attempts to broaden group activities to be more inclusive. 0……………………………..17 18….………………………………35 36……………………………………50 Multimedia Project Progress Scale Name:______________________________ Group: _____________________________ Date: _____________________________ Please circle the rating for your group in each in the following areas: Organizing the research for the multimedia project presentation I feel our group is making progress slowly in organizing the research materials for our presentation. I feel our group is making adequate progress in organizing the research materials for our presentation. Organizing the equipment/materials for the multimedia project presentation. I feel our group is making progress slowly in organizing the equipment/materials for our presentation. I feel our group is making adequate progress in organizing the equipment/materials for our presentation. Group Members are collaborating to complete our multimedia project presentation. I feel our group is not collaborating well to complete our presentation. I feel our group is collaborating well in to complete our presentation. Overall rating for the multimedia presentation, at this time. I feel our group is making progress slowly and will not be able to complete our presentation by deadline. I feel our group is making adequate progress and will be able to complete our presentation by deadline. Comments/concerns your group may be experiencing with this project:
Appendix A – Basic Definitions Basic Definitions Data Type (DT) – The basic building block used to construct or restrict the contents of a data field. CE – Coded element. CK – Composite ID with check digit. CM – Composite CN – Composite ID number and name. DT – Date, Date/time YYYYMMDD FN – Family name FT – Formatted text ID – Coded values for HL7 tables, all components are a ST data type IS – Coded value for user-defined table. PN – person name SI – Sequence ID. A positive integer in the form of an NM field. ST – String, alphanumeric. TQ – Timing/quantity TS – Times stamp, date/time. Exact time if the event, including date/time. TX – Text data Element/Field – A string of characters, see SEQ. Health Level 7 (HL7[1]) – HL7 is a Standards Development Organization (SDO) and focuses on the interface requirements between healthcare information systems. Maximum Length (LEN) – Maximum number of characters that one occurrence of the data field may occupy. Optionality (OPT) – Whether the field is required, optional, or conditional in a segment. R – Required O – Optional C – Conditional Position (Sequence within the segment, SEQ) – See SEQ. Repetition (RP#) – Whether the field may repeat. N or blank – No repetition
Table 1 – HL7– MSH – Message Header (Please reference HL7 Header and Trailer Specification for those fields not addressed below) For column table heading definitions, see Appendix A – Basic Definitions Example: MSH| ^~\&| |9999| |1111|20060126130405| |MDM^T02 |20060126130405|P|2.3| | |ER SEQ LEN DT OPT RP# TBL# ITEM# Element Comments 9 13 CM R 00009 Message Type Composite 9.1 ID R Message Type Use “MDM” 9.2 ID R Trigger Event Use one of the following trigger events- “T02” Original document notification and content. OR “T06” Document addendum notification and content. OR “T10 Document replacement notification and content 12 8 CM R 00012 Version ID Composite 12.1 ID R Version ID Use “2.3” Table 2 – HL7 – EVN – Event Type For column table heading definitions, see Appendix A – Basic Definitions Example: EVN| |20060126130405 | | | | | SEQ LEN DT OPT RP# TBL# ITEM# Element Comments 1 3 ID B 00099 Event Type Code This field is for
thru 9.12 9.13 ID C Identifier Type Code If PV1-9.1 is populated, this element is required The ID number for the 9.13 qualifier. NOTE: The ID number is the NPI. 10 thru 15 N/A Not used at this time for HL7 History and Physical Message(s) 16 2 IS O 00146 VIP Indicator 17 60 XCN O 00147 Admitting Doctor 17.1 R ID Number The ID number for the17.13 qualifier. Note: The ID number is the NPI 17.2 FN R Family Name 17.3 ST R Given Name 17.4 ST O Second and further given names or initials thereof Recommend use, if available 17.5 ST O Suffix Recommend use, if available 17.6 ST O Prefix 17.8 thru 17.12 N/A 17.13 ID R Identifier Type Code Value is limited to:“NPI” (National Provider Identifier) 19 15 NM R 00149 Visit Number This can also be the encounter # 20 thru 35 N/A Not used at this time for HL7 History and Physical Message(s) 36 N/A 00166 Discharge Disposition Not used at this time for HL7 History and Physical Message(s)
