Year 8 history medieval
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This document provides guidance to Year 8 history students on focusing questions, identifying keywords, and using primary and secondary sources when studying medieval Europe. It discusses writing focus questions, recognizing keywords, choosing relevant sources, taking notes, and recording bibliographic details. Examples are provided of a primary source depicting early medieval communities and a secondary source interpreting the development of towns and cities. Students are instructed to take notes on the examples in relation to the focus questions.
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(Links to an external site.)
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Find Self-help Resources at: http://www.csu.edu.au/division/studserv/learning/student_resources
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CSU Learning Skills: your link to success
http://www.csu.edu.au/division/studserv/learning © 2008
Find Self-help Resources at: http://www.csu.edu.au/division/studserv/learning/student_resources
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Caves 1
Works Cited
Gates, Henry Louis, Jr. et. al. The Norton Anthology of African American Literature.
3rd Edition. Volumes 1 & 2. New York: W. W. Norton & Company, 2014. Print.
Harding, Vincent. “From the Shores of Africa.” There is a River: The Black Struggle For Freedom in America. New York: Harcourt Brace, 1992. 3-23. Print.
Hayes, Floyd W. III. “Preface to the Student.” The Turbulent Voyage: Readings in African
American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate
P, 2000. xi-xviii. Print.
----. “Africa and the Diaspora: Ties that Bind.” The Turbulent Voyage: Readings in African
American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate
P, 2000. 37-44. Print.
James, C. L. R. “The Atlantic Slave Trade and Slavery: Some Interpretations of Their Significance in the Development of the United States and the Western World.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 58-82. Print.
Kolchin, Peter. “Origins and Consolidation.” American Slavery: 1619-1877. New York:
Hill and Wang, 2003. 3-27. Print.
Marable, Manning. “Black Studies, Multiculturalism, and the Future of American Education.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 24-33. Print.
Obichere, Boniface. “African History and Western Civilization.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 45-57. Print.
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Student Name：Jiaqi Guo
Student Number:
In recent years, the number of people shopping online has increased rapidly in China, Evaluate the influence on China’s Traditional Retail Industry from
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OUTLINE
The development status of China’s traditional retail industry
1
The development status of
e-commerce in China , the concept of
b2c c2c
2
The challenges and opportunities of
e-commerce to traditional retail industry in china
3
Conclusion
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The development status of China's traditional retail industry
After the reform and opening up, China's retail industry has developed rapidly.According to P1, the retail market has quickly grown, with total retail sales of consumer goods reaching 18,391.86 billion RMB in 2011 from 214 billion RMB in 1980.(Zhuang 2013)
P1. GDP, Retail Sales, Income, and Engel's Coefficient of Urban Versus Rural Households (Zhuang 2013)
The development status of
e-commerce in China , the concept of
B2B B2C
In recent years, China's e-commerce has developed rapidly. According to the study, the average growth rate of online shopping in China has been 96% since 2010. In the first half of 2016, the total retail sales amounted to 2 trillion yuan, while Tmall's "double eleven" business volume was 120 billion 700 million yuan
B2C and B2B are two forms of E-commerce. B2C represents a business-to-consumer process in which a product is sold directly to consumers. B2B represents business-to-business and is the process of selling products or services to other businesses
The challenges and opportunities of
e-commerce to traditional retail industry in china
CHALLENGES:
1. Middle and high end passenger source loss.
A large number of young people with stronger consumption power are lost, which intensifies the passive development of traditional retail industry.
2. Price disadvantage.
E-commerce has saved a lot of costs, such as store rent, staff salaries, decoration costs and so on, and those costs are rising
The challenges and opportunities of
e-commerce to traditional retail industry in china
CHALLENGES:
3. Lack of customer source.
The consumer group of traditional retail trade is mainly nearby residents.
4.Lack of types of goods.
Due to the space and cost factors, the traditional retail industry can not compare with e-commerce in the richness of goods.
The challenges and opportunities of
e-commerce to traditional retail industry in china
Opportunities:
1. Experience feeling
To improve the customer's experience of the goods, which is not provided by e-commerce
2. Improve service
Costumers spend money on the goods or services that make them feel the most efficient and comfortable
The challenges and opportunities of
e-commerce to traditional retail industry in china
Opportunities:
3. o2o
More and more retail enterprises are opening their own online stores, wh.
