Enhancing Students’ Understanding of Bi-Polarity in the History Classroom , pp. 13 of 13

References

Blow, F. (2011). “Everything Flows and Nothing Stays”: How Students Make Sense of Historical Concepts of Change, Continuity and Development. Teaching History, 145, 47-55.  

Blow, F., Lee, P., & Shemilt, D. (2012). ‘Time and Chronology: Conjoined Twins or Distant Cousins?’. Teaching History, 147, 26-34.

Foster, R. (2013). The More Things Change, the More They Stay the Same: Developing Students' Thinking about Change and Continuity. Teaching History, 151, 8-17.

Ling, J., & Paul, A. (2014). All About History – The Making of the Contemporary World Order 1870s-1991 Unit 3: Bi-Polarity and the Cold War. Pearson Education South Asia Pte Ltd.

Ministry of Education, Singapore. (2012). Upper Secondary Full History Teaching and Learning Guide. Curriculum Planning and Development Division. 

Seixas, P., & Morton, T. (2012). The Big Six Historical Thinking Concepts. Toronto: Nelson.

Yong, M., C., & Huang, D. (2014). All About History – The Making of the Contemporary World Order 1870s-1991 Unit 4: Decolonisation and the Emergence of Nation-States. Pearson Education South

Asia Pte Ltd.

 

 


[i] A list of the content concepts for Unit 3 can be found from page 51 onwards of the Upper Secondary Teaching and Learning Guide.

[ii] I would like to acknowledge the efforts of Liew Zhen Hao and Muhammad Alif Bin Zaini from the National Institute of Education (NIE) which have helped made this activity possible during our group presentation in class for a module on the Teaching for Historical Understanding in Secondary Classrooms.

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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