2009 BHS History Extension Intro
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The document outlines an Australian history course that evaluates how historians produce history and how students can independently conduct historical inquiry. It includes the following key elements: - Students will examine how history has been recorded and approaches to history have changed over time through case studies and source materials. - They will independently develop and carry out a semester-long historical investigation project on a topic like the arrival of the British in Australia. - The project will be assessed based on the process, proposal, bibliography, essay, and synopsis demonstrating their historical argument and analysis of sources.
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This thesis aims to analyze and discuss the historiography of archaeology. It specifically focuses on:
1) Presenting key concepts from the history and philosophy of science relevant to writing disciplinary history.
2) Analyzing different forms of history written about archaeology and how it is used to legitimize the field.
3) Exemplifying the issues through analysis of three classic histories of archaeology.
The thesis argues that historical accounts of archaeology take different forms and purposes, and it is important to consider the theoretical and methodological issues involved in writing disciplinary history. It analyzes works by Glyn Daniel, Ole Klindt-Jensen, and Bruce Trigger, finding tendencies towards internalism and Wh
slide show Case%20 studiestropf
Case studies involve an in-depth analysis of a bounded system, such as an individual, group, or event. They provide a rich, descriptive account of the phenomenon being studied to illuminate the reader's understanding. Case studies are useful when examining specific "how" and "why" questions about events over which the researcher has little control. While they provide a concrete and contextual understanding, case studies are difficult to generalize and are time-consuming.
July Version with times
The document summarizes the proposed National Curriculum for History in Australia. It outlines the key topics, skills, and assessments covered at each stage from years K-2 through 11-12. The curriculum focuses on developing students' historical thinking skills and understanding of the past in local, Australian, and global contexts. It emphasizes inquiry-based learning and examining continuity and change over time. Implementation of the final curriculum will begin in 2010 with publication and schools preparing for adoption.
Portland Place School June 2018
The document provides an overview of an EPQ support workshop covering various topics to help students with their Extended Project Qualification (EPQ) such as thinking about resources, finding information, becoming a critical searcher, academic writing, searching and recording sources, and a tour of library resources. The workshop teaches students how to effectively research their topic by evaluating different source types, asking relevant questions to guide their search, and properly recording and referencing their sources. Students are encouraged to think critically about the authority and reliability of sources.
Sujay Investigative Historiography FINAL FINAL FINAL FINAL FINAL.pdf
This is our fifth paper on twenty-first century historiography. In the first paper, which was published
by us in the year 2015, we had defined and set forth the core objectives of what we called twentyfirst century historiography. In the second paper published by us in 2016, we had postulated the
core principles of twenty-first century historiography. In the third paper published by us in 2018, we
had had introduced the concept of Anthropological Historiography wherein we had sought to
integrate history with pre-history and proto-history much better. In the fourth paper on qualified
historiography published by us in 2022, we had tried to explain how historiography could be dealt
with in the case of the unreliability and uncertainty of narratives. In the present paper, we put
forward a case for investigative historiography which can be developed as a niche area well within
mainstream twenty-first century historiography. The objective of this niche sub-field would be to lay
bare the tools, techniques and the scientific methods that could be employed and put to use in
carrying out historical investigations. Some of these tools and techniques may already exist and may
already be in use, but we put forward new approaches keeping in mind the overall philosophy of
twenty-first century historiography. Of course, the outputs of investigative historiography would
provide crucial inputs into mainstream twenty-first century historiography, and investigative
historiography would be an essential cog in the wheel of historical and scientific research.
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This document provides an overview of a lecture on educational research and statistics. It discusses different types of research methods, including historical research, descriptive research, and experimental research. It also covers conducting literature reviews, including introducing literature reviews, their importance, sources, and the citation and referencing process. The objectives of the lecture are outlined, and each research method is defined and explained in detail with examples. Guidelines are provided for each step in conducting literature reviews and ensuring proper citation and referencing.
lrm.pptx
The document provides guidance on formulating a research proposal, including:
- The key elements that should be included are an introduction, literature review, methodology, objectives, significance, limitations, organization, timeline, and budget.
- The introduction should describe the research topic and justification for studying it. The literature review analyzes previous related work. The methodology explains how the research will be conducted.
- Objectives, significance, and limitations describe what the research aims to achieve and the study's importance and constraints. The organization, timeline, and budget lay out how the research project will be structured and funded.
- Following these guidelines helps ensure research proposals clearly explain the issue, design, and contribution to existing knowledge
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2009 BHS History Extension Intro
- 1. ‘ the history of any event is never precisely the same thing to two different persons and it is well known that every generation writes the same history in a new way, and puts upon it a new construction’ - Carl Becker
- 2. The Australian, August 21, 2006
- 9. Option 22: The Arrival of the British in Australia Principal focus: students investigate changing interpretations of the arrival of the British in Australia (to 1848). Students examine the approaches to history and interpretations (including recent historiography) that have resulted in historical debate in the areas of: – terra nullius and land – invasion or settlement – colonial administrators (eg Phillip, Gipps) – expansion and exploration – the response of indigenous Australians to the arrival of the British.
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