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Topics in the Australian history mysteries – the big inquiry questions

History Inquiry – Learning Strategies Inquiry learning and Australian history mysteries www.australianhistorymysteries.info 2011 HTAV Conference David Arnold National Museum of Australia David.Arnold@nma.gov.au. Topics in the Australian history mysteries – the big inquiry questions.

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Topics in the Australian history mysteries – the big inquiry questions

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  1. History Inquiry – Learning StrategiesInquiry learning and Australian history mysterieswww.australianhistorymysteries.info2011 HTAV ConferenceDavid ArnoldNational Museum of AustraliaDavid.Arnold@nma.gov.au

  2. Topics in the Australian history mysteries – the big inquiry questions • Who ‘discovered’ Australia? • What was the life of a female convict really like? • Can you stop the Eureka Rebellion? • What happened in a frontier conflict near Broome in 1864? • Was Ned Kelly a hero or a villain? • What happened to Smithy? • Why did the government lie about the bombing of Darwin? • What are the mysteries of Maralinga? • How have Indigenous people’s citizenship rights changed over time? • What happened to Juanita Nielsen? • How will your family and community be affected by the Great War? (Did the Great War unite or divide Australian communities?) • What happened at Coniston in 1928? • How bad was the Great Depression? • Why were former enemies able to work together successfully on the Snowy Mountains scheme? • Can you be a Vietnam War ‘myth buster’?

  3. Introducing a six step model of inquiry learning for history Step 1: Engage & ‘tune in’ Step 2: Form a hypothesis or hypotheses Step 3: Structure an inquiry (and establish the key inquiry question) Step 4: Critically examine evidence Step 5: Reach a conclusion Step 6: Reflect and apply

  4. Students... Engage & ‘Tune in’ Reach a point where they are interested and engaged, and want to find out what has happened in this case. They see the concepts involved in the study in such a way that they can identify - the study has meaning for them. Hypothesise Draw on existing knowledge and ideas, and state what they expect to find, or what they anticipate the outcome might be. Their hypotheses then become the things that they test by evidence. Structure an Inquiry Are able to follow a logical and coherent inquiry structure. They determine what they need to know to answer the questions they are exploring (including the key or main inquiry question) Critically examine evidence Go through the process of gathering, sorting, comprehending, classifying, interpreting, testing, accepting, rejecting, qualifying, contextualising and synthesising this evidence.

  5. Reach a conclusion Are now ready to reach an informed conclusion that they can defend and justify. The conclusion is theirs, and they will be aware of the degree of certainty with which they can hold that conclusion. They are able to complete a summative task that demonstrates their knowledge and understanding, and that reflects the processes they have gone through. Reflect and apply Are able, finally, to go beyond the particular case study, and think in terms of the broader concepts involved. They can apply their new knowledge and understandings to other periods, places and peoples.

  6. Step 1: Engage and ‘tune in’ • What is this activity asking students to do? • What concept(s) is it attempting to raise? • Does it help students to engage and ‘tune in’ in your view? Is it effective? • Which of the Australian history mysteries case studies does it belong to?

  7. Step 1: Engage and ‘tune in’ • What is this activity asking students to do? • What concept(s) is it attempting to raise? • Does it help students to engage and ‘tune in’ in your view? Is it effective? • Which of the Australian history mysteries case studies does it belong to?

  8. Step 1: Engage and ‘tune in’ • What is this activity asking students to do? • What concept(s) is it attempting to raise? • Does it help students to engage and ‘tune in’ in your view? Is it effective?

  9. Step 2: Forming a hypothesis or hypotheses • What are students asked to do in this activity? • Do you think it is effective? Why? • Which of the Australian history mysteries case studies does it belong to?

  10. Step 2: Forming a hypothesis or hypotheses • What are students asked to do in this activity? • Do you think it is effective? Why?

  11. Step 2: Forming a hypothesis or hypotheses • What are students asked to do in this activity? • Do you think it is effective? Why?

  12. Step 3: Structure an inquiry • What order would you put these six activities in in order to create a strong inquiry learning structure? • Why is this the best order in your view? (What does it achieve?) • What do you think the main inquiry learning question might be? • Explore a short biography of Ned Kelly • Examine evidence and put Ned Kelly on trial • Video visit: visit the key places associated with Ned Kelly • Examine four representations of Ned Kelly • Create a Ned Kelly villain or hero exhibition • What is a hero? What is a villain?

  13. Step 3: Structure an inquiry • What order would you put these six activities in in order to create a strong inquiry learning structure? • Why is this the best order in your view? (What does it achieve?) • What do you think the main inquiry learning question might be?

  14. Step 3: Structure an inquiry

  15. Step 4: Critically examine evidence • What kind of evidence might this be? (Where might it be found?) • Is it useful evidence for students to consider? Why? • Which of the Australian history mysteries case studies does it belong to?

  16. The explorer’s memorial, Fremantle, WA

  17. Step 4: Critically examine evidence • What kind of evidence might this be? • Is it useful evidence for students to consider? Why? • How useful are the questions posed under the painting? • Who is the main person featured in the painting and which of the Australian history mysteries case studies does this evidence belong to?

  18. Step 4: Critically examine evidence How could you use this famous photograph from the Vietnam War to help students critically analyse evidence?

  19. What are students being asked to consider now in relation to this photograph? • What does this activity illustrate about the nature of evidence in history?

  20. Step 5: Reach a conclusion • How is this task helping students to reach a conclusion? • Does it allow for more than one possible conclusion? • Do you think it is effective? Why?

  21. Step 5: Reach a conclusion • How is this task helping students to reach a conclusion? • Does it allow for more than one possible conclusion? • Do you think it is effective? Why?

  22. Step 5: Reach a conclusion • How is this task helping students to reach a conclusion? • Does it allow for more than one possible conclusion? • Do you think it is effective? Why?

  23. Step 6: Reflect and apply • How does a consideration of these two memorials related to the Coniston Massacre help students to reflect and apply? • Do you think this is an effective activity? Why?

  24. Step 6: Reflect and apply • How might museum objects and displays help students to reflect and apply? • Do you think this is effective? Why? museum displays

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