Working with historians. Assessment - History Skills. 9. Final Draft - History Skills. Once you have received feedback on your draft from your teacher, you only need to improve your essay for final submission.
Fix up any errors, add any extra information and take the time to improve your writing style. Great writing shows sophistication, so make sure you use academic language when you write your essays. An essay needs to be a continuous series of well-written, correctly spelled English sentences, formed into coherent paragraphs and carry a succinct argument. Here are some final points to consider: Avoid conversational or colloquial language Avoid personal pronouns: do not use "I" and "my" when you write Use language that is appropriate for scholarly work: it should be clear, succinct, and objective.
Some simple essay tips: Never use headings or sub-headings in an essay. Format of essays A neat, well set out essay is easy to read and mark. . - Use size 12 Times New Roman font - Use 1.5 line spacing. Causes and Consequences - History Skills. As you study historical events, you will discover that things do not simply ‘happen’ without reason.
Historical events are caused by things that occurred before them. Also, historical events create changes that have consequences long after the event is over. Every historical event occurred because of a series of events that happened beforehand. Things that directly lead to another event are called ‘Causes’. Some causes occurred immediately before the event began, while others existed for several years before they caused the event. Causes that occurred only a few hours, days or weeks before the event are called 'Short Term Causes' Causes that existed for years, decades or centuries before the event are called 'Long Term Causes' Additional Notes: Just because something occurred before the event does not mean it caused the event.
Why Study History? Essay Exams - History Skills. This is a full analytical essay, which is written under exam conditions.
In this kind of task, you will be required to give a response to a question or statement, using sources provided by your teacher. You will be required to demonstrate a whole gamut of skills. You will need to: quote from a wide range of sources analyse and evaluate the sources you've used correctly reference all sources quoted in your essay Whilst this seems like a lot to complete in an exam, planning will help accomplish most of this. Introduction Hypothesis Your three main points that your body paragraphs will focus on Paragraph 1 Topic Sentence Sources chosen Analysis and evaluation of sources Paragraph 2 Paragraph 3 Conclusion Restate hypothesis Restate three main points that your body paragraphs focused on The question or statement will not be provided before the test (therefore, the question is ‘unseen’). Civilization ("Harajuku Girls" by Gwen Stefani)
History Source Skills. Finding Sources - History Skills. Indirect Quotes - History Skills. An indirect quote is when you have used an idea or opinion from a source but have paraphrased (summarised) it into your own words.
This is extremely useful to highlight the main idea of a source and is usually a better method of showing information than using a direct quotation. How to paraphrase effectively: Carefully read the source and highlight important words. Use simple, modern terms if the original language is too complex but ensure that you do not change the overall meaning of the original text. Rewrite a simplified version of the sentence(s) using the altered vocabulary, but without altering the meaning. There are some general rules for using indirect quotes: Do not use double inverted commas Just before the full stop of the sentence in which you have used an indirect quote, place the in-text reference.
Perspective - History Skills. Constructive (Source) Criticism - History Skills. Let’s face it: teaching the critical use of sources is tough.
This is primarily because it seems to take a lot of work to create a lesson based around source material. First of all, you need to find the sources, which usually takes a significant time, and it can be frustrating trying to find sources from various perspectives that are intelligible to our students. Secondly, it is difficult trying to think up good questions or engaging activities that get students to provide substantial answers. Finally, it is difficult to know whether each and every student has genuinely understood what it means to ‘think critically’. So with all of this work, and little guarantee of solid results, it is no wonder that teachers tend to avoid lessons based upon source work and choose instead to focus on lessons that convey historical information.
However, it doesn’t need to be this way. Historical Moments Photographed Just After The Big Event. 1 of 35 The Assassination Of John F.
Kennedy Secret Service agent Clint Hill jumps aboard the presidential limo to act as a protective shield for President John F. Kennedy and the first lady moments after the gunshot that took the president's life on November 22, 1963 in Dallas, Texas.Justin Newman/AP via Wikimedia Commons 2 of 35 The Moon Landing Neil Armstrong sits inside the lunar module just after returning from history's first-ever human moonwalk on July 21, 1969.Edwin E.
The Student's Friend World History & Geography. How Young Is History? Historical Thinking Matters: Students. Home.