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Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
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You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
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This document provides guidance to Year 8 history students on focusing questions, identifying keywords, and using primary and secondary sources when studying medieval Europe. It discusses writing focus questions, recognizing keywords, choosing relevant sources, taking notes, and recording bibliographic details. Examples are provided of a primary source depicting early medieval communities and a secondary source interpreting the development of towns and cities. Students are instructed to take notes on the examples in relation to the focus questions.
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Links to an external site.
. Retrieved from https://www.criticalthinkingandreasoning.org/evaluating-critical-thinking
Guided Responses: Respond to two colleagues who have examined a different society than the one you selected for your initial post. In each substantive post of at least 150 words, compare the society you chose to the one your colleague has examined. What similarities or differences do you see? What factors might explain your observations?
How would you resp.
Writing proposal
This document provides guidance on writing thesis and dissertation proposals. It begins by stating the goals of helping to provide tips for drafting and revising individual proposal sections. It then discusses what a dissertation proposal is meant to describe, discuss, and explain. The proposal should answer questions about the problem being pursued, why it is important, and how it will be studied. Key parts of the proposal are described like the introduction, literature review, and methodology. Tips are provided for writing the proposal and dealing with writing anxiety. Sample proposal outlines, parts, and formats are also presented.
Chapter 3 intro and concl ex 01
This document provides information about introductions and conclusions in academic writing. It discusses the purpose and components of an introduction, including general information, background details, and a clear thesis statement. It also discusses the purpose of a conclusion, which is to summarize the main points and restate the thesis. The document contains examples of strong and weak introductions and conclusions, and tasks for analyzing introductions and conclusions. It aims to teach readers how to effectively structure their introductions and conclusions when writing essays.
BA FS session 1
This document provides an overview of a library workshop on resources for a BAFS course. It includes:
- An introduction to the library staff and what services they provide.
- An overview of the session which will cover library resources, reading lists, and finding books.
- Instructions on a task to locate references on a worksheet using the library catalog and understand citation formats for different materials like books, book chapters, journal articles, and e-books.
- Information on getting help from librarians and an overview of next week's session on evaluating information and search strategies.
Research and MLA
The document provides instructions for writing a research paper using MLA documentation style. It outlines the six main steps to building a research paper: planning a schedule, establishing a topic/thesis, gathering sources, organizing information, creating an outline, and drafting the paper. It also discusses how to evaluate sources, what needs to be cited from sources, formatting the paper, incorporating sources with internal citations, and formatting the works cited page.
Research and MLA
The document provides instructions for writing a research paper using MLA documentation style. It outlines the six main steps to building a research paper: planning a schedule, establishing a topic/thesis, gathering sources, organizing information, creating an outline, and drafting the paper. It also discusses how to evaluate sources, what needs to be cited from sources, formatting the paper, incorporating sources with internal citations, and formatting the works cited page.
Research and mla
The document provides instructions for writing a research paper using MLA documentation style. It outlines the six main steps to building a research paper: planning a schedule, establishing a topic/thesis, gathering sources, organizing information, creating an outline, and drafting the paper. It also discusses how to evaluate sources, what needs to be cited from sources, formatting the paper, incorporating sources with internal citations, and formatting the works cited page.
Rectenwald_CV_12_03_14_L
This curriculum vitae summarizes the educational and professional experience of Michael Rectenwald. It lists that he received a PhD in Literary and Cultural Studies from Carnegie Mellon University in 2004, and has since held faculty positions at New York University, Pratt Institute, North Carolina Central University, and Duke University. It also provides a publication list of books and essays written by Rectenwald on topics related to literature, science, and secularism.
Lesson Plan on Using the Library
The document is a lesson plan for an English class on using the library. It contains the following key points:
1. The objectives are for students to learn about different sections and reference materials in the library, how to use the card catalog and online catalog system, and appreciate the importance of libraries and library staff.
2. Students will visit different libraries on campus and interview library staff to learn their roles. They will also explore reference materials, sections of the library, and how to use the online catalog system.
3. A discussion will be held after the activity where students share their experiences and observations. The class will also learn how to differentiate card catalogs from online catalogs and be introduced to the Dewey Decimal
Chapter 1-3.docx language for media students
The document provides information about note taking and summary writing. It discusses the purpose of note taking, which is to help remember important details and concepts. There are different forms of note taking such as linear notes and Cornell notes. Effective note taking involves selecting important ideas and organizing notes. The document also discusses guidelines for taking notes in class and while reading. It explains how to set up and review notes. Additionally, it provides information on writing summaries, including identifying the main point, major supporting points, and conclusions. Graphic organizers that can be used for notes, such as timelines and comparison charts, are also described.
