Wednesday, May 27, 2015

In-house HI Upper Sec (Library Venue)


Having shared this idea with the History Unit, that we should explore the possibility of creating an in-house museum, the question remained as to exactly how it could be done. 

The best way is to Do, Learn, Adapt and Improve. But first we must act. So, with our RT Louis, 20 sources were picked. I decided that we should have a spread of data, pictorial and textual sources. The impact of Stalin's rule would be most appropriate for our Sec 3 Express Starting Semester 2. 

The sources (10 in the library) and another 10 linked to online resources or books in MJR library will allow for student groups to do their HI in a self-directed way. 

This current use of the boards and QR codes can be further improved to raise collaboration and self-directed learning. The team will need to think further as to how the in-house museum concept can help develop Higher Order Thinking in source analysis. 

Teachers are to configure different questions , exercises and projects with these 20 sources. 

Let's continue to get post-experience feedback from students and teachers. 

Let's Do Learn Adapt and Improve. 





Tuesday, May 26, 2015

HI Project Sources

Q: Did life improve under Stalin?

Source A: A poem published in ‘Pravda’ (a Soviet government-controlled newspaper), 1936.
O great Stalin, O leader of the people,
Thou who broughtest men to birth.
Thou who makes fruitful the earth,
Thou who restores the centuries,
Thou who makest bloom the spring,
Thou who makest vibrate the musical chords.
Thou splendour of my spring, oh thou
Sun reflected by millions of hearts.
https://makinghistoryatmacquarie.files.wordpress.com/2012/11/magnitogorsk12.jpg
Source B: This picture shows the booming impact of rapid industrialisation. Heavy industries like coal, steel, oil and electricity were built.


https://daliennation.files.wordpress.com/2013/11/holodomor.jpg
Source C: 6 Million perish in Soviet Famine partly due to collectivisation. This article is from Chicago, USA, a supporter of democratic leadership.






http://upload.wikimedia.org/wikipedia/commons/6/62/Smoke_of_chimneys_is_the_breath_of_Soviet_Russia.jpg
Source D: The Smoke of the Chimneys is the breath of the Soviet Union.
http://www.artic.edu/aic/collections/citi/images/standard/WebLarge/WebImg_000246/171340_2911218.jpg

Source E: Let Us Fulfill Stalin's New Five-Year Plan!






http://rlv.zcache.com/ussr_soviet_union_1934_collective_farming_posters-r593932884cfb40ee8482e01be143f3ea_v5kej_8byvr_1024.jpg
Source G: A Soviet poster portrays the harvest from collectivisation.






http://www.salem-news.com/stimg/july292009/no_gossip.jpg
Source H : A poster that says “Do not gossip”!






http://ncvpsapwh.pbworks.com/f/gulag.jpg
Source I : A camp in Siberia for political dissidents.





Source J : This poster shows that the farming discipline needs to be tightened.










Adopted from History of the Second World War, Vol.IV : The Hinge of Fate, Winston Churchill.
Source K : This is a conversation between Winston Churchill and Joseph Stalin.
Book Titled : Working with Evidence 2, The Modern World – Peter and Mary Speed , book location MJR LIBRARY 904-909 Pg 71
“After he has talked it over with them he always answers that he does not want the Collective Farms and he would rather do without the tractors.’
“These were what you call Kulaks?”
“Yes” He said, but he did not repeat the word. After a pause, It was all very bad and difficult – but necessary.’
‘What happened?’ I asked.
‘Oh Well.’ He said. ‘Many of them agreed to come in with us. Some of them were given land of their own to cultivate in the province of Tomsk or the province of Irkutsk or farther North, but the great bulk were very unpopular and wiped out by their labourers.’






Source L: Adopted from the book “GCSE Modern World History, second edition – Ben Walsh”
MJR LIBRARY 904-909 Pg 131
“By the late 1930s many Soviet Workers had improved their conditions by acquiring well-paid skilled jobs and earning bonuses for meeting targets. Unemployment was almost non-existent. In 1940 the USSR had more doctors per head of population than Britain. Education became free and compulsory for all and Stalin invested huge sums in training schemes based in colleges and in the work place.
But, on the other hand, life was very harsh under Stalin. Factory discipline was strict and punishments were severe. Lateness or absences were punished by sacking, and that often meant losing your flat or house as well. To escape the hard work and hard discipline, some workers tried to move to other jobs, so the secret police introduced internal passports which prevented free movement of workers inside the USSR.”





