The Relationship Between History And Geography Education Essay

The Relationship Between narration And Geography Education EssayWhilst geographics and biography be two discrete roots deep d give birth the subject broadcast (1999), Martin (2002) believes that it is possible to identify states of analogy betwixt them from looking at the importance of annals and geographics statements. Moreover, she draw a bead ons off that there ar relate betwixt level and geography by means of the knowledge and fetching into custody, attainments, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular golf links when belief the suits. However, before these links are explored it is master(prenominal) to provide an overview of twain subjects in their own right. cooper et al (2006) state that geography is fundamental to childrens intellect of the world they live in. They bring out that geography allows children to study lot and build up a sense of place. Furthermore, they point erupt that geogra phy fosters childrens appreciation of the surround and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to separate a curiosity most the world finished with(predicate) exploring people and the environment.In the splendour of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using interrogative sentence skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections the knowledge, skills and sense and the breadth of study. The knowledge, skills and intellect children pick up fall into 4 aspects geographical enquiry and skills, knowledge and brain of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the local anestheticities through which children are taught the four aspectsThe National Curriculum (1999) for history incorporates two field of operations, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historic interpretation and enquiry. O Hara and O Hara (2001) implore that history is an important subject because history is non wholly ab break what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the computer program. She suggests that history is an enquiry found subject that allows children to develop an understanding of the past through interpretation turn out from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to get at conclusions.Rowley and Cooper (2009) sidle up the benefits of cross-curricular teaching and integration of subjects. They argue that finding links mingled with history and geography makes learning relevant to children and offers a touch way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to correct their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers eject make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children base apply the knowledge, understanding and skills they set about in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The brush up states that subjects should be reformed into force fields of learning with geography and history coming under the area of historic, geographical and social understanding.Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this line of reasoning that some(prenominal) subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a love of different lifestyles and cultures both in the past and at present.Martin (2002) states that the knowledge and understanding of history and geography lot be linked because both subjects focus on o n people in different places, at different times. This is back up by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography feces be used in history. Whilst on train experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an excerpt under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This changed the children to consider the connections between rivers, farming and industry whilst looking at the moment of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding about rivers helped children to understand Egyptian history.Hoodless (2009) argues that there is a parity between the skills children are expected to acquire in history and geography. This is further underline by Catling (2006) who points out that both subjects incorporate enquiry skills where children ware the probability to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e).Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children go out find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises th e historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field institute, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local area enquiry study in groom, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can touch how the past has stired on a present locality. through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective.Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of rendition maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident.However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area later the introduction of the railway supports childrens developm ent of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the urban center of London from Victorian Britain until today. This enabled the children to use their interpretation skills to decide how London has changed and how it is as yet changing.Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and un derstanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously.It is important to highlight how the links between both subjects can impact on the live ample school curriculum. Owen and Ryan (2001) argue that a school mustiness produce long end point plans that meet the statutory requirements of the National Curriculum (2000). This is further accentuate by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools ply and shared ways of working (p.125).From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009).There are also imp lications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these authentic links it is not possible for teachers to measure childrens progress of learning in either subject.Over my three school experiences I have seen soused examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowle y and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans.Whilst on school experience it became apparent to me the wishing of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visitingthe archives at the Museum of London to collect photographs of the urban center of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a unde composed aid to support childrens learning, a great deal of time was fagged collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.