2015-2016 Academic Year Program Student Learning Outcomes Analyzed and Reported for Current Year List the Assessment Measure(s) for each PSLO – if rubrics are used, a copy of each should be in your department’s assessment subfolder on the shared drive Describe the results for PSLOs analyzed (assessed) this year – a copy of summary data should be in your department’s assessment subfolder on the shared drive Describe how results are shared with faculty, students, university-wide entities, and stakeholders (advisory boards, employers, community, alumni, etc.) PSLO #2 Demonstrate ability to master critical skills of the historical discipline. Direct: Portfolio, Grades, Course Embedded Assignment (as assessed by other rubric) for HI100, 101, 102, 111, and 112. See attached See attached. PSLO #4 Demonstrate mastery of the discipline's scholarship by: putting specific research focus in the context of larger historical patterns; identifying an appropriate research project, and with it both the primary and secondary sources needed to carry it through; reading and assessing both of these kinds of sources in terms of the focused research project; and, conceptualizing, organizing, and writing a scholarly paper presenting the result of this scholarship. Direct: Grades, HI399 See attached Indirect: Survey See attached Discuss the implications of the results reported above and how faculty members are involved in using assessment data to improve student learning. For portfolios: Consistent data collection. This point includes guarding against rubric shifts in the next five years in order to have a consistent data pool. It also includes working with faculty to include one item from each History major with its appropriate rubric in the portfolio at the culmination of every semester. Better identification of History majors. Faculty need to work with our administrative assistant to provide us with an updated list of majors at the
Select 7 Courses from ONE of the following Areas of Concentration OR Declare a Minor in another Discipline Concentration area 1: southern studies (21 hours = 7 courses) Required Courses (6 HRS. = 2 Courses) Grade Course ID Course Name HIST 4020 History of the Old South HIST 4030 History of the New South Upper Division Electives (9-12 HRS. = 3-4 Courses) Select 3-4 courses not taken in US HISTORY Core from the following: HIST 3120, HIST 3125, HIST 3130, HIST 3132, HIST 3135, HIST 3420, HIST 3700, HIST 4001, HIST 4800* Grade Course ID Course Name Upper Division Related Electives (3-6 HRS. = 1-2 Courses) Select 1-2 courses from the following: ENGL 3410, ENGL 3420, ENGL 4130, POLS 4422 Grade Course ID Course Name *The class may apply if the course readings cover the area in question. OR Concentration area 2: World Cultures (21 hours = 7 courses) Required Courses (6 HRS. = 2 Courses) Grade Course ID Course Name HIST 3800 World Historical Geography HIST 4250 History of World Religions Upper Division Electives (9 HRS. = 3 Courses) Select 3 courses not taken in WORLD HISTORY Core from the following: HIST 3210, HIST 3215, HIST 3221, HIST 3223, HIST 3225, HIST 3227, HIST 3230, HIST 3240, HIST 3245, HIST 3250, HIST 3255, HIST 3260, HIST 3265, HIST 3270, HIST 3275, HIST 4800* Grade Course ID Course Name Upper Division Related Elective (3 HRS. = 1 Course) Select 1 course from the following: COMM 4210, COMM 4510, HUMN 3101, HUMN 4800, PHIL 4400, SOCI 3700
GRADUATION (apply 2 semesters BEFORE completion) Visit: 120 credit hours COMPLETION OF 40 – 41 TOTAL COURSES MAKE SURE EVERY CLASS COUNTS TOWARDS GRADUATION TOTAL NUMBER OF OUTSTANDING COURSES UNTIL GRADUATION Course Substitutions (Requires original course description) Area Required Course Substitution Credit Hours Grade Earned Approved Advisement Notes Date Advisor Comments
• The selection of source materials is clearly relevant and appropriate to the research question. • Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding. Use of terminology and concepts is good. • The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding. research question in a broader historical context. The student must demonstrate that they understand and can use accurately historical terms and concepts relevant to the research topic. Where it is deemed useful to clarify meaning or context, students may provide further explanation or definition of selected terms or concepts. Additionally, students must demonstrate that the knowledge gained from their selected sources can then be analysed and, on the basis of this analysis, form an argument and reach a conclusion(s) to the research question.
