On October 10, 2018, the Pre-conference workshop (in French) will be dedicated to teacher, academic advisor and university professor training – Nicole Tutiaux-Guillon and Sylvain Doussot will focus on socially controversial issues and the problematization in history teaching. On the same day, in English, Susan De La Paz and Jeffery D. Nokes will host a session on the teaching of historical thinking to students, with an emphasis on historical argumentation.
ABSTRACT | Nicole Tutiaux-Guillon and Sylvain Doussot | ROOM – A0108 |
Problematization in history: a look from France and North America (In French)
Nicole Tutiaux-Guillon, in collaboration with Sylvain Doussot, will present concrete ways to better work on constructing historical problems in class. Different forms of problematization will be described and discussed, as it pertains to the relationship between questions and documents. Different configurations will be proposed and their advantages and challenges relating to their formulation and students learning explored. Finally, speakers and participants will question the possible role of problematization in dealing with socially controversial historical issues, sensitive issues in public opinion that the state of historical research does not allow to settle because of the existing controversies. Tutiaux-Guillon will also hold the closing conference on October 12, which will be translated simultaneously.
ABSTRACT | Susan De La Paz and Jeffery D. Nokes | ROOM – A0106 |
Reading and writing with primary source documents: Developing and assessing students’ historical thinking
This hands-on session will provide an overview of instruction that the authors and teachers have used to teach adolescent students about the ways of thinking, reading and writing that are the foundation of history. Written argumentation is especially important for students to master, as it requires that they interpret and integrate historical content. We focus on specific supports for students (e.g., annotation guides, evaluation heuristics, and text structure guides) and our teaching model (based on cognitive apprenticeship) in which teachers help students shift from guided to independent learning. The authors then share sample rubrics that were developed to capture students’ growth in historical argumentation and discuss how they can be used to assess students’ thinking.
9:00 – 9:15 AM |
Registration | ROOM C0071-C0072 |
9:15 – 10:15 AM |
Pre-conference |
10:15 – 10:30 AM |
Coffee break | Tonik |
10:30 – 12:00 AM |
Pre-conference |
12:00 – 1:15 PM |
Lunch |
1:15 – 3:15 PM |
Pre-conferenceGeneral Assembly of Members of the ISHD | ROOM-C0424 |
3:15 – 3:30 PM |
Coffee break | Tonik |
3:45 PM |
Historical Tour of Old Hull | ROOM-C0071-C0072 |