Literature review
This document provides guidance on how to write a literature review. It outlines the key steps, which include formulating the problem or topic, conducting a literature search to find relevant materials, evaluating the literature to determine significant contributions, and analyzing and interpreting the findings and conclusions. The document also discusses how to evaluate literature, keep track of sources, understand the purpose of a literature review, consider structure and organization, and avoid common problems. Transitions, word choice, and tips for success in writing a literature review are also covered.
CSU Learning Skills your link to success httpwww.csu.edu.docx
CSU Learning Skills: your link to success
http://www.csu.edu.au/division/studserv/learning © 2008
Find Self-help Resources at: http://www.csu.edu.au/division/studserv/learning/student_resources
CSU Learning Skills: your link to success
Academic writing
Writing an annotated bibliography
Students are often required to prepare an annotated bibliography. Annotate means to ‘make a note’, and
biblio refers to ‘book’. In the 21
st
century students consult much more but still including books: e.g.
websites, journals (hardcopy and electronic), newspapers and so on. Simply stated, an annotated
bibliography is a list of sources or citations with a brief evaluative summary (annotation) about each source.
Its purpose is to describe and evaluate the source text in a way that allows the reader to decide whether or
not to read the work itself.
Terminology
Source whatever material you have used for your topic; for example,
journal articles, electronic sources, books or chapters of books
Citation gives the precise bibliographical information needed to locate
the material; it is the same as a list of references and is placed
in alphabetical order
Annotation follows each citation, and is a note that explains, describes
and/or evaluates the cited source. Annotations are normally no
more than 50 to 150 words
The purpose of an annotated bibliography
An annotated bibliography is not a simple summary of each source text. Annotations are descriptive and
critical, with the aim of informing the reader of the relevance, accuracy, and quality of the sources (books,
journal articles, etc) cited. In general the annotation is to inform. Specific purposes may be to:
review the literature on a particular subject
illustrate the quality of your research
provide examples of sources available
describe other items on a topic that may be of interest to the reader
explore the subject for further research.
How to write the annotation
1. Locate and record citations to books, periodicals, and documents that may contain useful
information and ideas on your topic.
2. Cite the book, article or document, using the appropriate referencing style. At CSU this is usually
the APA style. For example:
Jones, B. (2008). Colonial Paintings in NSW Art Galleries. Sydney: Angus & Robertson.
3. State the authority or background of the author.
4. Comment on the intended audience and degree of reading difficulty.
5. Explain the main purpose of the text.
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CSU Learning Skills: your link to success
http://www.csu.edu.au/division/studserv/learning © 2008
Find Self-help Resources at: http://www.csu.edu.au/division/studserv/learning/student_resources
6. Identify the main points of the text.
7. Clarify the standpoint of the author in relation to his/her thesis or theme.
8. Explain how this text adds to a fuller understanding of your topic.
9. Add cri.
Landon: An Evaluation of a London Public Library Branch
The document provides an evaluation of the Landon branch of the London Public Library located in South London, Ontario. It begins with background on the branch's history and facilities. It then discusses the surrounding community, which includes diverse residential neighborhoods and small, independently owned businesses. The evaluation analyzes how well Landon serves its community-focused mission through accessibility, programming, and the production of social capital. It finds areas for improvement in the branch's physical structure and staffing. The evaluation concludes with recommendations for Landon's future, such as strengthening partnerships and showcasing local talent through the branch's architecture and programming.
The last word: indexers, indexes and indexing for editors - Nicola King
Indexing requires skill to help readers find information efficiently. Indexers choose important topics from texts, write concise headings, and provide locators to relevant pages or sections. They consider style guidelines for capitalization, punctuation, and cross-references. Indexers may work from hard copies or digitally, using software to help generate indexes automatically. Their role is to analyze texts and anticipate readers' needs to create useful finding tools.
Science communication workshop at PBE2021
This document provides information and guidance on effective science communication. It discusses the importance of science journalism in transmitting medical knowledge to the scientific community. It also outlines some key questions to assess what makes a story newsworthy, such as whether it is novel, important, solidly evidenced, and explains its impacts. The document concludes by offering tips for effective writing structure and techniques, such as using an inverted pyramid structure, short sentences, quotes, comparisons and examples to illustrate concepts for readers.
