Re:Weaving History

Sometimes, inspiration comes unexpectedly and results in some "happy accidents" in the classroom. Except that I know it's no accident. By deliberately using historical thinking (in this case significance) and inquiry scaffolds, by trusting students to engage with the process, and by being adaptable and open to the learning, March Madness lead my students to some pretty great connections between history, democracy and the nature of leadership in our world today. I had been dissatisfied with my Egypt unit in my grade 11 World History (The World to 1500) course. I had tried to having the students come up with projects using open inquiry, and I was profoundly dissatisfied with their model pyramids and posters that looked like they had recycled them from grade 4. I wanted to do something more age-appropriate, more in-depth and that would use historical thinking concepts to teach them something they didn't already know about Egypt. We needed to go beyond mummies, pyram...

This is the second post in a series on the Interview as Exam. The first outlines why we did it: the causes and consequences for me and my students of doing this kind of assessment. This post explains the first iteration of the interview we used in our history department. The third post explains how and why we simplified the interview, and supported the learning all the way through the course. Part 4 is about assessing the interview. We as a teacher team created  a set of 20 documents , mostly primary sources, that we gave to students near the end of the course (CHC2D - Canadian History 1914-present). We made sure that they were documents that students had either seen before, or they had enough contextual knowledge to decode and explain them. We agreed that we could swap out some of the documents, depending on our own teaching that semester. We asked students to prepare to discuss all six historical thinking concepts for two documents of their choice, using the  historical ...