Sample Assessment Schedule History Extension – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Weighting % Historical Process (proposal, process log, annotated sources) History Project Essay History Project Trial HSC Examination Term 1, Week 8 Term 3, Week 1 Term 3, Week 4 Outcomes assessed HE12-1 HE12-2 HE12-4 Outcomes assessed HE12-1 HE12-2 HE12-3 HE12-4 Outcomes assessed HE12-1 HE12-3 HE12-4 Knowledge and understanding about significant historiographical ideas and processes 10 10 20 40 Skills in designing, undertaking and communicating historical inquiry and analysis 20 30 10 60 Total % 30 40 30 100
Sample Unit – History Extension – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Unit title Introduction to the History Project Duration 3 weeks Unit description Students undertake an individual investigative project, focusing on an area of changing historical interpretation. This unit aims to introduce students to the key requirements of the History Project, and to help them begin to develop their planning and preparation. In this unit, students will closely examine the NSW History Extension syllabus requirements for the History Project in addition to sample projects that have been completed to a high standard. Students will also be required to begin conceptualising, discussing and evaluating their own ideas for their individual project. Outcomes A student: HE12-1 analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations HE12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues HE12-4 constructs an historical position about an area of historical inquiry, and discusses and challenges other positions Resources Sample student project (Teaching History and school samples, if available) NSW History Teachers’ Association digital resources – Available online Questions for class discussion What are the major requirements of the History Extension Project? How does the History Extension Project differ from other history research projects? What makes a good topic for the History Extension Project? How can resources for the Major Project be located? How should the Major Project log be organised? What are some common challenges and obstacles to completing the History Extension Major Project? Formal assessment History Project – Historical Process Proposal Process log Annotated sources History Project – Essay Essay Bibliography Content Teaching, learning and assessment Adjustments
Civics and Citizenship Students’ understanding of civics and citizenship is enhanced in History Extension through the opportunity to investigate the historical experiences and struggles of Indigenous peoples in South America, Europe or Asia, and of Aboriginal and Torres Strait Islander Peoples in Australia. Difference and Diversity Through History Extension students have the opportunity to investigate how the marginalisation of groups, because of their gender, race and socioeconomic status gave rise to different schools of historical interpretation. Students also have the opportunity to investigate the impact of imperialism and colonisation on diverse societies over time. Work and Enterprise In History Extension students have the opportunity to investigate how the changing social and economic contexts of people of the past gave rise to different schools of historical interpretation.
If yes, when was your child tested? If yes, by whom? Comment on any strengths/concerns for child in educational setting CHILD’S LEGAL HISTORY Does your child have a history of legal charges? ☐ Yes ☐ No If yes, describe charges: Is your child currently on probation? ☐ Yes ☐ No Has your child ever been on probation? ☐ Yes ☐ No Has your child ever been court-ordered into chemical health or mental health treatment? ☐ Yes ☐ No CHILD’S TRAUMA HISTORY Has your child ever experienced any of the following? Physical neglect: ☐ Yes ☐ No Sexual abuse/molestation: ☐ Yes ☐ No Emotional abuse: ☐ Yes ☐ No Community violence: ☐ Yes ☐ No Car accident: ☐ Yes ☐ No Death of parent: ☐ Yes ☐ No Natural Disaster: ☐ Yes ☐ No Other, please describe: If yes to any, please describe: CHILD’S MENTAL HEALTH TREATMENT Previous and current mental health treatment? ☐ Yes ☐ No If yes, please list reason for treatment, provider name and dates of services: Currently on any medications? Are you allergic to any medications? ☐ Yes ☐ No If yes, please list medication: ☐ Yes ☐ No If yes, please list medication: CHILD’S ALCOHOL AND DRUG HISTORY Do you have any concerns about your child’s use of drugs or alcohol? ☐ Yes ☐ No If yes, please describe Smoking Status If Current Smoker: ☐ Some ☐ Every Day ☐ Former Smoker ☐ Never ☐ Unknown
DEMOCRACY AND CITIZENSHIP 20 MARKS Question 1 [1x5=5 marks] Match the word in the first column with its meaning in the second column. Write your answers in the third column. Write the number only. Words Meanings Answers a. democratic elections 1. people of a country a. 4 b. government 2. a group of people who have similar ideas about how a country should be run. b. 5 c. a political party 3. a system of government where everyone can vote to elect the leaders. c. 2 d. democracy 4. a process through which all adult citizens have the right to vote. d. 3 e. citizens 5. the group of people in charge of a country e. 1 (1x5=5)
History KS3 Attack Defend siege machine catapult battering ram shield wall arrow slit windows Substitution table The shield wall siege machine battering ram is used to attack. defend. Modelled sentences The shield is used to defend. The shield is used to defend and the battering ram is used to attack. Past Present horse and cart penny farthing steam train bus bike tube Substitution table In the past, they travelled by , we travel by horse and cart. penny farthing. steam train. bus. bike. tube. Modelled sentences In the past, they travelled by steam train.
