Historical Knowledge and Understanding:
Explores key concepts for developing
historical understanding.
PEECCCS:
Perspectives,
Evidence,
Empathy,
Contestability,
Cause and
Effect,
Continuity and
Change,
Significance
Historical Skills:
Promotes skills used in
the process of historical
inquiry
Anotações:
Promotes skills used in the process of historical inquiry
PEACH: Perspectives
and interpretations,
Explanation and
Communication,
Analysis and use of
sources, Chronology,
Terms & Concepts,
Historical
questions & Research
Curriculum is shaped by inquiry
Inquiry questions & concepts are applicable to ALL year levels
Curriculum organised by: 'Extended Horizon'
Family, Community, Australia, Australia's place in the world etc.
Chronologically sequenced
BUT contested, does not capture full
scope of children's interest. Has been
ordered in a chronological sequence -
however young children still fascinated by
Ancient Egypt/Dinosaurs.
What about History?
Three Conceptions of History
Grand Narrative History:
History as 'investigation',
A linear and
chronological
examination of history
'New' History: Students
encouraged to posit their
own interpretation of
history & develop
conclusions/perspectives.
It is a dialogue between
past and present
Critical Approaches to
History: Seeks to explore
the way in which
perspectives of the past
are reconstructed in view
of the present. Views
history through a 'critical'
lens
History is contestable
No widely agreed definition:
"History is nor a fixed body of
knowledge"
Promoting Narrative History
helps preserve an
untarnished national identity.
Government involvement can
tend to endorse the
education of grand narrative
history
"History Crisis" in
Australia - Historical
Knowledge Deficit
Critical Enquiry
Model of Inquiry Teaching
1) Establishing what we want to find out
2) Finding out
3) Deciding what to
do with what we've
found (see social
investigation
strategy)
Theorists
Socrates: " The unexamined life is not worth living"
Jurgen Habermas
Critical Thinking
Emancipatory Practice
"What and How?"
"Why?"
"In Whose Interests?"
Various ways of knowing
Technical Knowledge
Practical Knowledge
Critical Knowledge
John Hattie
Visible teaching and learning
Inquiry Learning
Inquiry Sequence
1) Framing and Focussing Questions
2) Locating, organising and
analysing evidence
3) Evaluating, Synthesising
and reporting conclusions
4) Possible taking of action
5) Reconsidering
consequences and
outcomes
Limitations: Can sacrifice breadth of
coverage but allows for deeper learning. Additionally, it is difficult to
implement with students who lack
motivation or knowledge base
Planning History Units
Pedagogy
Teachers to be historical role models: Innovative, Creative & Flexible
Teachers to match teacher
and student priorities
Know the Learner
Be aware of the ways in which
knowledge construction is
influenced, shaped and conveyed
by the teacher
Pedagogical Content Knowledge
Subject Matter Knowledge
Pedagogical Knowledge
Knowledge of Context
Teaching Engagement
Student Centered: More
inquiry based, Students to
use teacher as resource
person. Constructivism,
library research, role plays,
independent study & group
work
Teacher Centered:
Directed discussion,
lectures, skill practice
and directed
reading/assignments
Why Plan?
Develops confidence in teachers
Provides direction for both teacher and students
Provides a framework to
evaluate the success of
teaching and learning
Aims to promote Historical Literacy:
History as inquiry, History as
interpretation and narrative,
historical concepts and ideas,
historical reasoning, a sense of
historicity, history as debate, history
as critical thinking (Taylor & Young,
2003)