Historical inquiry and pedagogy specific to history includes working with students and the big questions, connecting with & confidently using primary & secondary sources, comparing and contrasting perspectives and generating and sharing ideas and conclusions.
What are the teaching practices that will assist students to develop historical understanding?
- Focusing on big concepts and ideas underpinning the discipline of history and historians’ work
- Assisting learners to develop historical ‘habits of mind’ or reasoning by asking questions, fostering debate, using evidence to support a position and communicating that effectively
- Assisting learners to form some understanding of the circumstances, thoughts, feelings and actions of people in the past, a sense of history or feel for the way people thought, felt and acted in the past
- Presenting history to the learner as an ongoing and contentious debate about the past, rather than agreed-upon product
- Challenging learners to move beyond their own theories about the past, reconcile their own and others’ histories, and think critically about the world around them.
The inquiry questions at each year level of the AC:history form the big questions that make connections for students between the historical knowledge and the understandings about history and the past.
Relating the big questions to the key concepts of the AC; history at Year 9 to develop historical understandings:
- What were the changing features of the movements of people from 1750 to 1918?(significance, evidence)
- How did new ideas and technological developments contribute to change in this period? (evidence, perspectives, contestability)
- What was the origin, development, significance and long-term impact of imperialism in this period? (evidence, empathy, cause & effect)
- What was the significance of World War I? (significance, continuity & change)
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