| CODE | LHH5004 | ||||||||
| TITLE | Sources and Resources in History Teaching | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit will focus in some depth upon the different types of resources one can use in the teaching of history at secondary level. The unit is intended to equip student teachers with a wide repertoire of resources, how they can be compiled and how they can be used as a means to help pupils acquire basic historical skills. Lectures will contain a theoretical part, followed by a discussion upon their practical use in the classroom situation. Evidential work through the use of historical sources will be discussed, together with the learning theories in history which back the use of sources in the classroom. There will be a focus on both primary and secondary sources as well as simulated sources and how these can be effectively used in the classroom. Study-Unit Aims: The aim is to demonstrate to teacher trainees how to use resources in history teaching. This study-unit will also show the difference between resources and sources in history and how these can be used together to produce effective history lessons in the secondary school. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - explain and discuss the use of the four main primary history sources as well as secondary history sources in classroom activies. - understand and be aware of the various teaching resources and teaching aids history teachers have at their disposal. - clearly distinguish between history sources and history resources in history teaching. 2. Skills: By the end of the study-unit the student will be able to: - select the resources that are best suited for a particular historical topic, situation or skill under review. - research, reproduce, compile and adapt resources for effective use in the classroom situation. - formulate a variety of activities and tasks linked to the resources used, with the objective of teaching about a particular skill. - develop an awareness of the positive impact that experiences outside the classroom have. - identify appropriate strategies for teaching and learning with sources in the classroom. Main Text/s and any supplementary readings: - Vella, Y. (2016 in print) History Teaching Some Examples of Good Practice History Teachers’ Association Publication. - Hayden, t et al (2015 4th edition) Learning to Teach History in Secondary School Routledge. - Phillips, Rob (2002) Reflective Teaching of History 11 - 18 continuum publication. - Harris, R. Burns, K and Woollet, M (2014) The Guided Reader to Teaching and Learning History David Fulton. - Jackson N., Creativity in History Teaching and Learning, 2005 (available online: -http://www.hca.heacademy.ac.uk/resources/reports/history/hca-creativity.pdf -http://www.schoolhistory.co.uk -http://www.besthistorysites.net/HistoryToday.shtml -http://www.fordham.edu/halsall/medfilms.html -http://www.fordham.edu/halsall/ancient/asbook.html -http://www.bbc.co.uk/history |
||||||||
| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree (70 ECTS) in History | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Stephen Briffa Rebecca Micallef Ray Spiteri |
||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
|||||||||