Assessing Historical ThinkingFeb. 13, 2015 Risa Gluskin York Mills C.I. Gluskin.ca
Less Is More More emphasis on how we teach More exploring through an inquiry method Emphasize why things happened rather than what we teach Let go of some of the details Do more with less Avoid “mile wide, inch deep” disaster
Historical Inquiry • Interpretation • Not always looking for the content of the answer but for the skill in the answer As Jill Colyer and Jennifer Watt write in IQ: A Practical Guide to Inquiry Based Learning, a good inquiry question is “an invitation to think (not recall, summarize, or detail).”
Holocaust and UDHR Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identity, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective) C3.3 analyse the impact of the Holocaust on Canadian society and on Canadians’ attitudes towards human rights (e.g., with reference to Canada’s signing of the United Nations Universal Declaration of Human Rights)
Causation How did the Holocaust lead to (cause) the writing of the UDHR? How did this influence our view of human rights?
UDHR Activity 1. Read each article in the first column and underline key words. In the second column write examples of how the opposite was true during the Holocaust. Then make an argument.
2. Conclusion: Let’s look at the cause and consequence relationship between the Holocaust (and WWII) and the writing of the UDHR. • Write a one-paragraph reflection on how the Holocaust led to (caused) the writing of the UDHR?
Vocabulary Assist Verbs: Contributed to Caused Led to Made people think that Caused people to believe that Changed people’s beliefs about Nouns: Discrimination against Persecution Murders Killing of Treatment of Problems Solutions Rights Freedoms
My Findings Through Assessment as Learning of Written Work Strengths Weaknesses They had a hard time completing the worksheet correctly • They identified the causal relationship and were able to explain it using good examples Should I have moved on?
1920s Progress and Decline Histiograph • Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada (FOCUS ON: Historical Significance; Historical Perspective) • B1.2 identify some major developments in science and/or technology during this period, and assess their significance for different groups in Canada (e.g., the impact of: developments in transportation and communication, such as those related to cars, radios, or motion pictures, on the recreational activities of some Canadians)
Activity • In a group of 5, choose 5 events and/or developments from the 1920s • 2 must represent progress, 2 must represent decline • Find an image to match each one and write a brief, descriptive caption • Individually, write a one paragraph conclusion that sums up the nature of change in the 1920s. How roaring were the 1920s? Base your answer on your group’s choices, but answer individually. Make sure to refer to progress and decline.
Rubric What’s wrong with this?
Dragon’s DenAssessment As and For Learning • Assessment comes from the Latin word assidere, which means “to sit beside or with” (Lorna Earl, Assessment as Learning, 2003) • Self-assessment to create self-awareness • At beginning of course especially • To create a baseline and set goals • “Overemphasis on the product may devalue the essential experiences of the process of inquiry.” (Jill Colyer and Jennifer Watt, IQ, 2014)
Critical Thinking and Criteria • Importance of criteria • Goes well with significance • first guidepost is that significance resulting in change is measured by profundity, quantity and durability of change • Part of critical thinking is avoiding random thinking • Knowing why a decision is made • Having standards • Eventually students can develop their own criteria
Make It Fun • Ms. or Mr. Continuity or Change • Competitive – crown a winner • In-role
Idle No More • Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (FOCUS ON: Continuity and Change; Historical Perspective) • E2.1 describe some significant ways in which Canadians have cooperated and/or come into conflict with each other since 1982 (e.g., the Idle No More movement)
Idle No More Tasks Identify different historical perspectives in three different types of evidence: • video (views on the Indian Act from The Eighth Fire) • Worksheet on how irritating, repressive, and/or absurd aspects of it can be • primary source evidence (Indian Act terminology) • E.g., illegitimates, half-breeds, non-treaty Indian, intoxicants • secondary sources (headlines from different newspapers about Idle No More protests) • The decent fix for aboriginal rights (Maclean’s, Feb. 1, 2013) • Idle threats aren’t the answer (Toronto Sun, Jan. 16, 2013). • worthwhile movement to gain rights • inconvenient • dangerous
Then, • Students will apply what they’ve learned in an outline of a paragraph (written peer assessment) • Finally they will do a unit culminating activity (assessment of learning) in which they each have to create a poster in the style of the Historical Thinking Project posters and write an argumentative paragraph justifying their choice of image to match the historical thinking concept they chose
Clear Accurate Consistent Precise Deep, sophisticated Thorough Detailed Interpretation supported, justified Complex Logical Relevant Plausible Persuasive Analytical vs. descriptive or summary Creative Based on criteria Success CriteriaLevel 4 Descriptors