Activity description and agenda: Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Time Teacher Activity Student Activity Materials Needed 1-10 Minutes Immigrant Data: Chart 1: Total Immigrants by Decade; ask what they notice about the graph; ask them specifically to look at 1900-1910; ask them what they notice about 1900-2009 Chart 2: Immigrants by Region; ask students what they notice about the chart; ask them what country most immigrants emigrated from Chart 3: Population of Worcester by Countries of Birth; ask students anything interesting they see in the graph; prompt students to look at which countries had the most immigrants and how the population changed from 1870-1930. Where did all these immigrants go after they left Ellis Island? Analyze data Make inferences Monitor Understanding Chart 1, 2, and 3 10-30 Minutes Show PowerPoint presentation: Slide 1: You Made it to America! Ask: Why did I choose to put a picture of the Statue of Liberty? Slide 2: Where to Live Answer Questions Analyze photographs Engage in activity Ask questions Monitor Understanding PowerPoint Slides
just needed a place to sleep! Slide 9: Can you count how many children are sleeping the picture? Slide 10: Do you have a backyard? What does yours look like? 30-40 Minutes Prompt students to draw a picture of how a tenement compares to your house. Use what was presented in the lesson to draw a picture of how a tenement compares to their house. Paper Crayons What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them? My biggest concern is students reading the chart data. I’m not sure if they have experience with charts and graphs. If not, I’ll have to make adjustments in the moment as needed if they are stumped. I will prompt them by asking questions about the graph and pointing to certain spots so that they where I am looking. Another concern I have is if students own homes look similar to those in the photographs, cramped and crowded. If this upsets them, I’ll have to handle it in the moment based on context and student’s vulnerability. List the Massachusetts Learning Standards this lesson addresses. 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers Reflection
deposits and send monies. We are bonded (protected) our Financials through Eberts & Harrison Insurance Company. We have received our IRS Tax ID Number, as a Organization. We, initially, had tried to organize, and be Chartered, under the “umbrella” of the CWA Retiree Council, but that didn’t work out due to too many restrictions on our Salaried members. We then looked at some Senior Senior Council; but again…that failed to materialize; also, We approached a large organization—called …again without success. So, we decided to become a Non-Profit Incorporation—we Incorporated on May 22, 2017 in the State of Kansas. We have recently filed for 501-C-3 Tax-Exempt Status with the The organization of our Facebook Page—called Retirees Against GE Changes to Healthcare, began on April 22, 2016—our birthdate. Our first logo was— We started to formulate and organize our RAGEHCC Group—with our 8, 2016. This was followed by our Procurement of our EIN—Employer Identification Number—on September 6, 2016; the Election of Officers—October 26, 2016, and By-Laws adoption—November 10, 2016. So, I will call November 10, 2016 the official birthdate of RAGEHCC. Our logo was changed to— We became a stand-alone Non-Profit Incorporation—RAGEHCC Group Inc.—we Incorporated on May 22, 2017 in the State of Kansas. We decided to change our logo again—to “Solutions” and offer Benefit Plans, our Benefits Advocacy position was initiated, continuing Communications & Surveys—Data Collection, & so much more! We decided we needed to change
from that of their grandparents when they were young? Can they sequence a set of events in chronological order and give reasons for their order? Can they recount some interesting facts from an historical event? Can they use words and phrases like: before I was born, when I was younger? Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning? Can they use the words past and present correctly? Can they use a range of appropriate words and phrases to describe the past? different resources to help them? Can they research about a famous event that happens in Britain and why it has been happening for some time? Can they research the life of someone who used to live in their area using the Internet and other sources to find out about them? Year 3 Can they describe events and periods using the words: BC, AD and decade? Can they describe events from the past using dates when things happened? Can they describe events and periods using the words: ancient and century? Can they use a timeline within a specific time in history to set out the order things may have happened? Can they use their mathematical knowledge to work out how long ago events would have happened? Do they appreciate that the early Brits would not have communicated as we do or have eaten as we do? Do they recognise the part that archaeologists have had in helping us understand more about what happened in the past? Can they use various sources of evidence to answer questions? Can they use various sources to piece together information about a period in history? Can they research a specific event from the past ? Can they describe events and periods using the words: BC, AD and decade? Can they describe events from the past using dates when things happened? Can they describe events and periods using the words: ancient and century? Can they use a timeline within a specific time in history to set out the order things may have happened? Can they use their mathematical knowledge to work out how long ago events would have happened? Can they begin to picture what life would have been like for the early settlers? Can they suggest why certain events happened as they did in history? Can they suggest why certain people acted as they did in history? Can they through research identify similarities and differences between given periods in history? Do they recognise the part that archaeologists have had in helping us understand more about what happened in the past? Can they use various sources of evidence to answer questions?
