Introduction Provocation Continuity and Change in the curriculum context Continuity and Change in Victorian Curriculum History Continuity and Change in the continuum of learning Towards the classroom ID: 1042728
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1. Continuity and ChangeLevels 7 to 10
2. IntroductionProvocationContinuity and Change in the curriculum contextContinuity and Change in Victorian Curriculum HistoryContinuity and Change in the continuum of learningTowards the classroomExamples of practiceConclusion
3. The only sensible deduction to be made is that neither change nor continuity can survive without the other; they are both integral parts of history. Preoccupation with one or the other produces distortion and ignores the immanence of both.Timothy Donovan, Historical Thought in America
4. Continuity and Change in Victorian Curriculum History
5. Victorian Curriculum History
6. Learning in History‘Developing students’ ability to make sense of the past includes developing the ability to identify when the change occurred and when things continued unchanged. To identify continuity and change students should understand the significance of events, ideas, people and groups. The use of narratives and timelines as a starting point helps support students’ understanding of the sequence of events. Students should be able to identify turning points that caused change and use language to describe the speed, rate and the extent of change that was brought. Exploring questions allows students to understand that continuity and change involve multifaceted factors.’Victorian History Curriculum, Learning in History: Identifying Continuity and Change
7. Achievement StandardLevels 7 and 8 Achievement StandardBy the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups.Levels 9 and 10 Achievement StandardBy the end of Level 10, students refer to significant events, the actions of individuals and groups, and beliefs and values to identify and evaluate the patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their significance.
8. Historical Concepts and Skills:Continuity and ChangeLevels 7 and 8Identify and explain patterns of continuity and change in society to the way of life (VCHHC102)Levels 9 and 10Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126)
9. ConnectionsContinuity and Change connects with:historical content knowledgeinstructional terms.Levels 7 and 8Identify and explain patterns of continuity and change in society to the way of life (VCHHC102)
10. Connections: your turnLevels 9 and 10Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126)Identify:historical content knowledgeinstructional terms.
11. Continuum of learning
12. Historical KnowledgeAustralia at war (1914 – 1945): World War ICauses of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort (VCHHK139)Significant places where Australians fought and explore their perspectives and experiences in these places (VCHHK140)Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society (VCHHK142)Significance of World War I to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA and Asia (VCHHK143)Identify continuity and change in Levels 9 and 10 content descriptions.
13. Historical Knowledge
14. Towards the classroom
15. Towards the classroomLevels 7 and 8Students progress from ‘identifying and describing’ continuity and change at Levels 5 and 6 to ‘identifying and explaining’ them at Levels 7 and 8. ‘Explaining’ requires a greater understanding of why things happen, or don’t happen, and a more focused analysis of the pace, scale and impact of changes. They can then use this reasoning to build historical arguments for projects or historical debates.Students at this level integrate their skills in sequencing chronology or determining cause and effect when they consider continuity and change. They develop a wider vocabulary of terms to describe continuity or change in their unit of study and are able to use them in conjunction with substantive terms used to describe historical subject matter (for example, Pharaoh, papyrus or amphora)
16. Towards the classroomLevels 9 and 10This is the first time the Victorian Curriculum asks history students to evaluate patterns of continuity and change. This requires students to apply their own judgment and form conclusions about what the evidence shows. To demonstrate this skill, students will need a deeper knowledge of the period and events that they are studying.Students are able to form a cogent argument, reflection or discussion about the patterns of change and continuity rather than simply providing examples of them.At this level, students are expected to have a more sophisticated understanding of ‘continuity’. Rather than perceiving it as the absence of change, they are able to discuss the reasons for continuity, and the forces at work to keep things stable or static.
17. Indicative examplesBy the end of Level 8: students can use a timeline to identify patterns of continuity and change over timestudents can identify how ways of life can change for some aspects of society but remain the same for othersstudents can identify different elements of daily life that change for different groups: for example, religious, political or economic.By the end of Level 10: students can use a timeline to identify patterns of continuity and change over timestudents can identify how the pace of change can vary for different groups at different timesstudents can identify how political, economic and social change varies from group to group, from time to time.
