Humanities

The aim of this part of the site is to provide DCF suggestions and resources for the humanities area of learning and experience. You are free to adapt any resources in this section to suit the needs of your learners.

Researching and producing a Wikipedia page

WikiPedia Example Andy Murray.pdf

Example to show pupils what types of things to find and construct

WikiPedia (1).pdf

Template to edit

Searching.pdf

Teaching points

BIG Data

Use BIG data to be able to analyse situations such as weather changes over time, population and religion graphs to open pupils up to question results.

Big data, imagine the results of rainfall per day/month over an extended amount of time, then filtered and shown in a meaningful way.

Scratch

Your students can use Scratch to code their own interactive stories, animations, and games. In the process, they learn to think creatively,and reason systematically.

There are many different educator guides available, but why not start here.

Who can we trust?

Through Humanities there could be a link to sourcing out and sifting through the deluge of Fake News. With examples of how:

ICIJ - International Consortium of Investigative Journalists
Snopes - non regulated fact checking site
BBC tips
BBC School report - Maesteg - Why is fake news so hard to identify
KQED News - with lesson plan

Humanities DCF Ideas

Geography

Consider how digital technology changes the way we interact with the physical world
Examine how expanding technology production is straining rare earth elements supplied
Explore the impact that digital technology production has on the environment. How are old devices disposed of? Are components recyclable?
Explore a flowchart which examines the effect of global warming with inputs such as the amount of carbon dioxide produced, deforestation, etc., and modify the inputs and variable values.
Construct frequency tables for sets of data, grouped where appropriate, and perform simple analysis on data sets.
Develop a model of population statistics over time. What is the impact of increases/decreases in population density? How can public services be managed or maintained with large increases?
Design and create an animation model to represent a geographical process such as global warming, earthquakes or volcanic activity in a region.
Use spreadsheet or database software to sort, filter and search a geographical dataset. E.g. Deforestation in the Amazon Rainforest or Urban density in Cardiff.
Create a plan for and use various multimedia software and collaborative tools to create a promotional campaign to encourage tourism to a declining sea side town. Consider the initial causes of the decline and highlight solutions to this in your promotional materials.

History

Consider the authenticity of online sources, modern day propaganda and how politicians, historians, world leaders are utilizing digital media (social media) to create history today.
Examine the relationship between historical propaganda campaigns and modern uses of ‘Fake News’ and social media target advertisements. (Cambridge Analytica, The Big Hack)
Examine how the widespread use of digital technology, databases and data sources is changing how historians currently work and how they will work in the future.
Create and organise a database with a variety of fields to record results. Search using two or more criteria for a specific purpose. Add and remove data fields to improve quality. Use the results from searches and represent the information appropriately, e.g. carry out relevant searches using =, >, <, >=, <=, <> and represent searched information in relation to task.
Sorting, filtering and searching a database to follow the story of a historical figure or analyse historical events. E.g. analyse migrant groups that arrived at Ellis Island
Identify historical events and processes and discuss what changes could have been made to any of the events and predict an alternative outcome, e.g. First World War.
Create a mock social media profile for a historical figure. Consider what sort of content they would be creating and what this says about their digital identity, is this different to their actual identity?
Accurate referencing of sources and using referencing tools to aid in this. E.g. Insert Citation in MS word or use or citethisforme.com

Religious Education

Examine how digital technology/social media is used in the different religions. Is it used to empower and evangelise or to troll and ridicule the faithful?
Demonstrate appropriate online behaviour and apply a range of strategies to protect self and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, block users; identify the risks and legal consequences of sending intimate images and content/sexting; recognise language that could be deemed to be offensive (including racist, sexist, homophobic, transphobic) in online activities.
Reflect on the role of digital media in their lives and their media habits, e.g. explore how the media can play a powerful role in shaping our ideas about stereotypes
Identify stereotypes and their impact in a range of media forms, e.g. critically reflect upon stereotypes in mass media, social media and gaming.
Share various religious viewpoint from online discussions. Discuss how some use social media and the internet to evangelise and others spread hate. Create a charter for appropriate online behaviour – link to Catholic Pupil Profile virtues.
First Give project, plan & producing. Can be completed using collaborative elements e.g. sharing google slides.
Create flowcharts to show sequence of possible events in making moral choices, to investigate alternative history 'what if', e.g. decisions made during the First World War, etc.
Link scripture or Catholic teachings to Digital Citizenship elements. E.g. Beatitudes and posting on social media.
How has digital technology changed the way Catholics spread the word of God? Have the people of the world come closer together or drifted further apart?

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