Page 243 - Balancing between the present and the past

Appendix D: The Framework for Analyzing the Teaching of Historical Contextualization (FAT-HC)
Explanatory notes 1: weak, 2: more weak than strong, 3: more strong than weak, and 4: strong
1. Activates relevant prior knowledge
2. Shows visual material
3. Uses historical sources
4. Gives time indicators regarding phenomena
5. Gives the duration of phenomena
6. Shows phenomena on a timeline
7. Gives geographical/spatial indicators regarding phenomena
8. Shows phenomena on a geographical map
9. Appoints political/governance characteristics at the time of phenomena
10. Appoints economic characteristics at the time of phenomena
11. Appoints socio-cultural characteristics at the time of phenomena
12. Appoints causes and consequences of phenomena
13. Appoints change and continuity regarding phenomena
14. Give time indicators regarding phenomena
15. Give the duration of phenomena
16. Give geographical/spatial indicators regarding phenomena
17. Appoint political/governance characteristics at the time of phenomena
18. Appoint economic characteristics at the time of phenomena
19. Appoint socio-cultural characteristics at the time of phenomena
20. Appoint socio-cultural characteristics at the time of phenomena
21. Appoint change and continuity regarding phenomena
22. Centralizes a historical agent
23. Moves self into the past to explain phenomena (if I..)
24. Outlines a recognizable role for students to foster empathy (as a businessman / like a father)
25. Make affective / emotional connections with historical agents
26. Consider the role of the historical agent to explain historical decisions
27. State what they would have decided regarding historical decisions
28. Compares phenomena with other times
29. Compares phenomena with other places
30. Places phenomena in long-term developments
31. Outlines phenomena from different perspectives
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