Nature and Scope of History · SHS1 History

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Investigate some common misconceptions associated with the study of History.

By the end of the lesson, learners can:

Identify at least five common misconceptions that students and the general public hold about the study of History.
Explain the origins or reasons behind at least three of these misconceptions.
Evaluate a misconception by distinguishing factual claims from opinions using evidence from historical sources.
Design a poster or chart that addresses and corrects at least three misconceptions about History.
Interpret data collected from a class survey on misconceptions and present findings clearly to peers.

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Curriculum details

Strand: Historical Inquiry and Writing (Strand 1)
Sub-strand: Nature and Scope of History (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate understanding of the origins, meanings, and nature of history as a discipline. 1.1.1.LO.1 Use appropriate historical sources from the environment to communicate effectively the origins, nature and scope of history while demystifying common misconceptions associated with the study of history. 1.1.1.LO.2 Use relevant sources from the environment to communicate meaningfully the role of history in society.
Indicator: 1.1.1.LI.3 - Investigate some common misconceptions associated with the study of History.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 29

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What are some common misconceptions associated with the study of history? How do they address these misconceptions? What are some of the prospects of studying History?
Project-Based Learning:
- Learners conduct an interview on common misconceptions students or the general public have about the study of history. OR
- Create an online survey [ Google Forms, Survey Monkey, etc.] to collect views from students or the general public on misconceptions associated with the study of History.
- In small groups, learners create a graph or a chart on some common misconceptions gathered from interviews or surveys conducted and interpret the data.
Technology-Enhanced Learning: Learners watch a documentary on misconceptions of studying History and discuss in small groups how to address such misconceptions. OR invite a resource person to speak to the misconceptions.
Collaborative Learning:
- In small groups, learners prepare a poster addressing misconceptions associated with the study of history to educate students and the general public.
- In pairs, learners compose a poem on the prospects of studying history.
Teaching and Learning Resources:
- Personal/other diaries
- old photographs
- Archival documents/materials
- Newspaper cuttings/Old Newspapers
- Magazines
- Museum pieces
- Archaeological finds (material culture)
- A chronological chart showing significant historical events.
- Internet access
- A chronological timeline
- Archival documents
- Art Forms
- Cultural Materials
- Epic poems
- Myths
- Old Letters
- Memoirs/ biographies
- Presidential speeches
- Parliamentary debates/ Hansard
- Computers/ laptops, LCD projector/screen, video/ audio player
- Questionnaires
- Audio/tape recorder
- Documentary on misconceptions associated with the study of history.
- Autobiographical/ biographical narratives of/by students.
- A chart showing the REC criteria for determining historical significance.
- Resource persons
Assessment (1.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.