Secondary Heritage Studies Subject Overview
SECONDARY SUBJECT OVERVIEWHeritage Studies
VisionTo equip students to engage their cultureas discerning citizens and to apply abiblical worldview to history, government,geography, and economics.Goals for Students To improve social studies skills includingreading, researching, analyzing primarysources, mapping, and creating timelines To develop an understanding of theinterrelationship of various social studiesdisciplines To guide students in evaluating historicalevents, government and economicstructures, and world cultures bydeveloping biblical approaches to justice,power, freedom, individualism, equality,and other core values To equip students to create biblicalsolutions to real-world economic,environmental, political, and socialproblemsContentsProgram Approach3The Materials6The Features8Teacher Edition8Student Edition10Student Activities12Teacher Tools Online14
Program ApproachThe BJU Press secondary heritage studies program helps students todevelop a historical, cultural, political, economic, and geographic context for how they live. Students will come to view their culture, theirhistory, and their world from a biblical perspective. Biblically informedcitizens and leaders are well equipped to engage with their cultureand propose ethical solutions to real-world problems. To that end, weoffer resources for teachers to take their classes beyond their immediate context to actively engage their culture. The study of our world andhow we have come to be here should require students to engage withthe material and consider how they might respond in a similar situation. Teachers can use discussions, activities, and visuals to immersetheir students in the material and help them to think about the past,not as a series of things that happened, but as the choices people havemade that God has used to shape our history, our government, oureconomy, and our culture. As students better understand how the pasthas impacted our world today, they will have a better perspective asthey make decisions for the future.Improving Social Studies SkillsAs students advance to secondary heritage studies, they are ready toapply their social studies skills to a more detailed and complex exploration of history, civics, government, and economics. Each textbookuses guiding questions and regular section reviews to remind studentsto read for information by directing their attention to key details. Theywill need to use visual analysis skills as they interact with maps, graphs,timelines, pictures, and more. Teachers may choose from a varietyof optional activities in the teacher editions that require students toapply their skills by researching a topic or interacting with primary andsecondary sources to learn more about it. Additionally, textboxes andselections in the student activities also encourage students to interact3
with primary and secondary sources. These activities focus on analysis,and students will need to read carefully as they look for evidence ofopinion, bias, and other cues that will help them evaluate assumptionswithin historical documents. Students will have opportunities to practice using and reading maps. They will also learn to analyze and createtimelines, using chronology to understand cause-effect relationshipsand to represent information in a broader context. As they build on thefoundations of their social studies skills, we want to encourage them togo beyond being just history, economics, or geography students. Wewant them to learn to be student historians, student economists, andstudent geographers.Understanding the Interrelationship of DisciplinesThe social studies fields are not individual, unrelated islands. To trulyunderstand the events of history, the cultural shape of our world, thestructure of governments, and the economic system we live under, wemust also study the people that made decisions. We must learn abouttheir culture, the religious beliefs that guided them, the economy theydepended on, and the geography that constrained them. In theBJU Press secondary heritage studies program, teachers haveopportunities to highlight the interrelationship of social studies disciplines and to encourage their students to explore theimplications of different fields. Students will study economicdata when it gives insight into a culture’s development, andthey’ll study religious history when it helps them understand the shape of a government. We strive to eliminate theboundaries between disciplines when it’s natural, logical,and appropriate to do so. As students develop a deeperunderstanding of each field, they will be able to recognizecause-effect relationships and note how solutions toproblems may not be as effective over time.Evaluating Themes in Events,Structures, and CulturesThe events of history, the structures that formsociety, and the cultures of our world should allreveal God’s providence in shaping our world as itis today. How we understand God’s intentions forour world guides our response to the situationswe will face. To help students recognize God’shand at work, each course focuses on a seriesof worldview themes, including justice, aesthetics, power, and the four American corevalues—freedom, individualism, equality, andgrowth. Each theme helps students to develop new perspectives on concepts manytake for granted. As they explore a biblical4
