Linking History in AUSVels

1. Linking History in AUSVels John Poole St. Columbus College

2. Overviews and Linking Studies in the AusVELS Curriculum John Poole

3. So… why ‘overviews’? • Provide an overall understanding of a time period • Develop students understanding of history as a whole • Allow them to see the connections that can be made between events – particularly those that happened in the past and what is happening today.

4. Case in point….. Crimea

5. Greek…. Roman….. Byzantine….. (until they lost it to the Goths in the 8th century) Mongol Hordes…… (1346 at Kaffa) Russian…… (First by the White, then by the Red and finally the Soviets) Before that…….. 1991 it became part of the Autonomous Republic of Ukraine

6. Overviews Historical Knowledge and Understanding includes an overview of the historical period to be covered in each level from Level 7 to 10. The overview is not intended to be taught in depth; it will constitute approximately 10% of the total teaching time for the level. The overview content identifies important features of the historical period at the relevant level and provides an expansive chronology that helps students understand broad patterns of historical change.

7. What are we looking at? ‘…content identifies important features of the historical period at the relevant level and provides an expansive chronology that helps students understand broad patterns of historical change.’

8. Overview vs. Depth Study Relationship between overviews and depth studies As part of a teaching and learning program, the depth-study content at each level from Level 7 to 10 may be integrated with the overview content. The overview provides the broader context for the teaching of depth-study content. This means that the overview content can provide students with: • An introduction to the historical period • It can make the links to and between the depth studies • It can consolidate understanding through a review of the period.

9. Two ideas in looking at Overviews: Substantive and Procedural Concepts Substantive Concepts are themes or ideas that appear and reoccur in the study of history. Ideas such as governance and revolution, democracy, rule of law, justice, monarchy…. Procedural Concepts are ‘…more pervasive’ and provide a framework for historical enquiry. These show how the idea of historical knowledge changes over time. Ideas like ‘….evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability.’

10. So, what are you looking at in an Overview? Both.

11. The magic ‘%10’ of teaching time! Overviews in the AusVELS curriculum are: ‘.. not intended to be taught in depth…’ and each overview ‘…will constitute approximately 10% of the total teaching time for the level….’

12. So, how much time is this? Approx. 2hrs a week Approx. 10 weeks a term = 2 hrs. a term OR 4 hrs. a semester And this isn’t even taking into account the time you lose from excursion, incursions, sports days, assemblies etc.

13. The OverviewsYear 7 Overview Strand The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period, approximately 60 000 BC (BCE) - c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following: • the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. • the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) • key features of ancient societies (farming, trade, social classes, religion, rule of law)

14. Year 8 Overview Strand The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period, c.650 AD (CE) - 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following: • the transformation of the Roman world and the spread of Christianity and Islam • key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) • the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment).

15. Year 9 Overview Strand The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the making of the modern world includes the following: • the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia • the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) • the extent of European imperial expansion and different responses, including in the Asian region • the emergence and nature of significant economic, social and political ideas in the period, including nationalism

16. Year 10 Overview Strand The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the Modern World and Australia includes the following: • the inter-war levels between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression • continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping • the major movements for rights and freedom in the world and the achievement of independence by former colonies • the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War • developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

17. Problems….. • Time • Content • Knowledge (your own in some cases)

18. Ways to tackle Overviews

19. Picking what to know.. The overviews have explicit information in them about what you need to cover….. BUT….. They also give you a little bit of freedom to move around to what you feel students need to know. So, here are some concepts to think about:

20. Concepts to ponder in an Overview • Rule of Law & Justice • Government • Development of Science & Reason • Nationalism • Contact and Conflict • Revolutions • Humanism • Religions • Imperialism • Colonialism

21. A tiny, wee little thing…. Important methodological implications Overview must ‘not be teachers’ intellectual work’ BUT ABOUT… Facilitating learning for students

22. One way: Discrete Overviews (or ‘lets do a mini-unit of something because it’s super important’) One approach to looking at an Overview is to do so discretely. What does this mean? • Can be done by examining a particular section of chronology combined with several concepts that need to be covered. • Done in one ‘chunk’ of time at the teachers discretion.

23. Why and Why Not?

24. Example: The Mediterranean World

25. Rationale

26. How it was structured • Picking timelines was relatively easy – I simply focused on two of the depth studies that were present in the domain but not covered as a depth study. • In terms of procedural concepts, we examined the idea of continuity and change, cause and effect and significance. • In terms of substantive concepts we continued to focus on the evolution of two ideas • Ways of Governing (Social Classes) • Rule of Law

27. How? • Mapping overview of empires • Examining an idea - democracy • Looking at an empire – the Roman Empire

28. Take Two: Inside a Depth study (or at least around the edges) • A second way to approach overviews is to do so within the Depth Study itself. What does this mean? • While you are examining a particular Depth Study you can include material that provides a greater historical picture of the time period. • You are aiming to provide some context to what you are looking at during that time.

29. Why and Why not?

30. Example: Chinese on the Goldfields

31. Transitions • One of the hardest parts in starting a new Depth Study is in its transition. • There is a need to provide an effective basis of understanding for students who have never encountered some of the material before as well as those who have some knowledge or understanding of events. • Open ways to do this…….

32. Film as a ‘transition’ technique

33. Dealing with Chronology - big chunks of time, little time to do it in… One of the key measures in overviews has to be Chronology…. ‘…without a grasp of time, there can be no real understanding of change, development, continuity, progression and regression’ (Lomas T.) AUSVels says an overview need to: ‘….provides an expansive chronology that helps students understand broad patterns of historical change.’ So, how do take huge pieces of information and put it together?

34. Wordles • Useful as a pre-reading activity or as a transition activity into a class. • Have students guess what they think the article or subject might be about, where it is located etc.

35. Race the Board or Whiteboard Relay • A useful tool for getting students to develop lists of things. • Steps: • Place students in teams of four or five. • Give them a topic which can generate a list of some sort….. • Events in the middle ages • Conquest of the Americas • Industrial Revolution • In your team, quietly write own a list of options for your topic. Once you have reached the number on the board, come up and tick it off. • The first team to reach the highest number wins.

37. Bingo https://www.bingocardcreator.com/

38. Tearable Timeline A tearable timeline is exactly what is sounds like… you will need the following. • A4 paper • Pens Step 1. Have students write down as many things as can about a topic. Step 2. Tear these into strips. Step 3. Mix them up with the people around you. Step 4. Around them according to categories such as date/people/PES

39. Documentary Essay

40. Final notes on podcasts, songs and media: All good! Anything and everything that can help with covering large chunk of time and ideas in a short period of time is good. A few good resources I’ve used recently:

41. Interactive Timelines http://www.dipity.com/http://www.myhistro.com/

42. Inspirational Stuff…..

43. Songs….

44. ‘Crash Course in History’ by Johnathan Green

45. Final Notes…And Thankyou  Contact: poole_01@hotmail.com