History
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A Curriculum
Framework for Seventh-day Adventist Secondary Schools
ACKNOWLEDGEMENTS
The South Pacific Division Curriculum Unit has enlisted the help of a number of teachers in preparing this document. We would like to thank all who have contributed time, ideas, materials and support in many tangible and intangible ways.
In particular, we would like to thank the members of the History Curriculum Groups who wrote and edited the document. The group members were:
First Edition
Graeme Hawke Nunawading Adventist High School
Sharon Kenealy Pine Rivers Adventist High School
Dianne McMahon Keilor Adventist High School
Tony Philips Carmel Adventist College
Ronald Pieterse Auckland Adventist High School
Arnold Reye Trans-Tasman Union Conference Office
Lyndon Wright Adelaide Adventist High School
Second Edition
Tony Harrison Macquarie College
Tony Hay Avondale Adventist High School
Pam Oliver Prescott College
Bill Webster Sydney Adventist College
It is our wish that teachers will use this document to improve their teaching and so better attain the key objectives of Seventh-day Adventist education.
Sincerely,
Barry Hill
Director Secondary Curriculum Unit
South Pacific Division
Seventh-day Adventist Church
Department of Education
148 Fox Valley Road September 1999
WAHROONGA NSW 2076 Second Edition
TABLE of CONTENTS
ACKNOWLEDGEMENTS . . . . . . 2
TABLE OF CONTENTS . . . . . . 3
WHAT IS A FRAMEWORK? . . . . 4
USING THE FRAMEWORK . . . . 5
SECTION 1 PHILOSOPHY . . . . 6
Philosophy . . . . . . . . 7
Rationale . . . . . . . . 8
Ideas That Lie Behind History . . . . 9
Objectives . . . . . . . . 10
SECTION 2 The Planning Process . . 11
Steps in Planning a Unit . . . . . . 12
The Planning Example . . . . . 13
SECTION 3 SAMPLE Topic PLANS 15
European Settlement 16
China - Contact and Defeat . . . . . . 17
Gallipoli . . . . . . . . 18
SECTION 4 PLANNING ELEMENTS . . . . 19
Values of History . . . . . . . 20
Historical Issues . . . . . . . 23
Strategies for Teaching Valuing . . . . . 25
SECTION 5 APPENDICES . . . . . 33
Historical Concepts . . . . . . . 34
Suggestions For Developing a Christian Perspective . . 37
Quotations Associated With Some Concepts . . . 41
WHAT IS A FRAMEWORK?
A Framework
In the Adventist secondary school context, a "framework" is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy which states important ideas about what Seventh-day Adventists consider to be real, true and good.
A
framework is also a practical document intended to help teachers sequence and
integrate the various elements of the planning process as they create a summary
of a unit or topic.
The framework is not a syllabus.
The
framework is not designed to do the job of a textbook. Although it contains lists of outcomes,
values, issues and teaching ideas, the main emphasis is on relating values and
faith to teaching topics and units.
Objectives of the Framework
1. One objective of the framework is to show how valuing, thinking and other learning skills can be taught form a Christian viewpoint. The Adventist philosophy of history influences this process.
2. A second objective is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning. It provides ideas, issues, values and value teaching activities of history, so it is intended to be a useful planning guide rather than an exhaustive list of "musts."
The framework has three target audiences:-
1. All history teachers in Adventist secondary schools.
2. Principals and administrators in the Adventist educational system.
3. Government authorities who want to see that there is a distinctive Adventist curriculum emphasis.
USING THE FRAMEWORK
LAYOUT
The
framework is comprised of five sections — philosophy, the planning process,
sample unit plans, planning elements, and appendices. The nature and purposes of each section are set out below.
It is suggested that you read this page describing these five sections now before attempting to use the document for the first time.
SECTION 1 — PHILOSOPHY
Section 1 is the philosophical section. This section contains a philosophy of history, a rationale for teaching history, and a set of outcomes which have a Christian bias.
This section is meant to remind teachers of the Christian perspective they should incorporate in their teaching. They may consult this section when looking at longer-term curriculum planning, and when thinking about unit objectives. This may also be adapted to form part of their program of work.
SECTION 2 —
The Planning Process
Section
2 is the "how to" section of the framework. It explains a process teachers can follow when planning a topic
or unit of work while thinking from a Christian perspective. It is followed by a sample summary compiled
by working through the steps. Because
it suggests an actual process for integrating ideas, values and learning
processes, this section is the heart of the document.
SECTION 3 — SAMPLE UNIT PLANS
Section
3 shows practical examples of how to use the framework in unit planning. It is meant to show how Section 2 can be
used to produce a variety of possible approaches to teaching valuing, thinking
and other learning.
SECTION 4 — PLANNING ELEMENTS
Section
4 contains lists of ideas, values, issues and teaching strategies that teachers
may consult when working their way through Section 2 of the framework. It is a kind of mini directory of ideas to
resource the steps followed in Section 2.
SECTION 5 — APPENDICES
Section
5 contains ideas for teaching which lie outside the domain of values and faith,
but which could be useful as reminders of good teaching and learning practice.
SECTION 1
Philosophy
INDEX
A Philosophy
of History . . . . . 7
Rationale . . . . . . . . 8
Ideas That Lie Behind History . . . . 9
Values-Oriented
Objectives . . . . 10
PHILOSOPHY
A Christian philosophy of history affirms that God has always existed. His creation of this world marked the beginning of human history in time and space. Furthermore, the biblical perspective strongly suggests that God is exercising a continuing role in the affairs of earth’s men and women, and in the universe. The study of history therefore includes a search for explanations concerning the origins, purpose and destiny of the universe and earth’s people as determined by God.
The above paragraph makes it clear that the Christian view of history is theologically oriented. It is concerned with the entire sweep of human experience, and it places Jesus Christ in the centre of that experience. Sin is portrayed in Scripture as alienation between the Creator and His creatures and the search for selfhood outside the purposes of God. An understanding of reality from a Christian perspective must take into account the effects of sin in human history. Therefore as a record of human activity, history may be interpreted as a witness of distorted social conditions, corrupted exercise of power, and disruption in human affairs.
The
Christian view of history sees humanity as being the crown of creation, so that
human patterns of action and interaction can reveal God’s infinite glory in
numerous ways. The Holy Spirit, who
works through many avenues, can influence the actions of humanity, although men
and women man are often motivated by self-interest. Consequently, they can do a good deal to change the course of
events, either positively or negatively.
As the events of history are studied by the Christian historian, patterns of cause and effect may be traced. These outcomes are not viewed simply as God’s providence, for they work in conjunction with many other historical forces interacting in complex ways.
In its account of the past, history reveals how the value priorities of men and women influence individual people’s lives, world events and the rise and fall of nations. Making moral evaluations of these events will form part of the historians’ task as they examine the past, and these judgements will be made with reference to the authority of the Scriptures.
RATIONALE
Adventists teach history so that as active Christians, students of history will develop a broad world view which incorporates awareness of cosmic forces shaping life. Earth’s history shows patterns of the interaction between God, Satan, and earth’s people.
Historical study leads us to examine the choices men and women have made, the motivations behind these choices, and their outworking. As students understand these choices in the light of their world view, they should decide to participate actively and positively in shaping history.
Choices show how values are important in forming cultures and national identity. It is therefore important that students study history as a vehicle for seeing how the positive aspects of good citizenship reveal these value priorities.
History
has a unique and crucial role to play in a balanced education. Good reasons for studying history as part of
good education can be found for example in the NSW State Syllabus for Years
7—10. Some of these reasons are as
follows:
IDEAS THAT LIE BEHIND HISTORY
Consider
these ideas. Make sure they come
through in your teaching. Use them to
help you ask questions about the meaning of history.
