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HTAV

HTAV. Developing a Historical Inquiry for Unit 2 gmartin@stmichaels.vic.edu.au. Developing a Historical Inquiry for Senior History. Historical inquires that engage VCE students in historical thinking can be challenging with the restraints of the study design.

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HTAV

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  1. HTAV Developing a Historical Inquiry for Unit 2 gmartin@stmichaels.vic.edu.au

  2. Developing a Historical Inquiry for Senior History • Historical inquires that engage VCE students in historical thinking can be challenging with the restraints of the study design. • Firstly this presentation will examine a pedagogical model of historical reasoning that provides a framework for inquiry. • Secondly, we will examine how to develop a student- centred teacher-directed historical inquiry that engages students in sustained deep thinking.

  3. You should have: • Student Historical Inquiry Booklet • Historical Inquiry Curriculum Plan If your interested: • Draft academic paper which explains and justifies the reasoning for the design, pedagogy and assessment of this curriculum approach. (4,000 words)

  4. Curriculum Design: Things to consider

  5. Characteristics of Inquiry

  6. Models of Inquiry Dewey

  7. The skills of historical inquiry are transferable as it “provides practice in the process of teaching judgements based on evidence, it makes the process of knowledge construction clear and it may lead to deeper comprehension than transmission-orientated instructional strategies” (Barton and Levstik 2004: 202).

  8. A historical inquiry should be “teacher-directed and student-centred learning, enabling students to pose and investigate questions with increasing initiative, self-direction and expertise”(ACARA 2010).

  9. “History has its own methods and procedures” (ACARA, 2010) “Know history and practice it” NCB 2008

  10. VCE Twentieth Century History Unit 1 and Unit 2

  11. How I organise my Unit 1Nazi Germany • Outcome 1- Rise of the Nazi’s and Hitler’s Consolidation of Power • Concept Focus • Explain and analyse causation, establish and evaluate historical significance, Examine historical sources for use as evidence, • Skill Focus • Extended Responses –Historical Writing • Source Analysis • Evaluate Historiography • Outcome 2- Social Groups in Nazi Germany • Concept Focus • Identify and explaining continuity and change, • Skill Focus • Develop a historical inquiry through research • Recognise historical perspectives • Create and communicate historical arguments - Research Essay • Outcome 3- Cultural Expression- Comparative Analysis between Weimar and Nazi Germany • Concept Focus- Continuity and Change • Skill Focus: Source and Film Analysis and Evaluation

  12. Unit 2

  13. Unit 2 20th Century 1945-2000 This inquiry unit must “consider some of the major themes and principal events of post-World War II history, and the ways in which individuals and communities responded to the political, economic, social and technological developments in domestic, regional and international settings” (VCAA 2004: 41).

  14. Unit 2 Outcomes • students should be able to: • analyse and discuss how post-war societies use ideologies to legitimise their world views and portray competing systems • evaluatethe impact of challenge(s) to established social, political or economic power during the second half of the twentieth century • analyseissues faced by communities arising from political, economic and/or technological change (VCAA 2004: 42-44)

  15. Unit 2 Organisation S Options N. Ireland Troubles Or .South Africa Apartheid Or US Civil Rights Movement

  16. Stage 1:Historical Significance- The engine of historical reasoning • Must encourage students to move beyond what is important to them • Historians use evaluative criteria • Resulting in change and Revealing (Seixas, 2006) • Importance, profundity, quantity, durability and relevance (Levesque, 2008, NCB 2009, Partington, 1980) • Remarkable, remembered, resonant, resulting in change and revealing (Counsell, 2004) • Contemporary, Casual, patterns of change, symbolic, revelatory and present (Cardillo, 2006)

  17. Essential Questions • Essential questions“set students and staff free from the tedious and wasteful ritual of mindless research or off-the-top-of-the-head answers. Research becomes motivating and meaningful. Discussion becomes thoughtful and insightful” (McKenzie 2000: 15). • They are a creative activity that elaborates previous knowledge, awaken motivation and fashions the answer (Harpaz and Lefstein 2000:55). • “serve as doorways through which learners explore the key concepts, themes, theories, issues, and problems that reside within the content...actively interrogating the content through provocative questions that students deepen their understanding” (Wiggins and McTighe 2006: 106). • Students use the essential questions to help them develop focus questions based on the outcomes for their investigation in-depth. • invite higher-order thinking including analysing, synthesizing, and evaluating

  18. Proposal • Students engage in metacognition about the choice and why its significant. • Stresses the importance of planning • Allows of the teacher to help shape and plan with students. • Engages the library in supporting students through the process.

