Using The Benchmarks of Historical Thinking to Teach the Interwar Years For SS 11

1. Using The Benchmarks of Historical Thinking to Teach the Interwar Years For SS 11 Presented by Mr. Lindsay Gibson and Mr. Graeme Stacey

2. Workshop Plan Introductions, Handouts and Purpose for the Seminar: (10 minutes) Introduction to the Benchmarks of Historical Thinking and the Benchmarks Project (10 minutes) Introduction to Our Unit and Timeline of the Project (20 minutes) Examine one Lesson in Depth (35-40 minutes)

3. Workshop Purposes Increase knowledge and awareness of the Benchmarks of Historical Thinking and the Benchmarks Project Provide a feasible model for having teachers in a district work together to create quality lessons, units and courses that use the Benchmarks Provide teachers with a quality resource that embeds the Benchmarks of Historical Thinking in a Social Studies 11 unit that is designed for teachers by teachers

4. Part II: Introduction to the Benchmarks of Historical Thinking What should students know after 12 years of studying history in school? What should they be able to do with their knowledge?

5. The History of Historical Thinking Developing �historical thinking� abilities has been a longtime goal for history educators across Canada In 1934 Canadian commentator S.B. Watson offered six "axioms" of historical thinking which he thought should be central to the teaching of history

6. Watson�s Six Axioms (1) "today is history"-the present is the product of its past (2) "everything has a history" and so can be studied historically (3) "history never stops," so that change and continuity are in constant tension (4) we never know all the facts" -- evidence is always incomplete and interpretation is called for (5) "the whole is greater than the part," so that events must be studied in context (6) "everything has a cause," so that the relationship of causes and effects is central to history Watson, S.B. 1934. "A Layman's View on the Teaching of History." The Canadian Historical Review 15: 155-70.

7. Historical Thinking Challenges �Historical thinking� appears as an objective in many curriculum documents across Canada, but these documents are not precise about what it is, what concepts it includes, and how it can be developed in the classroom. As a consequence, teachers are rarely given any guidance in how to teach and develop their students� �historical thinking� abilities.

8. The Benchmarks Project Benchmarks identifies six key concepts that develop historical thinking. The project provides teaching tasks which promote historical thinking through the development of these concepts, and publishes tools to assess students� ability to demonstrate historical thinking.

9. How Can The Benchmarks Project Improve Historical Thinking? It aims to provide social studies departments, local boards, provincial ministries of education, and public history agencies with models of more meaningful history assessment for their students and audiences. Developed a website http://www.histori.ca/benchmarks/ that includes classroom tasks created by teachers of all grades across Canada that promote historical thinking and the assessment of historical thinking.

10. Support For the Benchmarks Project Benchmarks of Historical Thinking is a joint project of the Centre for the Study of Historical Consciousness, the Historica Foundation, and is supported by the Canadian Council on Learning.

11. The Six Benchmarks of Historical Thinking Significance What is important historically speaking? Who or what should be remembered, researched, taught and learned? Evidence How do we know what happened in the past? Which version of the events should we believe? What is a reliable source of information?

12. The Six Benchmarks of Historical Thinking cont.... Continuity & Change Confronts two historical stereotypes: either nothing changes over time or events from the past are nothing like today. Students must understand the tension between what has changed or stayed the same between past and contemporary times. Cause and Consequence Focuses on helping students see the structural and individual factors that caused an event to happen and the consequences of an event.

13. The Six Benchmarks of Historical Thinking cont.... Historical Perspective Attempts to understand the social, cultural, intellectual, and emotional contexts that shaped people�s lives and contexts. Deals with students� simplistic viewing of the past (presentism and egocentrism). Moral Judgment Involves making ethical conclusions about historical actions and people or assigning moral culpability to historical figures or to contemporary individuals and groups for past actions. Students must learn to consider the complexities and dangers associated with making historical judgments about historical events and people.