1. We can only understand ourselves and our society by understanding our history.
2. History involves a sense of time, and treats people and events in the context of their time.
3. History is a continuous process. While this process shows change, the rate of change is not necessarily constant.
4. History shows us how that we must make careful decisions in life, knowing that we have to stick with them and defend them. We are responsible for our decisions.
5. We must follow a methodical process of inquiry to find out the truth about the past and the present.
6. God exists and acts in time and space.
7. History confirms that Jesus is a real person in earth’s story. It also reveals the nature of man's relationship with Jesus.
8. History shows the effects of the struggle
between good and evil, and therefore the effects of both goodness and sin in
the world. Man takes part in the
struggle, influencing history both positively and negatively.
9. God's providence is not necessarily event-specific, but is still confirmed in history. There is a divine purpose in the sweep of time.
10. Historical events usually have multiple causes and effects.
11. History goes beyond politics, economics, social structure and culture. It shows how moral and religious actions and judgments are also important.
12. False ideas about man and his origins have had a big influence on history.
OBJECTIVES
The
objectives listed here focus on the values and beliefs about history that would
interest a Christian historian. They
are not meant to replace objectives and outcomes of state syllabi.
KNOWLEDGE
As a result of studying history students should develop:
1. A Christian perspective of time, its specific periods and the individual’s position in time.
2. Understanding of the unique social, cultural, religious, political and psychological elements of selected periods and how individuals influence and were influenced by these elements.
3. Understanding
of the influences of God and Satan on the patterns of change and continuity
throughout time, as revealed by divine inspiration.
4. Acceptance and support of the concept of a Christian world view of history.
5. The value of seeing the importance of knowledge and developing this knowledge defend a personal viewpoint.
6. An appreciation of a different cultures.
7. A sense of the rights and responsibilities of citizenship
8. A willingness to be involved in their contemporary world.
ATTITUDES
1. An appreciation of the uniqueness and value of individual people in past events.
2. A sympathetic understanding and sensitivity to the life circumstances, value positions and consequent actions of others, in both the past and the present.
3. An appreciation of the worth and diversity of various cultures and lifestyles.
4. An empathy with those who struggle for justice, seek respect for the individual, and those who triumph in service for others.
5. An appreciation of the complexity of change and the need for personal adaptability to change.
6. Interest and participation in community activities such as heritage groups, museums, theatre, exhibitions, and restoration projects.
7. A willingness to preserve our heritage.
8. A readiness to investigate the past critically, sensitively and objectively and to make balanced value judgments from all available data.
9. A willingness to submit one's reflections and judgments to ongoing evaluation by others.
10. A desire to minister to the needs of others.
11. A lifelong enthusiasm for the study of history.
SECTION 2
THE PLANNING
PROCESS
INDEX
Steps in Planning a Unit . . . . . 12
The Planning Example . . . . . 13
STEPS IN PLANNING A UNIT
1 Consult the syllabus, including the yearly planner for the school, if there is one.
· Ask questions such as: What do I cover? What important values and issues could be included? What is the detail? Where does this fit?
· List ideas (areas of study) of
what you want to teach. Put these in order.
2 Gather information about the topic. Consult resources including senior teachers and text books for ideas. Sort through the information by referring to the syllabus or school subject planner. If you are new to the subject it may help to read and underline a good text, and summarise the underlining before moving though the text in class. It can also help to photocopy good supplementary material from a source such as The Twentieth Century.
3 List the most important outcomes (ideas, skills, values, knowledge etc).
4 Devise interesting teaching activities to assist learning.
5 Look for resources to support the activities. These may include videos, text books, magazines, CD and internet references, government support materials, AV kits, ideas and materials of other teachers. Book any equipment needed. Sometimes it may be helpful to visit another teacher in a nearby school to get ideas or resources.
6 Fill in a planning grid, breaking the information into lessons.
7 Create teaching notes for your own use, or refine the teaching notes you have been making. Previous teaching notes may include assignments, tests, photocopied material, worksheets etc.
