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
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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])