18. Classroom ideasLevels 7 and 8Annotate an enhanced timeline to identify times when daily life changed for a group and times when it did not. It can differentiate between different social groups and classes.Analyse sources to identify continuity and change.Produce a written argument about what changed and what stayed the same for a particular individual or group.Levels 9 and 10Annotate an enhanced timeline to evaluate changes or continuities experienced in the development of the modern world or Australia. Analyse a range of historical sources to identify and infer change over time.Produce a written argument about what changed and what stayed the same in relation to a historical event or development.
19. Example of practiceLevels 7 and 8
20. ContextIn most school settings, Year 7 will see students from a range of primary schools coming together into your class. Start with activities that ensure all students have good conceptual understanding and skills when it comes to identifying continuity and change.Students will often find it easier to identify and explain changes, but continuity is of equal importance in shaping our understanding of the past. Even in times of great political and social upheaval, the daily life of citizens might be quite stable in terms of diet, work, religious practices and individual freedoms. It will help students to grasp this concept if you regularly draw their attention to the continuities that exist alongside the changes in the societies you study.The following slides contain a sample activity that illustrates one way of approaching Continuity and Change at this level.2
21. ActivityKey question: How do we describe continuity and change over time?Activity: Use the following slides and Levels 7 and 8: Continuity and Change – Student Handout to develop students’ abilities to describe change over time.3
22. Continuity and Change4
23. Vocabulary 5
24. Speed of change6
25. How much change7
26. Impact of change8
27. Continuity9
28. Identifying ContinuityIt is easy to identify the changes in society over time, but not always so easy to identify what has remained the same or similar: the continuities.10
29. Identifying ContinuityA good way to study continuities is to examine two or three points of time in the past and identify what has remained much the same at each point.11
30. Identifying change and continuity in western society during the medieval period (c.590 AD to c.1500 AD) Activity12
31. Example of practiceLevels 9 and 10
32. ContextTo evaluate patterns of continuity and change, students need opportunities to:explore the similarities or connections between changes that happened in different places and different timesconsider the forces for continuity or stability that existed in different times and different places.The activities you create will ‘join the dots’ for students so that they recognise these patterns along with the long-and short-term causes and effects of the changes.The following slides examine change and continuity in Australian conditions from the start of the 20th century to the early 21st century. The activity could be used to model the concepts of change and continuity at Levels 9 and 10.2
33. ActivityKey question: How do we recognise patterns of change over time?Activity: Use the following slides and Levels 9 and 10: Continuity and Change – Student Handout to develop students’ abilities to describe change over time.3
34. Continuity and change in Australian society during the 20th century4
35. What do you think continuity means?ACTIVITY 15
36. What do you think change means?6
37. 7
38. 8
39. As historians, we study:what things have continued over timewhat things have changed over time… and try to explain the causes and patterns of these. 9
40. There are different kinds of continuity and change that you can focus on when you research a historical event or period:political, power, government and lawseconomicsocial and culturaltechnological.10
41. Activity 2Using data from the Australian Census, students focus on one of either social change or cultural change.11
42. Conclusion
43. Discussion pointsAre your students using adjectives that describe the pace, extent and type of change they identify during their investigations and activities?Does your teaching plan include opportunities for students to demonstrate their ability to evaluate patterns of change and continuity?Are your students better at identifying and describing change than continuity?What is one change that you could make to your lessons in the coming week that would help students who are struggling to understand this concept?Could you involve your students in a visual or dramatic demonstration of this concept?How do we design activities that cater for a wide range of learners?
44. Reflection activityUse the following thinking routine to reflect:What is the most important point?What are you finding challenging?What question would you most like to discuss?What is something you found interesting?