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Tackling historiography through local p1


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Tackling historiography through local p1

  1. 1. Tackling historiography through local history Sian Morgan Hall, Historic Houses Trust NSW Dr John McLellan, Nowra Anglican College Philip Roberts, University of Canberra.
  2. 2. Thinking Historically <ul><li>Memory-History </li></ul><ul><li>Disciplinary-History </li></ul><ul><li>Procedural Concepts: </li></ul><ul><ul><li>Historical Significance </li></ul></ul><ul><ul><li>Continuity & change </li></ul></ul><ul><ul><li>Progress & decline </li></ul></ul><ul><ul><li>Evidence </li></ul></ul><ul><ul><li>Historical empathy </li></ul></ul>Substantive Knowledge Procedural Knowledge
  3. 3. Lévesque, 2008
  4. 4. Benchmarks of Historical Thinking <ul><li>Six historical thinking concepts of: </li></ul><ul><ul><li>Historical significance </li></ul></ul><ul><ul><li>Evidence </li></ul></ul><ul><ul><li>Continuity & change </li></ul></ul><ul><ul><li>Cause & consequence </li></ul></ul><ul><ul><li>Taking an historical perspective </li></ul></ul><ul><ul><li>The moral/ethical dimension </li></ul></ul><ul><li>Seixas, 2006 </li></ul><ul><li>Centre for the Study of Historical Consciousness </li></ul>
  5. 5. Historical Literacy Taylor, T. and C. Young (2004)
  6. 6. Challenge the ‘generic’ wisdom Authentic Pedagogy (Newman et al USA) Productive Pedagogy (Lingard et al Qld) Quality Teaching (Gore et al NSW)
  7. 8. Positioning the source Content-Meaning Context Reinforces dominance Empowers local Context Content-Meaning
  8. 9. Aim <ul><li>To evaluate the ideas and processes used by historians to produce history and to apply what they have learned to enquire into areas of historical interest with increasing independence </li></ul>
  9. 10. Objectives - Learn about <ul><li>Significant historiographical ideas and processes </li></ul><ul><li>Design, undertake and communicate historical inquiry </li></ul>
  10. 11. Objectives - appreciate <ul><li>The way history has been recorded over time </li></ul><ul><li>The value of history for critical interpretation of the contemporary world </li></ul><ul><li>The contribution of historical studies towards lifelong learning </li></ul>
  11. 12. Part 1: What is History <ul><li>60% time </li></ul><ul><li>Case study & source book </li></ul><ul><li>Who are the historians? </li></ul><ul><li>What are the aims and purposes of history? </li></ul><ul><li>How has history been constructed and recorded over time? </li></ul><ul><li>Why have approaches to history changed over time? </li></ul>
  12. 13. Part II: History Project <ul><li>40% </li></ul><ul><li>Due strictly by END OF TERM 2 </li></ul><ul><li>Developing a proposal for a historical investigation – Due by end of 2006! </li></ul>
  13. 14. What is History? <ul><li>Key Questions: </li></ul><ul><li>What are the historical debates? </li></ul><ul><li>Who are the historians? </li></ul><ul><li>What are the aims and purposes of history? </li></ul><ul><li>How has history been constructed and recorded over time? </li></ul><ul><li>Why have the approaches to history changed over time? </li></ul>The Readings Students will use a source book of historical readings to gain a background understanding of historiographical issues in order to place the issues examined in their case study within a broader context. Case Studies Each case study has a principal focus and five associated areas of historical debate. The case study enables students to examine historiographical issues within a specific context.
  14. 15. Option 22: The Arrival of the British in Australia Principal focus: students investigate changing interpretations of the arrival of the British in Australia (to 1848). Students examine the approaches to history and interpretations (including recent historiography) that have resulted in historical debate in the areas of: – terra nullius and land – invasion or settlement – colonial administrators (eg Phillip, Gipps) – expansion and exploration – the response of indigenous Australians to the arrival of the British.
  15. 16. Part II: History Project <ul><li>Locating, selecting, analysing, synthesising, and evaluating information from a range of sources </li></ul><ul><li>Presenting research findings through a well-structured historical text </li></ul><ul><li>Appropriate referencing </li></ul><ul><li>Preparing a bibliography </li></ul><ul><li>Reviewing key sources </li></ul><ul><li>Reflecting on process and product </li></ul>
  16. 17. History Project Assessment Criteria Component Criteria Weighting Synopsis Coherent and appropriate description of: • the development of the precise research question • the way the essay addresses the precise question • why content used in the essay was included The Product Essay In response to the precise research question(s): • presents a sustained and coherent argument • supports argument through detailed coherent analysis and evaluation of significant historiographical questions • uses a recognised system of referencing 30 The Bibliography • Use of a range of relevant sources • Consistently formatted alphabetical list • Appropriate correlation of sources in bibliography to sources used in the essay • Sound selection, analysis and evaluation of three sources The Process Proposal • Appropriate enquiry question(s) • Sound analysis of relevant issues • Coherent explanation of preliminary research and anticipated resources The Process Log • Detailed description of procedures and of the sequential development of the project • Detailed analytical and coherent review of cumulative self, peer and teacher evaluation of the project 10