week1Harding From the Shores of Africa.pdf.docx
week1/Harding From the Shores of Africa.pdf
__MACOSX/week1/._Harding From the Shores of Africa.pdf
week1/Hayes Africa and the Diaspora.pdf
__MACOSX/week1/._Hayes Africa and the Diaspora.pdf
week1/Hayes Preface to Student.pdf
__MACOSX/week1/._Hayes Preface to Student.pdf
week1/James The Atlantic Slave Trade.pdf
__MACOSX/week1/._James The Atlantic Slave Trade.pdf
week1/Kolchin Origins and Consolidation.pdf
__MACOSX/week1/._Kolchin Origins and Consolidation.pdf
week1/Marable Black Studies.pdf
__MACOSX/week1/._Marable Black Studies.pdf
week1/Obichere African History and Western Civilization.pdf
__MACOSX/week1/._Obichere African History and Western Civilization.pdf
week1/Works Cited Week 1 Winter 2014 AFAS 200.docx
Caves 1
Works Cited
Gates, Henry Louis, Jr. et. al. The Norton Anthology of African American Literature.
3rd Edition. Volumes 1 & 2. New York: W. W. Norton & Company, 2014. Print.
Harding, Vincent. “From the Shores of Africa.” There is a River: The Black Struggle For Freedom in America. New York: Harcourt Brace, 1992. 3-23. Print.
Hayes, Floyd W. III. “Preface to the Student.” The Turbulent Voyage: Readings in African
American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate
P, 2000. xi-xviii. Print.
----. “Africa and the Diaspora: Ties that Bind.” The Turbulent Voyage: Readings in African
American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate
P, 2000. 37-44. Print.
James, C. L. R. “The Atlantic Slave Trade and Slavery: Some Interpretations of Their Significance in the Development of the United States and the Western World.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 58-82. Print.
Kolchin, Peter. “Origins and Consolidation.” American Slavery: 1619-1877. New York:
Hill and Wang, 2003. 3-27. Print.
Marable, Manning. “Black Studies, Multiculturalism, and the Future of American Education.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 24-33. Print.
Obichere, Boniface. “African History and Western Civilization.” The Turbulent Voyage: Readings in African American Studies. 3rd Edition. Floyd W. Hayes, editor. San Diego, CA: Collegiate P, 2000. 45-57. Print.
__MACOSX/week1/._Works Cited Week 1 Winter 2014 AFAS 200.docx
Answer the following question regarding Intro to Philosophy. Each answer should be at least 1 to 2 paragraphs each.
Did you begin the course with any assumptions or beliefs about the discipline of philosophy? If so, were any of these assumptions challenged or any of your beliefs changed? What, in the end, did you learn about the discipline of philosophy?
Briefly describe, in a very general sense, what you l ...
AES CW2 Assessment PresentationStudent Name：Jiaqi GuoStu.docx
AES CW2 Assessment Presentation
Student Name：Jiaqi Guo
Student Number:
In recent years, the number of people shopping online has increased rapidly in China, Evaluate the influence on China’s Traditional Retail Industry from
E-commerce.
OUTLINE
The development status of China’s traditional retail industry
1
The development status of
e-commerce in China , the concept of
b2c c2c
2
The challenges and opportunities of
e-commerce to traditional retail industry in china
3
Conclusion
4
The development status of China's traditional retail industry
After the reform and opening up, China's retail industry has developed rapidly.According to P1, the retail market has quickly grown, with total retail sales of consumer goods reaching 18,391.86 billion RMB in 2011 from 214 billion RMB in 1980.(Zhuang 2013)
P1. GDP, Retail Sales, Income, and Engel's Coefficient of Urban Versus Rural Households (Zhuang 2013)
The development status of
e-commerce in China , the concept of
B2B B2C
In recent years, China's e-commerce has developed rapidly. According to the study, the average growth rate of online shopping in China has been 96% since 2010. In the first half of 2016, the total retail sales amounted to 2 trillion yuan, while Tmall's "double eleven" business volume was 120 billion 700 million yuan
B2C and B2B are two forms of E-commerce. B2C represents a business-to-consumer process in which a product is sold directly to consumers. B2B represents business-to-business and is the process of selling products or services to other businesses
The challenges and opportunities of
e-commerce to traditional retail industry in china
CHALLENGES:
1. Middle and high end passenger source loss.
A large number of young people with stronger consumption power are lost, which intensifies the passive development of traditional retail industry.
2. Price disadvantage.
E-commerce has saved a lot of costs, such as store rent, staff salaries, decoration costs and so on, and those costs are rising
The challenges and opportunities of
e-commerce to traditional retail industry in china
CHALLENGES:
3. Lack of customer source.
The consumer group of traditional retail trade is mainly nearby residents.
