A case study exploring the types of knowledge year nine students need to work effectively with similarity and difference as a concept when learning about the Holocaust

Thumbnail Image

Authors

Mason, William

Issue Date

2021-05-01

Educational Level

Curriculum Area

Geographical Setting

Full item page

Abstract

This paper documents an explorative case study aimed at investigating the knowledge and ideas held by myself, as a teacher, and those of students when working with the complicated and often confused historical second order concept codified as ‘similarity and difference’ in the latest History National Curriculum. This case study centres around a seven-lesson enquiry exploring the variation in lived experiences of several different persecuted groups of people during the Holocaust. This paper argues that whilst the ideas and application of similarity and difference as a concept from myself and students were widely divergent, students chose to argue conceptually in several different ways. In observing and defining the different forms of conceptual argument students engaged in, I am able to draw tentative ideas about progression when arguing conceptually with similarity and difference.

Description

Keywords (free text)

PGCE Secondary History , Holocaust , conceptual arguments

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/640

Link to Original Source

https://www.repository.cam.ac.uk/handle/1810/336195

License

https://www.rioxx.net/licenses/all-rights-reserved/
All Rights Reserved

Collections

Jotter: Journal of Trainee Teacher Educational Research Volume 12