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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Bringing Story into History
Module Code SG219 (ITS) / EDP1150 (Banner)
Faculty DCU Institute of Education School STEM Ed, Innov, Global Studies
Module Co-ordinatorPeter Whelan
Module Teachers-
NFQ level 8 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Students must write a 3,000-word essay (fully referenced with course readings) critically examining the connections between history education and disciplinary literacy, with reference to theory and curriculum. Students will be provided with a selection of children’s novels. Student must select one of these books and create a story sack of activities to develop historical thinking skills and allow children engage in disciplinary literacy practices
Description

This module is designed to deepen students’ expertise in the teaching of history through the use of story and is informed by the latest research in pedagogy. Students critically investigate the potential of picture books, graphic novels, historical texts, oral history and historical fiction as a stimulus for historical thinking and as an entry point into disciplinary literacy. The module demonstrates how the use of story can help children to engage with multiple perspectives, comprehend historical patterns, encourage empathy and introduce students to how history is written and studied. Students identify how key concepts such as diversity, tolerance, social justice, globalisation and migration can be examined through the use of children’s books. Additionally, this module demonstrates the potential of children’s literature to evoke emotional and personal connections to historical characters and events, helping children to understand what happened in the past, why events took place, the intention and motivations of certain historical figures and the consequences of their actions. An emphasis is placed throughout on connecting disciplinary literacy to history education with students introduced to a variety of approaches that enable children to scrutinise historical texts, novels, picture books and sources critically, evaluate their meanings, and use them to support their own historical writing. ● Historical novels as historical sources (potential & pitfalls) ● Graphic novels & picture books (pedagogical principles for developing historical thinking) ● Historical texts (sourcing strategies based on Ni Cassaithe, 2020) ● Disciplinary focused recounts (e.g. Titanic) ● Disciplinary focused narratives (e.g. 1916 Rising) ● Disciplinary focused report writing (developing a historical argument) Throughout the module, emphasis will be placed on the use of a range of resources and reflective practice, including digital technologies such as green screening to create historical comic strips, AR and VR, .

Learning Outcomes

1. Identify and critically analyse key theories and modes of learning in relation to using story in the teaching of history at primary level.
2. Process, analyse and interrogate a variety of picture books, graphic novels, historical texts and historical fiction using a disciplinary literacy approach.
3. Select appropriate pedagogic approaches and effective, high quality and appropriate picture books, graphic novels, historical texts and historical fiction for the teaching of History.
4. Plan appropriate lessons involving the use of story that display an understanding of key underpinning concepts, key ideas, relevant content and skills of History Education.
5. Reflect on a range of reading in History Education and apply key concepts and ideas in written form.



Workload Full-time hours per semester
Type Hours Description
Seminars24Weekly two hour seminars
Independent Study50Engagement with readings, research and policy pertaining to History Education. Evaluation of resources/sources for the teaching of history. Online engagement. Time provided to students engaging in group work and group discussion.
Independent Study51Design of history activities for teaching in the classroom. Completion of reflections on learning throughout the module.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Bringing Story into History
The course will develop students’ knowledge and understanding of the potential of picture books, graphic novels, historical texts, oral history and historical fiction in the planning and teaching of history across primary education from infants to sixth class. The course will involve students: ● Examining and critiquing a range of children’s picture books, graphic novels, historical texts, oral history and historical fiction that can be used to explore key concepts such as diversity, tolerance, social justice, globalisation and migration. ● Engaging with relevant literature, reflection and classroom-based discussion to examine the benefits and potential pitfalls of incorporating historical novels etc. as historical sources within the classroom. ● Developing pedagogic content knowledge through the demonstration and discussion of exemplar activities. In the seminars provided, issues and possibilities for creative, enquiry led planning incorporating picture books, graphic novels, historical texts and historical fiction for primary classrooms will be exemplified and explored. ● Developing and delivering a range of suitable activities related to the teaching of history in a primary classroom incorporating story. ● Connecting disciplinary literacy to history education. Students examine, discuss and critique a variety of approaches that enable children to scrutinise historical texts, novels, picture books and sources critically, evaluate their meanings, and use them to support their own historical writing. ● Engaging in virtual and face-to-face fieldtrips (e.g. 14 Henrietta Street, EPIC The Irish Emigration Museum) that connect with historical topics that can be potentially explored through the use of story.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Assignment(HI)STORY Sack: Select a book and create a story sack of activities to develop historical thinking skills and allow children engage in disciplinary literacy practices A reflection that show evidence of engagement with the seminars and with the associated literature as well as demonstrating knowledge of the curriculum and how the seminar content and concepts link to the Primary History Curriculum and other relevant policy documents100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

  • Linda S. Levstik,Keith C. Barton: 2015, Doing History, Routledge, 9780415737333
  • Keith C. Barton,Linda S. Levstik: 2004, Teaching History for the Common Good, Routledge, 9780805839319
  • Jeffery D. Nokes: 0, Building Students' Historical Literacies, 9780415808989
  • Shanahan, T.: 2019, Disciplinary literacy in the primary school, NCCA,
  • Samuel S. Wineburg: 0, Historical Thinking and Other Unnatural Acts, 9781566398558
  • Samuel S. Wineburg,Daisy Martin,Chauncey Monte-Sano: 2012, Reading Like a Historian, Teachers College Press, 9780807754030
  • Ashby, R., Lee, P., & Shemilt, D. (2005): 0, Putting principles into practice: Teaching and planning. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History in the classroom (pp. 79–178). Washington, DC: National Academies Press,
  • Harlan, D. (2007): 0, Historical fiction and the future of academic history. In K. Jenkins, S. Morgan, & A. Munslow (Eds.), Manifestos for history (pp. 108–130). London: Routledge.,
  • Lee, P. (2005): 0, Putting principles into practice: Understanding history. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History in the classroom (pp. 31–77). Washington, DC: National Academies Press.,
  • Rigney, A. (2008): 0, Fiction as a mediator in national remembrance. In S. Berger, L. Eriksonas, & A. Mycock (Eds.), Narrating the nation: Representations in history, media and the arts (pp. 79–96). New York, NY: Berghahn,
Other Resources

65328, Journal, 0, History Education Research Journal, 65329, Journal, 0, Primary History, 65330, Journal, 0, Teaching History, 65331, Website, 0, www.history.org.uk, 65332, Website, 0, https://www.librariesireland.ie, 65333, Website, 0, https://www.borrowbox.com/,

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