4.Lack of types of goods.
Due to the space and cost factors, the traditional retail industry can not compare with e-commerce in the richness of goods.
The challenges and opportunities of
e-commerce to traditional retail industry in china
Opportunities:
1. Experience feeling
To improve the customer's experience of the goods, which is not provided by e-commerce
2. Improve service
Costumers spend money on the goods or services that make them feel the most efficient and comfortable
The challenges and opportunities of
e-commerce to traditional retail industry in china
Opportunities:
3. o2o
More and more retail enterprises are opening their own online stores, wh.
Reading Journal for World HistoryYour journal includes refle.docx
Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the
Epic of Gilgamesh
or
Hammurabi's Laws
. Relate the document to the events in the chapter.
I also encourage you to write about pictures, maps, or other features you find in the reading.
You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.
You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
16 hours ago
Exam VI (Chapters 19-21 and Themes)
Please choose four of the topics below. Write four essays, with about 1.5 pages of writing for each essay. Please also include one or more pictures with each essay. Please make sure you answer the questions in a clear and concise way, with short to medium sized paragraphs. You may use information from our course reading and also from the Websites and Videos section.
The first four questions relate to Chapters 19-21. The last four questions relate to the course as a whole; ...
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 Inventory
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How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Year 8 history medieval
- 1. Year 8 History Medieval Europe Term 3
- 2. Today we will focus on: Writing and using focus questions Identifying keywords Recognising and using primary and secondary sources Choosing relevant sources Note-taking tips Bibliographies
- 3. Responding to the task – first ask questions What are my focus questions? 1. What do the primary sources reveal about change and continuity? 2. What do historians (secondary sources) reveal about change and continuity? Write some follow up questions to further explore this idea? What were communities like in the early middle ages? What development later occurred in towns and cities?
- 4. What are the keywords in the focus question below? What do the primary sources reveal about change and continuity? primary sources – check that source is first hand change and continuity – look for things that stay the same or change
- 5. What are the keywords in the follow up questions below? What were communities like in the early middle ages? • Define communities – manor, landholding What development occurred? • Define development – new ideas, new activities, new methods, new inventions, new designs, new behaviours, new values, new beliefs
- 6. Choosing sources: Is the source relevant? Does the source contain information RELEVANT to the focus questions? Can I find the keywords in the text? • Title • Contents page • Index • Skim over headings in key chapters • Scan sections for key words
- 7. Choosing sources: Is the source primary or secondary? Primary and secondary sources provide different perspectives and interpretations on information. It is important to use both primary and secondary sources as evidence in your arguments.
- 8. What is a primary source? Provides first hand ‘you are there’ information. For example: letters, newspapers, artifacts Darlington, R. (2012). [image]. History alive for the Australian Curriculum. Brisbane: John Wiley & Sons.
- 9. Note-taking Tips High-light or underline significant words Use bullet points - key points in a nutshell or a brief summary Use keywords as headings Use abbreviations Omit irrelevant information For images – describe briefly what you see Do not copy and paste Do not write full sentences
- 10. Primary Source Example A medieval artist’s impression of life on a feudal manor in early medieval period Saldais, M. et al. (2012). Oxford Big Ideas History 8 Australian Curriculum Student Book. Melbourne: Oxford University Press
- 11. Your turn In bullet point notes, briefly describe what you see in the previous primary source using the follow up question: What were communities like in the early middle ages? • Lord oversees the peasants • Peasants depend on lord • Low density population • Agricultural commerce • Central manor house in rural area
- 12. What is a secondary source? Provides second hand information. They are written after an event and provide an overview or interpretation. For example: documentaries, encyclopedias, textbooks, commentaries Gies, J. & F. (2010). Life in a medieval castle. Australia: Harper Collins
- 13. Secondary Source Example An historian’s interpretation of the development of towns and cities Saldais, M. et al. (2012). Oxford Big Ideas History 8 Australian Curriculum Student Book. Melbourne: Oxford University Press
- 14. Your turn In bullet point notes, respond to the previous secondary source using the follow up question: What development later occurred in towns and cities? • Towns began to emerge • Threat of barbarian raids decreased • Towns grew to cities • Peasants became artisans • Artisans organised guilds • Townspeople increased independence • Growth of trade and commerce
- 15. Record the bibliographic details of your sources: Book requires: Author Year published Title Place published Publisher Saldais, M. et al. (2012). Oxford Big Ideas History 8 Australian Curriculum Student Book. Melbourne: Oxford University Press.