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What do we want students to do when they are studying historical consequences?An exploratory case study based on a series of lessons taught to a Year Seven History class on the Black Death

Molly-Ann Navey (PGCE Secondary History, 2017-2018)

email: mollynavey@yahoo.co.uk

Abstract

This paper explores a theory-seeking case study that attempted to develop a clearer understanding of the second-order concept of historical consequences, both for teacher-researchers and pupils within the classroom. The case study investigates how a mixed-attainment class of Year Seven History students’ understanding and conceptualisation of historical consequences developed over a series of lessons based around the consequences of the Black Death. Findings suggest that students place a particular value on some consequences and a criterion for judging historical consequences is imperative to effectively developing students’ understanding of the second-order concept

Copyright: © 2019. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file: [pdf] 001-042-naveyma

Citation: Navey, M-A(2019) 'What do we want students to do when they are studying historical consequences? An exploratory case study based on a series of lessons taught to a Year Seven History class on the Black Death'Journal of Trainee Teacher Educational Research, Volume 10 pp.001-042 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])