Questions:

The following questions could be posed to the class in relation to the suitcase artefacts, which have

been designed alongside Blooms Taxonomy (Reynolds, 2014). I have chosen Blooms Taxonomy as a

basis for my questions, as this is a reliable guideline which will encourage higher order thinking and

critical thinking (Reynolds, 2014). For this reason, I have created questions from the Apply Create

stages of the hierarchical scale using the teaching planning kit (Australian Catholic University, 2016),

as this is where higher order thinking takes place (Anderson & Krathwohl, 2001 cited in Reynolds,

2014).

BLOOMS QUESTION YEAR LEVEL JUSTIFICATION

STAGE
How would you Foundation level 6 Foundation level 2
APPLICATION organise the suitcases should be able to
in order of age? What organise these by
evidence do you have appearance and
to support your attributes of the
ordering? suitcase related to
age.
Levels 3- 6 should
begin to provide
sources of evidence to
support their thinking
How could you use the Levels 4-6 Requires students to
information you have use what they know
gathered from the as a basis to pose
suitcase to find out questions about what
more about it or the they want to know
person who owns it? more about and how
they can do this.
If you had an Foundation- level 6 Requires students to
interview with the apply their knowledge
person who owns this of what is inside the
suitcase, what are suitcases to ask the
some questions that character a question.
you could ask them Lower years are likely
based on what you to ask literal
have found inside it? questions based on
what is inside the
case. Older years
should work towards
asking more
inferential questions
 based on the contents
of the case.
How could you apply Levels 2 - 6 Again, this activity
what you have applies across a
learned about this number of levels.
person to create a Student responses
character profile of should be more
them? complex and
inferential in the later
levels, than literal.
What inference can Foundation level 6 The contents of the
ANALYSIS you make about the case can be altered
gender of the depending on the
suitcases owner? level of the class and
the ability of the class.
For the younger years
there may be an item
in the case that is very
obvious and therefore
literal for the children
to answer this
question. For the
older years, they may
have a case in which
they must analyse an
item in order to
inference the gender
of the owner.
What inference can Foundation level 6 Please refer to
you make about the previous justification
age of the suitcases above.
owner?

What inference can Foundation level 6 Please refer to

you make about the previous justification
time period in which above.
the suitcase and its
owner are from?

What conclusions can Level 3 - 6 This requires students

you draw about the to think about the
suitcase and its contents of the case
owner? beyond the obvious. It
requires a thought
process in order to
reach the conclusions,
as well as evidence to
draw the conclusions
from.
What evidence can Level 3 - 6 Please refer to
you use to justify your previous justification
ideas/ conclusions? above.
 If this person lived Level 3 - 6 Students must
SYNTHESIS today, what would transform what they
you expect to find in have learnt about the
their suitcase? owner and that time
period and into the
context of that person
living here today. The
possessions must be
relevant to what has
been discovered
about that characters
personality/ hobbies
etc in the context of
today.
Your job is to create a Level 5 - 6 Again, students must
suitcase for another use what they already
person from this time know and transform it
period, based on what in another way to
you know about this show their
era, what possessions understanding of the
would be in your content.
persons suitcase and
why?

We have looked at Level 4 - 6 This extends students

suitcases from the to go beyond what
past and present era, they already know
what do you think a and be innovative as
suitcase from the to what they think
future might look like? might be relevant in
What might you find the future.
in it? Justification of their
ideas would further
inform their thinking.
What are some Foundation level 6 This question again
distinctive similarities can move from the
and differences obvious literal
between the suitcases observations to more
and their content? inferential ideas,
depending on the
year level.
What judgement can Level 4 - 6 Students must use
EVALUATION you make about the their knowledge
person who owns this about the topic and
suitcase, based on the content of the
what you have found case in order to make
out? their judgement. This
judgement can only
be made after
synthesising their
knowledge, which is
based on the
evidence that they
have found in the
 learning activity.
What evidence do you Level 4 -6 Please refer to above
have to support your justification.
judgement?

References:

Australian Catholic University. (2016). Lecture 10. Retrieved from ACU LEO site:

http://leo.acu.edu.au/course/view.php?id=18484&section=12

Eamon, M. (2006). A%22 Genuine Relationship with the Actual%22: New Perspectives on Primary

Sources, History and the Internet in the Classroom. The History Teacher., 39(3), 297.

Gilliland-Swetland, A. J., Kafai, Y. B., & Landis, W. E. (1999). Integrating primary sources into the

elementary school classroom: A case study of teachers' perspectives. Archivaria, 89-116.

Musbach, J. (2001). Using primary sources in the secondary classroom. Magazine of History, 16(1),

30.

Nava, A., & Schmidtberger, V. (2011). Using Primary Documents in the Social Studies Classroom:

Connecting History Then and Now. Social Studies Review,50(1), 38-40.

Paris, S. G. (1997). Situated motivation and informal learning. Journal of Museum Education, 22

(2/3), pp 22-27. http://ezproxy.acu.edu.au/login?url=http://www.jstor.org/stable/40479100

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd edition).

Oxford: Sydney.

Seligman, T. (2014). Learning Museum: A meeting place for pre-service teachers and museums.

Journal of Museum Education, 39(1), pp. 4253.

http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.1179/1059865013Z.00000000043

Victorian Curriculum and Assessment Authority (2016). AusVELS. Retrieved from

http://ausvels.vcaa.vic.edu.au/Level5