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Deconstructing the History Syllabi

Deconstructing the History Syllabi. S_L_A_U_. X T C P N S N S S Y B L K N L H. Teachers should write their curriculum?. True False. Modern History is more popular than Ancient?. True False. There are more SC History candidates than HSC candidates?. True False.

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Deconstructing the History Syllabi

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  1. Deconstructing the History Syllabi

  2. S_L_A_U_ • X T C P • N S N S • S Y B L • K N L H

  3. Teachers should write their curriculum? • True • False

  4. Modern History is more popular than Ancient? • True • False

  5. There are more SC History candidates than HSC candidates? • True • False

  6. Some pictures & numbers • http://www.boardofstudies.nsw.edu.au/bos_stats/media-guide-2007.html#enrolment-statistics-region

  7. History Stages 4-5 • http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/history_710_syl.pdf • Pages 8, 9 overviews • Pages 12, 13 outcomes • Pages 22 + content

  8. This is a sound and engaging course? • Strongly Agree • Agree • Disagree • Strongly Disagree

  9. What does this mean? • The emergent National Curriculum (2008) identifies History as an “essential characteristic of any civilised society (MacIntyre, 2008, p.5). • History is considered a critical field of knowledge that teaches students about the past, forms a narrative about national identity and informs about the present globalised world.

  10. K-12 • The teaching of History will be systematically and sequentially introduced from K-12 (MacIntyre, 2008, p.5).

  11. Stages of schooling • Stage 1, students from 5 to 8 years of age • Stage 2, students from 8 to 12 years of age • Stage 3, students from 12 to 15 years of age • Stage 4, students from 15 to 18 years of age.

  12. Stage 1 (typically from 5 to 8 years of age) • Initially, students will examine events in their lifetime and in the lifetimes of family members and place them in chronological order; they will use words and phrases that are associated with the passage of time (for example, yesterday and long ago).

  13. Stage 1 cont • Students will also learn how to place significant people and events in a correct chronological order; • they will develop a basic understanding of why people behaved as they did and why events occurred as they did; • they will find out about how people lived in different eras in the past;

  14. Stage 1 cont • understand measurements of historical time, for example a decade, a century, ancient, modern, AD, BC, CE; • distinguish between past and present ways of living, for example in means of transport, styles of housing and modes of communication; • use fictional stories to provide a deeper understanding of changes over time.

  15. Stage 2 1. What is Australia and who are Australians? 2. What problems did successive peoples encounter in living in early Australia and were these problems resolved? 3. How did we create a ‘new’ nation and develop a national identity? 4. How did we live then?

  16. Stage 3 (12 to 15 years of age) • 1. History from the time of the earliest human communities to the end of the Ancient period (c. 60,000 BC — c. 500 AD) • 2. History from the end of the Ancient period to the beginning of the Modern period (c. 500–1750) • 3. The Modern World and Australia (1750–1901) • 4. Australia and the Modern World (1901–present)

  17. World & Australian History • The units should be taught as world history 7 encompass all five continents. • The history of human activity in Australia would be a significant component of the first two units, • a clear strand of Australian history in these units with be given a global context.

  18. Approach • Each unit will employ Overview, Bridging and Study in depth, and the curriculum will provide advice on them. • Several depth studies will be specified for each unit, but room will be left for further optional studies.

  19. Unit 1: History from earliest human communities to the end of the Ancient period (c. 60,000 BC — c. 500 AD) • the ways of life • global migrations • social structures, • economic activities, • technologies, • forms of communication, rituals • and exchange networks across continents and bodies of water. • the peopling of the continents by c.15,000 BC. • coverage of northern Africa and the Near East, Europe and Asia, & Mediterranean and Asian empires.

  20. Unit 2: • History from the end of the Ancient period to the beginning of the Modern period (c. 500–1750) • Students will study the expansion and collapse of states and empires, and the emergence of global networks of exchange. • Changes in the family and the household, in social hierarchies and the exercise of power, the growth of commerce and the spread of literacy are to be considered. • major world religions

  21. Unit 2 cont • Europe and their expansion into the rest of the world from the sixteenth century had decisive consequences. • The medieval period, the Renaissance and Reformation are thus to be included, • along with the scientific revolution, and European exploration, conquest and settlement up to 1750. • Students will also consider other major civilizations — particularly those located in the Near and Middle East, China, Japan and India, and the Americas. • This unit provides an important opportunity to understand the context for the settler society of Australia, and the acceleration of Aboriginal technologies on the eve of European settlement.

  22. Unit 3: The Modern World and Australia (1750–1901) • The American and French revolutions. • Napoleon’s rule, war and the settlement of 1815. • The rise of the nation-state and associated ideas of national identity, with particular reference to Italy, Germany and the United States. • The industrial revolution in Britain. • Colonies based on plantation economies and settler colonies, and the institution of slavery will be considered in this context. • The extension of European empires in Asia and Africa will take in movements of resistance, including the responses of China, Japan and India.

  23. Unit 3 cont • The European discovery and settlement of Australia in a broader context of mass migration from Europe during the nineteenth century. • The consequences of British settlement for Aboriginal Australians, from first contact to frontier conflict, missions and reserves. • Australian colonial history, convict society, pastoralism • the advent of self-government, • urbanisation, and the economic difficulties and social unrest at the end of the nineteenth century. • The emergence of national feeling in sport, art and literature.

  24. Unit 4: Australia and the Modern World (1901–present) • Australian Federation,. • The innovations of the new nation in franchise, industrial relations, and social welfare will be examined so that students understand its reputation as a social laboratory of the world. • The nation’s racial identity and defence concerns will be followed in immigration control, the exclusion of Aboriginal Australians, the creation of an Australian navy and universal military training. • World War One  

  25. Unit 4 cont • Between the two world wars the crisis of liberal democracy, and the failure of the League of Nations to preserve the international order. • Fascism in Italy, Nazism in Germany, and Communism in the Soviet Union, and the wider influence of these ideologies.

  26. This model for National curriculum is sound? • Strongly Agree • Agree • Disagree • Strongly Disagree

  27. Unit 4 cont • The Depression of the 1930s and its effects (particularly on Germany and the United States) will be part of this study and the Depression will then be examined in Australia, as a political crisis and social trauma. • World War Two, how it affected Australia and how Australia determined its response. • The Holocaust that Hitler and the Nazis inflicted on European Jewry will be studied in its own right.

  28. Unit 4 cont • United Nations Declaration of Human Rights, the establishment of Israel and its effects on Palestinians, and the development of protocols on refugees. • Postwar movements of national liberation and decolonisation will also be considered.

  29. Unit 4 cont • Cold War and its conflicts (particularly Vietnam), the movements for civil rights in the United States and against apartheid in South Africa, and feminism. • The policies of assimilation and self-determination for Aboriginal Australians will be studied here. • Students will also study the new world order following the collapse of Communism, globalisation and the rise of the Asia-Pacific region. • Australian history will occupy approximately 60 per cent of this unit.

  30. Draft National Goals • With the development of the Draft National Educational Goals for Young Australians (2008) the necessity of understanding global integration and migration, accelerated technology and complex social and challenges demand that students engage with the concepts and knowledge provided by History. • The Draft National Goals indicate: • engage with problem-solving; • become socially literate; • Are Technologically literate; • Have cultural literacy.

  31. We should have a National Curriculum? • Yes • No

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