'To Think That These Things Did Actually Happen…': Structuring a History Curriculum for Powerful Revelations

Autor/in	Bailey-Watson, Will
Titel	'To Think That These Things Did Actually Happen…': Structuring a History Curriculum for Powerful Revelations
Quelle	In: Teaching History, (2019) 174, S.53-61 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	History Instruction; Genealogy; Foreign Countries; Secondary School Students; Early Adolescents; Sequential Approach; Cognitive Development; Student Motivation; Inquiry; Units of Study; Curriculum Design; United Kingdom (England) + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Ahnenforschung; Genealogie; Ausland; Sekundarschüler; Schrittfolge; Kognitive Entwicklung; Schulische Motivation; Lerneinheit; Lehrplangestaltung
Abstract	When planning a Key Stage 3 curriculum with his department, Will Bailey-Watson began to question some of the common sense orthodoxies regarding chronological sequencing and curriculum design. Drawing on pre-existing debates about curricular structuring in the history education community both in England and internationally, Bailey-Watson identified cognitive, motivational, and disciplinary justifications for placing a family history unit early in Year 7. In so doing, Bailey-Watson found that students' disciplinary thinking may have been enhanced in subsequent historical study while not forsaking chronological coherence. (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