8 Devise
assessment tasks in consultation with the department head (in bigger schools),
syllabus and any external exams.
9 Go back and evaluate during and after the teaching.
9. Throughout the whole process, remember the importance of teaching values and the valuing process.
Remember that the process is not a rigid step by step sequence. There can be fluid movement between any of the steps, and the task can be done in a number of different sequences.
THE PLANNING EXAMPLE —
EUROPEAN
CONTACT AND COLONISATION
1. Consult the syllabus to see where European contact and colonisation fits in.
· Ask where the topic fits in
the sequence of the syllabus, and at what year level or stage.
· It is included in the
mandatory syllabus for NSW. The broader
topic is Australia and its people to the middle of the Nineteenth Century.
· Ask what is covered
broadly. Examples: Initial European contact, British
colonisation, early Aboriginal and non Aboriginal. Ask what important values and issues could be included. Examples are racial tolerance, justice,
stewardship related to land use, freedom (for convicts, for democracy etc), and
nationalism. The topic can include
issues such as racism, land ownership, the ethics of sending convicts, and the
nature of the relationship between Aboriginal and non Aboriginal people, abuse
of human rights, the shaping of our identity through this period, the legacy of
this initial contact today.
· It is a good idea to compile
teaching notes as you go, along with a resource folder.
2. To collect information, go to suitable texts and other resources which could include the examples below in Point 5.
3. Define the outcomes. Examples are: plan historical research, list the reasons why the British settled in Australia, discuss the pros and cons of transportation, empathise with the Aboriginal perspective of land ownership, value the increasing democratisation of the government during colonial times, recognise some of the factors influencing peoples’ actions in the past, communicate a logical argument in oral and written forms.
4. Start to think of some possible teaching strategies.
Examples:
· Use OHP’s to outline the
reasons for settlement
· Examine sources such as
documents and stories from a CD ROM and fill in charts
· Write a biographical study on
a governor
· Draw up a timeline of the
major settlement events
· Role play events such as the
Rum Rebellion, the Castle Hill Rebellion, the first arrival, the Convicts going
to select themselves a wife
· Guest speaker such as a parent
to talk about an Aboriginal issue
· Review videos with answer
sheets or discussion
· Mapping exercise of the
explorations
· Visit a site such as Trial Bay
Gaol or Elizabeth Farm or Old Government House at Parramatta, Hyde Park
Barracks in the city, cottages in the rocks
· Museum visits — Museum of
Justice, Sydney Museum
5. Look for resources. They may include: videos such as Frontier, the ABC video on 150 Years of War in Australia, Women of the Sun, the texts Understanding Australian History, Images in Australian History, AV kit Invasion and Resistance, the play Myall Creek Massacre, available role plays, document studies such as those on the squatters, sets of OHP’s on reasons for Australian settlement, CDROM on The First Fleet, NSW History Association Journal articles, site study such as Trial Bay Gaol, discussion of source documents such as The Invader which an Aboriginal account of how the 1770 and 1788 fleets came.
6. Fill in the planning grid. This may take various forms such as the one on the following page.
7. Refine the teaching notes you have compiled so far on European contact. Remember to match teaching notes with student notes and activities. Order and structure notes, leave space to write changes etc.
8. Devise assessment tasks.
Examples:
· Written test on treatment of
Aborigines.
· Assignments on the Rum
Rebellion, or the squatters.
· Video response sheet on
Peach’s Gold or Golden Pennies
· Debate the issue of whether
the colony was an invasion or a settlement.
9. Evaluate your teaching of European
contact. This evaluation may come from
sources such as student feedback, marks from assessment tasks, personal
reflection, and reassessment of student attitudes in the longer-term.
SECTION 3
Sample Topic
plans
INDEX
European Settlement . . . . . . 16
China — Contact and Defeat . . . . 17
Gallipoli . . . . . . . . 18