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Engaging Students in History
Transcript of Engaging Students in History
Engaging Students in Learning History
This is not your daddy's history class...
Why don't students listen!?
HISTORY IS BORING!!!
We've heard this before from friends and students.
But this is not the problem.
The is that traditional media don't interest children. and discourage imagination.
"Our first priority in teaching history is to develop strategies that and our students' ." John Fiedling
of what they
of what they
of what they
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of what they
SINCE LEARNERS REMEMBER:
"The challenge is then to make the study of history something that students can
Strategies for Increasing Student Interest
Students don't learn about hisorical context,and these activities don't involve any of the benchmarks of historical thinking.
Though useful to conclude lessons and review material, trivia games often serve only to remind students of their poor memorization skills!
Answer: This person is a totally inept and stupid student.
Question: Who is me?
Peter Seixas's 6 Historical Thinking Concepts
looks at why an event, person, or development from the past is important. What would happen if it hadn't existed?
looks at primary and secondary sources to discern details of the past.
Continuity and Change
considers what has changed in time and what has remained the same. Includes chronology and periodization as a means of organizing trends over time.
Cause and Consequence
explores the concept of "agency" - the force(s) of individuals or groups that cause things to happen the way they did. Examines why these things unfolded and asks if there is more than one reason.
looks at a person's mindset at the time of a past event. E.g. what is it like to be an indigenous population at the time of your land's "discovery" by foreign explorers?
this is about suspending moral judgment while studying history. The purpose of study is not to assign blame, but rather to critically examine past events.
Keeping these historical thinking concepts in mind (and making sure your students are doing the same) should be central to your lesson design. These concepts will make your students learners.
Traditional, Interesting, and
Films, Videos and DVD's
Ineffective if viewed passively, but useful for providing visual context.
"Challenge students to think about what they are experiencing, why a site is important, and what we can learn from it."
Fiedling Prefers a less "either/or" approach to debating.
Students are more concerned with winning their arguments than examining the issues.
Debono's PMI Approach
U-Shape forum for classroom discussion
Make sure your activities stick to the Historical Thinking Concepts!
Analyze the components of propaganda posters
Research the cultural and political notions behind these images
Design another poster (maybe not a Nazi one)
Useful as an alternative to written demonstrations of knowledge
Invention of the Wheel
Proliferation of Latin
Inception of Judaism
Collapse of Western Rome
Genghis Khan's Conquest
Invention of the Printing Press
Religious Schism in Europe
The French Revolution
Assassination of Archduke
The Comunist Revolution
Nazi and Japanese
The Bombing of Hiroshima and Nagasaki
Rank these 15 items in order of their historical significance.
Postcard from the Past
Students write a summary and inerpretation of a person's life and accomplishments
A good exercise in research (evidence evaluation).
Requires assessment of historical significance to determine noteworthy anecdotes.
Depict a Scene
open-ended role play allows students to analyze a problem or controversy
put on the shoes of another person - develop a social conscience
gives students a chance to control their own learning
students are encouraged to feel as well as think
difficult to develop historical context - students often maintain a modern mindset of values and culture
complexities and subtleties are overlooked as students resort to stereotypes
Debrief each role-play with questions
1.Who was portrayed?
2.Why was it important?
3.Was it a plausible recreation of the event?
4.What aspects do we need to learn more about?
5.Are there other interpretations of what happened?
6.What have we learned from this activity?