Please list in chronological order, with precise dates if possible, as this information may be used to assess salary. Employer and Establishment Post please list any TLRs etc. Type of School / Key Stage From Month/year To Month/year Reason for Leaving a) In Education (Supply teaching appointments need not be listed individually) b) Outside Education Employer Post From Month/year To Month/year Reason for Leaving HIGHER EDUCATION (* p/t – partime f/t – fulltime)
Employer and Establishment Post please list any TLRs etc. Type of School / Key Stage From Month/year To Month/year Reason for Leaving a) In Education (Supply teaching appointments need not be listed individually) b) Outside Education Employer Post From Month/year To Month/year Reason for Leaving HIGHER EDUCATION (* p/t – partime f/t – fulltime)
Spring Term Week Topics covered TOK Question Connections Recommended Extra Reading 1 (08 Jan) Effects of the Second World War on the Pacific What role did the dropping if the atomic bombs have on the post war situation? Practical issues facing the Allies in the wake of Japanese defeat 2 (15 Jan) The Vietnam War The Failure of diplomacy-Causes of the Vietnam War 3 (22 Jan) Combatants and Strategies The French=The Viet Minh 4 (29 Jan) Internal Assessment 5 (05 Feb) Assessment Week 6 (12 Feb) Half Term 7 (19 Feb) The Vietnam War Operations 1946-1954 Effectiveness of Viet Minh operations/French operations 8 (26 Feb) Effects of the Vietnam War What was the significance of the French defeat ? 9 (05 Mar) Conclusion of topic Putting it altogether 10 (12 Mar) Exam Revision 11 (19 Mar) Assessment Week
Summer Term Week Topics covered TOK Question Connections Recommended Extra Reading 1 (16 April) Exam revision 2 (23 Apr) Exam revision 3 (30 Apr) IB Exams start 4 (07 May) 5 (14 May) 6 (21 May) Assessment week 7 (28 May) Half term 8 (04 Jun) 9 (11 Jun) 10 (18 Jun) Revision 11 (25 Jun) School Exam week
Weeks 10–11 Enquiry question: How did the witchcraze develop in England? Week 10 * Outline of witchcraze * Role of key prosecutors and trial pamphlets Background to * Crime and punishment through time, c1200–present Evidence Target Step 5 Stretch to Step 6 Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Evidence Step 6: Learners can use a small group of sources together to make simple inferences and present this as evidence. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Week 11 * Methods of Matthew Hopkins and John Stearne * Features of trials * Fate of Hopkins Background to * Crime and punishment through time, c1200–present Evidence Target Step 6 Stretch to Step 7 Weeks 12–13 Enquiry question: How did the witchcraze develop in British America? Week 12 * Puritan features of colonial life * War with the French – King William’s War * Role of terror: fear of Native American attack Background to * British America, 1713–1783 * Crime and punishment through time, c1200–present Evidence Target Step 6 Stretch to Step 7 Evidence Step 5: Learners may still have confused notions of reliability surrounding different types of historical material and Evidence Step 6: Learners can make valid comments on the reliability of sources in relation to a specific enquiry question. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how
* Political uncertainty: loss of charter reference to provenance remains generalised (e.g. ‘primary sources are more reliable than secondary sources’). these two ideas work together. Week 13 * Fits and accusations * Confessions, evidence of spirits and executions * Decline: change in attitude of judges and governor Background to * British America, 1713–1783 * Crime and punishment through time, c1200–present Evidence Target Step 5 Stretch to Step 6 Stretch to Step 7
National curriculum Local history study (Newham) - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. National curriculum National curriculum Ancient Greece – a study of Greek life and achievements and their influence on the western world British Empire!!! Co-ordinator expectations Put events in order (chronology) and use historical phrases (in the past…) How has Newham changed? Make comparisons to show the development of the area. Use primary sources as a tool for historical questioning in particular the Newham Story and map work. Co-ordinator expectations Put events in order (chronology) and use historical phrases (in the past…) An overview of historical chronology – from prehistory to modern day. How has Britain changed and developed? Consider how the planet has changed alongside the people. Use primary sources as a tool for historical questioning, in particular through use of archaeological finds and written records. Co-ordinator expectations Put events in order (chronology) and use historical phrases (in the past…) Compare events in Ancient Greece to events in Britain via timeline – what were the key differences in how they lived? Focus on how Ancient Greece influenced Britain – the inventions, designs and technologies that originated in Ancient Greece. To use primary sources as a tool for historical questioning – diaries, written extracts, artefacts.
Title Style of Assessment Paper 1 Breadth study with interpretations The Crusades Worth 30% final of A2 grade; Exam in June, 2 hours 15 minutes. Answer 3 questions: Part A and B questions based on breadth of knowledge. Part C question based on analysis of historical interpretations. Paper 2 Depth Study Anglo-Saxon England and the Anglo-Norman Conquest c.1053-1106 Worth 20% of final A2 grade; 90 minute exam in June. Answer 2 questions: Part A - compulsory source question Part B - choice of essay question to test knowledge and understanding. Paper 3 Themes in breadth with aspects in depth The witch craze in Britain, Europe and North America, c.1580-1750. Worth 30% of final A2 grade; Exam in June, 2 hours 15 minutes. Answer 3 questions: Part A – compulsory source question Parts B and C – optional essay questions. Course work Course work: The organisation of the Nazi Party Worth 20% of final A2 grade; Students carry out an independently-researched enquiry requiring them to evaluate and analyse historical interpretations and to organise and communicate findings.
