'Its Ultimate Pattern Was Greater than Its Parts': Using a Patchwork Quilt Analogy at Key Stage 3 to Support Analytical Thinking at GCSE

Autor/in	Durbin, Ed
Titel	'Its Ultimate Pattern Was Greater than Its Parts': Using a Patchwork Quilt Analogy at Key Stage 3 to Support Analytical Thinking at GCSE
Quelle	In: Teaching History, (2018) 172, S.8-15 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	Logical Thinking; Thinking Skills; History Instruction; Teaching Methods; Exit Examinations; Secondary School Students; African Americans; African American History; Regional Characteristics; Racial Segregation; State Legislation; Racial Discrimination; Racial Relations; United States History; Grade 7; Recall (Psychology); Foreign Countries; Civil Rights; United Kingdom (England) + Suchen Sie Ihr Suchwort? Denkfähigkeit; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Final examination; Abschlussprüfung; Sekundarschüler; Afroamerikaner; Regionaler Faktor; Rassentrennung; Landesrecht; Racial bias; Rassismus; School year 07; 7. Schuljahr; Schuljahr 07; Abberufung; Ausland; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the 'hinterland' of contextual knowledge and causal analysis his students required to make sense of their GCSE course. Drawing the analogy of a patchwork quilt from historical scholarship on the problems facing African Americans in the Jim Crow South, Durbin deployed rich and diverse content to bring breadth and complexity to his Year 8 students' thinking about causation. In doing so, he created a rich hinterland of knowledge into which students will be able to situate new knowledge and analysis at GCSE. (As Provided).
Anmerkungen	Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01