worldview approach to these themes, they will be able to evaluate theintentions behind many of the political movements of the past as wellas current and even future movements.In particular, the four American core values help promote ethicalcitizenship in America. These values have left an enduring mark onAmerican history, but without a biblical understanding of each one,students can easily believe what society says, rather than what Godsays. Freedom becomes a belief that people can do whatever theywant. Individualism becomes a selfish pursuit of success and personalidentity without concern for others. Equality encourages people toabandon authority. And growth leads to unjust wars, slavery, and otherkinds of expansion at the expense of others. By helping students torecognize God’s intentions for each value, we can place the foundations of our nation in a clearer context and help students to respondethically to issues that may compromise these values. As citizens, theycan make decisions that support their freedom to love God and loveothers and that support their ability to bear individual responsibility,to act as image bearers of God, and to develop and grow in such a waythat pleases God.Equipping Students to Create Biblical SolutionsThe ultimate goal of any heritage studies course should be to helpstudents make informed decisions in the future based on their knowledge of the past and their understanding of the present. As WinstonChurchill said, “Those who fail to learn from history are condemnedto repeat it.” Students will need to learn how to apply biblical principles to decision making. Equipped with a thorough understanding ofcause-effect relationships, knowledge of the past, and the ability toevaluate assumptions and draw reasonable inferences, students willbe ready to apply what they have learned from worldview shapingthemes to current events, and they will be able to prepare biblical solutions to real-world problems. Options for holding mock trials or mockdebates will give students opportunities to practice developing andapplying solutions to real-world problems in a useful and memorableway.Many of the real-world problems that students will focus on will relateto world religions, missions, and the relationship between churchand government. As Christian citizens, students will need to considerhow freedom of religion should extend to other world religions. Howshould they respond when other religions begin to influence new lawsthat affect them? What are reasonable boundaries that governmentscan draw that protect the rights of churches? Our materials will encourage students to consider these and other issues from a biblicalworldview.5
The MaterialsBelow are the standard heritage studies materials provided for each secondary grade. Somegrades may include additional pieces. For a comprehensive list, contact your Precept salesrepresentative at preceptmarketing.com/locator.DBCA6
A. Student Edition (eTextbooks available, see page 14)Each student edition uses a combination of well-researched content, photos, illustrations, graphs, maps, and timelines to explore United States and world history,cultures, government, and economics. Guiding questions help students focus on keylearning objectives as they work through the material. Textboxes give students opportunities to dive deeper and interact with additional source material. Section andchapter reviews help them practice recall and apply critical-thinking skills to accomplish learning objectives. Critical-thinking questions in section and chapter reviewshelp them to form biblical positions on issues and become ethical citizens.B. Teacher EditionEach teacher edition provides additional teaching resources for expansion as wellas optional activities, discussion guides, and research projects. Each teacher editionincludes detailed answers to section and chapter reviews with guides for assessingstudents’ answers to subjective questions. Additional resources for larger projectsare available in the appendices.C. ActivitiesEach student activities manual provides opportunities for review of key skills andinformation as well as interaction with primary and secondary sources. Additionalprojects invite students to interact with major documents and practice mapping skills.An answer key is available as a separate book.D. AssessmentsEach assessments packet includes one test per chapter and offers summative assessments for key concepts. Tests can be adjusted in accordance with teaching emphasis anddirection, and questions offer opportunities to apply higher-order thinking skills. Typesof test questions include true-false, fill-in-the-blank, matching, short answer, and essay.An answer key is available for separate purchase. Additional assessment options areavailable through ExamView.u See pages 14–15 for technology solutions.7
The FeaturesStructured Lesson Plan SequenceWORLD HISTORY, 5TH EDITIONLESSON PLAN ctivitiesContent Objectives and Biblical WorldviewChapter 1: Foundations of World History122–88–102–81The Study of World HistoryOutline reasons for studying world historySummarize the process used by historians to analyze various sourcesAnalyze various sources based on authorship, purpose, and intended audienceExplain how making moral judgments and discerning divine providence shape the Christianhistorian’s craftSuggestions forbiblical worldview8–10Evolutionary Prehistory?Summarize evolutionary prehistoryEvaluate evolutionary prehistory from a biblical worldviewThe Beginnings of World HistoryIdentify the features and themes of civilizationsRelate the Creation Mandate to culture and the development of civilizationAnalyze how the Fall affects the development of civilizationsCreate a flow chart of history from the Fall to the coming of Christ that visualizes how Genesis3:15 is the thesis statement for human pter 2: Early Civilizations1–2The Fertile CrescentList the major cultural achievements of the civilizations of the Fertile CrescentCategorize the achievements of these civilizations by the key features of civilizationsEvaluate the themes of justice, power, citizenship, and the environment in thesecivilizationsAssess the importance of the Hebrew civilization for the development of world history620–2920–29730–3430–34EgyptExplain how Egypt’s geography shaped the development of its civilizationTrace the history of Egypt through the Old, Middle, and New KingdomsAnalyze the culture of Egypt by the features of a civilizationEvaluate the Egyptian view of the afterlife and maat834–3934–39Near Eastern EmpiresTrace the rise and fall of the Assyrian, Chaldean, and Persian EmpiresEvaluate justice and power in each of these empiresExplain how God used these empires to advance His own purposesAsian CivilizationsExplain the effect of geography on early development in India and ChinaOutline the early history of Indian and Chinese civilizationsAssess the impact of Hinduism and Buddhism on Indian cultureEvaluate views of justice, power, and citizenship in two major Chinese ethical ter 3: The Greek Civilization1250–5350–5311354–5754–57Greek City-StatesContrast city-states and nation-statesCompare and contrast the government and culture of Sparta and AthensEvaluate the four basic types of Greek governmentPropose a system of government based on the strengths and weaknesses of the four types ofGreek government1457–6057–60The Fateful CenturyExplain the importance of the battles of Thermopylae and Salamis BayIdentify the importance of Pericles for the development of democracy in AthensAssess the impact of the Peloponnesian War on the course of Greek civilizationxii World History Teacher Edition8The Early Greek WorldIdentify the notable features of the Minoan and Mycenaean civilizationsEvaluate the historical and cultural value of Homer’s writingsAssess the influence of Greek mythology on Greek cultureDaily lesson planoverview provided