HISTORY GRADE 10 (CAPS) TABLE OF PROPOSED EXAMINATION CONTENT – MID AND END OF YEAR PRESCRIBED CONTENT EXAMINABLE CONTENT TYPE OF QUESTION EXAM STRUCTURE MID YEAR EXAMINATION TOPIC 1 : The World around 1600 Source-based questions on any ONE of the following: China, Songhai, India, Europe Source-based Question One two-and-a-half (2½) hour paper Learners must answer TWO (2) Questions One Essay (50) + One source-based (50) Total Marks = 100 (LEARNERS SHOULD NOT ANSWER BOTH QUESTIONS FROM THE SAME TOPIC) A comparison of the economic and political structure of any TWO of the following: China, Songhai, India, Europe Comparative Essay Question TOPIC 2 : European Expansion and conquest during 15th-18th centuries Africa: Portugal and the destruction of the Indian Ocean Trade; the Dutch East Indian Company Source-based Question The Spanish Conquest of the Americas Essay Question TOPIC 3 : The French Revolution The course and/or legacy of the French revolution Source-based Question The causes of the French Revolution Essay Question PRESCRIBED CONTENT EXAMINABLE CONTENT TYPE OF QUESTION EXAM STRUCTURE END OF YEAR EXAMINATION TOPIC 4 : Transformation in southern Africa after 1750 Source-based questions on any ONE of the 19th century states, chiefdoms or paramountcies Source-Based Question One three (3) hour paper Learners must answer THREE Questions One Essay (50) + One source-based (50) + One other question (50) Total Marks = 150 The legacy of Shaka Essay Question TOPIC 5 : Colonial expansion after 1750 The Xhosa responses to the British (including the cattle killing)/ End of slavery Source-based Questions The Boer responses to the British Essay Question TOPIC 6 : The South African war and Union The Native Land Act of 1913 Source-Based Question The course of the South African War Essay Question
HISTORY GRADE 11 (CAPS) TABLE OF PRESCRIBED AND EXAMINABLE CONTENT - PAPERS 1 AND 2 (2014) PRESCRIBED CONTENT EXAMINABLE CONTENT MID YEAR EXAMINATION PAPER 1 EXAM STRUCTURE TOPIC 1 : Communism in Russia 1900-1940 Lenin’s interpretation of Marxism or Stalin’s interpretation of Marxism-Leninism Source-based Question ONE three (3) hour paper Learners must answer THREE (3) questions One Essay Question (50) + One Source-based question (50) + One other question (50) Total marks = 150 The February and October Revolution of 1917 Essay Question TOPIC 2 : Capitalism in USA Capitalism boom of the 1920s, USA society in 1920s, wall street crash of 1929. Source-based Question Analysis and assessment of the New Deal Essay Question TOPIC 3: Ideas of Race in the 19th and 20th centuries Case study of Nazi Germany and the Holocaust Source-Based Question Theory and Practise of Eugenics (examples from any case study can be used) Essay Question PRESCRIBED CONTENT EXAMINABLE CONTENT END OF YEAR EXAMINATION PAPER 2 Exam Structure TOPIC 4: Nationalisms – South Africa The influence of WWII on the rise of African nationalism Source-based Question TWO x three (3) hour papers Learners must answer THREE (3) questions One Essay Question (50) + One Source-based question (50) + One other question (50) P1 Total marks = 150 P2 Total marks = 150 The rise of Afrikaner nationalism Essay Question TOPIC 4: Nationalisms – Middle East and Africa The 1948 war – The Palestinian and Israeli perspectives Source-Based Question The influence of WWII on the rise of nationalism in ‘Gold Coast’ (Ghana) Essay Question TOPIC 5: Apartheid South Africa 1940s to 1960s Segregation in the 1920s and 1930s. Source-Based Question Resistance to Apartheid before 1960. Essay Question
Teacher professional judgement is fundamental to assessment and reporting processes, decisions should be based on explicit criteria using a range of evidence to determine achievement level. Materials and processes to support the consistency of teacher judgements between schools can be developed through: Shared understandings Criteria sheets Common planning and assessment tasks Examination of students portfolios Moderation process (formal & informal) Assessment task sheets provide a detailed summary of the assessment task. Criteria Sheets accompany all task Assessment Sheets. WRITTEN AND ORAL REPORTS Reporting the progress of students to parents occurs on a formal basis in the following ways: School to insert Reporting in History from Prep to Year 10 will follow the schools existing reporting format. Reporting requires teachers to make judgements of standards based on a five point scale of A – E with A being the highest level of achievement and E being the lowest level of achievement. History Specialists/Classroom teachers formally report on student achievement at the end of Semester 1 and at the end of Semester 2. The overall achievement in History is based on the following strands; Historical knowledge and understandings Historical skills The information provided in these reports should be constructive and should encourage parents and students to reflect on progress and areas of strength and weakness, and encourage students to set future goals for their learning. Teachers are encouraged to communicate frequently on an informal basis with parents about concerns or to praise student achievements. This may be done through notes on homework, class notes, awards, informal discussions etc. If teachers have serious concerns about a student’s progress, they should arrange a formal meeting with parents to discuss their concerns. They should also discuss these concerns with
