3.3 Jackdaw or holder project

Social sciences

History

Grade 9

The nuclear age and the cold war

Module 12

The jackdaw or holder project

Activity 1:

To research an aspect of the cold war on the basis of an historical examination, historical knowledge and understanding, and historical interpretation

[lo 1.1, 1.2, 1.3, 1.4, 1.5 2.1, 3.1, 3.2, 3.3]

JACKDAW or HOLDER PROJECT (Research Task)

Several teachers prefer learners to do an independent research task.

The task employs both research and creative skills.

All the work is the learner’s own creation. The learner will design his or her own diary, letters, envelopes, etc.

Any subsections of other topics can be included.

Completion time is usually 2 - 3 months.

PROPOSED TOPICS

The Berlin Wall, 1961

The Cuban Missile Crisis

The Arms Race

The Space Race

The International Space Station

The Hungarian Uprising, 1956

The Polish Uprising by Solidarity, 1980

The Russian Invasion of Czechoslovakia, 1968

Vietnam

The Korean War

Spies of the Cold War

The Berlin Airlift

Reagan and Gorbachev

NATO

The Marshall Plan

Conflict in the Middle East

The role of Stalin in the Cold War

The Assassination of Kennedy, 1963

Hiroshima and Nagasaki, 1945

Instructions to learners

WHAT IS A JACKDAW OR HOLDER TASK?

A holder or box or file of any type that contains the following sections of work:

INFORMATION SHEETS

Each holder should contain approximately FOUR information sheets (A4) in which the evidence or sources in the Jackdaw are placed in perspective and explained. An explanation is provided of why these sources are used and how they are linked to the subject.

MAPS

Must be relevant hand drawn, neat and framed.

CARTOONS

Must be your own creation (at least one). An original cartoon may be used, but it should be clearly placed in context.

DOCUMENTS

May be authentic documents, primary or secondary, or fictitious documents. However, the last must be based on facts. Documents include, amongst others: letters, official documents, newspaper articles or cuttings, magazine articles, posters, diaries, military orders and small articles, e.g. letter openers, compasses, etc.

POEM

Must be your own creation and linked to the subject.

PHOTOGRAPHS AND DIAGRAMS

Real or fictitious. Illustrations should preferably be done by yourself. Must be linked to the subject. All illustrations must have a heading and be framed.

TIME LINE

Explain other important events concerning your subject.

A SET OF QUESTIONS ON THE SUBJECT

Set questions on your subject that count 20 marks and provide a memorandum.

BIBLIOGRAPHY

All sources must be indicated:

• Books Danzinger, C: Lord Charles Somerset , Oxford Press, 1980
• Magazines Time Magazine , Vol 5, June 1999
• Newspapers The Argus , 10 May 2003
• Web sites (External Link) (Cold War Hot Links)

Assessment

Learning outcomes (LOs)

LO 1

Historical investigation

The learner is able to use research skills to investigate both the present and the past.

Assessment standards (ASs)

We know this when the learner:

1.1 investigates a topic by asking key questions and identifies a variety of relevant sources to explore this topic [finding sources];

1.2 asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and gaps) [working with to sources];

1.3 analyses the information in sources [working with sources];

1.4 presents an independent line of argument in answering questions posed, and justifies (using evidence) the conclusions reached [answering the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources; uses information technology where available and appropriate [communicating the answer].

LO 2

Knowledge and Understanding of History

The learner is able to demonstrate knowledge and understanding of history.

We know this when the learner:

2.1 places events, people and changes in the periods of history studied within chronological

framework [chronology and time];

2.2 identifies categories of cause and effect (e.g. immediate and long-term, direct and indirect) [cause and effect];

2.3 explains and analyses the reasons for and results of events in history [cause and effect];

2.4 recognises that change and development does not always mean progress [change and continuity].

LO 3

Interpretation of History

The learner is able to interpret aspects of history.

We know this when the learner:

3.1 understands the contested nature of content, and that historians construct histories when writing about events from the past [source interpretation];

3.2 constructs an interpretation based on sources, giving reasons for own interpretation [source interpretation];

3.3 analyses issues which influence the way history has been written [influences on interpretation];

3.4 explains the ways in which symbols are used to remember events and people from the past, and how oral histories can contribute to our understanding of the symbols [representation of the past].