14. Part III: Introduction to Our Unit This unit focuses on the Interwar Period of Canadian History (1919-1939) and includes nine 80+ minute lessons. The lessons focus on four significant PLO�s from the BC SS 11 Curriculum Describe Canada�s evolution as a politically autonomous nation Assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights Explain economic cycles with reference to the Great Depression and the labour movement in Canada Describe the role of women in terms of social, political, and economic change in Canada

15. Unit Introduction cont... Each lesson embeds one of the Historical Benchmarks in each lesson and includes detailed instructions, resources and assessment strategies for each activity. Each of the lessons in this unit are designed to provide students with the knowledge and abilities needed to successfully complete the culminating activity of the unit. �Which of the two time periods in Canadian history � the First World War or the Interwar period � was more significant in bringing about social, political, and economic change

16. Unit Introduction cont... Tying all of the lessons in the unit together with the culminating activity does not mean that this unit cannot be used by teachers who do not have the instructional time to complete the entire unit. Each of the nine lessons in the unit can be used as an individual lesson that focuses on one of the six Benchmarks of Historical Thinking and an important event from the BC Curriculum.

17. The School District #23 Benchmarks of Historical Thinking Project Lesson One: The Winnipeg General Strike: Historical Benchmark: Moral Judgment Were the actions of the federal government during the Winnipeg General Strike justified? Lesson Two: Comparing Consumerism in the 1920�s and Today Historical Benchmark: Continuity and Change

18. The School District #23 Benchmarks of Historical Thinking Project Lesson Three: Women�s Rights During the Interwar Period Historical Benchmark: Historical Significance What was the most historically significant event that led to improved women�s rights during the Interwar period? Lesson Four: Canadian Autonomy in the Interwar Period Historical Benchmark: Continuity and Change To what extent did Canada become an autonomous nation during the Interwar period?

19. The School District #23 Benchmarks of Historical Thinking Project Lesson Five: Causes of the Great Depression in Canada Historical Benchmark: Cause and Consequence What Were the Underlying and Immediate Causes of the Great Depression in Canada? Lesson Six: Consequences of the Great Depression in Canada Historical Benchmark: Cause and Consequence What were the direct and indirect consequences of the Great Depression in Canada?

20. The School District #23 Benchmarks of Historical Thinking Project Lesson Seven: Responses to the Great Depression Historical Benchmark: Moral Judgment Which Prime Minister had the Best Response to the Great Depression and was the Response Adequate? Lesson Eight: Who Was to Blame for the Regina Riot? Historical Benchmark: Historical Evidence Who was to blame for starting the Regina Riot of July 1, 1935?

21. The School District #23 Benchmarks of Historical Thinking Project Lesson Nine: Culminating Activity for the Interwar Unit Historical Benchmark: Historical Significance Which of the two time periods in Canadian history � the First World War or the Interwar Period � was more significant in bringing about social, political, and economic change?

22. Putting Our Project Together From the idea stage to implementation this project took one year to complete. It is still a work in progress. October 2007: Idea formation, presentation to SD #23 Administration October to February: Planning how the project could be implemented February Pro-D: Introduction of Benchmarks to SD #23 Teachers February-April: Organizing curriculum team and deciding on grade the unit would focus on

23. Putting Our Project Together May-June: Choosing historical unit to focus on, # of lessons, lesson topics and appropriate Benchmark, division of labour, formulation of unit and lesson questions, began lesson writing and collection of resources July-August: Writing the lessons, collecting resources, peer critiques, re-writing units, final presentation and collection of unit September-October: Editing, implementation in classes and the beginning the collection of assignments

24. Details of the Benchmarks Project There were six teachers that ended up being involved representing four of the five public secondary schools in Kelowna. We did not want release time, instead we wrote a contract for the unit that was approved by SD#23

25. Benefits of the Benchmarks Project Our Benchmarks Project focused on assessment of historical thinking. Improved assessment is an important initiative in our district Contracts were less expensive for the district than teacher release days Developed quality �model� lessons for current and new teachers Fostered collegiality amongst teachers in the district

26. Benefits of the Benchmarks Project Incredible professional development benefits from working with other committed SS teachers Better understanding of the Benchmarks and how to teach historical thinking = improved instruction Getting paid to make units and lesson plans is always a bonus

27. Where Now? Implement the lessons and continue to revise the lessons Collect samples of student work to see if the unit improves historical thinking Begin work on more Benchmark units?