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8 - History: Exploring Pluriliteracies through a Deeper Learning Episode on the German Empire

from Part II - Deeper Learning Episodes: First Steps towards Transforming Classrooms

Published online by Cambridge University Press:  04 February 2023

Do Coyle
Affiliation:
University of Edinburgh
Oliver Meyer
Affiliation:
Johannes Gutenberg Universität Mainz, Germany
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Summary

Susanne Staschen-Dielmann’s history episode is designed to offer learners deep understanding and command of a specific historical genre. Criteria-centred evaluation is one of the most challenging text types to master in history. It requires the ability to analyse and evaluate historical events from different perspectives in a nuanced way through a set of criteria. A series of tasks leads to students creating instructional videos for other students. In those videos, students explore aspects of society in the German Empire guided by the research question: ‘After unifying the German Reich with “blood and iron” in 1871, did Bismarck manage to unify German society as a nation?’ After sharing their findings on different social and political factions and analysing similarities and differences according to social, political, economic and ideological positions, learners collaboratively assess the degree of national unity or disunity in Germany under Bismarck, following the principles of criteria-centred evaluation.

Type
Chapter
Information
A Deeper Learning Companion for CLIL
Putting Pluriliteracies into Practice
, pp. 125 - 149
Publisher: Cambridge University Press
Print publication year: 2023

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References

Downey, M. T., & Long, K. A. (2016). Teaching for Historical Literacy: Building Knowledge in the History Classroom. Routledge/Taylor & Francis Group.Google Scholar
Fischer, D. H. (1970). Historians’ Fallacies: Toward a Logic of Historical Thought. Harper Perennial.Google Scholar
Kayser, J., & Hagemann, U. (2010). Urteilsbildung im Geschichts- und Politikunterricht (eine Publikation von Cultus e. V. - Bildung - Urteil - Kompetenz, Berlin). Schneider.Google Scholar
Ministerium für Kultus, Jugend und Sport Baden-Württemberg (Ed.). (2004). Bildungsplan 2004 – Allgemein bildendes Gymnasium.Google Scholar
Rodrigo, M. (1994). Promoting Narrative Literacy and Historical Literacy. In Carrettero, M. & Voss, J. F. (Eds.), Cognitive and Instructional Processes in History and Social Sciences. Lawrence Erlbaum Associates.Google Scholar
Walsh, W. H. (1960). Philosophy of History: An Introduction. Hutchinson.Google Scholar

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