Work in a group or by yourself and present a project that explains your answer to the above question.

In your project, consider the following - What were the reasons for the fall of Rome? - Are there any connections to todays time? - Whether there is a link or not, can you prove your point of view? - What types of information will you collect, and from where? - How you can meet the outcomes for the History course in your presentation? - How can you present your project? What strengths will you look for in other group members - How can you make your presentation more interesting? What angle will you approach it from? - How can other subjects be involved in your investigation? - How will you manage your time in the project? - How will your project be graded?

1 Key concepts
There are a number of key concepts that underpin the study of history. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. . . . .

1.1 Chronological understanding

a Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time. b Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies. c Building a chronological framework of periods and using this to place new knowledge in its historical context.

1.2 Cultural, ethnic and religious diversity

a Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.

1.3 Change and continuity

a Identifying and explaining change and continuity within and across periods of history.

1.4 Cause and consequence

a Analysing and explaining the reasons for, and results of, historical events, situations and changes.

1.5 Significance
a Considering the significance of events, people and developments in their historical context and in the present day.

1.6 Interpretation
a Understanding how historians and others form interpretations. b Understanding why historians and others have interpreted events, people and situations in different ways through a range of media. c Evaluating a range of interpretations of the past to assess their validity.
EXPLANATORY NOTES

Historical enquiry: This includes structured enquiries into different kinds of historical questions and issues. Pupils should begin to devise and refine their own questions to structure an investigation, developing their own hypotheses and selecting and deploying evidence to reach and justify their own conclusions. Pupils can either use their acquired knowledge and understanding to suggest hypotheses, or can suggest hypotheses at the start of the topic based on their own assumptions and values, which they then test against the evidence.

Using evidence: Knowledge of the past is based on evidence derived from sources and depends on the questions asked and the sources available rather than making prior assumptions about the validity and reliability of the historical sources used. This includes evaluating the value and reliability of evidence by studying the provenance, purposes and language of sources. Communicating about the past: Pupils develop writing, speaking and listening skills as they recall, select, classify and organise historical information, use historical terminology and language appropriately and accurately, and provide well-structured narratives, explanations and descriptions of the past. Pupils should use existing and emerging technologies where appropriate.

2 Key processes
2.1 Historical enquiry
Pupils should be able to:

These are the essential skills and processes in history that pupils need to learn to make progress.

. a identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses . b reflect critically on historical questions or issues.

2.2 Using evidence

Pupils should be able to: . a identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment . b evaluate the sources used in order to reach reasoned conclusions.

2.3 Communicating about the past

Pupils should be able to: . a present and organise accounts and explanations about the past that are coherent, structured and substantiated, using chronological conventions and historical vocabulary . b communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary.