Curriculum for Excellence ‘Benchmark’

Compares a range of primary and secondary sources of evidence, to present at least three valid conclusions about a historical period.

Activity

History is About Detective Work – how does a historian build up a picture of the past?  The contribution of other specialist subjects e.g. science, archaeology etc. Primary and Secondary Evidence Compared experience – parents – how did they meet/teachers – first day at work/ pupils first day at school – interview/ questions/ write up – why sources were better/reliability/usefulness.

Curriculum for Excellence ‘Benchmark’

Draws on previous work to provide a simple explanation of how people and events have contributed to the development of the Scottish nation. Providing at least two reasoned conclusions.

Activity

The European picture – Bog Bodies in Denmark, Germany, Netherlands and Great Britain. Why Brochs and not Hill Forts or Crannogs?  – Orkney and Shetland and Northern Scotland

Curriculum for Excellence ‘Benchmark’

Provides at least two simple explanations as to why a group of people from beyond Scotland settled here.

Activity

Iron Age Settlement in Scotland Iron Age Hill Forts

• Aerial photography and map work.
• Design and location

Curriculum for Excellence ‘Benchmark’

Describes at least two impacts immigrants have had on life and culture of Scotland.

Activity

Life in an Iron Age Hill Fort

• Defences
• Reconstruction drawings.

Iron Age Crannogs FIELD WORK:  SCOTTISH CRANNOG CENTRE, LOCH TAY

Curriculum for Excellence ‘Benchmark’

Provides an account with at least two simple explanations as to how and why society has developed in different ways comparing Scotland to another society in Europe or elsewhere.

Activity

Why Brochs and not Hill Forts or Crannogs?  – Orkney and Shetland and Northern Scotland

Curriculum for Excellence ‘Benchmark’

Identifies at least three factors which contributed to a major social, economic or political change in the past.

Activity

Is there a link between bog bodies and changes in settlement patterns in the Iron Age? Is climate change the answer?

Curriculum for Excellence ‘Benchmark’

Provides at least two valid opinions about the impact on people’s lives of a major social economic or social change in the past.

Activity

Archaeological Report:- Why did Lindow Man/Tollund Man die? Drawing the threads together to investigate the cause of death, a well illustrated report based on evidence. To be used to give an NC Level. Round off with class discussion comparing ideas.

Curriculum for Excellence ‘Benchmark’

Provides at least two valid opinions about the possible motives of those involved in a significant turning point or event in history.

Activity

Archaeological Report – Impact of Climate Change of past societies.

Curriculum for Excellence ‘Benchmark’

Provides a valid opinion of the impact of this significant historical event.

Activity

Archaeological Report – significance of climate change on settlement patterns locally.

Curriculum for Excellence ‘Benchmark’

Identifies at least two possible causes of past conflict, using research methods.

Activity

Roman Invasion, AD 43 – causes.

Curriculum for Excellence ‘Benchmark’

Presents in any appropriate form at least two impacts on people at that time.

Activity

Impact of the Roman Invasion – cultural, social and economic.  What impact did the Roman invasion have in Scotland – good or bad?