3.2 The changing role of women during the first world war  (Page 2/2)

• FILL in the correct information on the following table :

• Complete :

1. A pandemic is __________________________________________________ /2/

2. Three similarities between the HIV/AIDS pandemic and the First World War

2.1 _______________________________________

2.1 _______________________________________

2.3 _______________________________________/3/

3. The difference between HIV/AIDS and WW 1 is:___________________________/2/

4.1 Continuity is _____________________________________________________ /1/

4.2 How did WW1 change the role played by woman in society? _________________ /3/

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Assessment

Learning outcomes(LOs)

LO 1

Historical Enquiry

The learner will be able to use enquiry skills to investigate the past and present

Assessment standards(ASs)

We know this when the learner:

1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources];

1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable?”, “How useful is the information?”) [works with sources];

1.3 interprets graphical and statistical sources [works with sources];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer].

LO 2

Historical Knowledge and Understanding

The learner will be able to demonstrate historical knowledge and understanding

We know this when the learner:

2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];

2.2 recognises that causes and effects of effects vary in importance [cause and effect];

2.3 explains charges in a wider historical and environmental context [change and continuity]

LO 3

Historical Interpretation

The learner will be able to interpret aspects of history.

We know this when the learner:

3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];

3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the way events in the past are interpreted [influences on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage sites) [representation of the past];

3.7 explains how and why people’s memories of the past might differ [representation of the past].

Memorandum

Activity 1:

SOURCE A: AIDS

1. An epidemic / disaster (1) on a worldwide scale. (1) =2

2.1 Loss of life.

2.2 Worldwide onslaught.

2.3 Financial cost. =3

3. The one is a disease, the other a fight. (2)

4.1 Continuous / maintained. (1)

4.2 Women continue to fulfil all their modern roles. =3