CONGRESSaddressBIG IDEAS1. How is the legislative branchof government organized?2. What are the legislativeprocesses of Congress?Teacher EditionSection I ObjectivesThe Constitution’s framers deliberately made Congress the first branch ofgovernment, addressing it in Article I. History reveals why they mentioned therepresentative assemblies first. The American War for Independence occurredlargely because many colonists viewed King George III as a tyrant; consequently,the founders proposed a legislative body to counterbalance executive power andgive the people a substantial voice in the national government.Representative governments date back to the Greeks and Romans. InCongressthe late Middle Ages, the English Parliament developed as wealthy nobleand themen insisted on advising monarchs. When Britain established its coloPresidentnial empire, American colonists enjoyed a measure of self-governmentthrough their colonial assemblies, as illustrated by the House of BurOne of AndrewJohnson’s maingesses in Virginia. During the War for Independence, the Continentalpolitical opponents wasCongress, a representative assembly, guided the American government.Radical Republican ThaddeusNot surprisingly, when the colonists finally gained their independence,Stevens, a congressman fromthe national government under the Articles of Confederation featuredPennsylvania. He told thea dominant assembly. And in 1789, when the new central governmentpresident, “This is . . . a Governbegan, Congress was still expected to control America’s affairs.ment of the people, and . . .Congressional power peaked in the late nineteenth century. TheCongress is the people.”Reconstruction Congress overrode Andrew Johnson’s postwar plansand determined its own procedure for returning the defeated Southernstates to the Union. In the era of big business that followed the end of Reconstruction in 1876, Congress cooperated with business and industry leaders. Thisresulted in a period of unprecedented growth and prosperity. The presidents ofthat era (from Ulysses S. Grant to William McKinley) are remembered less thanpresidents from other periods largely because Congress was so dominant.The twentieth century, however, was a different story. For several reasons,the White House became more dominant in American political life. TheodoreRoosevelt expanded the role of the presidency in the national government. He didso through his outgoing personality, the news media, the influ
Evaluate the Egyptian view of the afterlife and maat 8 34–39 34–39 Near Eastern Empires Trace the rise and fall of the Assyrian, Chaldean, and Persian Empires Evaluate justice and power in each of these empires Explain how God used these empires to advan
Heritage Local Planning Policy Framework, particularly Clause 22.05 – Heritage Policy Clause 43.01 – Heritage Overlay and Schedule to the Heritage Overlay Reference Documents – Heritage Studies 4. Methodology The scope and format of the Bayside Heritage Action Plan 2017 was informed by Heritage
STATE OF HERITAGE REVIEW Local Heritage 2020 STATE OF HERITAGE REVIEW Local Heritage 2020 Accessibility If you would like to receive this publication in an alternative format, please telephone the Heritage Council of Victoria on 9651 5060, or email heritage.council@delwp.vic.gov.au. This document is also available on the internet at
1. The World Heritage Convention and its Operational Guidelines consistently refer to World Heritage Sites as ‘Properties’ (i.e., the area of land inscribed on the World Heritage List is a “property”). The term World Heritage property is therefore used throughout this report in preference to the term World Heritage site.
comprehensive and sustainable heritage tourism development. Therefore, as empirical studies about heritage potentials and heritage management challenges have hardly been studied at all in Debra Tabor, this study was held to identify the major heritage potential and heritage management challenges that are faced and requiring attention. Methodology
Heritage food is included in the category of cultural heritage. Malaysia is a multiracial country and that has contributed production of various types of cuisine heritage. There are 51 kinds of food heritage that has been declared as 2015 National Heritage such as Air Nira, Ice Kepal, Bubur Anak Lembah, Inang-inang, Lompak Tikam and so on.
Secondary Two Express Science . 2012 . 1 Clementi Woods Secondary School SA1 2 First Toa Payoh Secondary School SA1 3 Fuhua Secondary School SA1 4 Gan Eng Seng School SA1 5 Pasir Ris Crest Secondary School SA1 6 Queenstown Secondary School SA1 7 Queensway Secondary School S
World Heritage Convention and the Operational Guidelines in full. Introduction and Reader’s Guide This Resource Manual is one of a planned series of World Heritage Resource Manuals to be prepared by the UNESCO World Heritage Centre and the Advisory Bodies to the World Heritage Committee: IUCN, ICOMOS and ICCROM.
Planning Scheme Overlays: Heritage Overlay at Clause 43.01, includes 537 places and three precincts of local heritage significance identified on the schedule to the Heritage Overlay. Victorian Heritage Register includes twenty-one places of State significance identified on the schedule to the Heritage Overlay.
