Instructions for use This resource is not a teaching and learning program. It should be used in conjunction with sample program of learning Case and site study: The construction of ancient Egyptian pyramids. Classroom teachers are
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Presentation Transcript
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Instructions for use This resource is not a teaching and learning program. It should be used in conjunction with sample program of learning – Case and site study: The construction of ancient Egyptian pyramids.
Classroom teachers are encouraged to add and adapt slides as required to meet the needs of their students.
Save a copy of the file to make changes to the slide deck. Go to File > Download a Copy (this downloads a copy to the computer to edit in the PowerPoint app).
To convert the PowerPoint to Google Slides:
Upload the file into Google Drive and open it.
Go to File > Save as Google Slides.
(Note – conversion may cause formatting changes in the slides.) 1<br>
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Analysing sources History 7–10 – Stage 4 Case and site study: the construction of the Egyptian pyramids Egyptian pyramids by sheilapic76 is licensed under CC BY 2.0.<br>
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Learning intentions and success criteria We are learning to
analyse sources effectively
collect evidence for a historical inquiry.
We can
identify the origin, context and purpose of a source
find relevant evidence in a source
communicate an interpretation using evidence. 3<br>
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Steps for analysing and using sources 4<br>
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Step 1 Identify the origin, context and purpose of the source Who made the source? What type of source is it? When was the source made? These are some of the questions you might ask about a source during this step.
Think about what we can learn about a source from these questions. (2 minutes)
Discuss your ideas with a partner. (2 minutes)
Share your thoughts with the class. 5<br>
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Step 1 in action I do Who made the source? Herodotus, a Greek historian. When was the source made? Circa (around) 430 BCE. What type of source is it? It is a translation of an ancient written source.
It is a reproduction as an original complete manuscript has not been found. 6<br>
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Let’s try together (1) We do Who made the source? 1. Diodorus Siculus, a Greek historian. 2. Bibiliotheca Historica, a Sicilian historian. When was the source made? 1. 1887–1954. 2. Circa 56–30 BCE. What type of source is it? 1. Written source. 2. Oral tradition. It is a translation of an ancient written source.
The translation is of the original work. 7<br>
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Step 2 Locate, select and use information from the source as evidence What information does the source provide about the topic?
Examine the source closely.
Evidence can be quotes or specific features of the source. What information is relevant for the inquiry?
Consider your inquiry question and sub-questions.
Only select relevant information. What does this evidence tell us about the past?
Make interpretations about the past using the selected information. 8<br>
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Step 2 in action (1) I do What information does the source provide about the topic?
Examine the source closely.
Evidence can be quotes or specific features of the source. 9<br>
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Let’s try together (2) We do Is the highlighted text providing information about the purpose of the pyramids? 10<br>
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Step 2 in action (2) I do What information is relevant for the inquiry?
Consider sub-question: ‘Examine the purpose of the pyramids’.
Only select relevant information. 11<br>
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Let’s try together (3) We do Is this information about the purpose of the Giza pyramids? 12<br>
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Step 2 in action (3) I do What does this evidence tell us about the past? The pharaohs were buried underneath the pyramids. Herodotus states ‘underground chambers’ beneath the pyramids were ‘meant to be burial-places’ for the pharaohs. 13<br>
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Let’s try together (4) We do Together we will:
develop an interpretation about the purpose of the Giza pyramids using information from the source
write 2 sentences to communicate our interpretation. 14<br>
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Step 3 (1) Draw conclusions about the value and limitations of the source A source has value for an historical inquiry if it provides relevant evidence.
Sources 2 and 3 are both valuable for our historical inquiry as they:
provide evidence the pyramids were meant to be tombs for the pharaohs
indicate the pharaohs may not have been buried in these tombs, explaining why bodies have not been found in these tombs.
These sources contain similar information, meaning they corroborate each other. This makes the information more reliable, increasing the sources’ value for our inquiry. 15<br>
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Step 3 (2) Draw conclusions about the value and limitations of the source Valuable sources can also have limitations. We need to consider these when using a source. Some limitations include: The source is a copy and the original no longer exists Incomplete or broken sources 16<br>
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Step 3 (3) Check our understanding 1. The original of this source no longer exists. 2. This is from an incomplete source. 17<br>
