developing approaches to teaching change and continuity
DESCRIPTION
A workshop presented at the Faculty of Education, University of Cambridge, May 2009.TRANSCRIPT
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Developing approaches to teaching change and
continuityNick Dennis, Felsted School
Faculty of Education, University of Cambridge
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What does change and continuity mean?
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What does change and continuity mean?
How things are different and how things have remained, both physically and psychologically. Students should look at the extent and pace of change. I would challenge the notion that change = progress, looking at what has changed leads to the why.
Tony Fox
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What does change and continuity mean?
This is an area I don’t consciously tackle enough in my own teaching. The more I think about it though the more it seems to be one of those areas that is woven through others.
Ed Podesta
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What does change and continuity mean?
I feel it is key element of history teaching and yet it is one of the most difficult to address when in some courses it is lots of chunks of different periods or just one relatively short period.
Richard Woffenden
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Shemilt’s FrameworkPolythetic Narrative
Frameworks
Multidimensional Narratives
Coherent Historical Narratives
Chronologically Ordered Past
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Chronologically Ordered Past
• Timelines with landmark events.
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Coherent Historical Narrative
• A ‘story’ and not a ‘map’ of the past.
Teaching History 130 March 2008 The Historical Association 15
‘thematic stories’ for the simple reason that it conveys that what we are dealing with is a construct or interpretation and that this story could be told di!erently, depending on viewpoint or choice of content.6
A thematic story can be told in di!erent levels of detail and across varying numbers of lessons. However it is critical
that the whole story be tell-able in one lesson: a summary which enables pupils to see the whole story at once. Ideally, pupils will see this ‘big picture’ a number of times and use it to contextualize individual events.7 "is story can then be ‘exploded’, taught across a term in the style of an SHP Study in Development or in chronological chunks across the whole of Key Stage 3.
Figure 1: Key Stage 3 history from a pupil’s perspective
Figure 2: The thematic story of power and democracy
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Multidimensional Narrative
• Includes political, economic and social factors to the previous version.
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Polythetic Narratives
• Where multiple narratives of the past are presented and students can discuss the validity of each account in comparison with the next.
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Shemilt’s FrameworkPolythetic Narrative
Frameworks
Multidimensional Narratives
Coherent Historical Narratives
Chronologically Ordered Past
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Shemilt’s FrameworkPolythetic Narrative
Frameworks
Multidimensional Narratives
Coherent Historical Narratives
Chronologically Ordered Past
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How?
• Limitation in terms of time - 2 lessons maximum
• Limitation in terms of subject - International History!
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The Twenty Years’ Crisis
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The main feature of the crisis of the twenty years between 1919 and 1939 was the move from hope in the first ten years to
grim despair in the second.
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Prior Knowledge
Empire
First World War
Versailles
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Is Carr right?
0
5
10
1919 1939
Carr’s view of International Relations
Carr’s view
Hope Despair
Crisis!
Calm
Ok, but...
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The rule of nation-states
You want your country to be as great and powerful as possible!
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What is a crisis?
• A time of intense difficulty, trouble and danger.
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Activity
• Arrange yourself into colours and then into chronological order.
• Then place events according to crisis rating.
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Questions
• What has changed?
• What has stayed the same?
• When was there a rapid change?
• When did change happen slowly?
• Is there an event that seems to change everything else after it? Is it a ‘turning point’?
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PoliticsEconomics Role of the individual
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Activity 2
• See if you can trace these themes on the graph. Do they change your opinion about the ‘Twenty Years’ Crisis’?
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Timeline using 3D Timeline from Beedocs.com.It shows events and themes.
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Future improvements
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