  19. Stage 3 • E5 Explain assists students in representing “their ideas, using language and images to engage them in the reading, writing , speaking, listening and viewing”(DEECD 2010)(E5) • Chronology provides the mental scaffolding for organizing historical thought” (National Centre for Teaching History in Schools 2005).  • This encourages chorological and conceptual thinking by using historical meta-concepts e.g. causes and consequence and continuity and change(Seixas 2006; Lèvesque 2008; van Boxtel and van Drie 2008) • The concept map permits students to indicate relationships between the concepts and specific historical knowledge in the timeline and historical narrative. • Also, students use language that “stimulates and supports the articulation, elaboration, and co-construction of meaning and sense”(van Boxtel, van der Linden et al. 2002) as well as supporting historical argumentation (van Boxtel and van Drie 2008). • The design and construction of the timeline and concept map supports students ability to organise, synthesise the historical knowledge; making the past coherent.

  20. broaden their investigation by exploring different perspectives by interpreting and analysing historical evidence. • requires students to identify the nature, content and context of the evidence and encourages them to critique historical interpretation and reliability. • Interpreting Historical evidence engages students in thinking about the historical construct.

  21. Stage 5 • Using an essay is an “ exercise of creating an argument forces students to face the necessity of pulling the sources apart and the putting them together in a coherent and personally meaningful way”(Lèvesque 2008: 135). • Reflection: This allows students “to evaluate their progress an achievements ...on their learning processes and the impact of effort on achievement” (E5)(DEECD 2010) on their own learning, skills developed and improvements they can make for the future learning. • purpose of the student presentation is to provide the opportunity for students to relate and share their learning with the other students.

  22. On Assessment…. The curriculum design focuses on assessment of learning, assessment for learning and assessment as learning (Earl 2003)

  23. “Student centred, teacher directed”

  24. References ACARA. (2010). "The Australian Curriculum: Draft History Paper." Retrieved March, 2010, from http://www.acara.edu.au/default.asp. Barton, K. C. and L. S. Levistik (2008). Researching History Education. New York City, Routledge. Barton, K. C. and L. S. Levstik (2004). Teaching History for the Common Good. Mahwah, New Jersey, Lawrance Erlbaum Associates. Corporation for Public Broadcasting. (2002). "Additional Teaching & Learning Strategies." Enhancing Education: A Producer's Guide, from http://enhancinged.wgbh.org/research/additional.html#essential. Costa, A. and B. Kallick (2000). Habits of Mind. A Developmental Series. Alexandria, VA, Association for Supervision and Curriculum Development. Costa, A. L. and B. Kallick, Eds. (2009). Habits of Mind Across the Curriculum. Alexandria, VA, Association for Supervision and Curriculum Development. DEECD. (2010). "The e5 Instructional Model." Retrieved 20th September, 2010, from http://www.education.vic.gov.au/proflearning/e5/default.htm. Earl, L. (2003). Assessment as Learning: Using classroom assessment to maximise student learning. Thousand Oaks, CA., Corwin Press. Gardner, H. (1989). The Unschooled Mind: How Children Think and How Schools Should Teach. New York, Basic Books. Harpaz, Y. and A. Lefstein (2000). "The Science of Learning: Communities of Thinking." Educational Leadership58(3): 54-57. Lèvesque, S. (2008). Thinking Historically. Toronto, University of Toronto Press. McKenzie, J. A. (2000). Beyond Technology: Questioning, Research and the Information Literate School. Bellingham, FNO Press.

  25. Murdoch, K. (2004). "What Makes A Good Inquiry Unit?" EQ AutumnCurriculum Corporation, Melbourne. • National Centre for Teaching History in Schools. (2005). "Overview of Standards in Historical Thinking " Retrieved 13th May, 2009, from http://nchs.ucla.edu/standards/thinking5-12.html. • NCB (2009). Shape of the Australian Curriculum: History. Canberra, National Curriculum Board. • Palmer, P., D. Perkins, et al. (2010). "Visible Thinking." Retrieved 20th September, 2010, from http://www.pz.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html. • Seixas, P. (2006) "Benchmarks of Historical Thinking: A Framework For Assessment in Canada." 1-12. • Seixas, P. (2009). "A modest proposal for change in Canadian history education." The Historical Association. • Stearns, P. N. (1998, July 11th 2008). "Why Study History." Retrieved 24th April, 2009, from http://www.historians.org/pubs/free/WhyStudyHistory.htm. • van Boxtel, C., J. van der Linden, et al. (2002). "Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse." Theory into Practice41(1): 40-46. • van Boxtel, C. and J. van Drie (2008). "Historical reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past." Educational Psychology Review20: 87-110. • VCAA (2004). History: Victorian Certificate of Education Study Design. V. C. a. A. Authority. Melbourne 41-57. • VCAA. (2005). "VELS: History Domain." from http://vels.vcaa.vic.edu.au/history/structure.html. • Wiggins, G. and J. McTighe (2006). Understanding by Design. New Jersey, Pearson Education. • Wineburg, S. (2001). Historical Thiniking and Other Unnatural Act. Philadephia, Temple University Press.

  26. Questions? gmartin@stmichaels.vic.edu.au

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