Source M: Adopted from  Historan E Roberts, Stalin, Man of Steel, published in 1986.
Book : GCSE Modern world history Second edition, Ben Walsh Pg 133
“Stalin, ignoring the great cost in human life and misery, claimed that collectivisation was a success; for, after the great famines caused at the time… no more famines came to haunt the Russian people. The collective farms, despite their inefficiencies, did grow more food than the tiny, privately owned holdings had done. For example, 30 to 40 million tons of grain were produced every year. Collectivisation also meant the introduction of machines into the countryside. Now 2 million previously backward peasants learned how to drive a tractor. New methods of farming were taught by agricultural experts. The countryside was transformed.”


["In the midst of the new and visionary I found an inefficiency that could drive one to desperation. I suppose it's because they've had to be so hurriedly trained and have no experience, and centuries of apathy to overcome, and perhaps just because they can get jobs whether they're good or not. But it takes days to get anything done. They never make an appointment, they tell you to come and then they'll arrange when you must telephone again to ask for an appointment. Lifts are always out of order; a current anecdote has a 'lift factory' entirely devoted to manufacture of the notices LIFT OUT OF ORDER".]



[“I was going to be one of the many who cared not to own a second pair of shoes, but who built the blast furnaces which were their aim. I would wager that Russia’s battle of ferrous metallurgy alone involved more casualties than the battle of the Marne. All during the thirties the Russian people were at war. . . In Magnitogorsk I was precipitated into a battle. I was deployed on the iron and steel front. Tens of thousands of people were enduring the most intense hardships in order to build blast furnaces, and many of them did it willingly, with boundless enthusiasm, which infected me from the day of my arrival.”]


Source P: This statistics shows the GDP per head increase in USSR, compared to Latin America after the implementation of collectivisation and rapid industrialisation.

http://www.ljplus.ru/img4/h/i/himmelwerft/allen-b3.gif




Source Q: This picture shows the expectation and reality of Stalin’s 5-year plan from 1927-1937.
Adopted from the book “GCSE Modern World History, second edition – Ben Walsh”
MJR LIBRARY 904-909 Pg 129
C:\Users\t0003255c\Downloads\IMG_1089.JPG

SSI and HI project

Progress up till March 26th 2015

Topic: Impact of Stalin's rule

Sources: 20 sources - 12 pictorial, 6 text and 4 data

10 offline for display and 10 online connected by QR code or in library books.

Students will have to construct - 5 Source-based questions of their own
1. 1 inference question
2, 1 comparison
3. 1 reliability
4. 1 utility
5. 1 use all sources

Task 1: Students must construct the answer at the highest level of response.

Task 2: Students must also complete the answering of the HI question. 

Monday, May 18, 2015

Comparison of purpose

1. Teach students that it is just doing an inference of purpose x 2
2. Get students to focus on the provenance - fish out the audience
3. Determine the message
4. Get them to be in the shoes of the audience - what will the audience think, feel and act? How will their feelings, thinking and behaviour change after understanding the message?


Post Exam gap closing

1. Use the markers' report - make sure it specifically points out areas for improvement. Just 1 area per question would be enough to lift the marks by 30% to 40% across the cohort.

2. Use exemplars of good and bad scripts

3. Use LORMs

4. Specifically point out areas for improvement

5. Teach less STUDENTS DO more. After giving clarity to what needs to be improved, immediately follow up with sustained writing and hands-on by the students to DO THEIR CORRECTIONS based on the 1 area if improvement per question stated in the Markers' Report 

Sunday, May 17, 2015

Does reading thematic articles linked improvement competency in social studies?

Thematic article reading linked to vocabulary development linked to Social Studies and English Language vocabulary development for comprehension and writing could improve the speed and accuracy of source comprehension.

2 possibilities:
a) Students cut their own articles ( from Sec 3)
b) Students read pre-cut articles (with and without direct testing of vocabulary)


Use of Ipads - Mindmaple

Could the use of tablets in teaching lead to improved engagement in students?

Mindmaple can be used to teach idea and concept connection. Can the use of a stylist and tablet aid in the use of mindmaple to teach more effectively and efficiently?


Does remediation improve test scores?

Remediation means more time spent with lower achieving students. The quality of this additional contact depends on several factors such as:
1. Quality of teaching
2. Quality of materials used
3. Student motivation level

A pre-post test for test scores across
1. Maths
2. Humanities
3. English
4. POA
5. Science

can be conducted to see if the remedial program has achieved its aims. This can be considered as part of the After Action Review (AAR) process.