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TIME,CONTINUITY AND CHANGE: HISTORY EDUCATION (CONCEPTS (CONTINUITY OF…
TIME,CONTINUITY AND CHANGE: HISTORY EDUCATION
CONCEPTS
CONTINUITY OF HUMAN LIFE
ARISE FROM OTHER LIVING THINGS
SAME TYPE OF METABOLISM
THE PAST
EARLIER TIME
EXISTED A TIME BEFORE THE PRESENT
CHANGE
MAKE OR BECOME DIFFERENT
TAKE OR USE ANOTHER INSTEAD OF
METHODS OF A HISTORIAN
HOW A HISTORIAN DOES THINGS
RULES AND RESOURCES USED
TIME
EVENTS OF THE PAST, PRESENT AND FUTURE
PROGRESS OF EXISTENCE
WHY THE CONCEPT TIME SHOULD BE TAUGHT
TIME
LIMITED TO A CHILD'S PERCEPTION OF THE SUCCESSION AND DURATION OF TIME
SUBJECTIVE INTUITION
CHILDREN'S SENSE OF TIME IS INTUITIVE
ROUTINE
CHART ROUTINES AND TAKE RESPONSIBILITY
CONNECT OWN EXPERIENCES
DEVELOP TIME CONCEPTS
MEASURING TIME
STRUCTURE EXPERIENCES USING ARBITARY MEASURES
USE EQUIPMENT
STOPWATCH
HOURGLASS
COOKING TIMER
ALARM CLOCK
MEASURE TIME CONVENTIONALLY
WHY THE CONCEPT OF CHANGE SHOULD BE TAUGHT
IN THE NEIGHBOURHOOD OR COMMUNITY
INTERVIEWING RESIDENTS
RECORDS OF THE PAST
CHANGES
BUILDINGS
ROAD REPAIRS
NEW NEIGHBOURHOODS
RECONSTRUCTING THE PAST WITH MODELS
IN CHILDREN
FOOD
CLOTHING
WEIGHT
GAIN
LOSS
TIMELINE OF GROWTH
CELEBRATE BIRTHDAYS
IN SCHOOL
MOVING CLASSROOMS
PAINTING
REDECORATING
PICTURES AND DATES
TIMELINE AND RECORD
IN NATURE
SEASONAL CHANGES
WEATHER
CHANGE
LEARN TO ACCEPT AND ADAPT TO CHANGE
EXPERIENCES
CONTINUOUS AND ALWAYS PRESENT
AFFECTS LIVES IN DIFFERENT WAYS
RECORDING OF CHANGES
UNIVERSAL
WHY THE CONTINUITY OF LIFE SHOULD BE TAUGHT
INTERGENERATIONAL CONTACTS
INTERGENERATIONAL PROGRAM
INTERACTION WITH ADULTS AND ELDERS
THREE GENERATIONS
PARENT
GRANDPARENT
GREAT-GRANDPARENT
HOLIDAY CELEBRATING AND TRADITION
REGULAR SCHOOL DAY ROUTINES ARE PRESERVED
SENSITIVITY TO THE CULTURE OF THE CHILD
CULTURAL HERITAGE
PLANNING CELEBRATIONS
SIMPLE AND LOW-KEY ACTIVITIES
THE FAMILY
HISTORY OF FAMILY
PEOPLE
INVESTIGATION AND ANALYSIS
SHARE STORIES, ARTIFACTS, PHOTOS AND OTHER RECORDS
CULTURAL UNIVERSALS
TRANSPORTATION
CONNECTIONS
CHANGE AND CONTINUITY
SCIENCE
HISTORY
TECHNOLOGY
FOOD, CLOTHING, SHELTER
WHY THE PAST SHOULD BE TAUGHT
ARTEFACTS
STIMULATE LANGUAGE AND THINKING
PLAY AND DISCUSSION
OBJECTS THAT CAN BE SEEN,HEARD,TOUCHED,SMELT AND TASTED
UNIT OR PROJECTS
COMMUNITY RESOURCES
CHURCHES
MUSEUMS
LIBRARY
PHOTOGRAPHS AND VISUAL DISCOVERY
WORKS OF ART
ENVIRONMENTS
OLD PHOTOGRAPHS
PAST
PRESENT
PICTURES AND DIGITAL IMAGES
COMPARING
SEQUENCING
SORTING ACTIVITIES
HISTORICAL PHOTOGRAPHS
DEVELOP EMPATHY
TEACH CRITICAL THINKING SKILLS AND CINTENT
SPARK CURIOSITY
PEOPLE
FAMILY TREE OR TIMELIME
IMMEDIATE PAST
STORIES AND SKILLS FORM THE PAST
NARRATIVES AND THE ARTS
STORES
USE OF NARRATIVE HISTORICAL FICTION