Historical Thinking

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject explores approaches to teaching historical thinking. The Australian Curriculum aims to enhance the capacity of school students to engage in historical thought. This subject examines research-driven models of historical thinking from around the globe. Students develop a critical understanding of these approaches and the ability to apply them. These models provide a lens through which the subject examines disciplinary content from the Australian Curriculum: The Ancient World and The Ancient to the Modern World. This includes overview material and coverage of chosen depth studies (social, political, economic and cultural developments). There is a special focus on the use of sources and contestability in history.

On completion of this subject students should:

• Demonstrate knowledge and understanding of theory and practice in history education;
• Demonstrate knowledge and understanding of two historical periods included in the Australian Curriculum (including social, political, economic and cultural developments);
• Engage in historical thinking through analysis of primary and secondary sources;
• Critically analyse leading models of historical thinking and their implications for learning and teaching;
• Demonstrate sufficient depth of knowledge and understanding to design, use and evaluate resources for teaching history.

There are two assessment tasks:

• Essay (Historical Argument), 2500 words, due mid-semester (50%)
• Project (Teaching Historical Thinking), 2500 words, due end-of-semester (50%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

A reading pack will be available.

This subject is not available as a breadth subject.

On completion of this subject students should:

• Be skilled professionals who can effectively articulate and justify their teaching practices;
• Understand the significance of developing their practice on the basis of research evidence;
• Demonstrate highly developed analytic and problem-solving skills;
• Demonstrate a capacity for independent critical thought, inquiry and self-directed learning;
• Have the capacity to participate fully in collaborative learning and to confront unfamiliar problems;
• Demonstrate openness to new ideas, intellectual curiosity and creativity.