To Assess – Activities and cumulative assignments
- Of course, to make this a plausible approach to history education, there have to be evaluative activities to “check for learning”. The most important aspect of this strategy is for students to recognize that there are different questions to ask of the historical narrative and that these questions are as important as the official version of history. Continual discussion, independence, and knowledge ownership is key for this approach to work. As such, assessment and evaluation techniques can be traditional (tests, essays, presentations) because students should comfortable working with both the ‘who, what, and when’ of history and also the challenges and questions the demand of them.
- These are some suggestions for relevant assessment strategies, but this list in not exhaustive nor exclusive.
- Who was this person/what was this event, what happened that made them significant, what else have we learnt about them?
- Read this story/view this art work and describe what it tells us about this period
- Research ______, and present what you have learnt about them/it and how it challenges or supports out map
- Draw or photo-document the historicity of your neighbourhood
- Portfolio of how your own family’s history intersects or doesn’t intersect with the official story
- Write the history of _____ from the point of view of ___________
- Write a rap, short story, song; choreograph a dance; paint, draw, create a piece of art work that expresses __________
- Research, plan, and then present a possible field trip to a place that doesn’t seem significant
- Write an essay about the _______ time period using 3 examples not featured in the textbook