Unit Content and Skill Standards Content Topics Unit 1 Neolithic Revolution and River Valley Civilizations 6 weeks Iowa Core Standards: 9-12.H.2, 9-12.H.4, RH.9-10.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, RH.9-10.9 Historical Change Source Analysis Analyzing Multiple Sources (DBQ) Unit 2 The Rise and Fall of Empires 6 weeks Iowa Core Standards: 9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-10.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, RH.9-10.9 Historical Analysis Source Analysis Analyzing Multiple Sources (DBQ) Unit 3 History’s Mysteries 6 weeks Iowa Core Standards: 9-12.H.1, 9-12.H.8, RH.9-10.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, RH.9-10.9 Chronology & Consequence Source Analysis Analyzing Multiple Sources (DBQ) Unit 1: Neolithic Revolution and River Valley Civilizations Essential Question and Pacing How did we become “civilized”? 6 weeks Enduring Understandings Suggested Texts and Resources The first unit covers the changes caused by the agricultural revolution and the development of the first civilizations in the river valleys of Mesopotamia, Egypt, India, and China. TCI History Alive! World Connections Chapter 1, Chapter 2, AND Chapter 3
USA Montreal Language barriers have been an issue in Montreal for a while. It is almost impossible to get a decent job if you are not bilingual, which is difficult for many. Many people in Montreal speak English. It can be difficult for people who don’t speak English to find a job, and intimidating for them to speak at work. https://www.cnbc.com/2018/02/23/the-top-10-happiest-and-healthiest-states-in-the-us.html
What did Franklin discover about the shape of DNA? What was controversial about Franklins work and Watson and Cricks model? 7. Linus Pauling - Watch the animation. Question Linus Pauling proposed a structure for DNA that was incorrect. Describe it below: 8. Maurice Wilkins Question: What role did Wilkins play in the discovery of the double Helical structure of DNA? 9. James Watson and Francis Crick. http://www.hhmi.org/biointeractive/double-helix https://www.mun.ca/biology/scarr/Watson-Crick_Model.html Question: What did they receive the Nobel Prize for in 1962? Describe their work and why it is so important. 10. DNA Game Play the game and record what three organisms you had: 1. 2. 3. Interesting article about the finding of the structure of DNA
North America in the 1740s History Review Use the Smartboard presentation to review the concepts for the final test. You can administer the game how you want as rules, teams, etc. If you don’t have access to a Smartboard, use an overhead project and the questions and answer sheet that is attached. History Review Jeopardy Questions War and Conflict Acadians Government People Fur Trade Aboriginals This is where James Wolfe and General Montcalm fought an important battle. The Acadians spoke this language. He was the King’s representative in New France. An Intendant in New France who was responsible for increasing the population to New France The animal that provided many of the furs to the hats in France. This native group lived in the Eastern part of Canada near the Appalachians. This native group were bitter enemies of the French because Samuel de Champlain befriended the Hurons. The Acadians were asked to swear this so they would not fight against the British. He was head of the Catholic Church in New France and was on the Sovereign Council. The father of New France. Was the first to establish a permanent settlement in New France. The person who carried the furs to the trading posts. Were trained by native people. The Iroquois lived in this type of shelter. This treaty was signed at the end of the Seven Years War. Acadia covered parts of these two present day provinces. Had the most power and influence in the government in New France. She was a nun in New France who played an important role by developing a language dictionary. This native group was befriended by the French to help them in the fur trade. Another name for a medicine man who was thought to have control over evil spirits and forces of nature. The British took control of At the end of this war Acadia The number of clerks who part The King of France who This group was granted The name of the parish that
Suggested Instructional Resources Sample Learner Objectives Topic Textbook Resources Labs PBL Ideas (projects) Web Resources – websites or resources on I can interpret rock layers. I can interpret the Geologic Time Scale. I can explain how rock and fossil ages are determined. Geologic Time and the Evolution of the Earth System definedstem.com
METRO EAST EDUCATION DISTRICT COMMON PAPERS HISTORY PAPER 1 GRADE 12 2 1/2 HOURS 100 MARKS JUNE 2016 MARKING GUIDELINES SOURCE-BASED QUESTIONS The following cognitive levels were used to develop source-based questions: COGNITIVE LEVELS HISTORICAL SKILLS WEIGHTING OF QUESTIONS LEVEL 1 Extract evidence from sources Selection and organisation of relevant information from sources Define historical concepts/terms 30% (15) LEVEL 2 Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources 40% (20) LEVEL 3 Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions 30% (15) The information below indicates how source-based questions are assessed: In the marking of source-based questions, credit needs to be given to any other valid
Use the following rubric to allocate a mark: LEVEL 1 Uses evidence in an elementary manner e.g. shows no or little understanding of how Americans reacted to the integration of Central High School in Little Rock Arkansas in 1957. Uses evidence partially or cannot write a paragraph. 0–2 LEVEL 2 Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of how Americans reacted to the integration of Central High School in Little Rock Arkansas in 1957. Uses evidence in a basic manner to write a paragraph. 3–5 LEVEL 3 Uses relevant evidence e.g. shows a thorough understanding of how Americans reacted to the integration of Central High School in Little Rock Arkansas in 1957. Uses evidence very effectively in an organised paragraph that shows understanding of the topic. 6–8 (8) [50]
Being black and proud Black people responsible for their own destiny Soweto learners inspired by the ideas of BC such as to be assertive, bold and fight with a sense of purpose Soweto regarded as a watershed in the struggle for liberation Mandela honoured the contribution of Biko and BC Any other relevant response (8) Rubric LEVEL 1 Cannot extract relevant evidence or extracts in an elementary manner regarding the relationship between Biko, BC and the liberation struggle Uses evidence and own knowledge partially 0 - 2 LEVEL 2 Evidence is mostly relevant regarding the relationship between Biko, BC and the liberation struggle Shows some understanding Still uses evidence and own knowledge in a basic manner 3 - 5 LEVEL 3 • Uses relevant evidence in own words to show a thorough understanding of the relationship between Biko, BC and the liberation struggle. • Uses comprehensive evidence that relates very well • Uses evidence and own knowledge very effectively in an organised and coherent paragraph 6 – 8 [50] QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: THE TRC HOW DID THE TRC CONTRIBUTE TOWARDS NATION BUILDING IN S.A? 2.1 Source 2A 2.1.1 No. 34 of 1995: Promotion of National Unity and Reconciliation Act, 1995 (1x1) (1) 2.1.2 To investigate causes and effects of gross human rights violations between 1 March 1960 – 10 May 1994
2.2 Refer to Source 2B 2.2.1 Which report did Mandela receive on 29 October 1998? (1x1) (1) 2.2.2 To which past political system is Mandela referring to when he says, “Never Again!”? (1x2) (2) 2.2.3 Why is it important to Mandela that the report brings “the end of one season and the beginning of another.”? (2x2) (4) 2.2.4 Identify any two of the processes of the TRC that Mandela described in the source. (2x1) (2) 2.3 Refer to Source 2C 2.3.1 Who is the Minister of Justice portrayed in the cartoon? (1x1) (1) 2.3.2 Which aspect of ‘SA’s Past’ should be investigated? (1x2) (2) 2.3.3 What is the message the cartoonist is trying to portray in the cartoon? (2x2) (4) 2.3.4 How does Source 2C support 2B with regard to the objectives of the TRC? (2x2) (4) 2.4 Refer to Source 2D 2.4.1 Explain why Dirk Coetzee was granted amnesty. (2x2) (4) 2.4.2 How does the source highlight the limitations of the TRC? (1x2) (2) 2.4.3 How useful is the source to a historian studying this period in the history of South Africa? (2x2) (4) Use the relevant sources and your own knowledge and write a paragraph of 8 lines (80 words) in which you explain the contribution of the TRC towards nation-building in South Africa. (8) [50]
_____________________________________________________________________ SECTION B – ESSAY SECTION (50 MARKS) _________________________________________________________________________ ANSWER AT LEAST ONE OF THE QUESTIONS _________________________________________________________________________ QUESTION 4: CIVIL RESISTANCE, 1970s—1980s: SOUTH AFRICA DO NOT ANSWER “The constitutional reforms of President PW Botha’s ‘Total Strategy’, failed to prevent Intensive internal resistance during the 1980s.” Do you agree with the accuracy of the statement? Support your answer with relevant historical evidence. [50]
HEALTH HISTORY (You are also required to complete a medical examination and a mental health evaluation, which have separate forms.) Please describe your current physical and mental health. List any current medications you take: Do you have any physical challenges? No  Yes Have you ever been treated for a serious illness or injury? No  Yes Do you have any learning disabilities? No  Yes Have you ever been treated for mental illness or emotional disturbance? No  Yes Are you presently undergoing therapy or counseling? No  Yes Have you ever been treated for substance abuse? No  Yes (If you answered YES to any of these questions, please describe below. Use additional sheets of paper if necessary.)
LEGAL HISTORY (You are also subject to a background investigation, which has a separate form.) Have you ever been convicted of a crime against a person?  No  Yes Have you ever been charged, arrested, or convicted for sexual harassment, sexual assault or sexual exploitation of an adult or a minor in any kind of proceeding?  No  Yes Have you ever been the subject of a restraining order?  No  Yes Have you ever been charged or convicted of any crime?  No  Yes Have you ever been involved in a civil trial?  No  Yes Do you have any legal matters pending at this time?  No  Yes (If you answered YES to any of these questions, please describe below. Use additional sheets of paper if necessary.)